Instead of continuously making Essay

As a Health Educator working for an international health organization, I would conduct a need assessment process that aims to determine the problems related to how the trash is managed in the community. I would do so by visiting the factories of different industries ranging from pharmaceuticals to FMCGs, where I would analyze how the waste material is dumped or discarded by them. Secondly, I would conduct surveys through questionnaires and informal interviews with people of households and shopkeepers that would focus on how they discard the waste, why do they do so, how often, and what do they lack in effectively disposing of the waste. After gathering enough information about this, I would ascertain the problems or unwanted outcomes that are created by improperly discarding the waste materials. For example, who are affected the most, what affects them precisely, and the extent to which they are affected negatively by improper trash management. As far as the paper products are concerned, we sloppily use them and do not utilize them to their fullest. For instance, a note book or a writing pad often goes into the trash bin with lots of unused pages. Instead of continuously making new paper products such as, copies or tissue papers, we can recycle them and save a great amount of time and cost. Other technological devices and instruments are no exception, and can also be recycled and refurbished which results in saving time, costs, and energy – both by the producers and consumers. Now let’s talk about the ways and procedures that are used to recycle the products. The resources are very much available within the community; nevertheless, if someone is lacking then we would provide them the resources to cope with the problem. One way of doing so is Curbside recycling, which is the process where the residents or subscribers are provided with trash cans and are asked to confirm their recyclables, sort them out separately, put them in the bin outside their home, and keep them clean. The recyclers would come, pick the trash or materials and take them away. Recycling drop-off centre is another technique where people can drop-off the used products or materials that are listed or guided to them to a certain location, point, or centre from where the material is taken away for recycling. Yard waste recycling encourages people to bring and deposit their yard debris or green waste to the centers for the purpose of minimizing the load on landfills and providing recycled fertilizers for the use in public parks and other areas. People can find out waste or debris and can deposit or pile it up in their backyard (Selvon, 2008). And finally, ECO-CELL is another way of recycling the technological devices or instruments such as, cell phones, computers, and printers. Answer – 2 I would involve the community in the needs assessment process by creating a buzz among them about the alarming situation of waste management and its hazardous impacts over the community. I would initiate campaigns that would be designed and carried out against the improper trashing and polluting the environment; moreover, those campaigns would create awareness among the people about how they are affected, what is the better way of trashing, and how they can be benefitted from that. People would be asked to search and tell us about the problems they and other people face in the community, and what has worsened than before. Several gifts and prize money would be given as an incentive to the people to come and participate in the need assessment program and overcome the issue of improper trash management. References Selvon. M. (2008). Recycling Yard Waste is a Great Composting Solution. Retrieved on July 28, 2010. From http://ezinearticles. com/? Recycling-Yard-Waste-is-a-Great-Composting-Solution&id=1150298

Unit 13

Unit 13 1 Understand what dementia is 1. 1 explain what is meant by the term ‘dementia’ Dementia is a serious loss of global cognitive ability in a previously unimpaired person, beyond what might be expected from normal ageing. 1. 2 describe the key functions of the brain that are affected by dementia Dementia is not a single disease, but a non-specific syndrome (i. e. , set of signs and symptoms). Affected cognitive areas can be memory, attention, language, and problem solving. emporal lobe = responsible foe vision, memory, language, hearing, learning frontal lobe = responsible for decision making , problem solving, control behavior and emotions parietal lobe = responsible for sensory information from the body, also where letters are formed, putting things in order and spatial awareness occipital lobe = responsible for processing information related to vision cerebrum lobe = biggest part of the Brain its role is memory, attention, thought, and our consciousness, senses and movement hippocampus = responsible for memory forming, organizing and storing and emotions 1. explain why depression, delirium and age-related memory impairment may be mistaken for dementia Delirium and age-related memory impairment may be mistaken for dementia because this can be also symptoms for other disease or even diseases. Normally, symptoms must be present for at least six months to support a diagnosis. Cognitive dysfunction of shorter duration is called â€Å"delirium†. Especially in later stages of the condition, subjects may be disoriented in time (not knowing the day, week, or even year), in place (not knowing where they are), and in person (not knowing whom they and/or others around them are). Understand key features of the theoretical models of dementia 2. 1 outline the medical model of dementia Dementia as a clinical syndrome is characterized by global cognitive impairment, which represents a decline from previous level of functioning, and is associated wit h impairment in functional abilities and, in many cases, behavioral and psychiatric disturbances. 2. 2 outline the social model of dementia The social model of care seeks to understand the emotions and behaviors of the person with dementia by placing him or her within the context of his or her social circumstances and biography.By learning about each person with dementia as an individual, with his or her own history and background, care and support can be designed to be more appropriate to individual needs. 2. 3 explain why dementia should be viewed as a disability People who have dementia are not aware of requirements for living. They can forget to do the essential things that are vital. Taking medicines, hygiene and even eating are often forgotten. They can get lost or hurt and not understand what is necessary to correct a situation.Turning on the stove or water and forgetting to turn it off, locking doors, crossing streets etc. can be dangerous even deadly. In the same way you wo uld not think as an infant incapable of self care a person with dementia can not be either. Considering the facts that they cannot act in the manner of a responsible adult makes them disabled. 3 Know the most common types of dementia and their causes 3. 1 list the most common causes of dementia There isn’t one identifiable source for the disease and it is thought that it is a combination of factors that cause the condition.The disease may develop silently for years before the symptoms appear. I can list a few: -Alzheimer’s disease -Dementia with Lewy bodies, -Stroke -Parkinson’s -Degenerative disease -Alcohol related dementia -any disease or event which can create injuries to the brain. 3. 2 describe the likely signs and symptoms of the most common causes of dementia †¢ Memory loss, frequently forgetting conversations, appointments, or events †¢ Impaired judgment †¢ Difficulties with abstract thinking †¢ Faulty reasoning †¢ Inappropriate behavior Loss of communication skills, difficulty following the flow of a conversation †¢ Disorientation to time and place †¢ Gait, motor, and balance problems †¢ Neglect of personal care and safety †¢ Hallucinations, paranoia, agitation †¢ Frequently losing or misplacing things 3. 3 outline the risk factors for the most common causes of dementia The most common causes for dementia are: The age, gender and hormonal effects, stress, head trauma, education, chemical exposure, depression, parental age, stroke, hypertension, diabetes, smoking, cerebral white-matter lesion, alcohol, 3. identify prevalence rates for different types of Dementia Alzheimer's is the most prevalent. Vascular Dementia is the second most prevalent. After that things convoluted a bit but Dementia with Lewy bodies is probably third. 4 Understand factors relating to an individual’s experience of dementia 4. 1 describe how different individuals may experience living with dementia dep ending on age, type of dementia, and level of ability and disability Depending on the form of dementia people's ability and disability will be different. People with dementia may not necessarily always be forgetful, for xample an individual with Fronto-temporal dementia may be less forgetful than a person suffering from Alzheimer disease. Their memory may remain intact but their personality and behavior could be noticeably changed. Dementia with Lewy bodies interrupts the brain’s normal functioning and affects the person's memory, concentration and speech skills. It has similar symptoms to Parkinson's disease such as tremors, slowness of movement and speech difficulties. People with vascular dementia may suffer from incontinence or seizure where other types of dementia may not affect those.However the level of ability and disability depend on individual's age and condition of dementia, people who are living with dementia in earlier age such as 60's-70's are less likely to be as dependable on others than people living with dementia at the age of over their 70's or 80's. People also have different levels of stamina at different ages, so their ability and disability may vary and the level of support they require will be varied as well. 4. 2 outline the impact that the attitudes and behaviors of others may have on an individual with dementiaA person with dementia in contact with a healthy and normal person can become depressed, introverted, and violent; can refuse any communication or co-operation. All these example of behavioral can appear if the person who gets in touch with the person with dementia has no experience, or doesn’t know about the person’s condition(dementia). If the CA has enough dates about the SU than can provide the necessary care and to adopt the necessary attitude to create a link which allows to get close enough to the SU and to provide the assistance to maintain the quality of SU’s life, promoting good hygiene, so cialization, nutrition, self respect. Unit 13 Unit 13 1 Understand what dementia is 1. 1 explain what is meant by the term ‘dementia’ Dementia is a serious loss of global cognitive ability in a previously unimpaired person, beyond what might be expected from normal ageing. 1. 2 describe the key functions of the brain that are affected by dementia Dementia is not a single disease, but a non-specific syndrome (i. e. , set of signs and symptoms). Affected cognitive areas can be memory, attention, language, and problem solving. emporal lobe = responsible foe vision, memory, language, hearing, learning frontal lobe = responsible for decision making , problem solving, control behavior and emotions parietal lobe = responsible for sensory information from the body, also where letters are formed, putting things in order and spatial awareness occipital lobe = responsible for processing information related to vision cerebrum lobe = biggest part of the Brain its role is memory, attention, thought, and our consciousness, senses and movement hippocampus = responsible for memory forming, organizing and storing and emotions 1. explain why depression, delirium and age-related memory impairment may be mistaken for dementia Delirium and age-related memory impairment may be mistaken for dementia because this can be also symptoms for other disease or even diseases. Normally, symptoms must be present for at least six months to support a diagnosis. Cognitive dysfunction of shorter duration is called â€Å"delirium†. Especially in later stages of the condition, subjects may be disoriented in time (not knowing the day, week, or even year), in place (not knowing where they are), and in person (not knowing whom they and/or others around them are). Understand key features of the theoretical models of dementia 2. 1 outline the medical model of dementia Dementia as a clinical syndrome is characterized by global cognitive impairment, which represents a decline from previous level of functioning, and is associated wit h impairment in functional abilities and, in many cases, behavioral and psychiatric disturbances. 2. 2 outline the social model of dementia The social model of care seeks to understand the emotions and behaviors of the person with dementia by placing him or her within the context of his or her social circumstances and biography.By learning about each person with dementia as an individual, with his or her own history and background, care and support can be designed to be more appropriate to individual needs. 2. 3 explain why dementia should be viewed as a disability People who have dementia are not aware of requirements for living. They can forget to do the essential things that are vital. Taking medicines, hygiene and even eating are often forgotten. They can get lost or hurt and not understand what is necessary to correct a situation.Turning on the stove or water and forgetting to turn it off, locking doors, crossing streets etc. can be dangerous even deadly. In the same way you wo uld not think as an infant incapable of self care a person with dementia can not be either. Considering the facts that they cannot act in the manner of a responsible adult makes them disabled. 3 Know the most common types of dementia and their causes 3. 1 list the most common causes of dementia There isn’t one identifiable source for the disease and it is thought that it is a combination of factors that cause the condition.The disease may develop silently for years before the symptoms appear. I can list a few: -Alzheimer’s disease -Dementia with Lewy bodies, -Stroke -Parkinson’s -Degenerative disease -Alcohol related dementia -any disease or event which can create injuries to the brain. 3. 2 describe the likely signs and symptoms of the most common causes of dementia †¢ Memory loss, frequently forgetting conversations, appointments, or events †¢ Impaired judgment †¢ Difficulties with abstract thinking †¢ Faulty reasoning †¢ Inappropriate behavior Loss of communication skills, difficulty following the flow of a conversation †¢ Disorientation to time and place †¢ Gait, motor, and balance problems †¢ Neglect of personal care and safety †¢ Hallucinations, paranoia, agitation †¢ Frequently losing or misplacing things 3. 3 outline the risk factors for the most common causes of dementia The most common causes for dementia are: The age, gender and hormonal effects, stress, head trauma, education, chemical exposure, depression, parental age, stroke, hypertension, diabetes, smoking, cerebral white-matter lesion, alcohol, 3. identify prevalence rates for different types of Dementia Alzheimer's is the most prevalent. Vascular Dementia is the second most prevalent. After that things convoluted a bit but Dementia with Lewy bodies is probably third. 4 Understand factors relating to an individual’s experience of dementia 4. 1 describe how different individuals may experience living with dementia dep ending on age, type of dementia, and level of ability and disability Depending on the form of dementia people's ability and disability will be different. People with dementia may not necessarily always be forgetful, for xample an individual with Fronto-temporal dementia may be less forgetful than a person suffering from Alzheimer disease. Their memory may remain intact but their personality and behavior could be noticeably changed. Dementia with Lewy bodies interrupts the brain’s normal functioning and affects the person's memory, concentration and speech skills. It has similar symptoms to Parkinson's disease such as tremors, slowness of movement and speech difficulties. People with vascular dementia may suffer from incontinence or seizure where other types of dementia may not affect those.However the level of ability and disability depend on individual's age and condition of dementia, people who are living with dementia in earlier age such as 60's-70's are less likely to be as dependable on others than people living with dementia at the age of over their 70's or 80's. People also have different levels of stamina at different ages, so their ability and disability may vary and the level of support they require will be varied as well. 4. 2 outline the impact that the attitudes and behaviors of others may have on an individual with dementiaA person with dementia in contact with a healthy and normal person can become depressed, introverted, and violent; can refuse any communication or co-operation. All these example of behavioral can appear if the person who gets in touch with the person with dementia has no experience, or doesn’t know about the person’s condition(dementia). If the CA has enough dates about the SU than can provide the necessary care and to adopt the necessary attitude to create a link which allows to get close enough to the SU and to provide the assistance to maintain the quality of SU’s life, promoting good hygiene, so cialization, nutrition, self respect.

Five Ethical Approaches for Companies

Being honest and trustworthy is one of the most important aspects within business ethics. The object of a business is to produce products that consumers have faith in and have confidence that they are getting the best deal with no hidden inconveniences. The Markkula article gives five examples of ethical decision that each business should take into consideration when making transactions with customers or implementing a product into the market. The utilitarian approach, virtue approach, rights approach, fairness approach, and common good approach are all steps the business should use to make sure their brand is ethical. Companies like amazon, apple, and Wal-Mart are ethical and have prospered because these companies hold everyone accountable for their actions and decision-making. Amazon has great policies set for the consumers with multiple low prices valuable material as well as Wal-Mart. Apple has a code of ethics that is set for all individuals that work for them. To more thoroughly detail these principles, Apple has drafted a code of business conduct that applies to all its operations, including those overseas†(Fund). Enron, Aig, and Fannie Mae Foundation are companies that did not always use ethical decision-making and therefore went under. â€Å"After 1992 Fannie Mae and Freddie Mac were encouraged to purchase â€Å"affordable† mortgages from banks, which essentially meant mortgages that did not pass the usual creditworthiness requirement for loan†(Congleton, 2009). Fannie Mae gave loans to anyone who basically applied thus, resulting in a major crisis in America. Good ethics in business would be to compete fairly and honestly, to communicate truthfully and to not cause harm to others. These are things that Enron did not seem to display, which led to Enron’s operations file for bankruptcy in 2001†(Studymode 2008). Enron was convincing people do invest in insurances of their firms, but took the money and did not pay up for any claims. An unethical approach that Aig is known for is giving Ceo and other officials of the company bonuses and vacations when they were a faili ng business an investor were losing money.

Plato's _Phaedo_ Discussion Dissertation Example | Topics and Well Written Essays - 250 words

Plato's _Phaedo_ Discussion - Dissertation Example Through the dialogue of Phaedo, Plato had been able to present one of his greatest contributions to philosophy which is the perspective of dualities, wherein every concept is viewed and given reason through the opposing concept. Few examples include the body and the soul, right and wrong, darkness and light, night and day, etc. Though concepts are not delineated clearly, the view of duality is the simplest manner of philosophizing regarding the existence of different matter and concepts. Another contribution of Plato’s Phaedo is the further discussion of the Forms, an example of which is the soul. Are Plato’s views applicable in the modern era? On a personal note, Plato’s views can be considered exceptional even in the present era. His views regarding the Forms have influence in the philosophies of the people in the present generation. The main difference though is that the immortality of the soul in the present views of people is related to religion and faith wh ile for Plato the soul is an entity of knowledge, thus, related to science. The view on virtue is also another example. Virtue according to Plato can only be observed in philosophers or people of knowledge since they are aware of the concept of virtue itself.

Business Strategy in a Global Environment Case Study - 2

Business Strategy in a Global Environment - Case Study Example Samsung ensures that all of its raw materials are procured from legal sources like the US, Thailand, Russia, etc (Samsung, 2008). Owing to the highly reputed brand image and high financial strengths, Samsung is often able to exert influence on the supplier companies and thereby controlling the supply chain. However, Samsung is dependent on particular companies for procurement of certain integrated circuit equipments. However, the company maintains a good relationship with its suppliers so as to ensure a long term sustainable sourcing of raw materials (Marketline, 2014). Capability 2 (Manufacturing): The manufacturing process of a firm is the most important capability, as it produces the products for the company which is sold to generate revenue. Samsung owns several manufacturing plants in more than 80 countries (Grobart, 2013). It allows the company to increase the production level in the host countries. It has also enabled the company to manufacture at a lower cost and sell products at a lower price compared to exporting from home country. Samsung leverages the comparative advantage of host countries by utilizing the low cost skilled labours, particularly in the Asian markets. The company used the most technologically advanced tools and equipments to manufacture its products. As a result, its production process is highly cost effective and yields large volume at lesser time. Samsung also employs skilled labours and trains them to increase individual efficiency, which in turn increases the production output of the facility (Samsung, 2015). The man ufacturing process is highly energy efficient which allows the company to operate in an environmentally sustainable way by reducing its carbon foot print. Moreover, Samsung continuously looks forward to expand its production capacities. It has invested nearly $15 billion to develop a new manufacturing plant in Seoul (Market watch, 2014). Capability 3 (Distribution):

Ernest Hemingway Hills Like White Elephants Essay

Ernest Hemingway Hills Like White Elephants - Essay Example As soon as the girl is pregnant, the American presses for an abortion saying that it will be a simple operation because he doesn’t want to settle down like the ‘white hills’ and still wants to enjoy life like the ‘elephant’. The emotional substance behind their togetherness is negated by the American’s attitude and Jig ultimately realizes this. While the American has choices, Jig is left with none. She has to either lose the baby or the man. She has to choose between her love and her responsibility. While she chooses to listen to the American because she loves him, she ultimately realizes that the element of love itself is lost, for, he doesn’t love her. Else, he wouldn’t have worn that facade of love only for pleasure and just to run away like a coward as soon as the trouble comes. The way they react to the problem in hand is also different. Jig is asking different questions and is genuinely interested in solving the problem. On the other hand, the American’s goal is to get rid of the problem instead of facing or solving it.

Psychology, types of Anger Research Paper Example | Topics and Well Written Essays - 2750 words

Psychology, types of Anger - Research Paper Example Anger is a normal emotion undergone by every individual, without exception, at some, or the other stage of life; definitely many. And still, anger is one of the most poorly understood as an acceptable, negative but still, normal experience or a conscious feeling. Most researchers have used the term anger as synonymous with aggression, hostility etc (Martin and Watson, 1997); making a literature search inaccurate and difficult. Though its true that expression of anger may vary from imperceptible annoyance to destructive aggression depending on individual behavioural attributes to circumstantial demands. The first aspect of anger essential in understanding it, is to remember that anger in itself is not negative, but the mode of expression of anger can render it so. There are three specific attributes of anger: physiological (heightened secretion of stress hormone, followed by activation of senses), cognitive (thought process unidirectional and antagonistic), behavioural (expression of anger, which may be repressing, suppressing, expressing and confessing). The overall inclination projected by all these responses is to attack and/or injure the target (Berkowitz, 2002). An in depth understanding of anger is simplified by the categorisation of anger based on different criteria. The aim of this essay is to make a comprehensive study of the types of anger based on the available literature. A. ON THE BASIS OF FEELING: Pleasant or unpleasant. The two types of anger are not mutually exclusive but widely overlapping, with the actual expression involving a mixture of the two feelings in different proportions at different stages of anger. B. ON THE BASIS OF STATE OF MIND: Exciting and calm. The excited form of anger is characterized by more aggressiveness and passion and much less coordination of thought or action. However motor process is intense while mental activity is weakened. It is transient in contrast

Identification and Elimination of Bottleneck for Competitive Advantage Term Paper

Identification and Elimination of Bottleneck for Competitive Advantage - Term Paper Example Identification of Process Bottlenecks The implementation of Six Sigma Principle involved a step by step improvement of quality standard. The processes which improve the system’s overall quality often prove to be the ones restricting the capacity of the system and overall process. The constraints of the system results in inherent flaws and reduces the operational efficiency, thereby impacting the profits. The processes which act as a constraint in Mario Pizza Store increase the cycle time1 resulting in a decrease in the profits and leads to customer annoyance. The main constraints of the system are the order processing time and wait time for the customers (Shafer and Meredith, 2009). The order processing time includes the time spent in order acquisition and manufacturing of Pizza until the customer is served. The order acquisition by the waiters is a difficult measure to model and improve because of the presence of a human element. The menu points can solve this tangle giving a rather measurable indicator which can be worked on. The manufacturing involves the presence to required ingredients in the right shelves which are readily accessible by the kitchen staff (Stevenson, 2011). The processing time of the ovens is another indicator which can be easily monitored and improved by the utilization of automatic ovens and utilization of better technology. The automatic ovens can also help to reduce the kitchen staff. The second constraint highlighted in the process is the wait time of the customer which is inturn dependent on the length of the queue and seating capacity. The enhancement in seating capacity is a strategic decision involving serious financial implications and is not advisable because the same would result in under utilization of seating capacity during non-peak hours thereby increasing the maintenance costs (Jacobs and Chase, 2010). The improvement in the order processing time can reduce the waiting time as well which would reduce the overall cyc le time. The main constraint in the system causing a bottleneck is the order processing time whose improvement will definitely improve the waiting time. The emphasis should therefore be placed on the improvement of order processing time (Stevenson, 2010). 1Cycle Time: The total time a customer spends in the Pizza store from entry till departure. Improvement in Bottleneck Resource The order processing time can be reduced thereby optimizing the overall process capability. The introduction of better cooking oven, the availability of inventory and the placement of ingredients at the right place can significantly reduce the processing time. The placement of ingredients in readily accessible shelves will reduce the movements of the kitchen staff. Advanced cooking ovens will not only improve the processing time but the setup time as well. The availability of inventory will reduce the idle time of the ovens (Jacobs, Chase and Aquilano, 2005). Conclusion The correct identification, diligent analysis and successful improvements in a bottleneck enhance the overall performance of the system. The suggested measures will not only reduce the overall cycle time but will also be instrumental in increasing the profit margin as well as the customer satisfaction. The improvement in the core technology & inventory system will reduce the process time of bottleneck and perk up the system’s overall efficiency. As Goldratt said â€Å"

Ecological Ethics, Anissa Essay Example | Topics and Well Written Essays - 250 words

Ecological Ethics, Anissa - Essay Example The essay points out that Taylor would have said species and matter are vital due to the fact that we need to have respect for nature. I also agree with the idea that man is part of nature and ethics as extending to the whole biotic community. This is regarded as the only view that actually incorporates the biotic community and the land and atmosphere are indispensable to the continuation processes of natural selection and evolution. It has been found that a collective approach intuitively unveils the underworking conditions and webs that actually keep us interdependent and connected. Besides it is very beneficial to be able to economically quantify the values of environmental surrounding. However, the opinion provided by Meadows is a little bit redundant. He claims that in the anthropocentric value system, humans are the fundamental focus of value. On the other hand, Russow brings back the discussion of one individual versus whole. Russow’s standpoint is that we value and protect animals just because of their aesthetic value. I also agree with the author that species matter more than just for the aesthetic value of their individual members. I may add that aesthetics is regarded as a philosophical category, and therefore, every human being across the globe has his own opinion what to consider as aesthetic. Besides, every culture has different perceptions on aesthetic values. What Western civilization regards as beautiful African or Asian cultures would consider as ugly (Carter, 2010). In my opinion, the intrinsic values of species are actually dependent on biodiversity. There are numerous reasons that justify the existence of species. For instance, reductions in biodiversity result to the ecosystem functioning negatively. We should not treat animals differently just because they are not humans. This is because the fact that whether to consider a being a member or not of a species is not morally right. This

Class Divided Essay Example for Free

Class Divided Essay When I first read the title a Class Divided; the first thought that came to my mind was another story about Blacks and Whites being separated. I really had no idea that what I was about to see and read would be a learning lesson like one I had never had before. But to my surprise once I started reading the article One Friday in April 1968 I knew that this was going to be different then any thing I had read. So I allowed myself to fill what the writer was writing to try and fill what Jane Elliott had felt that day in April in 1968. As she prepared to face a group of 3rd grade students who happened, to be white and teach them about racism and discrimination something she hoped they would understand the rest of their lives. Jane Elliott had taught her class about what the two things had mint before but not on the level she had planed to go to today; she hoped that with what she was planning to do would not mean she had crossed the line to far, but if not her then who and if not then when. It was not something that Jane Elliott could put off any longer. With the assassination of Rev Martin Luther King the night before this assignment was sure not to be an easy task. Jane Elliott knew things would be different in class this morning! But she was a women who knew in her heart what task laid before her and not quite sure how the outcome would be, or how or what response the children or their parents may have it was to late too turn around now. This was a situation that was going on all over the world not just in her town or in America. And it was time that someone brought right to the face of Americans children I mean who is the leaders of tomorrow but the children of today. And they might as well get a taste of the real world now; really what could the worst that could happen? You might find out that even at that young age, some of them might even understand that racism and discrimination is something they never want to be a part of or on the flip side you would have a bunch of racists’ running around; it was best to know now what kind of people were being raised instead of finding out later when they get to old to even change. The technique that Jane Elliott used was very different then any I had heard about and since by the video I knew there where no blacks in her class to see how she would divide the class I was very interested. And here white women a teacher from a rule town was willing to put and idea a solution of an age old question of how to stop discrimination. Something the nation had no solution to and countries and people were battling over everyday. How was this demonstration with kids going to change anything? Jane Elliott took a chance not just for wanting to teach students about racism and discrimination but teach it in a manner in which you as a person could actually feel acknowledge and understand the experience that they just went through to know how it feels to walk in another man shoes. Jane wanted her students to understand that at the end of the day no one is superior or inferior to anyone else no matter what your status is in life. Now I admit I had no idea how she was going to approach this difficult task and get the point across but as I continued to watch on, it was becoming clearer. When Jane Elliott started her class the following morning it started off I guess you could say any normal class day would start the students seem to be as happy as the average 3rd grader would be. The normal inquisitive minds of most kids; as the kids hung up there coast and put away their coat and lunches away she started getting the kids in order and as class started she asked them a question like did they know what were some of the things that made other people different from themselves and other whites. Some said size one said clothes but color was the one they all could agree on and so she asked them what where some of the skin colors that where different then their own? Blacks and sometimes they were called Negros and Indians. So she asked the kids and how did they think that people of other colors felt by feeling different about being different they said they felt that blacks did not feel as smart by not being white, and they felt stupid because they were black. And so with that she asked them how they would fill if they were treated different because of their color! Now keep in mind this is the week of national Brotherhood and you are suppose to treat your fellow mates with respect and love show them you care because they are your brother. And Jane Elliott was about to do just the opposite. She asked them how would they fill if they where treated different because of the color they where now at first I’m thinking how is this going too work they are all white. But she told them that she was going to divide them up by the color of their eyes. Now for that day all people with blue eyes were going to be better then the brown eyes and it was like immediately you seen a whole different reaction from the class, it was if these weren’t even the same kids the brown eyed kids started to withdraw almost immediately and the blue eyes were in full bloom. Some of the blue eyed kids even gave a solution on how Ms Jane should handle the brown eyed kids with a yard stick incase they got out of hand. Now by lunch time the blue eyes felt on top of the world they told not to play with brown eyed kids and that they could have seconds on food the brown kids could not. Now for the brown eyes you could see the confusion on their faces the hurt they actually tried to rationalize how the same kids they had been friends with and played with change so much. And I remembered thinking how could in such a short period of time could these sweet kids turn into the ill monsters they has become. For me it was like if it took them such little time to embrace such a cruel sprite then I knew how it must be for grown people who exercise this kind of behavior for a long period of time how bitter and angry they must be not at the world but themselves. Now one of the scenes on the playground when the blue eyed boy taunts the brown eyed boys and they get into the brawl it hurt because before this experiment they were friends. And just in a couple of hours all there upbringing and brotherly love had went out the window. Now when Jane asked the boys what happen the blue eyed boy said it made him fill powerful and in charge? He said it made him fill like a king. The brown eyed boy to me on the hand seemed to be more affected by what had happen at lunch he said he was hurt and they use to be friends that the eyes had nothing to do with it they had been friends and even though he hit the blue eyed boy it did not make him fill better. This made me see that even though this was the first time they had put a division among the students the lust for power emerged quickly in some with out hesitation and others went along with it because that’s what they were told to do while again the brown eyed boy stood up for himself regardless of what the teacher said even though he admitted that he did not like being treated different and fighting did not make it better he just knew it was not fair. On returning back to class Ms Jane also noticed how the blue eyed kids were getting there work done faster and even being more helpful she noticed how the brown eyed kids looked like they where helpless and not really participating in class time you tell they felt rejected. It was as if had caught the essence of creating a bad situation but had the answer for straitening it out all was not lost. Jane announced to the that the roles had changed the following morning in class and believe me the blue eyes where not to happy with the change this mint they would be on the bottom and the brown eyes were on top. Some kids did not want to do it anymore while others could not wait to be on top. What this showed me with kids is that they do as they see being done just as well as what they hear. When it was time to go back to being normal no more blue eyes no more brown eyes over all the kids seemed to be happy to return to the normal class setting; she allowed the kids to tell what they like and disliked better about it and in the end the all promised not to ever dislike somebody because of there skin color. When Jane Elliott did this same experiment in the jail there was a whole different reaction here the video was showed to the inmates not as a test but more as a teaching tool which I kind of understood discrimination is something that most of the prisoners had encountered some where along the way either in there or one of the reasons they where in jail in the first place. But she did use the correctional officers and parole agents and I could not believe what was going on one man early on caught on that it must have been some kind of test because he notice the obvious brown eyes only signs blue eyes only signs seating situation while others tried very heard but it was this one lady she was a blue eye and a correctional officer she questioned and taunted everything that Jane wanted them to do prior to the blue eyes meeting in the room with the brown eyed people she sort told them that the group of people entering were going to be rude loud dominant and disruptive once the seminar bega n. No one knew what was going on but she was setting the blue eye people to fail. She made them annoyed in every way possible so about time the group was together it would seem that the blue eyed people were just as she described. Now the Lady with the blue eyes seemed to be the type of person that was easily irritated to start with her whole persona was if she was in charge and not Jane she answered questions with questions kept getting smart like she was going to be in charge no matter what it was her life and job were one in one and nobody was going to make her fill less she controlled the inmates at work and that was how her personality came off as if she did not come second to anyone things went her way or no way and that there is only one right answer hers; she became very annoying too me and she made me fill like some people In authority position now like its only their way that works does on like individuality love making people fill less in order for them to feel good about the mselves. It seems if the other blue eyed people were willing to try and work out was being taught she kept a defensive block up all the time. Her behavior had begun to annoyed a lot of the people in the room including some blue eyes This also made me see how much easier it was for the children to grasp what was being taught; more then the adults the kids were willing to say that how they were able to treat people even when they were told to do so if it mint treating them bad they did not like it. Of course for the one kid who felt like it gave him power. The correctional officer Acted, as if to admit that you are not better then the person next to you then there better then you. I think she had control issues; me, personally fill that you can learn something new ever day if you are willing to learn you have good and bad I every race good and bad comes in many shapes and sizes. But if you be the best you can be treat people with kindness and respect you will get treated the same. As long as you know there are exceptions to all rules and some people are just not nice no matter what. But don’t let that change who you are. Smile and somebody bound to smile back.

Relationship Between Law And Ethics In Islam

Relationship Between Law And Ethics In Islam I would like to start my analysis by posing a few questions about this relationship to stimulate our thoughts. Are law and ethics identical or non-identical in Islam? Are ethics derived from law or is this relationship vice versa? Are they both derived from the same sources? If yes, then are they separate or do they supplement each other? What I found after my analysis is that law and ethics in Islam are complementary. They come from the same sources and they serve to complete each other like a body and its soul. The main source of law and ethics in Islam is Allahs (s.w.t) will in the Quran, the exemplary life of the Prophet Muhammad (p.b.u.h.), analogical reasoning and consensus. To analyze in depth the relationship between ethics and law in Islam, we should analyze the Fiqh and Sharia, in light of their connection with both ethics and law. Firstly, Fiqh relates the religious conduct with both law and the human moral life by stating that the human conduct should be understood through Quran and Hadith and then formulating moral and legal norms according to that. These norms, that have two joint components, the moral and the legal one, unite together to make what we call a Hukm in Islam. In this sense, the jurists and judges in Islam judge actions through Hukm which is basically based on morality and legislation. In other words, Quran places the acts in its proper moral context and informs the scholars about its Hukm. Hadith is the second source of law in Fiqh, and it represents the exemplary life of the Prophet, a life that has been lived in accordance with the best morals. From the exemplary moral acts and sayings of the prophet, a bunch of Islamic laws have been formulated. Secondly, when we hear the word Sharia, the first thing that comes to our mind is a bundle of rules and authoritative commandments combined together to make the law of God. However, when we deepen our study and sight into Sharia, we find that Sharia is not only a law, but it is a moral way that we should adopt in order to lead the ethical life. In addition, both civil and criminal justice, as well as the regulation of individual conduct (personal and moral), come under the rubric of Sharia. Thus it is evident that Sharia is a law and a code of ethics at the same time, and either of these individual components does not have any value on its own. Hence, law and ethics are extensively intertwined, compatible and complimentary i n Fiqh and Sharia. Historically, one of the most important questions in law and in ethics is what ought to or not to be done. The answers for this question would compose the largest part of ethics and law. The answers are also what comprise obligation in Islam. Let us analyze this obligation in the light of ethics and law in Islam. In order to determine the obligation, an employing of rules or law is needed. The duties in Islam in accordance to these rules are widely presented through the fivefold theory, which classifies acts in moral and legal way. In Islam obligation in morality and obligation in law come from the same grounds (Quran and Hadith) and they overlap in their requirements. According to the fivefold theory, some obligations derive their force from the laws (the required and forbidden categories) and others derive from an attractive ideal of human nature and virtue (the recommended and discouraged categories). In other word, the fivefold theory makes a blend of law and ethics and uses it t o judge the human act. Suppose, if we were to remove the recommended and discouraged acts or the required and forbidden acts from this model, then the model will become totally inadequate according to the facts of morality or to the necessity of the law respectively. In my opinion, the fivefold model of duty in Islam is the best model to judge actions and to answer the original question: what ought to be done? And here we see what is really distinctive about the relationship between law and ethics in Islam is that they conjoin to make the perfect model that humanity has been in search of since the time of Socrates. Both law and ethics in Islam deal with obligations, human character, and righteous actions. Allah (s.w.t.) sent down in the Quran a corpus of commandments and rules that identify the obligations of human beings. The collection of these obligations is the first and biggest source of law in Islam. These obligations shape the human character as well, and guide him towards righteous actions. Righteous actions come under the studies of normative action in ethics which is basically a practical science and less of a theoretical science. However, Islamic law transacts with human action within two domains-the theory and the practice. What is important here is to distinguish whether the Islamic law forms the heart of Islamic ethics or is it the opposite case. What I found from the readings is that the Islamic law is a heart inside another heart, which is the Islamic ethics, and vice versa. Both of them are interlinked to the point that they can never be separated or dealt with individually. Yo u need one to complete the other. There are many non-Islamic notions of law and morality. We will first take a look at the theory of positivism that asks for separating law from morality. The theory claims that law is not a code of morality and that legal obligation should be apart from the moral ones. However, in Islam, Sharia consists equally of law and morality. Secondly, the idea that started in the west first and has now spread worldwide is the notion of separating religion from the state. It argues that the state should have its rules and law distinctive from religion. The obligation in this case is to the law of the state. The law of the state mostly is man-made and is known as positive law. This notion cannot work in the Islamic world unless Islamic law and ethics step aside. Islamic law and ethics is not only a few obligations like prayers and fasting, but a law for life that guides the human acts and conduct in every aspect and involves total submission to God. In general, many people think that law controls the people. However law, while being very important, is not enough by itself to control human life. On the other hand, ethics, if understood deeply, can control the lives of people and lead them to happiness. The truly just and virtuous society is the one that is based on conscience and ethics before looking at the law. The ethical responsibility is more inclusive than the legal one. Furthermore, ethics are stable and immutable but law can be changed and modified according to the legislations. Also ethics control ones internal conduct whereas law dictates the external behavior. Additionally, in ethics people do self-examination and in law, the legal supremacy is the examiner and calls people to account. Therefore, if society builds only on law, it cannot reach its true potential. Law is essential, but, the real significance belongs to ethics. Therefore in Islam, both ethics and law compose the commandments which refer to the requirement s of Quran and Hadith, and they jointly constitute the Sharia which is important in our contemporary time. Thus, from the Islamic perspective, both law and ethics are equally important to lead the human life to the ultimate happiness. Finally, it can be said that although Islamic law and ethics are well-matched, a few recommendations need to be followed to make it well equipped to tackle contemporary issues in medical law and bioethics. In order to deal with this, I highly recommend the establishment of an International Islamic Medical Law and Bioethical Academy. Secondly, since many medical and bioethical issues are still subject to scholarly debate, therefore it requires further detailed research in the light of medical research and Sharia rulings. Thirdly, I encourage introducing Islamic medical law and bioethics into the syllabi of different institutes teaching the health care sciences, and incorporating it into the curriculum at graduate and postgraduate level. Thus, Islamic law and Islamic ethics stand together as an important instance of a moral and legal theory that composes an attractive ideal for all of human life.

Social Constructionism Theory An Analysis

Social Constructionism Theory An Analysis This short study discusses the theory of social constructionism, with special regard to its implications for social workers and how its use can help them to understand human behaviour. Social constructionism represents a sociological theory of knowledge that studies the development of various sociological phenomena in social contexts. The theory, simply put, questions widely held assumptions about inherent qualities of items, concepts, or issues, and instead brings attention to the dependence of such qualities upon the contingent rationale of our social sense. It helps us in realising that human perceptions of reality and the world, of things, concepts and ideas, are shaped by deliberate human choices and linguistic reinforcement, rather than by natural laws or divine intention. A social construct, the anchor of this theory, represents the artefact of a specific group. To illustrate, intangible words like talent or brilliance, which in the overwhelming majority of cases represent little else than greater effort or the achievement of proficiency, are imbued with special significance and then tagged on to specific people separate them from the hoi polloi, resulting in the alteration of perceptions and behaviour of the masses towards such individuals. To be hard working is to be commonplace, to be brilliant is to be extraordinary. And to be called brilliant is even better. Language, as is obvious, plays a key role in the development of social constructs. The origins of present day social constructionist theories go back to the writings of Immanuel Kant. Kant argued for the existence of a world that was independent of human minds, thus implying that humans should not assert that they created the world. This world, he said, is without structure and is not divided into things and facts. Structure is imposed on the world by perceiving it and thinking of it in specific ways, as also by the adoption of particular, (rather than other), sets of beliefs about it. Vivine Burr (2003, p 2) and other advocates of social constructionist theory put forth the view that knowledge of constructionism enables individuals to adopt critical attitudes towards their conventional lenses for perceiving and understanding the world and their own selves. It provides humans with fresh ways of assessing ideas and things that are otherwise considered to be commonplace and accepted without demur. Numerous things like money, newspapers or citizenship are socially constructed and would not obviously have existed in the absence of society. Each of them furthermore could have well been differently constructed. This essay analyses and critiques the use of social constructionism by social workers in the understanding human behaviour. Specific emphasis has been given to the role of constructionism use in analysing commonly held perceptions and attitudes towards mental disorders. The study is segregated into three sections that sequentially take up the use of social constructionism for social workers in understanding human behaviour, its relevance in understanding mental disorders, and its areas of ambiguity and possible misuse. The Use of Social Constructionism to Understand Human Behaviour Social workers have two fundamental objectives, namely, (a) the strengthening of the ability of individuals and groups to cope with the many difficulties and challenges they confront in life and (b) the bringing about of improvements in various social and environmental circumstances in order to improve the satisfaction of human needs; especially of people from underprivileged and oppressed social segments. Social workers plan and attempt their various interventions through their understanding of environmental circumstances, the various reasons for development of such conditions, and the client system. Such knowledge and the consequent adoption of theoretic approaches significantly influence the point, the tool, and the nature of social work intervention. It becomes evident that understanding of the reality of the client environment is crucial, both to social work theory and to its practice. Theories of classical empiricism assert that the truth about the world is established and is independent of the individual. Social constructionism conversely puts forth the viewpoint that such truth, far from being independent of individuals, actually depends upon their thoughts, perceptions and beliefs. Whilst empiricists state that reality cannot be known separately from our elucidation of it, social constructionism messages that reality is constructed socially, with language being critical for the interpretation and construction of commonly accepted reality. It encourages people to question the widely held perception that conventional and accepted knowledge has sprung from objective and impartial examination of the world. It is in this sense opposed to the positivist epistemology of traditional science and spurs thinking individuals to constantly question their assumptions about the appearance of their environment and its various components. Objectivists assert that individuals make discoveries and find out about the reality of the world through the construction and testing of hypotheses via the actions of neutral observers, even as constructionists debunk such assumptions, arguing that the interests and values of observers can never be separated from their observations and are thus bound to influence the final construction of common perceptions about world realities. Gergen (1985, p 270), states that generation of ideas of reality is initiated by social, rather than individual, processes and that the touted objective reality of the positivist approach is actually the result of various social construction processes that are influenced by historical, political, cultural and economic conditions. Berger and Luckmann, (1966), state that individuals experience the world to be an objective reality, comprising of persons and events that exist separately of individual perceptions. Payne (1997), additionally states that reality, according to social constructionism, can be stated to be the guidance of behaviour by individual perceptions of knowledge and reality. Individuals arrive at shared perceptions of reality through the sharing of their knowledge via different social processes that first organise such knowledge and thereafter establish it by making it objective. Social and individual activity thus becomes habitual with individuals sharing their assumptions about their perceptions of reality. People behave in line with social conventions that are based on such shared knowledge. These conventions are furthermore institutionalised because of the agreement of many people on such understandings on different aspects of society. Such realisations and accords thereafter become legitimi sed by processes that integrate these ideas about reality into ordered and believable systems. Language provides the means through which individuals make sense of their environment, classify persons and events, and interpret new experiences. The shared reality of everyday life by different individuals distinguishes it from individual realities, (like dreams). Language helps individuals in sharing their experiences and making it available to others. Such sharing of reality leads to institutionalisation and thereafter to habitual ways of working. Habitualism in turn makes the behaviour of different individuals predictable, facilitates joint activity and perpetuates social control mechanisms. Knowledge is as such institutionalised within sub-groups, or at social levels, and significantly influences the behaviour of people. Shakespeare famously used his felicity with language to construct an illusionary reality about Jewish greed that persisted for centuries and shaped the perceptions and behaviours of millions of people towards the community. With such knowledge of reality being essentially constructed, it can change over time and diverge across cultural groups that embrace different perceptions and beliefs about human nature and development. Considering that the norms, beliefs, values, traditions, attitudes and practices of different cultural groups vary from each other, the social construction of their knowledge is also likely to differ significantly. An understanding of this fundamental principle can help social workers in their realisation of the different perceptions, attitudes and behaviours of different individuals towards similar social phenomena or stimuli. Social constructionism helps social workers in adopting critical stances towards established assumptions that reinforce the interests of powerful and dominant social groups and assists them in realising that the world has come about because of historical processes of communication and negotiation between groups and individuals. Gergen (1985, p 266), states that people see the world through the eyes of their particular communities and cultures and respond accordingly. Established assumptions, understandings and behaviours of people are sustained by social, political, economic and moral institutions. Social workers should, through its application, be better able to understand the various dimensions of reality within such individual thoughts, perceptions and beliefs. Social workers, the writer feels, need to realise that social understanding is finally the combined result of various human understandings through the operation of circular processes, wherein individuals contribute to the construction of social meaning within social structures of societies through processes of institutionalisation and legitimisation. Societies consequently create conventions through the participation of individuals in their structures, which, in turn influences the behaviours of people. Spirals of constantly moving influences build and rebuild the conventions that people adopt and by which they live. Social constructionism allows social workers to question dominant structures of knowledge and understand the impact of culture and history. Social workers understand the requirements of humans by and large through the application of specific ideological, ethical, political and economic approaches. An understanding of social constructionism can help them in understanding the responses behind the actions of both dominant and vulnerable groups of society and decide upon the adoption of the best suited routes for bringing about social change. Social Constructionism and Mental Illness Much of modern societys perceptions about mental ailments are influenced by the medical and psychological models. These state that medical illnesses are real; they concern disturbances in thoughts, experiences, and emotions that can be serious enough to cause functional impairment in individuals. Such ailments make it difficult for individuals to sustain interpersonal relationships and conduct their jobs. They can also sometimes result in self destructive actions, including suicides. The more serious of such illnesses, like extreme depression and schizophrenia, can often be chronic and lead to serious disability. Social constructionism argues that such perceptions about mental ailments are caused by specifically constructed vocabularies of medical and psychological models, which are replete with elaborate terminologies for mental disorders and focused on deficits. Walker, (2006), states that vocabularies of medical and psychological models, including the concept of mental illness itself, are essentially social constructions. They are made up of terms that describe deficits and diseases and perceive human beings as things that can be examined, diagnosed and treated, much in the manner of machines. Such perceptions (a) lead to obsessions with compliance, (b) distinguish between normal and pathological states, (c) position practitioners as experts, and (d) represent clients as passive and obedient objects of treatment. Recommended treatments focus on elimination of symptoms, support established paternalistic roles, and are not focused on actual client needs. Social constructionism, the writer fe els, can help social workers in understanding the destructive illusions that have been created by existing medical and psychological models and deficit based language. Examined from the perspective of linguistics, reified categories like bipolar disorder and schizophrenia are defined by clusters termed as symptoms; schizophrenia for example is concerned with the occurrence of audio hallucinations. Such terms have come about due to the creation of consensus among doctors and psychologists and persist because of convention. Mental illnesses are often described by such specialists in terms akin to physical ailments like diabetes, where individuals manage their lives with specific medications; these comparisons are used to explain the working of medications and to make diagnosis and recommended treatment for mental ailments acceptable to clients. Analogies like these however do appear to the writer to be forced and even trifling considering that discussions about thoughts and feelings of individuals concern their identities and not their bodies. Social workers need to understand that the vocabularies of medical and psychological models essentially position clinicians as the most suitable interpreters of client experiences. Even superficially docile terms like clinical or treatment plans establish contexts where clients are perceived to be abnormal or having pathologies, even as clinicians are established as authorities with abilities to perform interventions for assisting clients in overcoming their pathologies. With the power of definition lying with clinicians, the labelling of people as mentally ill pushes them to the borders of society and takes away from them their intrinsic rights and privileges. Social constructionism helps social workers in understanding that whilst political and human pressure has helped in eliminating the incarceration of the mentally ill in mental hospitals, the distinction created by vocabulary on mental illness leads to the movement of foci of power to clinicians and undermines efforts for self determination and community integration. Such medical and psychological vocabularies constitute obstacles to more inclusive mental health programmes and undermine social understanding of people with mental disorders. Gray Areas Social workers need to however recognise the gray areas that surround social constructionist theory. Dominelli (97) states that social workers are ironically likely to regulate the social construction of the children of poor families, with whom they work extensively, by giving credibility to the dominant, white, heterosexual, nuclear family model. The writer feels that the casual application of the theory for the debunking of each and every thing, including important issues like culture and community, can lead to confusion and dilute the focus of social workers. Race and religion, for example, are essentially social constructs of dominant power groups but that does not take away from the fact that they exist and are not expected to disappear because of critical analysis by social constructists. Wanton overdoing of social construction has often resulted in methodologically substandard work, wherein scholars have spent time in libraries, worked on some novels and then put forth findings that the common images and metaphors in them were social constructions with wide relational powers in the reality, which such novels attempted to represent. Roche and Barnes Holmes (2003) state that the strength of social constructivism is also its weakness; its deconstructive methods dissolve the solutions as well as the problems from which they emerge. Social constructions surround us and include diverse aspects like racism, child abuse, crime, and disease. The writer feels that these things do not become unreal because of their social construction; even though the dominance of construction processes may differ between each of them.Spending a great deal of time in showing that most things are social constructs can well be little other than wasted effort. The large body of doctors and psychologists are again unlikely to give up their vocabulary because constructionists do not believe in them. Conclusions It is evident from the preceding discussion that the ongoing debate and dialogue on social constructionism has facilitated a whole new way of looking at established and accepted realities. With regard to the theory and practice of social work, the use of constructionism can help social workers in understanding how dominant groups have for long institutionalised constructs like race, age, gender, and physical and mental disability to perpetuate models of oppression and discrimination. Students and practitioners of social work, whilst making use of this theory, will however do well to consider that excessive stress on constructionist language and downplaying of materiality may well be counterproductive and result not only in idle discourse but in superimposition of their socialised views on vulnerable social segments. Social workers who participate in what they feel are social constructs could also end up questioning the relevance of their work. They may thus have to battle with their being engaged in phony actions and be adversely affected by the creation of manipulative sensibilities. Social workers must try to ensure that the theory is used practically for widening their knowledge and clarifying different aspects of human behaviour, yet refrain from making it irrelevant and trivial.

Greek Mythology :: essays research papers

The Greeks believed that the earth was formed before any of the gods appeared. The gods, as the Greeks knew them, all originated with Father Heaven, and Mother Earth. Father Heaven was known as Uranus, and Mother Earth, as Gaea. Uranus and Gaea raised many children. Amoung them were the Cyclopes, the Titans, and the Hecatoncheires, or the Hundred- Handed Ones. Uranus let the Titans roam free, but he imprisoned the Cyclopes and the Hundred- handed Ones beneath the earth. Finally, Gaea could not bear Uranus's unkindness to the Cyclopes and the Hundred-Handed Ones any longer. Gaea joined Cronos, one of the Titans; and together, they overcame Uranus, killed him, and threw his body into the sea. Aphrodite, goddess of love and beauty, later rose from the sea where Uranus's body had been thrown. Now Cronus became king of the universe. Cronos married his sister, Rhea, and they had six children. At the time of Cronos's marriage to Rhea, Gaea prophesied that one of his children would overthrow Cronos, as he had overthrown Uranus. To protect himself, Cronos swallowed each of his first five children -- Hestia, Demeter, Hera, Hades, and Poseidon -- immediatly after birth. After the birth of her sixth and last child, Rhea tricked Cronos into swallowing a rock and then hid the child -- Zeus -- on earth. Zeus grew up on earth and was brought back to Mount Olympus as a cupbearer to his unsuspecting father. Rhea and Zeus connived against Cronos by mixing a noxious drink for him. Thinking it was wine, Cronos drank the mixture and promptly regulated his five other children, fully grown. Then Zeus and his brothers waged a mighty battle Greek Mythology :: essays research papers The Greeks believed that the earth was formed before any of the gods appeared. The gods, as the Greeks knew them, all originated with Father Heaven, and Mother Earth. Father Heaven was known as Uranus, and Mother Earth, as Gaea. Uranus and Gaea raised many children. Amoung them were the Cyclopes, the Titans, and the Hecatoncheires, or the Hundred- Handed Ones. Uranus let the Titans roam free, but he imprisoned the Cyclopes and the Hundred- handed Ones beneath the earth. Finally, Gaea could not bear Uranus's unkindness to the Cyclopes and the Hundred-Handed Ones any longer. Gaea joined Cronos, one of the Titans; and together, they overcame Uranus, killed him, and threw his body into the sea. Aphrodite, goddess of love and beauty, later rose from the sea where Uranus's body had been thrown. Now Cronus became king of the universe. Cronos married his sister, Rhea, and they had six children. At the time of Cronos's marriage to Rhea, Gaea prophesied that one of his children would overthrow Cronos, as he had overthrown Uranus. To protect himself, Cronos swallowed each of his first five children -- Hestia, Demeter, Hera, Hades, and Poseidon -- immediatly after birth. After the birth of her sixth and last child, Rhea tricked Cronos into swallowing a rock and then hid the child -- Zeus -- on earth. Zeus grew up on earth and was brought back to Mount Olympus as a cupbearer to his unsuspecting father. Rhea and Zeus connived against Cronos by mixing a noxious drink for him. Thinking it was wine, Cronos drank the mixture and promptly regulated his five other children, fully grown. Then Zeus and his brothers waged a mighty battle

The Timeless Truth of Madame Bovary Essay -- Madame Bovary Essays

The Timeless Truth of Madame Bovary  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Written in 1857, Gustave Flaubert's Madame Bovary has become a literary classic. Emma Bovary is a middle class country girl with a taste for rich things; she marries a doctor and has a little girl. Her husband, Charles, adores her and thinks that she can do no wrong. He overlooks the sign of her adultery, telling himself that her unhappiness is caused from her poor health, and forgives her excessive spending. Madame Bovary's excessive desires seem to come from her excessive reading of novels in which life seemed, to her, perfect. She "tried to find out what one meant exactly in life by the words felicity, passion, rapture, that had seemed to her so beautiful in books" (45). Through Emma, Flaubert illustrates that not being satisfied with what one is given in life leads to a sorrow. Soon after Emma marries Charles, she finds that she is not satisfied with her new life, due to Charles' lack of romantics. Emma thinks to herself early on in the marriage, "A man, . . . should he not know everything, excel in the manifolds activities, initiate you into the energies of passion, the refinements of life, all mysteries? But this one [Charles] taught nothing, knew nothing, wished nothing. He thought her [Emma] happy; and she resented this calm, this serene heaviness, the very happiness she gave him" (54). Her need for Charles to be more romantic and his ignorance of her feelings lead her to despise him. After a few years of their marriage, Emma has become so bored with her life that she has made herself sick from want. Her boredom is so great that she wishes she could talk to her servant, "but a sense of shame restrained her" (81). She held herself above everyone, therefore isolat... ...ath does Emma come to realize that the best things in life is family and the happiness that it can provide. The selfishness that had ruled her life was nothing now all the things that were importune to before are now nothing. The things she had bought and the lovers she had been with are not with her now. Only Charles and her little girl, the ones she had tried to flee from are with her now. The simple truth portrayed in Madame Bovary still pertains to the present, selfishness will lead to a life of discontentment. The Flaubert illustration of the unhappiness that thinking only of oneself can bring to others can still be seen in the world today. This is why Madame Bovary has lasted through the years as a novel full of timeless truth. Works Cited Flaubert, Gustave. Madame Bovery. Translated by Marx-Aveling, Eleanor. Grolier Incorporated, New York. N.D.

Effects of online games Essay

Online gaming has emerged as a popular and successful source of entertainment and play for people of all ages, especially for the students.People nowadays rely much on technology to help them in their daily lives. Communication by the use of cellphones, gaining information using the internet is just some of the examples. Online gaming has emerged as a popular and successful source of entertainment and play for people of all ages, especially for the students.. They use the computer for recreation and as a tool for online gaming. The research paper will contain facts and information’s about recreation and its definition. It will explain why people may not be able to live if there is no recreation. It will also contain why people need recreation and is vital to the daily lives of people. After that, the research paper will focus to one type of recreation, the online gaming. It will explain what is online gaming, who are the ones mostly engaged in that activity and what is in online gaming that many people seem to be easily attached and addicted to it The research paper will explain what the influences of online gaming to people especially to the high school students. Some may be obvious but the others are somewhat invisible that people don’t realize that they are actually being affected by online gaming in many ways. Those influences will be subdivided into three: social, mental and emotional and will be clearly explained by the researchers. Also, the research paper will contain the positive and negative effects of online gaming in terms of high school student’s manner of talking and thinking.

Minireview of A Study Essay

Synaptic transmission in vertebrate neuromuscular junctions forms the basis of this study. The communication between neurons in the nervous system occurs largely due to neurotransmitter release at the synapses. Messages on the various significant nervous system functions are coordinated through the synaptic junctions and the release of neurotransmitters. Ryanodine receptors are found in the somata of the Purkinje cells, basket cells and pre-synaptic terminals of specific synapses and terminals of basket cells. Calcium in the extracellular fluid triggers the neurotransmitter release. Now it is understood that pre-synaptic stores could participate in this same function. Ryanodine-sensitive stores of calcium also play a role. The quantum is the amount of spontaneous signals occurring in the absence of pre-synaptic action potentials and is equivalent to the release of one neurotransmitter vesicle (Katz, 1969). The action potentials are called miniature currents. For central synapses in the brain, large miniature currents are believed to arise from the release of many neurotransmitter or presynaptic vesicles and in the range of several quanta (Bekkers, 1994). Yoshida’s study (1994) revealed that these multivesicular miniature events could actually be tetrodotoxin-resistant action potentials in the pre-synaptic terminals. Other researchers have tried to explain the phenomenon from another angle, using the presence of intracellular calcium stores in the pre-synaptic terminals. Nakanishi et al localized inositol triphosphate receptors in the neural tissue of the developing and adult mouse brain (1991). These were immunolocalised in the pre-synaptic terminals of the deep cerebellar nuclei and the retina of the eyes. Narita’s studies (1998, 2000) revealed the action of ryanodine-sensitive calcium stores at the frog neuromuscular junctions. It was discovered that agents which influence the ryanodine-sensitive Calcium stores also increased the intracellular Calcium in the pre-synaptic cells and regulated acetyl choline release during high frequency stimulation. Mothet et al (1998) studied the action potentials at the pre-synaptic terminals of the buccal ganglia in Aplysia. They indicated that ryanodine inhibited while the pre-synaptic injection of Cyclic ADP Ribose augmented the action potential evoked release of acetyl choline at synapses. Studies also showed that caffeine with or without ryanodine modifies Calcium stores at the pre-synaptic terminals in autonomic ganglia (Peng, 1996; Smith et al, 1996) and in photoreceptors (Krizaj, 1999). Studies on hippocampal pyramidal cells have shown that Caffeine or thapsigargin influences the frequency of miniature IPSCs. Making an assumption, from prior studies described above, that spontaneous Calcium release from pre-synaptic Calcium stores may provide the synchronisation mechanism that causes multivesicular miniature IPSCs and the fact that such a hypothesis has not been tested systematically previously, the authors have taken up this topic for their study on cerebellar interneuron Purkinje cells. This Study   Methods Experiments were conducted on the sagittal cerebellar slices of decapitated rats aged 10-14 days of age. During the experimental recordings, the slices were perfused in saline containing prescribed concentrations of NaCl, KCl, Na H2PO4, NaHCO3, CaCl2, MgCl2 and glucose with 95:5 mixture of oxygen and carbon dioxide. Experiments were done at room temperature. For tight-seal whole-cell recordings, pipettes filled with a solution of appropriate concentrations of CsCl, MgCl2, HEPESCs, BAPTA-Cs (Molecular Probes, Eugene, Oregon), CaCl2, Na-GTP and Na-ATP and of pH 7.3 were used. Capacitance cancellation and series resistance compensation had been done. Kynurenic acid had been added to the extracellular solution to block the inotropic gluatamate receptors. TTX was present in the solution for all recordings. The calcium free solutions were prepared by leaving out Calcium and adding EGTA Na. Membrane potential was maintained at -60mV and the current was filtered at 1.5-2 kHz. Sampling was done continuously with brief interruptions. Detection and analysis were done using the IGOR-Pro programming environment. In experiments needing a Calcium channel blocker, cytochrome was added to the external solution. The toxin was prepared while the ryanodine was purchased. Testing the Calcium The Calcium in the basket cells were tested using the Two-photon laser scanning Fluorescence microscopy. For studying the action potential-evoked calcium increases, bicuculline was added to the external solution and the calcium sensitive probe Oregon Green was put into the pipettes. Scans were done and pulses were applied at the end of each 8th scan. This was repeated every minute in external solution which contained saline in order to get a baseline. The external solution was then changed to the solution containing ryanodine and recording proceeded for another 15 minutes. Another set of recordings were done with external solution not having calcium but having EGTA Na. The internal solution also had EGTA and Cs instead of K as the main cation. The responses in Spontaneous Calcium transients also were recorded using molecular probes in the external solution. A pseudo line scan was also done. For immunocytochemistry, a rabbit polyclonal anti-serum was raised to the 16 amino-acids found in all mammals. A C terminal cysteine enabled conjugation to haemocyanin. The conjugated peptide was used to immunize rabbits. Then the ELISA confirmed the specificity. The sarcoplasmic and endoplasmic reticulum microsomes derived from the skeletal muscle, cardiac tissue, whole brain and cerebellum were used for immunoblot analysis. Effects of external Calcium concentration. Large amplitude miniature IPSCs in cerebellar Purkinje cells were found sensitive to extracellular Calcium. With calcium free solution, the mIPSC frequency fell suddenly to half the control level. Continued exposure to the low level of external calcium caused the frequency of mIPSC to continue declining but at a slower rate. On washing after this, the frequency recovered and reached its initial level. The amplitude of the mIPSCs on the other hand showed a steady decline all through and no recovery on washing. With high levels of Calcium, the frequency of the mIPSCs increased rapidly and significantly. The change in amplitude varied from no response to a minimal increase. The inference was that Calcium strongly influenced mIPSCs in the Purkinje cells though frequency and amplitude were differently affected. The rapid change in frequency was interpreted as the reaction of intracellular Calcium to external Calcium changes. The slow change in amplitude was considered due to the extracellular influence on the pre-synaptic stores. The prolonged extracellular calcium removal could have caused selective elimination of large amplitude miniature IPSCs. Repeating with a calcium-free solution, many large amplitude miniature IPSCs were seen again. Then there was a sudden drop and then the amplitudes reduced to become concurrent with the control and the IPSCs were also less. The reduction seen when external Calcium was removed was not due to post-synaptic modifications. On returning to the calcium-rich solution, a slight recovery of both amplitude and frequency occurred. Paired Student’s t-tests indicate significant changes in mean amplitude and frequency between mIPSCs recorded during a 3-min control period and after 15–18 min in Calcium-free external solution. 6 sham experiments were also conducted by keeping the slices in Calcium containing external solution all throughout and these showed no obvious change. The time course of decay of the IPSCs was slower in calcium-free external solution when compared to depolarization-induced calcium transients. Effects of elevated intracellular Calcium Elevated intracellular Calcium in the Purkinje cells caused a speedy frequency reduction and a slow increase in amplitude. This sudden fall could not be explained by the intracellular calcium as BAPTA buffered the Calcium in the cells and could not have caused the IPSCs. Effect of the axons in large amplitude miniature IPSCs The immediate slow changes in the amplitude of IPSCs on withdrawal of external calcium for 3 minutes could not be attributed to the delayed removal of external calcium from pre-synaptic release sites. The effect was also not due to local Calcium influx caused by the TTX insensitive axonal depolarization. For the latter test, external Cd,   a non-selective channel blocker, was used. It reduced the action potential-evoked pre-synaptic Calcium transients seen in the axons and pre-synaptic terminals of cerebellar interneurons. The slow changes in amplitude were therefore not connected to rundown or altered post-synaptic receptors or delayed extracellular calcium removal. The only remaining explanation was that multivesicular release under the pre-synaptic calcium stores could have caused the changes in amplitude. The lack of recovery after external Calcium restoration could be due to the slow store refilling of intracellular Calcium when action potentials and subsequent calcium influx are blocked. Rise Time Kinetics The multi-vesicular release also could not completely explain the slow changes in amplitude. Rise time of IPSCs as a function of amplitude was studied after extended external calcium removal. In 6 of the 8 cells tested, the rise time was heterogenous in nature where two subpopulations were concerned. Slower decay kinetics was also noted. A faster rise time was seen in the proximal dendrites and soma. Faster IPSCs were more sensitive to external calcium removal than slow ones and these IPSCs arose at somatic synapses. The origin being multivesicular, synchronisation time must have been in the range of submillisecond. Some IPSCs had slower rise time and decays and were less sensitive to external calcium removal. These IPSCs could be arising from dendrites and could be having synchronisation of 1-4ms. Ryanodine receptors The two photon laser illumination was used to focus on the ryanodine receptors stained with a high-affinity Calcium-sensitive dye, Oregon Green BAPTA-1. Transient rises of Calcium in the stained ryanodine receptors in response to short trains of action potentials were measured. The fluorescence rises were noted. Ryanodine-sensitive Calcium stores are associated with the large amplitude mIPSCs. In the experiment Ryanodine in large concentrations of 100 ÃŽ ¼M blocked the receptors. The response recorded showed that Ryanodine reduced the mean amplitude and frequency of mIPSCs simultaneously. The responses to muscimol were not affected by ryanodine and the researchers assumed that ryanodine had no post synaptic effect. Axonal spots with calcium stores were identified in pre-synaptic terminals by recording responses to short action potentials. The intracellular Calcium fluctuations in response to differing concentrations of external calcium to which small concentrations of ryanodine were added was checked. Repeated scanning in the presence of TTX was done. Spontaneous calcium transients were noted before and after addition of ryanodine. Bright spots of fluorescence were noted at the pre-synaptic terminals. This signified the presence and increase of Calcium at the pre-synaptic terminals. Experiments were then done with small concentrations of Ryanodine 10 ÃŽ ¼M. Large amplitude mIPSCs were recorded. High frequency bursts and amplitudes of the responses were greatly increased. The bursts could reflect the response at multivesicular and monovesicular sites. The histogram comparing the amplitudes in the control and after ryanodine was added showed a significant difference. The spontaneous Calcium transients occur at basket cell axons and their frequency was increased by small concentrations of ryanodine.

Compare & Contrast Mont Blanc & Tintern Abbey

Shelley’s â€Å"Mont Blanc† and Wordsworth’s â€Å"Tintern Abbey† are poems written regarding nature and its connection to humanity, deities and the human consciousness; these poems can be read as a conversation between each other and their creators.A conversation where Shelley not only echoes and agrees with many of Wordsworth’s views regarding: nature and its awe- inspiring beauty, ability to mesmerize and the presence of majestical divinity amongst all things natural but also, a conversational moment where Shelley steps away from Wordsworth by expressing different views regarding the type of power nature exudes and how nature should affect and effect the human consciousness and life.Where Wordsworth feels peace, Shelley feels fear; Wordsworth sees himself amongst nature, Shelley sees himself amongst man and gains a greater understanding of the surrounding natural world. In the poems, â€Å"Mont Blanc† and â€Å"Tintern Abbey† their is a description of a landscape that, for the writer, the sight brings upon a philosophical questioning and reflection in which both writers gain a better and deeper relationship with nature. In â€Å"Tintern Abbey†, Wordsworth writes: And mountains; and of all that we behold From this green earth; of all the mighty worldOf eye, and ear, – both what they half create, And what perceive; well pleased to recognize In nature and the language of the sense, (104-109) Wordsworth believes that the natural world they see and their mind are directly connected, a philosophy that Shelley agrees with and echoes in his writings of â€Å"Mont Blanc†: I seem as in a trance sublime and strange To muse on my own separate phantasy, My own, my human mind, which passively Now renders and receives fast influencing, Holding and unremitting interchange With the clear universe of things around (35-40)Wordsworth writes of the â€Å"eye† and â€Å"ear† and their conjoined an d equal creative force, meaning it is not only what is seen but also what is heard that works with the minds understanding of viewing the natural world. Neither man can look at nature without looking at their mind and pondering on their ability to aid in the creation of the scene that unfolds. For Shelley, it is not the â€Å"eye† nor â€Å"ear† of Wordsworth’s writings but instead it is â€Å"My own, my human mind† (MB 37) rapidly â€Å"rendering â€Å" and â€Å"receiving† a clear depiction of nature. Shelley echoes the musings of Wordsworth regarding a divine presence amongst the workings of nature.Wordsworth writes of â€Å"A motion and a spirit†¦ † that â€Å"rolls through all things†; while Shelley writes of, â€Å"The everlasting universe of things† that â€Å"flows through the mind†. Shelley’s poem echoes Wordsworth’s ideas by writing of a â€Å"flowing† movement to reflect upon Wordsw orth’s â€Å"rolling† movement; the use of both words depict a definitive unstoppable force, constant in motion, guided by unseen momentum and most importantly something that is being controlled by neither nature nor their minds; this use relates both poems to that of a divine being or guiding force.While the inclusion of their mind in the experience and the presence of a greater being are in agreement, it is regarding the importance and feeling of humanity and the power of nature, are where the ideas and views of Wordsworth and Shelley begin to differ. Shelley diverts from the original musings of Wordsworth and that of â€Å"Tintern Abbey† regarding the feelings of nature altering or taking over the soul, transforming it from that of human to that of nature.In â€Å"Tintern Abbey†, Wordsworth is one with nature; he feels disconnected from humanity and his mind, body and soul work together with nature. When he thinks back to a particular scene and moment, he is then transported there and becomes one with the nature around him. No longer being a human witness but instead becoming a part of nature itself. Wordsworth writes: Though changed, no doubt, from what I was when first I came among these hills; when like a roeI bounded o’er the mountains, by the sides Of the deep rivers, and the lonely streams, Wherever nature led: more like a man Flying from something that he dreads, than one Who sought the thing he loved. For nature then†¦ †¦ To me was all in all†¦ (66 – 75) Wordsworth’s relationship with nature is honest and nurturing, he gives life to the scene through his mind and in return the moment gives him peace and comfort, he steps away from his humanity and becomes one with nature.However, Shelley’s view of nature differs from that of Wordsworth’s and is shown within his writings; his relationship with nature is one at odds with man; nature grows and lives to its immense godlike pow er and this display of power effects the ease and comfort of the human mind and humanity. The size, depth, danger, darkness and power of nature reminds him of his fragile humanity while also creating the question of how it can it be so powerful and all consuming when the human mind is its partial inventor.Wordsworth states that â€Å"Nature never did betray the heart that loved her† (TA 122), Shelley believes, nature revels in its power, fear inducing and awe inspiring capabilities, instability and ability to make small of the human observing in its wake. Shelley believes nature tricks the human to believe it is inconsequential in not only relation to but also in opposition to nature; he also proves nature dishonest in its created feelings of ease and safety. The fields, the lakes, the forests and the streams,Oceans, and all the living things that dwell With in the [intricately formed] earth: lightning and rain Earthquake, and fiery flood, and hurricane. (84 – 87) In t his passage, Shelley mentions the peaceful nature of Wordsworth, followed immediately by the nature he sees and feels; the nature of power, destruction, instability, and terror. Shelley speaks of deception and secrets regarding the mighty mountain and its being; from the â€Å"Dizzy Ravine! † (MB 34) to â€Å"some shade of thee, / Some phantom, some faint image†¦ (MB 46 – 47) and â€Å"The glaciers [that] creep / Like snakes that watch there prey, from their far fountains, (MB 100 – 101); his use of these descriptions and words creates a strong feeling of uncertainty regarding the comfort and safety that is empowered in Wordsworth’s writings. Shelley turns away from the tame â€Å"landscape with the quiet sky† (TA 8), â€Å"The banks of this delightful stream† (TA 150) and the clear, bright and exact view seen through Wordsworth’s mind and eye; instead he gives us the wild and untamed: Thus thou, Ravine of Arve – dark, d eep Ravine-Thou many-coloured, many-voiced vale, Over whose pines, and crags, and caverns sail Fast cloud shadows and sunbeams: awful scene†¦ Bursting through these dark mountains like the flame Of lightning through the tempest;†¦ (12 – 19) The use of â€Å"many-coloured† and â€Å"many-voiced†, emphasizing the wild, untamed unpredictability that Shelley believes to be true in nature. Shelley’s feeling of deception regarding nature and humanities place amongst it questions the answers Wordsworth has deposed upon Dorothy and the reader in â€Å"Tintern Abbey†.Wordsworth is purely content believing nature to be the nurturing mother to his human imaginative and spiritual mind, there is no question or doubt within his mind that nature will ease him in times of need, bring him life and peace when driven to thoughts of nature; he feels that his mind is along for the ride that nature beauty has unveiled and it will always result in a feeling of comfort, acceptance and oneness with the wilderness. However Shelley questions who is the nurturer, the creator and the holder of power.While we are minute in physical size to the depth of nature and its beauty, the mind is the inventor of the feelings and visualizations of such sublimity. In other words, how does the human mind pale in comparison to the mighty godlike force of nature if the human mind is what created such a formidable foe; â€Å"And what were thou, and earth, and stars, and sea, / If to the human mind’s imaginings / Silence and solitude were vacancy? † (MB 142 – 144).

Secondary Youth Perspective On Dropping Out Of School Education Essay

The rate at which pupils are dropping out of school is a quandary and has become a serious job for school territories across the state. The intent of this survey is to reap penetrations from the dropouts themselves, sing their determination to go forth school before completion and to codify their perceptual experiences, beliefs and attitudes toward dropping out of school. This paper examines the attitudes, beliefs, and perceptual experiences through interviews and will be conducted on 10 participants in Penang. A qualitative research method was used to concentrate on the significance that people make of their lives, their experiences, and their environment. Secondary Youth Perspective on Droping Out of School Concern for dropouts is non new. Mohamad Kamal Haji Nawawi ( Bornep Post Online, 2012 ) , general director for Malayan Talents Development of Talent Corporation Malaysia Berhad said that: â€Å" between Form One and Form Five, out of the 400,000 pupils that enrolled in Form One, some 44,000 would go forth school yearly before finishing their Form Five, or Sijil Pelajaran Malaysia. † â€Å" Some 80,000 pupils are estimated to hold dropped out of secondary schools from 2006 to 2010, † said Deputy Education Minister Datuk Dr Wee Ka Siong ( The Malaysian Insider, 2011 ) . He speculated that some factors for dungs out may be for wellness grounds, to come in the work force and because of deficiency of involvement in instruction ( The Malaysian Insider, 2011 ) . Previously parents can state they have five or six kids and can non afford to pay school fees. â€Å" Now, the authorities is taking attention of that. If they do non hold the money, they will be given RM100 and for h apless households, we give RM500 one-off, † said Dr Wee ( The Malaysian Insider, 2011 ) . â€Å" We are working towards that, intending policy-wise we want to do everyone finish Form Five, at least complete the secondary instruction, † he said when asked if the ministry will see doing secondary school registration as mandatary. † said Dr Wee ( The Malaysian Insider, 2011 ) . Before looking at the grounds for dropping out from school, it is necessary to specify what is means to drop out. We use term â€Å" dropout † refer to youth whom leave secondary school before graduation, including those who leave but return subsequently, and those who after complete some signifier of equivalency sheepskin ( Audus & A ; Willms, 2001 ) . Droping out of school is a serious job, and society is eventually admiting the profound societal and economic effects for pupils, their households, the school and the community. Leaving school without a sheepskin can hold permanent negat ive effects on the individual socially and economically, doing terrible disadvantages come ining into big life. Understanding why pupils drop out of school is the key to turn toing this major educational job. A figure of theories have been advanced to understand the particular phenomenon of the saging out ( Audas & A ; Willms, 2001 ; Finn & A ; Zimmer, 2012 ; Rumberger & A ; Lim, 2008 ) . The theorical model to be used in this survey will be the Rumberger ‘s ( 2011 ) model that use single factors associated with pupils themselves, such as their attitudes, behaviours and educational public presentation. The other frameworks focal point on the contextual factors found in pupils ‘ households, schools, and communities. Both models are utile and, necessary to understand this complex phenomenon. It is of import for the community to cognize why pupils are dropping out of school. There are figure of grounds. Individual position Individual factors that predict whether pupils drop out or alumnus from high school autumn into four countries: ( 1 ) behaviours, ( 2 ) attitudes, and ( 3 ) educational public presentation. ( 1 ) Behavior. A broad scope of behaviours both in and out of school have been shown to foretell dropout and graduation. One of the most of import is student battle, which includes pupils ‘ active engagement in academic work ( e.g. , coming to category, making prep ) and the societal facets of school ( e.g. , take parting in athleticss or other extracurricular activities ) . Misbehavior in high school and delinquent behaviour outside of high school are both decidedly associated with higher dropout and lower graduation rates. Adolescents who drink and fume are more likely to originate sex earlier than their equals ; those who engage in these behaviour forms frequently have a history of troubles in school ( Rumberger, 2011 ) . Having friends who engage in condemnable behaviour or friends who have dropped out besides increases the odds of dropping out ( Rumberger, 2011 ) . ( 2 ) Attitudes. The dropout literature has by and large focused on a individual indicator- educational outlooks ( how far in school a pupil expects to travel ) and has found that higher degrees of educational outlooks are associated with lower dropout rates. ( 3 ) Educational public presentation. Droping out represents one facet of three interconnected dimensions of educational public presentation: ( 1 ) academic accomplishment, as reflected in classs and trial tonss, ( 2 ) educational stableness, which reflects whether pupils remain in the same school ( school stableness ) or remain enrolled in school at all ( enrollment stableness ) , and ( 3 ) educational attainment, which is reflected by old ages of schooling completed and the completion of grades or sheepskin ( Rumberger and Lim, 2008 ) . The model suggests that educational attainment is dependent on both educational stableness and academic accomplishment. That is, pupils who either interrupt their schooling by dropping out or altering schools, or who have hapless academic accomplishment in school, are less likely to graduate or finish that section of schooling. Research Question The research inquiries examined in this paper are: Cardinal inquiry: What are the grounds for pupils ‘ detachment from school? Subquestions: What factors contributed to their determination to go forth? Can the dropouts themselves reveal the critical junctions in their determination to disrupt their instruction? What can school decision makers and pedagogues do to forestall pupils from dropping out? The chief focal point of treatment will be around the grounds for dropping out of school and cognizing why they make such determination. The 3rd research inquiry is to understand either they still can endorse into some educational scene. Finally, the 4th inquiry is looks at illustrations of good pattern, seek to forestall this procedure happens once more. Significance of the Study Keeping pupils in school is really of import for the wellbeing of the pupils and society as a whole. Objective of this paper is to understand the attitudes, beliefs, and perceptual experiences of the dropout pupils through interviews. The participant reply will assist schools develop plans or policies for cut downing the school bead out rate. What helps in accomplishing this nonsubjective must be studied so that suited intercessions and policies may be drawn out and implemented by the relevant governments. To cut down the dropout rates of pupils in the long tally, the issue of school battle must be given due consideration. Schools can besides profit from the findings of the survey. School disposal can analyze how existing school patterns, the school atmosphere and instructors affect pupils ‘ school attitude. Research Paradigm Droping out of school can non be understood merely by analyzing the conditions of households and schools, or even the behaviours of pupils. The research worker takes a societal constructivism base as the research worker is seeking to understand by analyzing the positions and readings of those conditions and behaviours by dropouts themselves. Phenomenology surveies of dropouts are based on this premiss. Methodology Approach This research will be taking a phenomenalogical attack as the research worker will be analyzing their lives, their experiences, and their environment. A qualitative research can assist understand the grounds for dropping out of school. Interview and interact with a little group of school dropouts. Main interview types that qualitative research workers use are in-depth, one-on-one interviews. Interview Questions What factors contributed to their determination to go forth? What can school decision makers and pedagogues do to forestall pupils from dropping out? Was dropping out of school a good determination or a bad determination for you? Explain why. Describe your grounds for go forthing school early. When you think back over the old ages, depict any specific events that lead up to your dropping out of school. Would you make anything otherwise if you had the chance? Is there anything else you would wish to state? Sample The participants will be obtained utilizing a convenience trying method. The first participant will be introduced by an familiarity and the participants are asked to propose other participants who qualify.10 participants will be interviewed for this research. These interviews were typically 30 to 1 hr in continuance. The participants were asked a set of semi-structured open-ended inquiries in a prearranged order. Perticipant of the survey should be above 18, no specific pick of gender or ethnicity, must be an grownup who has dropped out from school. Procedure The interview will be conducted on 10 participants with the presence of research worker. Throughout the session, the participants will be asked inquiries about the attitudes, beliefs, and perceptual experiences. It will wholly be done in a maximal clip of 1 hr, and a lower limit of 30 proceedingss, and merely be a erstwhile interview, this is so that the participants would non be excessively tired after the interview. The interview will be recorded in audio format so that a written text can be done. The interview will be done in a closed room so that the privateness and the confidentiality of the participants will be protected with the best attempts of the experimenter. Participants can decline to reply any inquiry. Participant replies to all inquiries are private and confidential. Dependability and Validity To guarantee dependability of the consequences for this research, pilot trial will be conducted on one of the participant before the existent research begins. The pilot trial will be used to guarantee that the inquiries are capable of acquiring the needed replies and to look into whether a certain interview location would be suited for this interview every bit good as to cognize the estimated clip an interview will take. After the complete aggregation of informations the consequences will be taken back to the participant to corroborate that there was no misunderstanding of the participant ‘s words. A equal reappraisal will besides be conducted among the researches class mates to guarantee that the research worker had non do any errors.