Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) Essay Example

Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) Paper Macbeths state of mind changes drastically throughout the course of the play. This change is shown in his three main soliloquies. In Act 1 Scene 7 Macbeth is hesitant about killing Duncan and tries to think of reasons to justify killing him but Macbeth can only think of reasons not to kill Duncan. In Act 2 Scene1 Macbeth has a hallucination of a dagger with the handle pointed towards him. This dagger resembles his own and the blade is pointed toward Duncans room and, as the soliloquy goes on, appears to have blood all over it. This is Macbeths sub-conscious warning him not to kill Duncan. Finally, in Macbeths last soliloquy in Act 5 Scene 5, Macbeth is regretting killing Duncan, Banquo and Macduffs wife, children and household. Macbeth starts at the fact that he had tried so hard to be memorable but he will be forgotten. Also, Macbeth states how meaningless his life has been and, like a candle, his end is inevitable. Before Act 1 Scene 7 King Duncan has arrived at Macbeths castle and he has so far played the humble guest. However, Macbeth has been persuaded by Lady Macbeth to kill Duncan so the prophecy of the witches comes true, Macbeth is very noble at this point and is thinking hat killing Duncan will go against his values. Macbeths first soliloquy about his changing state of mind is in Act 1 Scene 7(lines 1-28). This soliloquy sees Macbeth contemplating whether or not to kill Duncan and Macbeth is desperately trying to think of reasons that would aid him in the killing of Duncan. We will write a custom essay sample on Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However Macbeth can think of no such reasons, the only thing the he can think of are things that serve only to keep Duncan alive and that killing him now would be the greatest act of villainy. Because Duncan is at Macbeths castle he is in double trust first as Macbeth is his kinsman and his subject and then as his host, who should against his murderer shut the door, not bear the knife himself. Another thing that Macbeth tells himself is that killing Duncan would be about as cruel as leaving a naked newborn babe striding the blast and that tears would drown the land at Duncans death, since he was such a good and just king. Furthermore, Duncan is portrayed as a kind and gentle king as he showers Lady Macbeth with gifts when he enters Macbeths hospitality. When Macbeth makes his decision he has thought of all the possible outcomes. Macbeth is scared to kill Duncan because he fears eternal damnation. This is relevant at the time because people believed that the King was chosen by God and that killing the king would be like killing a part of God, it would also upset the natural order. At the end of the Scene Macbeth tells Lady Macbeth his decision not to kill Duncan but adamantly this is met with rage and abuse as Macbeth is called a coward by Lady Macbeth. This serves to change his mind. By Macbeths second soliloquy, in Act 2 Scene 1, he has decided to kill Duncan and is on his way to do so when he starts to see a dagger. Firstly he sees the daggers hilt pointing toward him, the blade points towards Duncans room. Macbeth tries to grab the dagger but his hand goes straight through it as it is not real and only a manifestation of his guilty conscience. The dagger then changes to having blood all over it. This is what Macbeths dagger will look like once he has killed Duncan. Furthermore, during the soliloquy Macbeth thinks that the stones that his castle are made from are moving and if they were then they would certainly be crying out at the terrible deed that Macbeth is going through. There is a lot of reference to movement in this soliloquy; Macbeth speaks of ravishing strides, a stealthy pace and Moves like a ghost. This could show that he is concerned that if he stops moving he will become scared of killing Duncan and so will not. Macbeth seems to be going mad at this juncture; he realises that the dagger, which at this point is moving towards Duncan, is not real. His eyes are the fools othother senses. This could mean that his eyesight is either much better or much worse that his other senses. At the moment Macbeths state of mind is one of great fear at both his thoughts and feelings and at being discovered. He also feels dread at what is to come in the future. As we know Macbeths future is not the best, but he is not to know that at this point in the play. Another reason for Macbeths fear is that while he is walking around talking to himself and thinking about the dreadful deed he is about to commit, Duncan still lives; and Macbeth could be discovered at any time and he would be unable to explain himself. The last two lines of this scene are a rhyming couplet. Macbeth is commenting that the bell ringing in the background is Duncans knell, a funeral bell rung to announce a death, summoning him to heaven or hell. This could be seen as some sort of dark humour on Shakespeares part, Macbeth is sure of where both he and Duncan are going. Duncan to heaven; Macbeth to hell. In Act 5 Scene 5 the battle between the armies of Macbeth and Malcolm is about to begin and Macbeth is starting to think that all his plans are coming undone. Macbeths castle is under siege and he begins to contemplate life and its petty pace from day to day, meaning that life, especially his, is meaningless and like a brief candle his end is inevitable despite his trying to make an impression on the world. At this point Macbeth is totally incapable of emotion whether fear at his impending doom or, as it happens, grief at his wifes death. His only comment is that she should have died hereafter. This is almost as if to say that Lady Macbeths death was inconvenient at this time. Macbeth again states that life is worthless, and is not as exciting as it seems, not unlike a tale told by an idiot, which is told with a lot of exuberance but, in the end, signifies nothing. Furthermore, like a poor player being forgotten and unsuccessful, Macbeth has not made enough of an impression to be remembered, even as a great tyrant and traitor. Macbeth mentions a dusty death which, in his case, would mean that his death shall not be remembered and like a dusty book on the top shelf he will not be acknowledged or honoured. Macbeth changes again in Act 5 Scene 5. He is now impervious to any emotion and he believes that all life, his mainly, is a waste of time and should not have been bothered with in the first place. He has gone past being a nobleman and being afraid of an unjust death and now is not able to feel any emotion at all. By the end of the play Macbeth becomes a cold-blooded killer from a noble lord and his actions are ruled by his dependence on the prophecy of the witches and his eventual total victory through their words. Little does Macbeth know that the prophecy is not intended for his victory but is designed to make him suffer for yielding to the power of the witches, murdering Duncan and trying to elevate his status in Scotland. This shows that Macbeth deserves the death that he gets because he is a true tyrant and traitor to the crown.

Cartesian Diver Lab Report Essay Example

Cartesian Diver Lab Report Essay Example Cartesian Diver Lab Report Paper Cartesian Diver Lab Report Paper First a 2-liter bottle is filled with water to almost all the way to the top, then prepare the diver which is a test tube, fill the test tube about 50-60% with water, lace the diver inside the bottle the diver should float near the water surface then secure the cap on the bottle. When the container is squeezed, the diver should sink to the bottom of the container. Release the bottle slowly, the diver should come up in reverse order. The Cartesian diver shows that air is compressible and water is incompressible. When the container is squeeze, the pressure from squeeze is distributed equal throughout the container and the volume of air in the diver decreases because of the increased pressure of the water surrounding the diver. Since the volume of air inside the diver decreased, and water filled up where the air use to be, the diver becomes denser and will begin to sink if enough pressure is applied. It begins to sink because it becomes denser so the upward force of the water is not great enough to keep the diver floating. When the container is not squeezed, the diver will float back to the top because the pressure that was compressing the air in the diver was relived so the air could take is normal volume again which make it least dense. Therefore the Cartesian diver does demonstrate the compressibility of a gas, the incompressibility of water. The Cartesian diver experiment also demonstrates the Pascals law. According to Pascals law, when the bottle is squeezed, the applied pressure increase throughout the bottle by the same amount include inside of the diver. The control volume for this lab experiment is the entire water bottle including the diver inside. Objects float or sink as a result of their density. Density can be described as the amount of weight in a specific volume. An object is buoyant if its relative density is less than the density of the fluid that is surrounding it. According to Archimedes principle, an object will be buoyed up by a force that is equal to the weight of water that it displaces. The air inside the diver can be compressed much more easily than water, therefore the water level inside the diver increase as the bottle is squeezed due to the pressure increase. The applied pressure by squeezed the bottle can be determine by using this equation: P =F/A Where P is the applied pressure, F is the force by the fingers and A is the area of the fingers touch the bottle 14. 14 (CM) With the applied pressure, the pressure rise in the outlet based on water level change inside the diver can be estimate by using this equation: P =Pugh Where P is the applied pressure, p is the water density, g is gravity and h is the height of the water rise, 0. CM. Combine equation (1) and (2) the force by the figure equals 0. NON and applied pressure equals 29. Papa The Cartesian diver experiment demonstrates Archimedes principles. Objects either float or sink because of buoyancy, buoyancy is the upward force that keeps objects floating. If the buoyancy exceeds the weight then the object floats and if the weight exceeds the uncanny then the object sinks, therefore Neutral buoyancy is achieved when the mass of an object equals the mass it displaces in a surrounding med ium. This offsets the force of gravity that would otherwise cause the object to sink. An object that has neutral buoyancy will neither sink nor rise. According to Archimedes principles the buoyant force acting on a body of uniform density immersed in a fluid is equal to the weight of the fluid displaced by the body, and it acts upward through the centered of the displaced volume: xv_sub Where F_B is the buoyancy force, p_f is lid density, g is gravity and V_sub is the submerge volume. F=MGM Where F is the weight of the object, m is the mass of the object and g is the gravity. By relating equation (3) and (4) the buoyancy force equals 0. 1 N and mass of the tube is about leg. IV=part Where P is the pressure, V is the volume, p is the density, R is the gas constant and T is the temperature. P_2/P_1 =h_1/h_2 Where P_l the pressure rise of the bottle, P_2 Pressure rise of the diver, h_l is the height of pressure rise in bottle and h_2 is the height of pressure rise in diver. Cartesian diver can achieve a neutrally buoyant state. However when the Cartesian diver reach the neutrally buoyant state it will be an unstable equilibrium like a ball on a hill, a very small change can cause to rise or sink again. The hydrostatic pressure is a very important factor in the Cartesian diver, the hydrostatic pressure is the pressure exerted by a fluid at equilibrium due to the force of gravity. The hydrostatic pressure of the water increase as the diver sinks, for this particular Cartesian diver a small change in hydrostatic pressure will affect the diver to sink, rise or stay and the key to achieve the diver to stay tutorial buoyant is the precise measurement of how far the diver sinks before it sinks completely or floats. The principle of buoyancy of a submarines are very similar to the Cartesian diver. Submarines can control their buoyancy by pumping air into the ballast tanks increases the submarines buoyancy and allows it to float to the surface like Cartesian diver at initial state when there is enough air inside of the diver, the Cartesian diver can also control buoyancy depends on how hard the person squeezed the bottle. Submarines could also releasing air and allowing water to fill the ballast tanks to decreases the feminines buoyancy and allows it to sink, similar to the Cartesian diver when the bottle is squeezed, the water level in diver increase which also decrease its buoyancy, so the Cartesian diver sinks. For submarines to reach neutral buoyancy, the water filling in the ballast tanks must be precise so the buoyancy force will equals to the weight of submarine, similar to the Cartesian diver when the applied force is just right, the diver will to reach neutral buoyancy. The Cartesian diver lab shows the fundamental principles of Pascals law and buoyancy. At the initial state of the Cartesian diver, the diver floats on top of the water. Because of buoyancy is greater than the divers weight then as bottle is squeezed the pressure increase uniformly which cause the diver increase its water level which decrease its buoyancy so it drops to the bottom of the bottle. When the bottle is release the diver rise to top of the water again due to the pressure that was compressing the air in the diver was relived so the air could take is normal volume again which increased the buoyancy back to its initial state.

Wal-Mart Essay Example | Topics and Well Written Essays - 4750 words

Wal-Mart - Essay Example Porter’s generic strategy provides a clear linkage between strategic management and strategic finance. Wal-Mart’s decisions had a clear linkage between strategic management and strategic finance. Even when entering a foreign country, a firm needs to assess which markets to enter, the timing and the scale of entry (Hill, p488).Whether the strategy is to maintain cost leadership or product differentiation, the ultimate strategy is to gain competitive advantage and enhance profitability. Wal-Mart focused on cost leadership and their low-cost model served them well within the US but the same strategy did not help them in their international operations. In the US they had achieved organic growth but when they decided to expand their ventures overseas, they did not look beyond the low-cost model. According to Mintzberg (1987), a strategy must essentially have two characteristics – it is made in advance of the action undertaken and it must be devised purposefully and co nsciously. Wal-Mart did not follow this principle of strategic management.Wal-Mart did none of these and merely tried to replicate the business model that had brought them success in the US. Another important factor when entering another country is the choice of entry mode which must be based on long-term growth and profit potential. There are four different modes of entries - exporting, contracts (licensing) joint ventures (JV) or wholly owned subsidiaries (WOS) and the choice depends upon the level of control required.

Final Crime Essay Example | Topics and Well Written Essays - 1500 words

Final Crime - Essay Example By the end of the 20th century, observers such as Craine, S. and Coles, B. (1995) described early adolescence as an unsettling and stormy phase of the life course. The growth of public schools, and the concomitant age grouping that resulted, prompted increased public concern about youth. Although some private or public primary schools were established in a few 17th-century New England towns, most parents either taught their own children or shared in the paying for a temporary private school teacher. By the early 19th century, however, primary schools were established in many northeast towns, and by the mid-19th century most communities in that region had well-developed public common school systems. In the South, however, few public schools were created, so that as late as 1900 large numbers of children received little formal education (Newburn, T. and Stanko, E. (eds) 1994). A disproportionate amount of recorded crime is committed by young people, especially by young males. In 1994, two out of every five offenders were under the age of 21 and a quarter were under 18 [Audit Commission, 1997]. A small number of persistent offenders commit most of the crimes by young people. A survey through which respondents self reported their offences over the previous twelve months identified that 3% of young people, mostly young males, were responsible for about a quarter of all offences [Graham and Bowling, 1995]. http://www.dft.gov.uk/stellent/groups/dft_mobility/documents/page/dft_mobility_503832-04.hcsp In contrast to a decade ago, young people and young males in particular are not growing out of offending behavior as they reach their late teens and early twenties. Property offending by young males may now be increasing with age up to the mid twenties [Bright, 1997]. The known rate of offending by young adult males aged 18 to 24 years has increased significantly and, as a result, the peak age of offending for young men has increased from 15 years in 1986 to 18 years in 1994. In contrast, the peak age of offending for women has remained between 14 and 15 years of age [Audit Commission, 1997]. Female offenders who become socially mature adults are significantly more likely to stop offending than those who do not, whereas this development process appears to make little difference to male offenders [Graham and Bowling, 1995]. http://www.dft.gov.uk/stellent/groups/dft_mobility/documents/page/dft_mobility_503832-04.hcsp Crime by young people hasn't risen in the past five years and the number of known young offenders fell by 14% between 1995 and 2001 (Source: Criminal Statistics 2001). However, three-quarters of respondents in a recent survey believed the number of young offenders had risen (Source: Youth Crime and Youth Justice: Public opinion in England and Wales 2004). http://www.homeoffice.gov.uk/crime-victims/reducing-crime/youth-crime/version=1 Youthful offenders were more likely to be arrested for property crimes and ordinance violations compared to older adults who were more apt to be charged for drunkenness and moral offenses. Perhaps the most striking finding, however, was that arrest rates at all ages are much higher today than in the past, and that there has been a relative increase in the proportion of crime committed by young people (Davies M, Tyrer J & Croall H 1998). The growing attention to youth

The history of witch hunting Essay Example | Topics and Well Written Essays - 750 words

The history of witch hunting - Essay Example Position of women and transition to capitalism Federici points out the issue of witch hunting as a continuous and relevant discourse from the middle ages to the contemporary times. She argues that witch hunting, one of the basest ways of subjugating women, has its roots in the history of capitalism. Prior to the advent of capitalistic concepts, the position and function of women in society were never discriminated from that of men. Federici accounts for the lifestyle of women where they were attributed with work within the house as well as outside. But as capitalism with the concerted effort of the state and the church sought its way into power, it tended to manipulate, undermine and distort established constructs of reality to meet its ends of ‘primitive accumulation’. According to Federici: â€Å"capitalism was the counter-revolution that destroyed the possibilities that had emerged from the anti-feudal struggle—possibilities which, if realized, might have spar ed us immense destruction of lives and the natural environment that has marked the advance of capitalist relations worldwide†. Relation between primitive accumulation and oppression on women The basis of capitalism is considered to be primitive accumulation which means accumulating land and labor. ... ation of differences and divisions within the working class, whereby hierarchies built upon gender, as well as â€Å"race† and age became constitutive of class rule and the formation of the modern proletariat. (Federici, 63-64) Federici points out that one of the main objectives of capitalism was to break the solidarity between the genders that gives a community its strength and nurtures healthy social life. Devaluing women was made into a discourse and misogynistic attitude was provoked to create mutual distrust and antagonism between genders. Federici argues that the logic behind legalizing prostitution on one hand and decriminalizing rape on the other was purely a capitalistic tactic of deliberately underrating women. From this perspective it could be said that capitalism was formed on the motto of dividing and rule policy and it did not spare human relationships. Repressing women power by dehumanizing women: platform for witch hunt The act of witch hunting, which is nothin g but persecuting women on some utterly vague assumptions, points to the desperation of the need to repress women power. The propagators of capitalism particularly targeted to control women’s power of reproduction to have access to manpower resource. It shows that the role of women was dehumanized to that of labor producing machine. The body-as-machine was made the discourse of the early capitalist era that also explains the medieval ideology of the body-mind dichotomy upheld by the church. Accordingly, any kind of unproductive physical indulgence was tabooed as corporeal sin and women were made its worst victim. Women were banished from outdoor activities of community life, stigmatized in any attempt to do so and robbed of privacy. Federici, by giving a detail account of how women were not

How Effective Is The Child Protection System?

How Effective Is The Child Protection System? Literature highlights some of the challenges for social workers assessing and making decisions about African children and families whose cultures differ from the majority of the white population in United Kingdom. The critical evaluation of knowledge and research in child protection and prevention of child abuse in black African children is important to the forming of social work policy, services and appropriate intervention. This is because there is need to provide appropriate intervention services which are culturally sensitive but at the same time preventing child abuse. It is important that black African children perspectives form part of policies and legislation. Several authors have critically analysed the evidence on service provision for black families in general. A pathologising approach to black families may lead to unnecessary coercive intervention and on the other hand a cultural relativist approach may lead to a non-intervention when services are required (Dominelli 1997 , Chand 2000). The purpose of the review is to explore if the child protection system is effective in preventing child abuse in black African children and their families. By child protection, the review will be referring to all the agencies and services involved in protecting and preventing child abuse. By relating to theory and research, there is hope to uncover gaps, themes and debates and also, raise questions which can be useful for future research. The literature review starts by setting the parameters that is, defining the terms that will be used, such as, child protection and child abuse. The literature review goes to set the historical and theoretical context because it is important to know how long literature and research has existed on the topic and what has been happening including research on culture differences, poverty, power issues and child protection. The review goes on to address the theoretical perspectives on the topic to analyse the theories that form the knowledge base in rese arch. The review goes on to look at the major findings in research and literature by exploring the key themes such as factors that impact African children that can result them in being involved in the child protection system for example, child rearing practices, poverty and limited knowledge in cultural practices by social work professionals. Finally the review will look at the anti-discriminatory practice and user-involvement to show how professionals can work sensitively and provide culture appropriate services. The literature search Child protection system aims to prevent situations that can result in a child or young person aged sixteen and under experience abuse that puts them in danger of not developing appropriately or losing their life (Save the Children UK, 2008). The abuse can fall under the category of child abuse which could be in form of neglect, emotional, physicals and sexual, (Woolfson et al 2009). The search involved these terms. After establishing the specific area to be reviewed; the focus was on black African children and the child protection system. The area of child protection and black African children is a controversial area that has been neglected in literature and research and there is need to analyse themes and identify gaps in literature. The sources selected were journals, books, government records and articles. Electronic search engines were used because they provided a readily available wide range of literature and research articles which have been accepted for publishing. These sourc es were used as evidence and source of information because they had been accepted for publishing hence they would not provide with false information. Review of the literature Historical Context In setting the historical context, the most important development in child protection is the formulation of the Children Act 1989 which was influenced by the public inquiries of the 1970s and 1980s child deaths, for example, the Maria Cowell. The Act stressed that the Local Authoritys duty is to safeguard and promote the welfare of children. However, research into how the Children Act was being put into action found that the child protection system was still focusing on single incidents of child abuse rather than planning to meet the wider requirements of children in need (DoH, 1995a). The studies also noted that many children and families received little or no support, the assessment of risk was low (Stevenson, 1998) and ignored the influences of poverty, unemployment and poor housing. This meant that a new way in thinking was needed about working with families. The result was publication of the Framework for Assessment of Children in Need and their Families (DoH et al, 2000) and Wo rking Together to Safeguard Children (DoH et al, 1999). A Common Assessment framework was also developed to promote more effective earlier identification of childrens additional needs and improve inter-agency working. A review into previous deaths of children indicates failures to listen to children, sharing of information, follow procedures and recognising indicators of abuse. The main response to the deaths of children due to local authorities failures has been to seek bureaucratic solutions such as introducing new guidelines, laws and procedures (Ferguson, 2005). However, the Laming 2003 enquiry into the tragic death of Victoria Climbie in 2000 is particularly significant because it pointed out the inter-agency approach established after Maria Cowells death in 1973 was not followed and it considered implications for the whole of the child protection system (Batty, 2003). Laming (2003) highlights the misjudgements made on the Climbies case based on cultural assumptions that led to a tragedy. However, Garret (2006) argues that the Laming report (2003) appears to detach a childs race from core assessments and this was echoed in the Every Child Matters which appears to mention very little about the needs of children from other races. After the Victoria Climbie enquiry there has been recent death of children known to social services such as, baby P (2007) and Khyra Ishaq (2008). This begs the question, where is the child protection system going wrong? There are debates on how to provide social work interventions and family support that are culturally sensitive and competent to African children and their families who are at risk of significant harm (Stobart, 2006; Holland 2004, Robinson 2007; Mama 2004). This was highlighted in the Laming Progress Report (2009) which set out challenges faced in safeguarding children such as: à ¢Ã¢â€š ¬Ã‚ ¦ there is still need to improve knowledge and skills to understand children and their family circumstances. Also the laming report noted that despite the progress in inter-agency wor king there are still problems of day to day reality of working across organisational boundaries and cultureà ¢Ã¢â€š ¬Ã‚ ¦ , Laming Progress Report (2009). When reviewing literature it is important to note that there is a sparse of research on black African children and the child protection system in the Britain hence it is difficult to set out the historical and theoretical context. Where research and literature exists, the data is still not plausible because it is mixed with other research data from minority ethnic populations and their experience differs widely. Theoretical and research perspectives that shape knowledge Different theories and perspectives inform knowledge base in literatures surrounding African children and the child protection system. When researching this area there is need to look at experiences of African people and their involvement with child protection hence researchers can use the black perspective which is based on the notion of common experiences that black people share. The black perspective criticises repressive research and theories that are likely to oppress black people, (Robinson 2007). African families will always refer to their culture as frame of reference to their parenting capacities (Bernard and Gupta, 2008) and understanding and acknowledgement of the black frame of reference will enable social workers to come up with accurate and comprehensive assessments of African black children involved with the child protection system, (Robinson 2007). Other literature is based on the ecological perspective and highlights the importance to analyse the impacts of social ex clusion, poverty and immigration on black African children and their families, (Gibbs and Huang 2003). However, Robinson 1998 argues that there is a danger of over-generalising and stereotyping because individual members from the same culture can behave differently from the pattern that is typical of that culture. However, other researchers argue that postmodern theories have gained popularity in social work, (Pease and Fook 1999; Leonard 1997). Researchers have argued against postmodern theories who want a better understanding of identity, combining personal with structural elements of living (Dominelli 2002; Graham 2002), drawing on the idea of what holds people together, (Badiou 2001). The lack of appropriate preventative support services which are culture sensitive often result in social work operating against the interests of black children involved in child protection, (Barn 1993, Graham 2002). Social work has operated within a problem oriented framework which is characterised by deficit and dysfunctional theories of black families (Robinson 2008). Major finding in literature and research Research agrees that black African children and their families are disproportionately represented in child protection (Graham, 2006; Barn et al 1997; Bernard and Gupta 2008). When looking at experiences of black African children and their families and how best to offer them appropriate intervention it is important to acknowledge background in terms of religion, culture, language and beliefs (Bernard and Gupta 2008; Gibbs and Huang 2003; Robinson 2007). Research shows that black African families may experience oppression and discrimination within the child protection system (Chand, 2008). A lot of literature appears to draw attention to the parenting in African families and how their culture is neglected in a lot researches and there is little empirical evidence especially about African parenting in Britain (Bernard, 2002; Graham 2006). Parenting by African families is entwined into an already debate of what constitutes child abuse (Francis, 1993; Chand 2000). Barn, 2002 argues that c hild abuse is a socially constructed phenomenon and most of literature surrounding child abuse is based on western societys views and middle-class. This can lead to discrimination and stereotypes towards African families rearing practices and lead to unwanted intervention and social care involvement. There is well documented literature focused on how culture influence parenting of African families involved with child protection system, (Brophy et al 2003, Bernard, 2002; Graham 2006). However, the empirical research is limited but the little data that exists poses the notion that cultural practices appear to play some part in African children being involved in the child protection system, (Mama, 2004). Literature suggests that African families practice harsh punishment for children, however, Barn et al 2006; Thoburn et al 2005; Nobes and Smith 1997, challenge such stereotypes and in their study, they found no significant differences between ethnic groups with regard to physical punis hment. However, these studies cannot be generalised to African families easily because the majority of the participants where white parents. There is gap in research on the parenting by black African families and a recurrent theme in literature is the need to acknowledge cultural and social contexts of parenting and experience of African black families to make sense of child abuse and provide appropriate intervention for children and families involved in the child protection system, (Holland 2004, Robinson 2007, Stobart 2006). A focus on ethnicity or identity, preclude issues of power and oppression operating in the everyday experiences of childrens lives to be appreciated, (Graham, 2007). Research found that most black African families live in poverty and social exclusion and how this impacts on parenting, (Bernard and Gupta 2008; Gibbs and Huang 2003; Robinson 2007; Platt, 2007). A study of more than 7,000 children looked after by 13 Local Authorities found that children who were not of the white origin where more likely to be put into care due to poverty (Sinclair et al, 2007). Sinclair et als study is very important b ecause it is a comprehensive qualitative study which focuses on the needs of children in care systems involving their perspectives and investigates the outcomes for children. The study also suggests how the care system should function and managed which is important to social work professionals and policy makers. However, data produced cannot be easily generalised to the entire population of African children because their experiences varies. There has been research critically examining the treatment of asylum seeking children and the child protection system and there is argument between the Children Act 1989 and immigration legislation and policy and Jones (2001) argues that social work profession singularly failed to provide critical scrutiny on the status and relationship of immigration and child care law and the erosion of childrens rights. Other researchers agree with Jones, that vulnerability of asylum seeking children has emotional and legal aspects, (Woodcock, 2003; Chase, 2009). Kohli 2006, argues that legislation obstruct the provision of preventative services to vulnerable children and their families. Research has highlighted the fragility of African children who claim asylum such as having suffering trauma due to their circumstances that led them to claim asylum such as war and torture, (Hodes, 2000, 2002; Ehntholt and Yule, 2006; Dyregrov and Yule, 2006). Research shows that there is a gap in research on asyl um seeking children and social work to inform practice, (Kohli and Mather 2003; Okitikpi and Aymer 2003). Rustin 2005, states that there is a complicated interaction between social workers knowledge in asylum seeking children and the existing stereotypes regarding these groups of service-users, (Bernard and Gupta 2008; Robinson 2007; Barn 1993; Owen and Statham 2009). Bernard and Gupta (2008) go on to cite other factors that affect African children such as asylum seeking, AIDS, loss and separation and this is important because when providing intervention to African children there is need to comprehend their background to offer appropriate services which do not discriminate them any further. Young (1990) states that black children often experience multiple-oppression for example, they suffer from stereotypes from society and also they are invisible to the child protection system. Graham (1999) goes on to argue that intervention with African families is at the centre of wider debates and conflict; and evidence from research continues to show over-representation of African children and their families in child protection. The debates seem to focus on power imbalances and how to involve African families to gain control over their lives, (Graham, 1999; Young, 1990). Other researchers highlight the issues of language in child protection and the provision of appropriate intervention services, (Chand 2000, Ahmed et al, 1982). The use of children as translators in sensitive child protection issues is unethical and inappropriate, and also the use of an interpreter can distort the assessment process, (Chand, 2000). Bernard and Gupta (2008) go further to look at other factors that affect black African children that other literature seems to neglect such as how gender norms place women in an inferior position within African cultures and this can limit mothers to protect their children in the environment of domestic violence, however Owen and Statham (2009) argues that the is limited evidence to maintain or challenge this notion. Nevertheless, in Masson et al (2008) study, domestic violence was evidenced as a cause of concern in the court files of half the children of Black African mothers implicated in their study of care proceedings. Research and evidence from Climbie enquiry propose that social work professionals involved with black and minority ethnic families might not act in child abuse cases because of fear of being regarded as a racist (Scorer, 2005; Bernard and Gupta, 2006). Nevertheless, literature and research fail to provide a large amount of evidence to support this notion for example, Gordon and Gibbons (1998) in their study found no differences between ethnicity in terms of children being placed on the child protection register and factors such as parents mental health problems, criminal activities or the child not fitting in a reconstituted family were the reasons for involvement than ethnicity (Williams and Soydan, 2005). However, Selwyn et al 2008 found that social work professionals were more uncertain and occasionally puzzled regarding how best to promote the needs of ethnic children and they felt further self-doubting in their assessment. Recurring themes in literature is the significance of so cial work professionals to build up on culturally sensitive work with black and ethnic families (Gray et al., 2008; Sue, 2006; Laird, 2008; Stirling et al., 2009; Hodge, 2001). Anti-discriminatory perspectives and the incorporation of knowledge from service users Thompson, (2008) states that anti-discriminatory practice has been used in Britain to account for good practice in social work to counter structural disadvantages however, Graham 1999, argues that anti-discriminatory practice fails to provide a knowledge base for social work that is engaged in the collective development of the black community. Professionals can indirectly oppress African children and their families through practice for example, by imposing their personal values or power, (Dominelli 2007). Research and literature talks about the child protection providing cultural sensitive services and training social work professionals have the knowledge and skills in working with different cultures. However this can actually create further oppression and social divisions. The majority of the workers will have dominant Eurocentric views which encourage further social divisions for example, excepting the view that African families live in poverty and not fight and challenge this view by providing services that help families to counter these structural inequalities in society. Dominelli (2007) argues that there is need to address the systems that reaffirm racist dynamics rather than challenging them. Dominelli (1992) argues that black children and families are over-represented in the controlling aspects of social work and under-represented in the welfare aspects of social work. Problems with communication and working in partnership have been highlighted in literature. Chases (2009) study found that young people described complex relationships with social workers and other social care professionals and were also more mistrustful of the interplay between social care and immigration services. There is limited research that incorporates service user involvement (Buchanan 2007; Bernard 2002) taking in their lived experiences however, an important study by Chase 2009 found that young people often described complex relationships with social workers and other social care professionals and were also more mistrustful of the interplay between social care and immigration services. Recent policy has tried to enforce advocacy as a way of promoting social justice and incorporate disadvantaged groups views on the services that are appropriate for them. In Bowes and Sims (2006) empirical study, they found that black and minority ethnic communities gave support to advocacy s ervices, however, they were still marginalised by the services they were already using. There appears to be a need of qualitative research and literature that includes an extensive study of black African childrens perspectives and experiences, (Graham 2007) which forms a value base to inform practice in social work. Relevance to policy and practice Using the ecological approach the Framework For Assessment of Children in Need and their Families (DoH, 2000), places a requirement on social work professionals to take account of cultural background and socio-economic positions of families paying attention to power imbalances in relationships, (Dalrymple and Burke, 1995). Dalrymple and Burke (1995) argue that an understanding is needed of the association between personal experience and structural realism of inequality. Therefore service users perspectives should form part of policies and legislation respecting and literature highlights that childrens rights may still lack from policy and legislation, therefore, these notions challenge professionals to take childrens views seriously and appreciate their contribution to research, (Aubrey and Dahl 2006). Lots of research appears to focus on empowerment through cultural knowledge inviting new thinking about the challenges faced by black communities, (Aubrey and Dahl 2006). The complex s ocial circumstances experienced by many African families pose challenges for social work professionals working to safeguard and promote childrens welfare. In order to safeguard and promote welfare of African children acknowledgement of sources of discrimination and oppression, a commitment to human rights and social justice must be met. Several authors have critically analysed the evidence on service provision for black families in general. A pathologising approach to black families may lead to unnecessary coercive intervention and on the other hand a cultural relativist approach may lead to a non-intervention when services are required (Dominelli 1997, Chand 2000). Either way appropriate intervention is not provided for black and ethnic minority children. The quality of services in black communities is a focus for debate and raises important issues about the lack of policy initiatives based upon needs and aspirations of local communities (Graham, 2002). By drawing on strengths perspective professionals can illuminate how parents draw on cultures as a resource to parents in circumstance of adversity whilst not excusing behaviour that is harmful to children. Conclusions There is gaps in research on child protection and black African families and a recurrent theme in literature is the need to acknowledge cultural and social contexts of parenting and experience of African black families to make sense of child abuse and provide appropriate intervention for children and families involved in the child protection system, (Holland 2004, Robinson 2007, Stobart 2006). Research shows that there is a gap in research on asylum seeking children and social work to inform practice, (Kohli and Mather 2003; Okitikpi and Aymer 2003). There is need for research centred on black African children and there is also need to involve them in forming of policies, challenging the notion that only ethnicity causes the experiences faced by African children. This is because by having cultural sensitive intervention, there can be reinforcement of stereotypical services and discrimination ignoring other things such as gender, age and class.

Analysis Of Islam :: essays research papers

Religiological Analysis of the Islam Through the Koran and Hadith Islam may be considered as an exotic religion to many in the western part of the globe. The impression that Westerners have is usually obtained through the media representing Islamic countries or groups in the middle of a Holy War. The wars, called Jihad, are usually waged by Islamic Fundamentalist who use terrorism to get their messages across giving Islam a negative reputation. Because of the lack of understanding of this highly publicized religion, many conflicts arise between the people who live in eastern and western worlds. In turn, this causes problems amongst different cultures through various political and religious battles that result from these misconceptions. In order to prevent future strife, it is important for people all over the world to have a better understanding of other religions. To interpret Islam from a objective point of view it is easier to use Religiological Analysis, a system that that break s the religion down into specific terms: Epistemology, Ontology, Anthropology, Psychology, Teleology, and Methodology. The Epistemology of Islam is contained in the sacred book called the Koran that was revealed in Arabic to the Prophet Muhammad in exact words of God through the Angel Gabriel. The Koran means Recollect, Clarify, Recital, Reading, and Criterion. It contains truths about everything and functions as a recollection of all previously revealed books. When Muhammad was forty years old, he had his first revelation and continued to do so for the next twenty-two years, remembering each revelation and then having them written down by scholars. The whole book consists of chapters that were believed to be put in order by Muhammad himself and are word for word from God. This book is the most widely read and memorized book in the world and because of the number of people memorizing the book it helped it remain unchanged for the past fourteenth centuries. Containing truths about th e world and our existence till the end (Judgement Day), it is also a guide for us on a way to live and worship God. Besides the Koran, Sunnah, known as the customs or practices of the Prophet Muhammad are also considered sources of knowledge by Muslims who hold him as an exemplary human and try to emulate his actions and lifestyle. His actions, and sayings were recorded and reported in what is know as the Hadith, a collection of his doings in his whole life.

Childcare and Education Unit 4

child Unit 4 – Assignment| Michelle Pieh| | Children & Play| | Rebecca Myring| 11/16/2009| | Introduction Play is the main way in which children learn and therefore play affects all aspects of a child’s development. Valuing children’s play: Props should be encouraged. Allow the use of their own experience. Own interests. Playing on their own should be encouraged. Work in a way that suits them. Adult encouragement to be engagement. Play as a way of communication. Recreate familiar themes. Transport resources to where they wish. Learn best when they are enjoying themselves. Allow for time and space. Facts about play: Through play children learn about their world. Play is considered to be a primary need of children. The stages of play change as a child grows older. The characteristics of play change as different stages of development are reached. All children go through the stages of play as they grow develop. Children develop at different rates therefore some children may take longer to go through a particular stage. D1/D7) Setting 1 – Zoo adventure play area Setting 2 – Park Setting 3 – Beach Setting 1 – A zoo adventure play area is an enclosed area containing play equipment. D7) It has wheel chair, pushchair/pram access. It has a variety of facilities ranging from a cafe with outdoor seating area for adults to sit and watch their children play to toilet facilities for all. In the play area there is specialised staff for children that have disabilities so they can help them join in with any games that are going on. The play area where the children can play has a safe outside area where children can play without parents worrying about the children getting hurt. The area is animal themed and the toys outside are animal shaped and patterned such as a swing in the shape of a lions mane and is yellow and orange to show it is a lions mane. A slide is in the shape of a zebra’s tongue the top of the steps is the head and the handles are the mouth opened wide and the slide is the tongue. Setting 2 – A park is an enclosed area where children can play without parents having to worry about their child going out of the park onto a street near a main road. There may be different parts in the park that are specially designed for each age range. For example: Babies/small children there may be a soft play area, bucket swings that a child can be harnessed into, small low sit on toys and a small slide. Aged 6 -10 children there may be a bigger slide, seesaw, roundabout, swings, small trampolines, climbing frames and tyre swings. Teenagers there may be basketball courts, tennis courts, football nets, running track, climbing wall/ abseiling wall, golf course, wire swings, zip wire, a weather pitch for all sports and a big trampoline that has a net around it to keep them safe whilst jumping. Setting 3 – The beach is a large area containing sand and water. The children like making sand castles. They also like feeling the different textures e. g. Water and sand mixed together. The children also have a chance to have a donkey ride. D7) There are also ramps for access for wheel chairs, push chairs/ prams. On the beach there needs to be parental supervision. D2) Age range for zoo – between 18-24 months to 16years Stage of play for the zoo is spectator aged between 18 months – 24months to 4 years and co – operative play for aged 4+ children. Age range for park – 2 years to 16 years Stage of play for the park is spectator 24 months to 4 years and co –operative for aged 4+ children. Age range for beach – 2 years to 16years Stage of play is spectator 24 months to 4 years and co –operative for aged 4+ children. Co – operative play is where children play together with shared goals. Play can be quite complicated and children are supportive. D3) The type of play that goes on is: Zoo – physical play Park – pretend play Beach – discovery play Zoo – At the zoo children would be involved in physical play. They would do this by finding different equipment to play on. Using all the different equipment they would exercising which would form their muscles, stamina, balance and Co-ordination. (Tassoni P, Hucker K, 2005, Pg 163) Park – At the park they would find different equipment to play on. They would pretend to act out things and pretend that they are other people. This will enable children to use their imagination and develop their own imaginative ideas. (Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 Page 195) Beach – They would discover sand and water. They would also discover mixing sand and water. They may find shells, crabs, star fish and jelly fish. D4) Zoo is physical play – An example of a zoo play area would be playing on the monkey bars which would be developing their gross motor skills. This will develop whole body and limb movements, co-ordination and balance. Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 page 194) Park is pretend play – An example of pretend play at a local park would be a child playing on a climbing frame that has a wheel on it and they are pretending it is a ship/boat, aeroplane/helicopter. Beach is discovery play – An example of a beach would be discovering different shells, sea life, boats, and textures of sand by building sand castles. Mixing sand and water together to make sand pies. Developing knowledge and understanding of the world. D5) Beach discovery play and Maria Montessori theory. The main points of Maria Montessori’s theory are: Children pass through particular development stages. This is the essential for the child to be able to learn. * Montessori developed a structured education programmed based on these stages, including a number of specially devised pieces of equipment that encourage children to develop certain skills. * Limited emphasis is placed on counting, reading and writing these will follow once the basic social and emotional development has taken place. * A Childs natural will to learn should be encouraged to foster a lifelong motivation for learning. * Children should be encouraged to work alone. Montessori felt the best learning occurred when children were focused, silent and completely absorbed in a task. * Montessori did not believe in free play and did not encourage children to develop their own ideas –play needed to have a learning focus. (Garhart M C, 2000, Pg 21-37) Maria Montessori believed that children learn by doing practical activities and by playing outdoors. D6) Setting 1 – zoo adventure play area * In the adventure play area with children aged 18-24 months to 16 years, an obstacle course could be arranged to include either a route over a high climbing frame or a lower route through it. The risks would be bumping into others, slipping and falling. I have chosen this activity as it will allow children to understand risks e. g. heights, bumping of the body parts. The challenge would be learning their limitations. Setting 2 – park In the park with children aged 2 years to 16 years, a park play area could be set up in the shape of a trim trail to include a variety of apparatus that provide challenges. The risks would be bumping into others, slipping and falling. The risks that the children will learn to understand are bumping into other children, slipping on play equipment and falling off of play equipment. The challenge that they might have to overcome is to see how high they can swing on a swing whilst feeling comfortable. Setting 3 – beach On the beach with children aged 2 years to 16 years, provide activities e. g. digging and making sand castles which challenges them to be sensible when handling the sand. The risk would be getting sand in their/other people’s eyes, risk of drowning in the sea, risk of being bitten by crabs and getting stung by jelly fish. The risks could be getting sand in their eyes, getting bitten by animals and drowning in the water. The challenge they will have to vercome is learning about what can happen if they touch certain animals. C1/D7) Setting 1 – zoo adventure playground Challenge and risk activity chosen in (D6) was obstacle course. Resources that would be used: * Climbing frame with monkey bars, lower and higher side. * Tunnels. * Under and over bars. Health and safety equipment: * Safe area. * Helmet. * Knee pads and elbow pads. * Safety mats, non slip floor. * Supervision. * Appropriate footwear, clothing. These resources have been chosen because: For children’s own welfare and safety. They allow children to achieve the learning outcomes that have been planned for. They meet individual children’s needs- D7. Provides different levels of play for age range and ability. Setting 2 – park Challenge and risk activity chosen in (D6) was trim trail. Resources that would be used: * Apparatus e. g. swings, balance walking logs, climbing nets, tyres, swinging logs. Health and safety equipment: * Safe area. * Knee pads, elbow pads. * Helmet. * Supervision. * Appropriate footwear and clothes These resources have been chosen because: For children’s own welfare and safety. They are appropriate to age range and stage of development of the children. They meet individual children’s needs – D7. Setting 3 – Beach Challenge and risk chosen in (D6) was digging sandcastles. Resources that would be used: * Spade. * Bucket. Health and safety: * Clean area. * Safe area. * Goggles. * Supervision from parent’s/carers. These resources have been chosen because: Encourages exploration. Encourages open minded play. They meet individual needs – D7. B1) Giving children activities that challenge them and make them understand risks by: Build’s up resilience as they become more aware of challenges that they will experience in the future and it will help them to become more comfortable, confident when faced with the kind of challenge. Bruce D. Perry M. D. Ph. D Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences). Develops an awareness of potential hazards. Younger children's awareness of hazards is further raised through staff's gentle reminders, for example, prior to activities, such as cooking. Children benefit from individual towels and soap dispensers, which reduce the risk of cross? infection. To, ensure that the risk of potential hazards is minimised. Children also develop confidence and self-esteem because staffs build positive, trusting relationships with them. (Ofsted Creche report) Prevents boredom. As young children don't understand time the way grown-ups do but boredom is not always a bad thing, it can also get children thinking creatively and can pay to take a more active role in preventing boredom. (Sanders, M. R. ; Christenson, A. P. (1985). Pg’s 13, 101-117). Builds confidence. As they do the activities again again they will have confidence in doing the activity as they will know how to do it. Potential learning opportunity such as they learn that you have to follow instructions to get to the end product. Provides mental stimulation. E. g. helps children to function for longer. Maria Montessori developed a method for young children, which was rooted in the senses and involves manipulating everyday objects and following highly structured activities that engage children but rarely allow them to fail. Develops essential life skills. E. g. money, telling the time, addition/subtraction and measurements etc. Activities that provide children with a challenge and risks: Climbing frame – know their own limitations but not put off but to overcome it and be determine. Hopefully next time they won’t climb as high and only go half way so they learn from previous times. B2) Adult led sessions are often used to introduce children to exploration and investigation through play. This helps them to develop their own play agenda and ideas. Children appreciate adults who help to keep their play flowing as long as they don’t take over. How they would do this? Exploration: Involve them in activities. E. g. Building Sandcastles, Finding sea shells and stones. Encourage them to learn about new things. For example colours, numbers and letters. Plan activities that relate to children’s experiences. E. g. Places were on holiday. Encourage activities that encourage exploration. E. g. Making ice or jelly. Offer a variety of activities. E. g. collage making, beading or outdoor play. How they would do this for investigation: Provide equipment. E. g. Bucket and spade or binoculars and magnifying glass. Provide plenty of time. To allow children to finish the activity so they get the whole potential. Present activities that allow solving problems e. g. floating and sinking. Allow the children to work together. So they can work as a team member and listen to other children’s ideas and try to solve things together. Introduce new subjects and topics. To help develop further knowledge. A1) Name of theorist wrote about in D5 was Maria Montessori. Maria’s main ideas and theories are: Children pass through particular developmental stages. This is essential for the child to be able to learn. Montessori developed a structured education programme based on these stages including a number of specially developed pieces of equipment that encourage children to develop certain skills. Limited emphasis is placed on counting reading and writing. Children should be encouraged to work alone. To encourage confidence in what they think. Montessori did not believe in free play and did not encourage children to develop their own ideas. Influences on today’s practice: There are many Montessori schools throughout Europe usually privately run. The method promotes a carefully planned environment that neither allows children total freedom nor imposes activities on them. Some nurseries follow the plan completely and purchase Montessori equipment and use her theories with a flexible programme. (Garhart M C, (2000) Page 21-37) What difference (if any) might there be if the adult was aware of this theory? If the adult was aware of the theory the adult would be aware of discovery play and be able to plan activities in more depth. They will also be aware of the benefits of discovery play. How do you think the theory will affect an adults understanding of children’s play? They might think that something that the child is playing is not discovery. So this might not give the children as many opportunities. A*) The role of the adult in providing activities and supporting children’s play is to provide relevant resources to enable children to do specific activities e. g. ard making needs – card, glue, sticking things/materials. An adult also sets out a play area for the children to play in. Adults make suggestions to widen the children’s knowledge and to support them when playing. Adults should also ask the children questions to develop their understanding. The adult considers the children’s needs e. g. provide activities for different levels of needs â€⠀œ (D7). I had no idea that there was so much to play. I had no idea that there was a lot of planning towards play and how play was actually structured rather than just giving a child a toy and telling them to play. I am now more confident in advising children when they are playing. I am now in a better position as I would be able to extend opportunities by asking the child questions. I have learned all the different stages and types of play. The types of play are:| The stages of play are| Creative play. | Solitary aged 0-2 years. | Pretend play. | Spectator aged 2-2 and a half years. | Physical play. | Parallel aged 2 and a half – 3 years. | Manipulation play. | Associative – 3 – 4 years. | Discovery play. | Co – operative aged 4+ years. | Bibliography websites used www. teachingexpertise. com http://nationalstrategies. standards. dcsf. gov. uk www. ofsted. gov. uk Www. raisingchildren. net. au Bibliography books used Tassoni P, Hucker K (2005) Planning Play and the Early Years 2nd Edition. Oxford – Heinemann (Page 163) Walker, M Beaver, M Brewster, J Neaum, S and Tallack, J (2008) Child care and Education CACHE Level 2 Cheltenham; Nelson Thornes LTD (Page 195) Garhart M C, (2000) Theories of childhood—an introduction to Dewey, Montessori, Erickson, Piaget and Vygestsky. Redleaf Press – Yorkton (Page 21-37) Sanders, M. R. ; Christenson, A. P. (1985). A comparison of the effects of child management and planned activities training across five parenting environments. Journal of Abnormal Child Psychology, Pages 13, 101-117. Professional People Bruce D. Perry, M. D. , Ph. D. , is the Thomas S. Trammell Research Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences, Baylor College of Medicine; and Chief of Psychiatry, Texas Children's Hospital, Houston, Texas.

ToK presentation Essays

ToK presentation Essays ToK presentation Paper ToK presentation Paper The result of these different perspectives in media and other sources is a stretching of information, so that it is uncertain where the real accurate stories lie. The best we can really do is to scan all the pieces of information, and compare them to each other to collect the common facts. This is why it is very hard to sieve through the false predictions on global warming to find the true answer. (change slide) A large influence in our understanding of global warming is the way in which Global Warming is presented in the media. The first theory is most often in the media, partly because it is the easiest idea to understand and it gives hope that there is a way to save the planet from its fate. Plus, its just generally better known. The other two theories are less well known as the media chooses not to advertise it as much. Even among the scientific world, these two theories are given little credit however given the evidence that there is from studying the earths past and the changes and the global events that took place, it is more creditable to believe that global warming is a natural occurrence. The majority of the people in developed countries refer to the media for information in one way or another; newspapers, news on the television or radio, the internet, and despite many media sources are supposed to be realistic, many of them are biased to one point of view over another, effecting our own opinions. The Media is a dangerous thing. It can highlight different perspectives, or project false information into societies. For example one of the key tools of a dictator, or a similar state, is to use media to indoctrinate the public onto their side. Schoolbooks were given an anti-Jewish spin under Goebbels propaganda campaign. Radio stations played Hitlers speeches over and over again; books that argued with any of his views of policies were burnt; and the Olympic Games hosted during his time were even meant to emphasize Aryan superiority. The point is that when media is blackened by propaganda and indoctrination, the result is a complete eclipse of truth and fact, so that even the most basic of your knowledge could turn out to be wrong. The scientific facts presented before us may emphasize mans part in global warming and make us feel bad for polluting, however, it is still the most comforting idea because we have a chance (however small) to change the fate of our world. The other theories are less publicised by the media because they are harder to believe, as it is very scary. It means that even though the world has been going through this cycle for an untold amount of centuries, we will still probably change our lifestyles drastically. It may include having to not only move into places such as Antarctica, but also having to watch our greatest cities, monuments, military bases etc. being destroyed by either rising tides, or scorching climates. (change slide) There are other sources from which scientists can learn about Global Warming, for example from studying the ice in the Artic and Antarctic we can tell how much oxygen, nitrogen and carbon there was in the atmosphere millions of years ago by just looking at how much of these elements there are in the ice. An example of what can be learnt by looking at the ice is that scientists have learnt of ancient tropical forests that lie fossilised below the ice from about 50 million years ago. Also by studying rock and land formations we can learn of major natural disasters, such as the rock formations left behind from an ancient volcano in southwest China tell us what was happening in the climate 250 million years ago. The evidence found from looking at the earths history suggests that global warming is not a new concept but is perhaps a reoccurring event, and from studying the land formations we can suggest what the future holds for us. These resources for predicting the planets future are both more scientifically believable and reliable. Unlike natural resources, human records are much more unreliable because the records we have made on the climate only stretch back to the late 1650s so cannot be seen as very reliable resources as they do not account for changes before this date. From looking at the records it may seem that the hottest summers have been over the passed few years, but what about the climate before records began? Had summer temperatures increased then? We also dont know what has been missed out from these records, for example if a river flooded regularly, then this may have been thought unnecessary to be recorded, whereas this could be very important information now to aid our understanding in Global Warming. However nothing is certain and scientists may be wrong, as science is forever advancing, but one thing is certain, that the world is changing and that it can not be escaped, but to what extent the world will change scientists can not be sure. (change slide) Global warming is of increasing importance because if effect us in our everyday life. Many of us have cars (glare at Ben, India and Lottie), we also use computers and watch televisions and have a range of electrical appliances is our houses and in school. These all require electricity, or oil for cars, which our made in a non-environmentally friendly manner. (Burning fossil fuels produces high amount of carbon emissions, increasing green house effect). Rolos conclusion!!! Its violent =) Changing perspectives are difficult to accept fully, as many people have a set point of view and have difficulty exploring different theories and admitting that they might be true as well. This is often because of human nature and isnt consciously our fault. However its important to broaden our horizons? and to look into alternative reasons as this allows us to learn more about ourselves and our planet. Different perspectives allow us to explore different solutions and outcomes to a situation, enabling us a better understanding of the knowledge issue. This helps us predict the most likely future as it shows we have considered all possibilities. However it is often hard to know what to believe with all the theories available. One theory can sound more logical and safe to believe but can be less scientifically correct, for example it is generally believed that the greenhouse effect is the cause of global warming, however if we dig a little deeper the more scientific, harder to understand theories begin to emerge, for example that it is actually the sun or past atmospheric changes which may be the cause. These theories are more difficult to accept because they are not the reasons we would expect or predict to be the cause, not necessarily because they are more complex science. The media also has an influence in what we believe because it exploits some ideas more than others. The more comfortable theories and narrow mindedness can often cause our perception of truth to blur. Fear can also so play on our emotions, as fear has a large influence on our actions and beliefs. The idea that the end of the world, as we know it, is nigh is, in reality, a terrifying idea. That fact there is nothing we can do about it is even scarier. Blame can be a way of softening the condemned future, as if we blame ourselves, from using too much CO2, climate change is a lot easier to accept. By blaming ourselves it is easier to say I dont care and we can say its our fault and we will get what we deserve. But to say it is actually the suns ever increasing temperature and the result of the recession of an ice age, is scary and leaves us with a sense of helplessness and a loss of hope. Just because there is proof for a theory doesnt necessarily mean it is true. If you correlate the number of crimes and the number of policemen in a number of towns, and crime increases as does the number of policemen, does it mean it is the increased number of policemen that cause the extra crime? No. Just because there is a relationship between two sets of data, doesnt mean they are directly related. Therefore just because temperature increases as does the amount of CO2 emissions, doesnt prove it is actually the increase in CO2 which is causing the temperature rise. Despite the fact we arent certain of what is causing global warming, there is strong evidence to suggest that the climate is getting warmer and that there is no escaping some climate change. It is inescapably clear that this is happening, however the reason and our part in it is not clear. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our International Baccalaureate Theory of Knowledge section.

Presidents power essays

President's power essays Today the office of the United States President is considered the most powerful elected position in the world. Unfortunately it was not always so powerful. In 1789 the United State was a nation of only four million people. It had a new and untried government and also it had an agricultural economy and a tiny army and navy. Today the United States is a fine industrial nation with one of the largest forces in the world. As the power of the nation grown, so has the power of the president. The growth of the presidential power is in both domestic affairs and foreign affairs. When the Constitution was written, the purpose of the executive branch was to have the same amount of power as the other two branches. Many historians believe that the president has become more powerful the Congress or the Supreme Court. The president has many roles to play as a chief executive, military leader, legislative leader, diplomatic leader and ceremonial leader. In the Constitution it says that the president shall be chief executive, or head of government. The president directs the work of cabinet heads and supervises agencies that make up the executive branch. The enforcement of all-federal laws and programs is the responsibility of the president. The presidents chief responsibility includes giving leadership to organization and recommending a workable budget to Congress. The president is the commander in chief of the armed forces. The president must approve the most important military decision. In the role of legislative leader, the president either signs or vetoacts of Congress. The president recommends new laws in an annual and the state of the Union addresses. Another legislative power is the presidents ability to call Congress into special session after it has adjourned for the year. Another power that the Constitution gives to the president is to make treaties, with the approval of two th ...

CUSHING'S SYNDROME Assignment Example | Topics and Well Written Essays - 250 words

CUSHING'S SYNDROME - Assignment Example The paper will cover the symptoms and diagnostic procedure to evaluate for Cushings syndrome. There are various symptoms of the syndrome. The symptoms include increased weight, thinning skin that gets harmed easily, stretch marks that appear as reddish-purple located on the thighs, stomach, buttocks, arms, legs, and breasts (NHS, 2015). Other symptoms include fat deposits that occur in the face, weakness of muscles or bones, and loss of libido. The affected individual may also experience mood swings, high blood pressure, irregular menses, and frequent urination (State Government of Victoria, 2015). There are various diagnostic procedures to evaluate the syndrome. The first important thing is to do a physical and visual examination to note of any change. At the same time, it will also be necessary to establish the individual medical history. The other thing is to measure the amount of cortisol in the body. This is done through urine, blood, and saliva tests (NHS, 2015). The tests will help confirm the level of cortisol in the body. The other thing is to establish the underlying causes for the condition. The first thing is to determine whether the syndrome is as a result of increased amount of adrenocorticotropin hormone (ACTH) in the blood (NHS, 2015). The reduced level of ACTH may confirm the presence of a tumor in the adrenal glands. The best way of confirming the syndrome is through petrosal sinus sampling. It entails taking a blood sample from the veins of pituitary gland and forearm (NHS, 2015). This is followed by comparing the level of ACTH in both samples. Sometimes x-r ays and scans may be

Forks over knives Essay Example | Topics and Well Written Essays - 500 words

Forks over knives - Essay Example d that children from the country’s affluent parts consumed plenty of animal-processed foods that exposed them to a higher risk of getting liver cancer in their later years. As for Esselstyn, his discovery comes from his experiences as a surgeon as he realizes that several of the diseases he regularly treats are practically unheard of in parts of the world where animal-processed foods are not consumed. Fulkerson bases the film on investigations conducted by the two researchers as from the 1980s when they initially meet. In an attempt to convince people that plant-based and whole foods have the potential of reversing lifestyle diseases and degenerative ailments, he features the pioneering study by Campbell and Esselstyn in China. Fulkerson includes alarming data on the huge sums of money spent on medical bills and the high number of Americans that are obese; to paint the grim picture that is reality. This is helpful in raising awareness and making it clear that changes in one’s diet need to start now. Fulkerson also trails the lives of a chosen set of patients who have taken on a plant-based diet and witnessed positive changes in just a short while. The positive changes include remarkable improvements in cholesterol levels, blood pressure and arterial occlusions. The illustration of these stories brings on great persuasive value to the message of the films adding on is the fact that Fulkerson gets on a similar diet himself. These affirmative effects coupled with scenarios of places such as New Guinea where regenerative ailments are unknown and foods consumed are purely plant-based, brings out the simple fact that animal protein is detrimental to one’s health (Groen). Featuring nutrition experts and celebrity cameos, he comes out to dismiss all the myths about fish and chicken being the best source of proteins while milk being the easily digestible way of getting calcium. He, therefore, through Caldwell and Esselstyn, emphasizes on adopting a diet that