The Concept of Idealism in the International Relations Spectrum Essay Sample free essay sample

Idealism allegedly dominated the survey of international dealingss from the terminal of the First World War until the late thirtiess. Idealists are out of touch with current believing. they put moral rules before practical or prudential considerations. and are naive about the universe around them. They are futurists who seek a perfect universe. It is non surprising. so. that it was the self-proclaimed realists who coined the term to depict the broad internationalism of the interwar old ages. Whether it deserves such a label is problematic. Recent research indicates that the dreamer minds of the period were non every bit â€Å"other-worldly† as many realists suggested. R. N. Berki pointed out that idealism in the international position â€Å"signifies an effort to simplify political world with a position to deriving a unitary. apparently consistent image ; this enterprise involves the necessity of abstracting from political world. and besides the inclination to stay arrested i n one’s ain abstraction. We will write a custom essay sample on The Concept of Idealism in the International Relations Spectrum Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page reading this as the whole† ( Berki. 228 ) . Alternatively of utilizing and explicating term â€Å"idealism. † Carr systematically used â€Å"utopianism. † Indeed. on the few occasions Carr did utilize the term â€Å"idealism† he had in head philosophical idealism -the philosophy that upholds. approximately talking. that world is a merchandise of the head – instead than political idealism ( Carr. 20. 115 ) . In contrast the early postwar American realists – Morgenthau. Wolfers. and Herz – used the term â€Å"idealism† instead than â€Å"utopianism† . From the critical position. the two footings have been used interchangeably. By and large talking. the dreamers shared a belief in advancement and were of the position that the processs of parliamentary democracy and deliberation under the regulation of jurisprudence could be steadfastly established in international diplomatic negotiations. This is why they placed so much importance on the League of Nations and on beef uping i nternational jurisprudence. A cardinal feature of idealism is the belief that what unites human existences is more of import than what divides them. The dreamers rejected communitarian and realist statements that the province is itself a beginning of moral value for human existences. Alternatively. they defended a cosmopolite moralss and sought to educate persons about the demand to reform the international system. Bing addressed by many philosophers and politicians earlier in the history. in the beginning of the 19th century the construct of international idealism has been formulated and shaped by the philosophical system of Hegel. Harmonizing to Hegel. the province is itself an person that demands acknowledgment and achieves it by battle. and that undergoes a procedure of moral development towards full uneasiness of itself as free and independent. Like the single individual. the sovereignty of the province must possess self-certainty and exists â€Å"only as subjectivity† . The truth of subjectiveness and of personality can be realized merely as a topic and individual. The individualism of the province is manifest in the single individual of the constitutional sovereign ( Hegel. Doctrine of Right.  §279 ) . A province must undergo a procedure whereby it attains its rational uneasiness of being-for-itself. Hegel contends that in order to go free and self-determining all states must se e the rough subject of subservience. The illustrations he gives are those of Athens and Rome. which had to travel through periods of subjugation before come oning to their ain uneasiness of individualism. Quite logically. the standard of behavior which states observe in their dealingss with other provinces are. like the internal fundamental law of a province. historically developing. Hegel posed that there must be a household of provinces like that which had come into being in modern Europe. This system of provinces. although politically fragmented. constituted one people. Within this system a balance of power was maintained to protect any one of them from â€Å"the force of the powerful† . and a diplomatic negotiations emerged â€Å"in which all the members of the great European system. nevertheless distant. felt an involvement in that which happened to any one of them† ( Hegel. Doctrine of History. 430-2 ) . European provinces constrain each other non merely in the declaration of war. but besides in its behavior one time war has been declared. One may detect that being an dreamer. Hegel had a great trade of religion in the regulative capacity of usage in international dealingss. It is non a widely distributed ideal or rule that impresses itself upon the single European provinces to move humanely in their dealingss with each other. but chiefly their ain national imposts universalized. It is these. and non international jurisprudence as such. that constitute â€Å"the cosmopolitan facet of behavior which is preserved under all circumstances† ( Hegel. Doctrine of Right.  §339 ) . Between 1818. when France took its topographic point alongside Russia. Britain. Austria. and Prussia in the Concert of Europe. and the clip of Hegel’s decease in 1831. the great powers orchestrated the care of the system by agencies of holding to. or assenting in. corporate intercession in the domestic issues outside their formal legal power. The interventionism which the Gallic Revolution sanctioned provided a convenient practical rule for quashing radical activities against bing provinces. In the Americas settlements were arising against imperium. In 1823 the United States promulgated the Monroe Doctrine. which declared that in future the states of the American continent were non to be viewed as possible settlements for European powers. Furthermore. any effort to win back the freshly established South American democracies would be viewed by the United States as a menace to its peace and security. Modern international dealingss theory has late taken a normative bend and begun earnestly to research the topographic point of moralss in the dealingss among provinces. Such theoreticians at one time reject what was the dominant aspiration in assorted pretenses in the subject. viz. the hunt for nonsubjective account. and deny the Realist contention that talk of morality and ethical rules disguises the implicit in motives. viz. power and security. If ethical rules are to play a function in international dealingss. they must hold some footing of justification. A figure of theoreticians have sought to place the beginning of the rules of international moralss in either cosmopolitanism or communitarianism. while keeping at the same clip that these two classs adequately conceptualize normative thought in international dealingss since the clip of Kant. There are. of class. different types of cosmopolitanism. and likewise. communitarianism comes in different pretenses. but Hegel is exemplified as its chief advocate. Simultaneously. Marx’s cosmopolitanism is typically identified as one of its chief discrepancies along with utilitarianism and Kantianism. When we use the classs of cosmopolitanism and communitarianism to research the theories of international dealingss of Hegel and Marx we find that the states-based international system of Hegel. with its accent upon individualism. acknowledgment and international right. bases in pronounced contrast to Marx’s accent upon a homeless international community in which disaffection. development. and alienation are overcome in a cosmopolitan moral community. Harmonizing to Marx. human existences are constituted by the societal dealingss of production and international moralss. and the international system itself is a map of the manner of production. Marx’s version of cosm opolitanism is one in which the cosmopolitan moral community has little or no topographic point until the terminal of a procedure well enhanced and facilitated by the particularistic fortunes of capitalist economy. The constructs of idealism. in its assorted signifiers ( cosmopolitanism. communitarianism. etc ) exhibit farther logical development in early 20th century. and had been by and large referred as inter-war idealism. In an influential article John Herz equated idealism with an amazing array of other â€Å"isms† : universalism ; cosmopolitanism ; humanitarianism ; optimism ; liberalism ; socialism ; pacificism ; anarchism ; internationalism ; ‘idealist nationalism’ ; and millenarianism ( Herz. 157-80 ) . Uncertainty as to the nature and range of idealism as a class of idea is matched by uncertainness as to who the dreamers really were. Few of the commentaries on the period name more than two or three single dreamers. a singular fact given the extent to which they are said to hold dominated inter-war thought. Mention is made. of class. to Woodrow Wilson and his Fourteen Points. Norman Angell and Alfred Zimmern. Practically. the figure of political authors and publicizers who devoted themselves to international inquiries during the inter-war period was huge. This does non. of class. come as any great surprise given the grade to which the period was dominated by international jobs and crises of one sort or another. In his book. Carr provided a brief outline of inter-war idealism. placing the undermentioned as Utopian. hence idealistic: programs for an international constabulary force ; corporate security ; general disarming ; the thought of criminalizing war ; proposals for a â€Å"United States of Europe† ; the claim that national self-government automatically leads to peace ; the differentiation between â€Å"justiciable† and â€Å"non-justiciable† differences ; â€Å"visions of universe federation† ; and â€Å"blue-prints of a more perfect League of Nations. † If assessed critically the creative activity and farther development of the latter became the culmination of the international idealism philosophy. Whilst seeking to avoid dogmatic attachment to broad ideals. such politicians as Woodrow Wilson and Zimmern hoped to utilize these rules to modify the bing constructions of the international system. This attack emerged most clearly in their treatments of the organisation of the League of Nations after the First World War and analysis of postwar developments. Zimmern’s thought was that the organisation should be based on a series of regular conferences of states. â€Å"The cardinal rule of the League† . he wrote. â€Å"would be that it is a meeting of Governments with Governments. each Government continuing its ain independency and being responsible to its ain people† ( Zimmern. 203 ) . Such a conference would be a sort of executive commission managed by the great powers on behalf of the international organic structure of autonomous provinces. This thought contrasts with that of the broad left and socialists who argued for an international authorities with more extended powers and a attendant decrease in national crowned head powers. These proposals did much to counter Woodrow Wilson’s more ambitious thoughts and to restrict the League’s function to one where it was more of an institutionalization of the nineteenth-century impression of a Concert of Europe ( Winkler. 253-4 ) . Zimmern has been peculiarly enthusiastic about international cooperation through instruction. He was particularly critical of those who saw the League of Nations as a Panacea. for it was â€Å"only by courtesy† that the Supreme Council of the League could be described as a Concert of Europe. This Concert was a delicate construction which was. even by 1922. â€Å"visibly giving out as the memory of the great common battle grows dim† . It besides suffered from the fact that it was non based on a clear policy or mentality ( Zimmern. 49 ) . It was. hence. â€Å"little more than a ego righteous soporific† to prophesy that the League could be the solution to international struggle. Simultaneously. Zimmern remain ed a strong advocator of the ideals of the Commonwealth piece at the same clip being critical of the position that the Commonwealth entirely could move as a decisive force for universe peace. From the critical point of view. the thought that the Commonwealth could be a theoretical account for internationalism has been partially converting since the Commonwealth did non hold a good success rate on the handling of interracial personal businesss. peculiarly sing the issue of Asiatic in-migration into Australia or South Africa. Ideal scholarship on international dealingss in the inter-war period. while varied in its ain ways. evidenced at least three common togss: an overruling concern with international organisation as a supplier of security in international dealingss ; state-centrism ; and a normative though non needfully Utopian involvement in the turning away of war. In academic scholarship the predominant common concern was the League of Nations or. more by and large. the importance and hereafter of international organisation as mechanisms of corporate security and international order as a whole. The survey of international organisation was ab initio dominated by the Hagiographas of international attorneies and those that wrote in the legal parlance. concentrating about entirely on the formal. that is. constitutional construction of the League. The practical and normative facet of international theory is exemplified by the subjects of the International Studies Conferences that were sponsored by the International Institute of Intellectual Cooperation during the 1930s. The first of the conferences in 1931 addressed the turning planetary economic crisis. Two subsequent conferences addressed. severally. corporate security and peaceable alteration. Both were held in the shadow of the quickly deteriorating international state of affairs and the at hand diminution and autumn of the League as an effectual corporate security system. in the face of events in Manchuria. the Spanish Civil War and the Italian appropriation of Ethiopia. Each of the conferences addressed their replies to provinces. both individually and jointly in the League. and were explicitly intended to be fora for treatment of possible solutions to existent and perceived international crises. For case. the conference on peaceable alteration glided over the complexnes ss of the nature of peaceable alteration and alternatively straight addressed the concrete. immediate inquiry of alteration in the international system at the clip: that is. the alteration of the Versailles Treaty and the efforts to suit the claims of the alleged revisionist states. Germany. Italy. and Japan. Whatever the short-run effects of idealism on the international idealism were. its long-run results are now regarded as positive and strategic. In the essay. â€Å"The Neoidealist Moment. † Kegley specify â€Å"the most valid properties† of the dreamer traditions. and redefined â€Å"refashioned† realist paradigm â€Å"inspired by Wilsonian idealism† ( Kegley. 142 ) . Implicit in Kegley’s statement are four claims associating to what he sees as the renewed relevancy of Woodrow Wilson’s attack to universe political relations. First. he contends that the post-Cold War universe may be a â€Å"far more inviting place for the rules Wilson advocated to steer international conduct’ than the universe after the First World War or during the Cold War. Second. and closely connected. he suggests that Wilson’s thoughts â€Å"now appear less unrealistic and more compelling† . and that they may be thoughts whose clip has eventually com e ( Kegley. 134 ) . Third. he observes that the â€Å"issues that have risen to the top of the docket in theoretical and policy discourse† are really similar to those Wilson sought to lucubrate in his â€Å"Fourteen Points† ( Kegley. 135 ) . Finally. he suggests that regardless of new paradigms. theories. and other such scholarly artefacts. the universe may be really going more like the one Wilson envisaged – recent developments suggest that the post-Cold War universe may be cast more in the dreamer than the realist image ( Kegley. 139 ) . Foremost. the international idealism impacted the construct of human rights. In modern-day â€Å"domestic† and international political relations the entreaty to cosmopolitan rights has achieved unprecedented prominence. Governments are often brought to task for their human rights maltreatments. The United Nations. modified version of the League. and a great many non-governmental organisations monitor human rights throughout the universe. and instances are brought against authoritiess in the assorted international tribunals by persons who claim their human rights are being violated. Failure of authoritiess to continue the basic rights of their citizens may be evidences for articulating them bastard. In the instance of failure to prolong subsistence rights. the deductions may be rather far-reaching because it may be that the international economic system. and non the domestic authorities. is at mistake. This gives rise to the inquiry of economic justness and the redistribution o f resources ( Beitz. 150 ) . John Rawls’s â€Å"A Theory of Justice† distinguishes strongly between the internal and external dealingss of provinces. A societal construction that gives rise to inequalities is unfair unless it can be rationally justified. In the international domain. nevertheless. inequalities of wealth do non necessitate such justifications. The ground for this is that Rawls believes society to be a concerted venture productive of a societal excess for common advantage. which is in surplus of the sum of single goods. Principles of justness have to guarantee the just distribution of these goods. The socalled universe society is a aggregation of coexistent provinces and non a co-operative venture in the same sense as a state-based society. and is hence non in demand of rules for the redistribution of wealth. The regulations of justness needed for a universe society and arrived at by agencies of a 2nd contract to which provinces are parties. are regulations of that articulated by inte rnational dreamers. viz. rules of coexistence. regard for province liberty and self-government. sovereignty. and non-interference. and conventions of war. Bibliography Berki. R. N.On Political Realism. London. J. M. Dent A ; Sons. 1981 Carr. E. H.The Twenty Years’ Crisis. London. Macmillan. 1946 Hegel G. W. F.Reason in History. trans. Robert S. Hartman. Indianapolis. Bobbs-Merril. 1953 Hegel G. W. F.The Philosophy of Right. Chicago. Benton. 1952. Beitz C. .Political Theory and International Relations. Princeton. Princeton University Press. 1979 ) . 150. Herz J. . â€Å"Idealist Internationalism and the Security Dilemma† .World Politicss. 2 /2 ( 1950 ) . 157-80 Zimmern A. .Europe in Convalescence. London. 1922 Zimmern A. .The League of Nations and the Rule of Law. London. 1936 Winkler H. .The League of Nations Movement in Great Britain. 1914-1919. New Jersey. 1967 Kegley C. W. â€Å"The Neoidealist Moment in International Studies? Realist Myths and the New International Realities† .International Studies Quarterly. 37/ 2 ( 1993 ) . 131-46 Beitz C. .Political Theory and International Relations. Princeton. Princeton University Press. 1979.

buy custom Innovative Strategies for Students with ADHD essay

buy custom Innovative Strategies for Students with ADHD essay Introduction to the Problem The perplexing question for educators and parents over the years has been to find suitable strategies that could help them in handling students with attention deficit hyperactivity disorder (ADHD). ADHD involves the display of developmentally inappropriate levels of inattention, impulsivity, and overactivity resulting in functional impairment across two or more settings (American Psychiatric Association [APA], 1994). ADHD affects about 3 to 7 percent of the school-age population (APA, 1994). This number represents about two million students of the United States school systems (Snead, 2005). ADHD occurs much more often in boys than in girls. Traditionally, females tend to be at lower risk of ADHD than males; however, studies have indicated that young females also may be at increased risk of remaining undetected and untreated (Bussing, Gary, 2001).One commonly offered explanation for lower rates of detection and treatment females is that ADHDmay be less obvious to parents and is therefore, less likely to prompt help-seeking behavior (Lahey et al., 1988). Students with ADHD are at a higher than average risk for academic underachievement, conduct problems, and social relationship difficulties, as a function of the core symptoms of ADHD (Barkley, DuPaul, McMurray, 1990). The disorder is chronic for most individuals and requires long-term treatment (Weiss Hechtman,1993). The Diagnostic and Statistical Manual of Mental Disorders (APA, 2000) explained that in ADHD, the essential feature is a persistent pattern of inattention and/or hyperactivityimpulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development (p. 78). Background of the Study ADHD affects about 3 to 7 percent of the school-age population (APA, 2000). Small strategies and simple interventions do not meet the needs of students challenged by ADHD. A deeper understanding of the symptoms posed by a students ADHD must be understood in order to better treat and thus help the student to overcome the effects of ADHD. Various approaches are available for meeting the educational needs of ADHD students who exhibit a wide spectrum of behaviors. Understanding best practices is imperative for educators in order to better addresseach students needs. The role of the public school system in the process of recognition and treatment of ADHD merits special reflection. Schools operate under several legal mandates potentially applicable to students with ADHD. Educators in public schools are required under Section 504 of the 1973 Rehabilitation Act to detect and provide appropriate accommodation services to students with functional impairments in major life activities such as learning (Reid Katsiyannis, 1995). Although the interpretation of Section 504 is left to the discretion of individual states, this law has been applied increasinglyto students with ADHD (Reid Katsiyannis, 1995). Furthermore, students with ADHD may qualify for special education services if they have learning disabilities (Office of Special Education, 1992). The No Child Left BehindAct provides the conceptual framework for identifying intervention strategies for students with ADHD. One factor thatcontributes to the urgency of understanding successful intervention strategies for students with ADHD is within the laws of NCLB. Snead (2005) citedfour basic principles of concentration of NCLB: (a) stronger accountability for results; (b) increased flexibility and local control; (c) expanded options for parents; and (d) an emphasis on teaching methods that have been proven to work. Snead concentrated on the fourth principle as it relates directly to teaching methods that are potentially helpful for students with ADHD. In this study best practices and strategies that are effective for the students with ADHD without losing their interest were examined. ADHD is not a new phenomenon. The ADHD acronym has been the common label used to describe students with a specified symptom cluster (Anastopoulous Shelton, 2001). Anastopoulos and Shelton stated that the first published cases of students with symptom clusters similar to those used in the ADHD diagnostic categories appeared in the middle 1800s. Still (1902) reported that students whose behaviors included overactivity and inattention in childhood and persisted over time were significantly developmentally different from their age-appropriate peers. ADHD students have volitional inhibitions that result in behavioral deficits as well as defects in moral control, which likely result from neurological difficulties (Anastopoulos Shelton, 2001, p. 341). The DSM-I did not list any developmentally significant guidelines to distinguish ADHD or its symptoms, whereas the DSM-II did include a section titled Behavior Disorders of Childhood and Adolescence, which listed the criteria for Hyperkinetic Reaction of Childhood (Anastopoulos Shelton, 2001, 341). The DSM-III labeled a cluster of symptoms as Attention Deficit Disorder with Hyperactivity, thus inserting the change in focus to inattention as the hallmark feature of this newly emerging disorder at the time. Another profound change in the DSM-III was that it identified impulsivity as a major component in the disorder as it is noted alongside inattention and hyperactivity for the first time (Anastopoulos Shelton, 2001). The DSM-IV has many new features in the identification of ADHD sym ptoms, including 18 symptom descriptors, with nine inattention symptoms and nine in the hyperactivity-impulsivity component (Anastopoulos Shelton, 2001). The literature suggestedthat middle childhood is a period when students have the most difficulty managing ADHD (Carroll et al., 2006). For instance, students with ADHD hav symptoms of inattention, hyperactivity, and impulsivity (Sutcliffe, Bishop, Houghton, 2006). Moreover, if ADHD goes untreated between the ages of 6 and 12, more serious problems such as low-self-esteem, depression, oppositional defiant disorder, mood disorder, and conduct disorder may develop (Parker, 2005, p. 25). Teachers should knowthe signs and symptoms of ADHD so they can make appropriate referrals. Early interventions may save the student and family from much hardship and frustration in the future. About80%of students with ADHD continue symptoms of over activity, inattention, and impulsivity, into their teenage years (Parker, 2005, p. 26). Alexander-Roberts (2006) added that some adolescents who were hyperactive as students became hypoactive (spacey or lethargic) as teenagers. Some of them also developed a need for immediate gratification, were easily distracted, had poor peer relationships, and had low self-esteem (Alexander-Roberts, 2006). Furthermore, adolescents with ADHD showed higher rates of substance abuse issues compared to their non-ADHD peers (Parker, 2005). Again, if elementary school teachers would refer students appropriately for ADHD screening in the early years, then students might receive services during childhood to help manage ADHD throughout childhood, adolescence, and adulthood. ADHD affects students in myriad ways. Not only is it troublesome for the individual student diagnosed with the disorder, but it may also cause a disruption for other students in the classroom as well. Students with ADHD often have low self-esteem, are labileemotionally and prone to temper outbursts, and have low frustration tolerance (Alexander-Roberts, 2006, p. 12). ADHD affects a childs behavioral, emotional, academic, and social skills (DuPaul Weyandt, 2006). Furthermore, students with ADHD often display elevated rates of gross motor activity and fidgeting, negative verbalizations, and various other off-task behaviors different from students without ADHD (DuPaul Weyandt, 2006, p. 293), which can be disruptive to classmates. ADHD affects the student at home, in school, in peer relationships, and in virtually all aspects of life. Students diagnosed with ADHD not only lack in social skills, but also suffer academic performance as well. They have higher dropout rates, increased frequency of failing grades, and poor academic outcomes compared to youth without ADHD (Barron, Evans, Baranik, Serpell, Buvinger, 2006, p. 137). According to Parker (2005), students with some type of mental health disorder, such as ADHD, have difficulty making and keeping friends, withdrawal from social activities, and are often late to or absent from school (p. 189). Furthermore, youth with ADHD often exhibit co-morbid behaviors such as depression, anxiety, oppositional defiant disorders, and compulsive behaviors (Reid, Trout, Schartz, 2005, p. 361). In fact, more than half of all students with ADHD display significant symptoms of oppositional defiant disorder (ODD) and conduct disorder (DuPaul Weyandt, 2006). Conduct disorders might make it difficult for teachers to recognize the signs and symptoms of ADHD, but ODD and conduct disorders also make it more important to be able to distinguish between ADHD and other childhood disorders. It is a challenge for some students with ADHD to pay attention in class, follow rules, exert self-control, think about consequences before acting, interact appropriately in games and sports, and develop meaningful relationships with others (Parker, 2005). ADHD affects each individual differently (Alexander-Roberts, 2006) and interventions should apply according to each childs specific needs. Teachers play a pivotal role in the lives of many students. They teach and manage them every day, often identify them as in need of further assistance, and become involved in monitoring and treatment plans (Lauth, Heubeck, Mackowiak, 2006, p. 386). Teachers may also be the first to recognize students with ADHD because of the increased demand of concentration in the classroom as well as being able to compare students with each other (Lauth et al., 2006). It may be likely that a teacher is the first person to recognize symptoms of ADHD and thus need to discuss the symptoms with the family. A student diagnosed with ADHD may not only have difficulties in the classroom with inattention, hyperactivity, and impulsivity, but these symptoms are often associated with troublesome interpersonal relationships with family members as well (Holmberg Hjern, 2006, p. 664). The behavioral outcomes from these symptoms cause marital disturbances, conflict between siblings, and parents to feel depressed , blame themselves, and feel socially isolated (Alexander-Roberts, 2006). An estimated 4.4 million students in the United States have ADHD (Centers for Disease Control and Prevention [CDC], 2005). Of those, 2.5 million take stimulant medication in order to help manage the disorder (CDC. 2005). Each year, health insurance providers in the United States spend about $3.3 billion dollars on health-care costs associated with ADHD (Parker, 2005). Furthermore, Doherty, Frankenberger, Fuhrer, and Snider(2000) found, There had been a nearly 700% increase in the methylphenidate (Ritalin) production over the time period from 1990 to 1997 (p. 39). Moreover, 90% of the Ritalin was being consumed in the United States for the treatment of ADHD (Doherty et al., 2000, p. 39). Overall, ADHD either directly or indirectly affects individuals, families, and communities. Not only do students with ADHD lag behind their peers in a variety of ways, but it also puts an emotional and financial burden on families as well as impacting our society. The literature revealed a variety of interventions thatmight help students with ADHD, their families, teachers, and their classmates. The literature suggested assorted types of interventionsmight be effective when professionals work with individuals with ADHD. The most well known approach in helping students manage ADHD is the use of stimulant medication (Reid et al., 2005). According to Parker (2005), there have been more than 200 controlled double-blind studies of stimulant use in students with ADHD, [and] the findings are well documented that these medicines improve attention span, self-control, behavior, fine motor control, and social functioning (p. 59). On the other hand, researchers documentedthat medication alone is not the most effective intervention in treating ADHD, but when combined with behavior management and educational accommodations medication can be effective (Reid et al., 2005). Doherty et al. (2000) conducted a survey of middle/junior high and high school students who took stimulant medication in order to manage ADHD. Of the 925 students questioned, all reported themedication helped them with social and behavioral aspects, but were less sure if it helped them academically (p. 51). Another study found that pharmacological interventions produced beneficial effects for some individuals with ADHD; however, psycho-stimulant medications, the class of drugs most frequently used, have not been demonstrated to enhance the academic productivity for many students with ADHD (Gureasko-Moore, DuPaul, White, 2006, p. 160). Moreover, students reported that they took their medication because they felt that their parents and peers liked them better when they were on medication, even though they experienced some side effects such as appetite reduction and insomnia (Doherty et al., 2000; Gureasko-Moore et al., 2006).Other side effects students reported included headaches, fatigue, and developing some type of tic (Doherty et al., 2000). Much controversy surrounds using stimulant medication in the treatment of ADHD, especially on youth. In fewer than two decades, there has been a nearly 700% increase in methylphenidate (Ritalin) production, the psychostimulant most often prescribed for treatment of ADHD in the U.S. (Doherty et al., 2000; Rafalovich, 2005). One aspect of this problem that needs further study is to explore attitudes and beliefs among elementary school teachers regarding the use of stimulant medication in the treatment of ADHD. Self-Monitoring and Recording Students who are diagnosed with ADHD may find it beneficial to use self-monitoring and recording in order to help manage symptoms of inattention, hyperactivity, and impulsivity. Self-monitoring can be used alone or in addition to stimulant medication. According to Reid et al. (2005), self-regulation is defined as a number of methods used by students to manage, monitor, record, and/or assess their behavior or academic achievement (p. 362). Such interventions can create meaningful advancements in student-on-task behavior, academic productivity and accuracy, and reduction of inappropriate or disruptive behaviors, Reid et al. explained (p. 373). According to Reid et al. (2005), ADHD is not a disorder of knowing what to do, but of doing what one knows (p. 362); therefore, a combination of medication, behavior modification, school accommodations, and ancillary services (p. 362) can be effective in the treatment of ADHD. Another purpose of this research is to explore what accommodations school teachers have used and will continue to use in the treatment of ADHD. Teachers can play a vital role as resource persons for students with ADHD and their families (Parker, 2005). For instance, they can refer families to therapists and doctors who may be able to diagnose and/or treat their child for ADHD, as well as give families information about ADHD. In addition, teachers can educate themselves on how to include a student with ADHD in the classroom and intervene not only on the microlevel (individual), but on the mezzolevel (classroom) as well. Contingency management is one of the most common behavioral interventions for students with ADHD (Harlacher, Roberts, Merrell, 2006). Contingency management is a reward system that clearly states expectations and identifies reinforces for not only the student with ADHD, but also every student in the class (Harlacher et al., 2006). Therapy balls are also becoming popular in elementary schools. They give students opportunities to move around as well as strengthen their back and abdominal muscles (Harlacher et al., 2006). Lastly, it is extremely important for teachers to choose interesting and engaging lesson plans so that students who have difficulty paying attention can benefit from the instruction (Harlacher et al., 2006). It is also helpful if teachers make contracts for students to sign so that students might aim to complete their homework on time. Along with choosing interesting and engaging lesson plans, teachers can implement a peer-tutoring program (Harlacher et al., 2006). Students who teach often learn and retain information better compared to students who do not teach or tutor. Additionally, students who are on the receiving end of the teaching have a chance to give feedback to their peers. This intervention is especially beneficial for students with ADHD, not only for academic purposes but for developing appropriate social skills as well (Harlacher et al., 2006). Teachers can set up a peer-mentoring program in their school. The teacher should ask for volunteers from a variety of classrooms and match them with students who have ADHD. The teacher should clarify the expectations and guidelines of the program and continually check in with all students to make sure each pair is benefiting from the program. A peer-mentoring program may raise childrens self-esteem and self-confidence and improve their social skills (Harlacher et al., 2006). Buy custom Innovative Strategies for Students with ADHD essay

Benjamin O. Davis - Tuskegee Airmen - World War II

Benjamin O. Davis - Tuskegee Airmen - World War II Benjamin O. Davis, Jr. (born December 18,  1912  at Washington, DC)  earned fame as the leader of the Tuskegee Airmen during World War II. He had a decorated thirty-eight-year career before he retired from active duty. He died on July 4, 2002, and was buried at Arlington National Cemetery with much distinction. Early Years Benjamin O. Davis, Jr. was the son of Benjamin O. Davis, Sr. and his wife Elnora.  A career US Army officer, the elder Davis later became the services first African-American general in 1941. Losing his mother at age four, the younger Davis was raised on various military posts and watched as his fathers career was hampered by the US Armys segregationist policies. In 1926, Davis had his first experience with aviation when he was able to fly with a pilot from Bolling Field. After briefly attending the University of Chicago, he elected to pursue a military career with the hope of learning to fly. Seeking admission to West Point, Davis received an appointment from Congressmen Oscar DePriest, the only African-American member of the House of Representatives, in 1932. West Point Though Davis hoped that his classmates would judge him on his character and performance rather than his race, he was quickly shunned by the other cadets. In an effort to force him from the academy, the cadets subjected him to the silent treatment. Living and dining alone, Davis endured and graduated in 1936. Only the academys fourth African-American graduate, he ranked 35th in a class of 278. Though Davis had applied for admission to the Army Air Corps and possessed the requisite qualifications, he was denied as there were no all-black aviation units. As a result, he was posted to the all-black 24th Infantry Regiment. Based at Fort Benning, he commanded a service company until attending the Infantry School. Completing the course, he received orders to move to Tuskegee Institute as a Reserve Officers Training Corps instructor. Learning to Fly As Tuskegee was a traditionally African-American college, the position allowed the US Army to assign Davis somewhere where he could not command white troops. In 1941, with World War II raging overseas, President Franklin Roosevelt and Congress directed the War Department to form an all-black flying unit within the Army Air Corps. Admitted to the first training class at nearby Tuskegee Army Air Field, Davis became the first African-American pilot to solo in an Army Air Corps aircraft. Winning his wings on March 7, 1942, he was one of the first five African-American officers to graduate from the program. He would be followed by nearly 1,000 more Tuskegee Airmen. 99th Pursuit Squadron Having been promoted to lieutenant colonel in May, Davis was given command of the first all-black combat unit, the 99th Pursuit Squadron. Working up through the fall of 1942, the 99th was originally scheduled to provide air defense over Liberia but later was directed to the Mediterranean to support the campaign in North Africa. Equipped with Curtiss P-40 Warhawks, Davis command began operating from Tunis, Tunisia in June 1943 as part of the 33rd Fighter Group. Arriving, their operations were hampered by segregationist and racist actions on the part of 33rds commander, Colonel William Momyer. Ordered to a ground attack role, Davis led his squadron on its first combat mission on June 2. This saw the 99th attack the island of Pantelleria in preparation for the invasion of Sicily. Leading the 99th through the summer, Davis men performed well, though Momyer reported otherwise to the War Department and stated that African-American pilots were inferior. As the US Army Air Forces were assessing the creation of additional all-black units, US Army Chief of Staff General George C. Marshall ordered the issue studied. As a result, Davis received orders to return to Washington in September to testify before the Advisory Committee on Negro Troop Policies. Delivering impassioned testimony, he successfully defended the 99ths combat record and paved the way for the formation of new units. Given command of the new 332nd Fighter Group, Davis prepared the unit for service overseas. 332nd Fighter Group Consisting of four all-black squadrons, including the 99th, Davis new unit began operating from Ramitelli, Italy in late spring 1944. Consistent with his new command, Davis was promoted to colonel on May 29. Initially equipped with Bell P-39 Airacobras, the 332nd transitioned to the Republic P-47 Thunderbolt in June. Leading from the front, Davis personally led the 332nd on several occasions including during an escort mission which saw Consolidated B-24 Liberators strike Munich. Switching to the North American P-51 Mustang in July, the 332nd began to earn a reputation as one of the best fighter units in the theater. Known as the Red Tails due to the distinctive markings on their aircraft, Davis men compiled an impressive record through the end of the war in Europe and excelled as bomber escorts. During his time in Europe, Davis flew sixty combat missions and won the Silver Star and Distinguished Flying Cross. Postwar On July 1, 1945, Davis received orders to take command of the 477th Composite Group. Consisting of the 99th Fighter Squadron and the all-black 617th and 618th Bombardment Squadrons, Davis was tasked with preparing the group for combat. Beginning work, the war ended before the unit was ready to deploy. Remaining with the unit after the war, Davis shifted to the newly formed US Air Force in 1947. Following President Harry S. Trumans executive order, which desegregated the US military in 1948, Davis aided in integrating the US Air Force. The next summer, he attended the Air War College becoming the first African-American to graduate from an American war college. After completing his studies in 1950, he served as chief of the Air Defense Branch of Air Force operations. In 1953, with the Korean War raging, Davis received command of the 51st Fighter-Interceptor Wing. Based in Suwon, South Korea, he flew the North American F-86 Sabre. In 1954, he shifted to Japan for service with the Thirteenth Air Force (13 AF). Promoted to brigadier general that October, Davis became vice commander of 13 AF the following year. In this role, he aided in rebuilding the Nationalist Chinese air force on Taiwan. Ordered to Europe in 1957, Davis became chief of staff for the Twelfth Air Force at Ramstein Air Base in Germany. That December, he began service as chief of staff for operations, Headquarters US Air Forces in Europe. Promoted to major general in 1959, Davis returned home in 1961 and assumed the office of Director of Manpower and Organization. In April 1965, after several years of Pentagon service, Davis was promoted to lieutenant general and assigned as chief of staff for the United Nations Command and US Forces in Korea. Two years later, he moved south to take command of the Thirteenth Air Force, which was then based in the Philippines. Remaining there for twelve months, Davis became deputy commander in chief, US Strike Command in August 1968, and also served as commander-in-chief, Middle-East, Southern Asia, and Africa. On February 1, 1970, Davis ended his thirty-eight-year career and retired from active duty. Later Life Accepting a position with the US Department of Transportation, Davis became Assistant Secretary of Transportation for Environment, Safety, and Consumer Affairs in 1971. Serving for four years, he retired in 1975. In 1998, President Bill Clinton promoted Davis to general in recognition of his achievements. Suffering from Alzheimers disease, Davis died at Walter Reed Army Medical Center on July 4, 2002. Thirteen days later, he was buried at Arlington National Cemetery as a red-tailed P-51 Mustang flew overhead. Selected Sources US Air Force: General Benjamin O. Davis, Jr.Aviation History: Benjamin DavisNational Park Service: Benjamin O. Davis

Ethical Issues related to the police use of force Research Paper

Ethical Issues related to the police use of force - Research Paper Example However, cases of using too much and illegalized force should decrease since there are new tactics of restricting suspects from their immoral behaviors (Safrath, 2011). In the past days of policing, the street police used force as a tactic of maintaining law and order and making their will obligatory. In the early 1960s, research shows that the police used too much force in the rebellions and disturbances caused by some people. However, the use of force by the police depends on the roles and responsibilities of the police. This means that some of the police in some departments do not exercise force in maintaining their duties since it is not ethically legal. On the other hand, some departments exercise the use of police force and it is sometimes mandatory for these departments to apply force. For instance, in case of riots and rebellion, the police needs to use force in order to maintain law and keep peace (Sagepub.com, 2008). In the United States, the police often exercise force in approximately 2 million cases per year. Each year, the police use force in over 3,600 occasions resulting to a mean of 600 people being killed (Huebsch, 2011). Police use of force is ethically justifiable for policing actions since it helps in maintaining and exercising their discretion. However, with these well-known ethical rules, the police cannot yet determine the infringement since most of them cannot be predictable by the rules. The domestic police and the military police often had common characteristics and same ethical standards. For instance, sometimes they necessitate on using excessive amount of force where required and sometimes they do not require to use force at all (Huebsch, 2011). This paper will analyze the ethical issues associated with police use of force. It will seek to establish whether it is ethically justifiable for police to use force. It is ethically justifiable for the police to exercise force in maintaining law and order. Police officers are

Hamlet Essay Example | Topics and Well Written Essays - 750 words - 5

Hamlet - Essay Example Thesis statement: In the play Hamlet, the protagonist’s initial relationship and attitude (suspiciousness) toward death undergoes transformation and tends him to realize that revenge can solve his problems and death is usual and natural process because his realization of the inevitability of this phenomenon forces him to face alienation within his private (family) and public (society) circles. Death and Hamlet: relationship and attitude Suspiciousness: In the play, the protagonist’s (say, prince Hamlet) initial relationship with his approach towards death is based on his doubt on the ghost’s words. To be specific, he did not suspect that his uncle (say, King Claudius) is his father’s murderer. In the play, the protagonist suspiciously points out to his friend on the ghost’s existence that, â€Å"Tis very strange† (I.iii.31). Besides, the protagonist does not suspect his mother because there is no solid evidence to prove her role in the conspi racy. When the ghost instilled the protagonist’s mind with suspicion, he began to consider that death is the antagonist in his life. One can see that the unexpected murder forced the prince to change his attitude. Now, he cannot imagine himself as the next ruler of his nation because his uncle is the king. Besides, he cannot act according to the words uttered by the ghost because no one will believe his words. On the other side, the protagonist realizes that he cannot trust anybody within his public domain. All these facts force the protagonist to consider that death is trying to ruin his life. For instance, he is helpless to prove the authenticity of the apparition forcing him to act against the king. The only thing that he knows is death is trying to trap him within his private circle, and he must try to break this chain. Revenge: Somehow, the protagonist manages to keep himself away from the influence of suspicious attitude because revelation of truth transforms his opinio n on death. Now, his aim is to defeat him enemies by taking apt measures. Now, he realizes that death is the real villain because the same created much more trouble in his life. Still, he does not try to attack the murderer because he does not have any solid proof to prove his theory. One can see that the protagonist is calculative because he tries to collect evidences against his uncle. This proves that the protagonist is not afraid of death. Instead, he considers himself as the agent of death. He knows that his duty is to challenge the king and to punish him with death. In the play, the protagonist states that, â€Å"There’s ne’er a villain dwelling in all Denmark† (I.v.9). On the other side, the king knows that the protagonist suspects him as the mastermind behind the murder. Still, he knows that the protagonist is helpless and he cannot act against him because he is the ultimate authority within his kingdom. So, the protagonist chooses the best possible way to deal with this problem, hiding his motive behind the fake identity of a lunatic. One can see that the urge to destroy the foes tends the protagonist to choose a strange identity. Now, he cannot go back to his real identity because his aim is to save his nation from the conspirators. To be specific, the protagonist realizes that he cannot support the murderer and lead a normal life. Realization: But planning does not help the protagonist to save his lover from the clutches of death. To be specific, the protagonist was totally immersed in revenge and he tries to avoid his lover (Ophelia). He knows that his relationship cannot help him to attain his aim. But his lover does not suspect that the protagonist is pretending as a lunatic person to fool his enemies. She considers that he lover is mad and others will not allow her to have marital relationship with him.

The Phillips Curve and the Philippines Essay Example for Free

The Phillips Curve and the Philippines Essay According to Cristeta B. Bagsic, the Phillips Curve â€Å"depicts the trade-off between inflation and unemployment rate† (â€Å"The Phillips Curve and Inflation Forecasting: The Case of the Philippines†). Nowadays, the relationship depicted by the Phillips curve is specified in the following equation: Ï€t = Ï€e – ÃŽ ³(UR – UR*) + v where Ï€t is the inflation rate, Ï€e is the expected inflation, ÃŽ ³ is a parameter, UR is the unemployment rate, UR* is the natural rate of unemployment (NRU), and v is a supply shock variable. So while the importance of the negative relationship between unemployment and inflation was obvious enough from the beginning, it is now also apparent that there are other factors that influence the behavior of the Phillips Curve. It is beyond crucial that these additional factors be understood and measured well, if they are to be used in maneuvering developing economies such as the economy of the Philippines. Perhaps the most notable addition to the basic inflation rate-unemployment relationship is the expected inflation or Ï€e. What can be taken from the equation above is that there is a positive relationship between this expected inflation and the actual inflation rate. This is because the expectations involved are those of workers who are assumed to be anticipating rises in the inflation rate. When expecting a rise in inflation rate (for whatever reason), workers tend to withdraw their labor and demand that their employers increase their wages. Assuming that their employers subsequently comply, the workers’ buying power would increase and cause aggregate demand to increase as well. This, in turn, would cause prices to increase which would trigger a rise in inflation – precisely showcasing the positive relationship that was pinpointed (Economics Help Helping to Simplify Economics ). The next factor to be considered is the so-called Natural Rate of Unemployment. Bagsic sees this rate as the long-run unemployment rate because eventually â€Å"the difference between expected inflation and actual inflation should average to zero† (â€Å"The Phillips Curve and Inflation Forecasting: The Case of the Philippines†. When neglecting the rather volatile supply shock variable, the equation specified above will look like this as a result: ÃŽ ³ UR = ÃŽ ³ UR*  or UR = UR* which indicates that the natural rate is more or less what Bagsic suspects it to be – the unemployment rate one would expect to see in the long run. This is caused by the phenomenon already described wherein the workers’ expecting inflation unwittingly react in a way that further aggravates inflation. Also notable is how the NRU is sometimes called the NAIRU or the Non-accelerating inflation rate of unemployment as when unemployment is at this specific rate the corresponding inflation has no propensity to increase (Economics Help Helping to Simplify Economics ). The last notable factor in the equation provided is the supply shock variable v which has a significant historical background. Probably the most poignant supply shock was the 1970’s oil supply shock which is commonly thought to have triggered the unusual state of â€Å"stagflation† (high inflation and high unemployment) in several countries including the US. The exact nature of this variable is, as of yet, quite unpredictable (Amadeo). At this point, what is imperative is determining whether or not the Phillips Curve – or a variation of it – can apply to countries like the Philippines. Bagsic’s findings suggest that there is truly a trade-off relationship between inflation and unemployment in the Philippine context. Her data shows that when actual employment rates are above (below) the NAIRU, they are usually accompanied by decelerating (accelerating) inflation rates. These trends are said to be relevant to investors and policymakers to aid with investment decisions and monetary/fiscal policies respectively (â€Å"The Phillips Curve and Inflation Forecasting: The Case of the Philippines†). It is important to keep in mind, however, that the Phillips Curve is not always accurate as evidenced by cases of stagflation; the information on the current trends in the Philippines must always be up-to-date in order to maximize the benefits reaped from the model.

Creation In Schools Essay -- essays research papers

Creation in School   Ã‚  Ã‚  Ã‚  Ã‚  The debate of Creation versus Evolution. This has been a very heated debate since Darwin published Origins of Species in 1859. The reason for this debate comes from the contradicting ideas that this book has with the theory of Creation set forth in the Bible. Due to the fact that is extremely hard to prove what created the earth, people have wrestled between these ideas for the last one hundred and forty years. When Evolution was first introduced it was widely rejected because it went against what people were brought up to believe. Evolution has so far stood the test of time and has become more widely accepted, to the point to which it is taught in our schools. Where Evolution has found its way into the school curriculum, the theory of Creation has not. Some people feel that it Creation should get equal time to Evolution in schools. In this paper I will use what I have learned from Professor Swenson’s Christian Theology course and my personal feelings to tr y and express why there is no reason for the theory of Creation to be taught in school. Creation is based on Christianity and you must understand Christianity before you can make claims. Christianity is a very strong force that works in many people’s lives. It gives us morals to live by, inner strength, a reason to live, and much more. It is based on God creating the world in seven days. Most everyone has a religion and can try to imagine what would it be like to live in a world without religion? The way in which religion structures a society helps it to be more successful as a whole. Stanley Tambiah would agree with this, because its similarities to the Trobriands, a tribe that he studied the rituals of and found that the rituals they performed had practical purpose along with the mystical meaning. The Trobriands had certain rituals they must perform when eating yams and they could only eat them at certain times. If the Trobriands did not have the structure to there society all their yams would be eaten to quickly and the tribe would starve. As for our culture, do we need this structure? Americans are in no trouble of running out of yams. Maybe this is why we see a decline in religion in the United States and other developed countries. The practical purpose for Christianity is no longer needed and the religion is losing speed. Although we do not need thes... ...gious parents are trying to use in order to get their religion taught in school. As for me, I would not mind other religions being taught to my kid, I would want my children to know all the information before they go off believing just anything that I taught them. He could make the choice for himself. Although I can see where these things would help, I believe there would be too many complications in trying to teach it. On top that I also feel that it should be left at that without an argument. If a parent were to push any further, I would have to question their responsibility. Schools do not have to teach you child everything they know. Schools teach so much already, do you want your kid to only learn stuff from school. As a parent I would hope that I could at least teach my child religion along with many other things. We have become so dependant on school, it seems somewhat ridiculous. Back when my Grandfather was at school it was completely different. To bring this to a close I would like to say that although I am a religious person and would like to see what my faith calls on taught in school, but I believe the controversies it raises lays this idea to rest. Creation In Schools Essay -- essays research papers Creation in School   Ã‚  Ã‚  Ã‚  Ã‚  The debate of Creation versus Evolution. This has been a very heated debate since Darwin published Origins of Species in 1859. The reason for this debate comes from the contradicting ideas that this book has with the theory of Creation set forth in the Bible. Due to the fact that is extremely hard to prove what created the earth, people have wrestled between these ideas for the last one hundred and forty years. When Evolution was first introduced it was widely rejected because it went against what people were brought up to believe. Evolution has so far stood the test of time and has become more widely accepted, to the point to which it is taught in our schools. Where Evolution has found its way into the school curriculum, the theory of Creation has not. Some people feel that it Creation should get equal time to Evolution in schools. In this paper I will use what I have learned from Professor Swenson’s Christian Theology course and my personal feelings to tr y and express why there is no reason for the theory of Creation to be taught in school. Creation is based on Christianity and you must understand Christianity before you can make claims. Christianity is a very strong force that works in many people’s lives. It gives us morals to live by, inner strength, a reason to live, and much more. It is based on God creating the world in seven days. Most everyone has a religion and can try to imagine what would it be like to live in a world without religion? The way in which religion structures a society helps it to be more successful as a whole. Stanley Tambiah would agree with this, because its similarities to the Trobriands, a tribe that he studied the rituals of and found that the rituals they performed had practical purpose along with the mystical meaning. The Trobriands had certain rituals they must perform when eating yams and they could only eat them at certain times. If the Trobriands did not have the structure to there society all their yams would be eaten to quickly and the tribe would starve. As for our culture, do we need this structure? Americans are in no trouble of running out of yams. Maybe this is why we see a decline in religion in the United States and other developed countries. The practical purpose for Christianity is no longer needed and the religion is losing speed. Although we do not need thes... ...gious parents are trying to use in order to get their religion taught in school. As for me, I would not mind other religions being taught to my kid, I would want my children to know all the information before they go off believing just anything that I taught them. He could make the choice for himself. Although I can see where these things would help, I believe there would be too many complications in trying to teach it. On top that I also feel that it should be left at that without an argument. If a parent were to push any further, I would have to question their responsibility. Schools do not have to teach you child everything they know. Schools teach so much already, do you want your kid to only learn stuff from school. As a parent I would hope that I could at least teach my child religion along with many other things. We have become so dependant on school, it seems somewhat ridiculous. Back when my Grandfather was at school it was completely different. To bring this to a close I would like to say that although I am a religious person and would like to see what my faith calls on taught in school, but I believe the controversies it raises lays this idea to rest.

Movie: And The Band Played On Essay

The movie † And The band Played on is about a doctor from world health organisation who is finding the cause of an unknown virus. At first youv’e seen him in the African community where a clinic is near â€Å"Ebola River† Central Africa 1976 were they found an african child that showed them the way of Dr. Azis where they found that he’s already dead with some of the citizen. They found a woman begging for some medicine then she died, they don’t know what the cause of death. The dead people were burn for the virus stop spreading out the community. The virus was called â€Å"The Ebola Fever† it was contained before it could reach the outside world. It was not AIDS but it was a warning of things to come. â€Å"Rigshospitalet Copenhagen 1977† it was the first case of an unknown virus.The victim is dead by Pneumocystis Pnemonia but the doctor said that it was no killer virus so he demmaned what’s the real cause but that all she had. â€Å"Claude-Bernard Hospital Paris 1978† the second case of an unknown virusthis is were his examined there some fungus in the mouth, warts on his arms and more on his legs and his brain is rotting with Toxoplasmosis, a cat disease. Washington D.C. 1980 a democratic platform committee meeting was held about a gay act of special previleges that they are also human and they be must respect like other normal people do. UCLA Medical Center Los Angeles the doctor were puzzled how or why the virus spread in just 2 years. They made a letter and send to the Centers For Disease Control Atlanta, May 1981 to D. Gease. Dr. Francis arrive at Atlanta where he meet is coleage Harold Japey Secutive Trans Division, Ardan Terdare Socioologist, Harold Lorens Division of host factors & Dr. Mary Gaia where they held a meeting about the spreading virus were they have a talking about the information of the virus in doctors in different hospitals. Francis went to the Sloan-Kettering Canser Center New york and talk with a gay person talking about his past life in a book and wishing that he was an italian man in his 60 but he was to young to look like that. New York University Medical Center, Dr. Mary Gaia talked to a man that went a examination on his spot on the neck about some of his personal information on how many times in a year does he have sex with a man but he was on a hurry cathing on a plane that it was not finish. In U.S. cases is 80 and the deaths were 26 Harold Lorens Interview a couple going on the bathhouse of what the other men doing the the bath that could it possible they having sex while washing each others back? and so on. They warned the owner that thier must be some kind of epidemic spreading in the gay community they wan’t to inspect the bath house they found a bottle of rush. They wen’t to a meeting a discuss whether it is a virus or a bacteria, or a bug, what species is infected how do it infect and the prone virus is male or female. They agreed that its all human male or female is infected via sex and other blood to blood contact. They wan’t to have a money to have a laboratory to begin their research about the virus. San Francisco Holloween 1981, they have a festival of gay people. Now the U.S cases is aproxiametely 160 and 88 deaths there is a man walked out and find the doctor’s then he was called to tell his name because he does’nt know him that he don’t care he looked back and found two boys then he noticed the poster â€Å"theirs nothing gay about gay canser† he said that the government doesn’t care about them and they will leave to die but he had a determination to live to go for his life. Mary Gaia met a man she instructed the man to have a answered the consent letter that she will have some specimens it was blood, urine, saliva, and sperm. he ask what is the name of thesickness, gay people called it gaypneumonia. When the holloween is finished, they are trying to find the parasites of mice, rabbits, and guineapigs then a monkey for the virus All they know about the sickness is an unknown organism that they can’t see or find, they don’t know if its a single agent or combination of causes, they don’t know how its transmitted. A man accidentally slip the container of some blood specimen that contains deadly virus. In a hospital there are two women dying from pneumocystis, but it is not deadly sickness so its impossible, there are nineteen people died in 3 years no matter what’s there status, or nationalism. Dr. Rozenbaum was called in the office of the head doctor of the ospital, it was embarrising that the hospital were called â€Å"That ho spital where those people go†. Now the patiens are afraid to come in  the hospital because of the saying and they are afraid to die and that put them in a difficult possition. Washington D.C., office of congressman phillip burton was arguing with his secretary about the expenses in the research for an unknown virus the secretary was warned the congressman that no one knows this thing. Now a president’s won but there are less money for medical funds next year but instead it was put on the department of defense that were actualy increase over budget and figure. Dr. Francis send a requisition for an electron microscope but not a reply was recieved. He has a memo that where are the $196,000 to run the laboratory but he had no reply of yes or no. But he’s colleage was tired and wan’t to go home. Dr. Jemm was called and informed that there are 4 known died in Miami and it is now a not a gay disease and it’s on a every news. He is sick of nothing to know of the virus know he saw a pac-man game that just eat and eat and an idea got on him, he went in harvard school of public health in boston, he ask his instructor of feline & leukimia virus that they both causes virus, immune suppression & long incubation periods, now the hepatitis b it causes canser imune suppresion none. now they are finding between heoatitis b and leukimia virus in a retro virus that causes leukimia that they need of Bob Galo for having found the first retro virus the HTLV that still haven’t found the major cause of it to link it to. Now on national institutes of health bethesda, maryland, march 1982, 258 U.S. cases 199 deaths they called Dr. Bob Galo to come visit them that they found the link for the cause of the problem and mt galo accept it that he would look into. Bill Darwin went to the V.A. Hospital Los Angeles, March 1982 he met a man that is dying and has a 3 friends that die with the same virus he is in a room 666, he tell a story that it started in a barbecue in 1980 in thier backyard it was just him, lover and a gay couple of the street on of them died in october 6,1981, feb 6,1982, march 6,1982, they died at the same day 6 so he is in 666 and he was afraid of that and want to change room but no one listen to him, then he ask when he is crimated is thier any diffirence between him and the cementary outside of his window? Harold Lowens ask for more information that links together, there is a man that he’s a 33 year old that dying but thier was a buddy and he said that it was cause of a man from new york that have a french canadian acsent and ask a blonde man and said that in a bathhouses and so fort, and a gay that gives a name and his full name, he went to new  york and met Janduga and ask on his sex life that he has a gay cans er that its not contaguos and said that its not his fault that it spread it was the doctors fault to stop the virus, Bill Darwin requested that he write all of his sex partner and lovers. Janduga said to Bill that knock before six and not on 6:30 then Bill is happy to have his permission and remember something that someone was given it to him. He called him the next day and make a representation about it, then it was known as sexually transmitted disease.Centers For Disease Control Atlanta, June 1982 they held a media conference wheter this is a sexually transmutted disease or not but the chief dicline it and said that they need more research about it and walk away and Dr. Francis argued with Dr. Current that why did he not tell and play dead and they freaking argued for a 10min. San Francisco June 1982 now there is 405 U.S. cases 272 deaths, they argue about closing the bathhouse or not one of the gay community warned them when the bathhouse is close the community is gone then he leaves. One of his partner names Kiko prepares to leave the house there’s an arkiteck that he wants to be. A theater where one of the virus victim was teaching Dr. Mary Gaia went to talk to the virus victim about this virus that he got this thing and hes scared why is he afraid to tell anybody that he have a virus, he said he has the money to fight this thing but there are more who needs it so he gave it to Dr. Mary Gaia.

Owner-Manager Types Essay

Cranfield School of Management has been studying the behaviour of entrepreneurs and their relationship with key staff in some thousands of growing UK companies. Cranfield study has concluded that it is the entrepreneurs themselves who are the most likely to be the biggest stumbling block to the growth and development of their own company. Cranfield grouped entrepreneurs into four dominant types of relationship with their staff, mainly: Heroes, Artisans, Meddlers and Strategists. Past Cranfield studies shows that most small firms do not think very much about their future strategy. In fact, less than a third of small and medium enterprises across Europe set their objectives in terms of profit and margins. This is somewhat surprising as profit and profitability are the key measures of business success. However, as over two-thirds of owner-managed companies with a turnover of i 10 million do not have a plan at all, it should come as no surprise that few entrepreneurs are strategists. Other research has uncovered the shocking fact that 60 per cent of senior staff in small firms leave within two years of their appointment. Some of these early departures can be put down to poor recruitment. The researchers studied two important elements of this relationship. The first element studied was how much time the owner-manager spent on routine management tasks such as marketing, selling, analysing figures, reviewing budgets or arbitrating between managers. The second one examines what level of business skills has been attained by the key staff. Heroes Probably the Heroes undertake one management function such as sales or production. The Heroes’ time is now spent on managing the business. As the level of business skill throughout their employees is still relatively low, the Heroes will take the lead in starting routine management procedures. They will introduce ideas from the courses they attend to the firm and be the only persons who really understand them. That is the reason why they will be considered as Heroes from the rest of the employees. Unfortunately, this leads to the Heroes taking the Herculean role on their hands. In this case, allocating operations to the employees is relatively simple as the working skills in most businesses are either readily available in the local community or the people can be trained up without too much difficulty. On the other hand, passing out routine management tasks will almost always require that the owner or manager trains up his own management teams. There are few well trained managers available to the small company because of two main reasons. Firstly, the overall pool of such people is small as training in the small business sector until recently has been almost exclusively concentrated on the Entrepreneur. Secondly, well trained managers usually seek jobs in larger firms with more opportunities for advancement and more resources to practice the â€Å"art of management† on. The Heroes have a high capacity for improving the firm performance but still have low growth prospects when compared to their market. They have no time for strategic thinking and no depth of management to handle growth effectively. Artisans In the Cranfield model, the Artisans are characterized by low occupation with routine management tasks. The reason is that most of their time is spent producing a product or delivering a service. The level of business skills in the company is also low as most of the Artisan’s staff is employed helping in â€Å"production† or performing primary duties, such as book-keeping or selling. Artisans can include professional firms, such as architects and surveyors, manufacturers, sub-contractors or small building firms, owners of small retail chains such as chemists, video stores and proprietors of hotels and restaurants. Little time is available either for routine management tasks such as examining performance or reassessing methods. Every hour that can be sold is sold and little time is left over to either improve the quality or profitability of today’s business or to consider strategy for tomorrow. The Artisans have low growth prospects in relation to their market. Their training and development needs are to raise their awareness of the management significance as a business task of equal importance with daily revenue earning. Meddlers The Meddler increases the level of management skills either by training or recruitment but then fails to delegate routine management tasks. At this stage, according to the Cranfield model, the owner-managers probably have no operative responsibilities and have assumed the role of managing directors. Typically, they spend much time anticipating subordinates, introducing more refined, but largely unnecessary management systems. They also go on courses or read books that make them even more well-informed and sometimes better at routine management tasks than their own employees, who anyway are by now doing a perfectly satisfactory job of managing today’s business. They get in early and leave late and practice â€Å"management by walking about†. The Meddlers’ problem is that they cannot delegate routine management tasks because they feel useless. They have been used to a 70-90 hour week with only 10 days holiday each year. Once their management team is in place and trained, they are out of a job. Until they reduce their involvement with routine management tasks, they will limit the growth capacity of this firm for two reasons. Firstly, their management team will not take on more duties if the reward for taking on the last lot of responsibility was being irritated and criticised. Secondly, they are too busy checking on people to develop sound strategies for growth. Strategists The Strategists are the most desirable type of entrepreneurs to develop a growing business. They develop the management skills of their team to the highest appropriate level and in depth. They may introduce a staff duty to help their line managers in such areas as personnel and market research. This will free-up their key managers to think strategically too. They will dedicate roughly a third of their time to management tasks such as monitoring performance, co-ordinating activities, resolving conflict and helping to manage today’s business. A third of their time will be spent motivating, counselling, developing management teams and helping them to manage change. This activity is aimed at improving the existing business. The final third of their time will be devoted on developing strategic thinking to form the shape of the future business. Their training needs will be to continuously update their core leadership and motivation skills and to increase their depth of knowledge on strategic issues, acquisition or divestment activity and financing sources. Relationship between the Owner-Manager and His Key Staff in a Growing Firm The natural path of development for the relationship between the owner-manager and his team is to pass from Artisan to Hero to Meddler and for the lucky few to become Strategists. Why Family Businesses Die The family business is deeply rooted in the sense of pride of the owner like most of other forms. Schein (1998) said that this is reinforced by a desire for autonomy which forms part of the five â€Å"career anchors†. This becomes possible with the combination of vision, energy and dedication. Moorman and Halloran (1993) stated that there are more businesses that fail than they succeed in this competitive market place. Twenty-four from one hundred start-ups fail in the U. S. , within the first two years and more than sixty within the first six years. This happens due to lack of planning and preparation which is the most common reason. The second is the lack of creativity which is important to survive. Some businesses offering the same product may succeed because they are doing something better and more innovative than competition. The â€Å"Copy Cat† approach lacks creative skills to turn its product into a unique selling proposition. This can be harmful for family businesses.

San Manuel Bueno, Mártir

San Manuel Bueno, Mrtir Miguel de Unamuno y Jugo was one of the first Spanish writers of the 20th century, who concentrated on the perspective of a man with his passion, desires, and hope and the world itself. This writer tried to analyze the idea of faith in the society. One of his last works was San Manuel Bueno, Mrtir, a novel that represented Unamuno’s thoughts and beliefs. This story is about a parish priest, Don Manuel Bueno, who suddenly loses his faith because of immoral modern world, and the Carballinos, a Spanish family. Angela and Lzaro Carballino, and their mother are attracted by Manuel’s ideas about faith, Christianity, and the life after death. San Manuel Bueno, Mrtir may be considered as a kind of tool used by Unamuno to reproduce his own philosophical ideas.Advertising We will write a custom report sample on San Manuel Bueno, Mrtir specifically for you for only $16.05 $11/page Learn More The narrator of this story is Angela Carballino. She gets her ed ucation outside the village, where her mother lives. The mother is a catholic woman, who tries to teach her daughter about the faith and love to people. In this small village with its lake and magnificent mountains, there is one priest, Don Manuel, who aims at helping people and making them happier and free. By some reasons, Angela is attracted by the village, the priest, and his ideas. One day, her brother, Lzaro, returns to the village. Lzaro is characterized by strong unbelieving in God, faith, and any religion in general. The only purpose of his arrival to the village is to take his mother and sister to the larger, progressive city. However, all his dreams are broke down after his mother’s death. There is one promise that she asks her son to do – to pray for her. Lzaro cannot but keep his promise, that makes him contact with Don Manuel. In a short period of time, Lzaro realizes that Don Manuel does not resemble any other priest he have met before. The idea that th ere is no life after death is not inherent to priests, this is what makes Don Manuel interesting to Lzaro. The main idea that Don Manuel wants to explain to Lzaro is the following: there is no life after death. However, people should not know this terrible truth, and priest’s purpose is to hide this terrible truth in order to make all people happier during their lives. Such idea attracts Lzaro a lot. He makes a decision to covert to Christianity and visit all Don Manuel’s masses in order to become his best disciple. Angela cannot comprehend how people who do not believe in the life after death may teach and help other people, and provide them with the necessary support. One of the most interesting aspects of this story is that Don Manuel does believe in God. He tells that when a person dies, he sees the God’s face, however, this person will not be admitted to the heaven, as it is promised. Another not less interesting thing about this novel is that Unamuno decid es to take the role of God in this story. He is the creator of all characters, he rules all of them and decides when and how each person should die. One of the characters, Augusto Perez, decides to commit suicide and rebel against the creator who rules everybody’s destiny. Before his death, he sees the creator, the author of this story, and gets to know that he is just a fiction character. Now, it is his time to disappear in the mist and be forgotten by the others, and nothing can be changed. Augusto’s attempt to rebel against the writer is his gross mistake, and he needs to be punished. The story ends tragically. Don Manuel has some problems with his health, which suddenly lead him to death. Lzaro, his devoted student, dies soon after him. The idea that Don Manuel scarifies his own life for other people’s happiness makes Lzaro respect and follow each step taken by his teacher. Angela is the only character, who is left. Now, her faith and all moral principles, s he has known before, was broken. She cannot understand how such a blind faith may lead to such a tragic end. She is at loss and no one can help to find the way. This Spanish philosopher and great writer, Miguel de Unamuno y Jugo, influenced considerably the development of the literature of the 20th century. His bright ideas about non-existence of the life after death and that our lives are controlled by someone else were unique for literature of those times. Not every person wants to comprehend that his/her destiny is in the hands of someone. Advertising Looking for report on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Everyone wants to control his/her own life independently. After I read this book, I cannot but think whether all my actions have been already written by someone, and I can do nothing to change my life. Of course, such ideas are just my impressions from the book. It is really great that there are such masterpieces, like San Manuel Bueno, Mrtir, that make the reader think about his/her own destiny and the role in this world.

How to Calculate Gross Tonnage of a Ship

How to Calculate Gross Tonnage of a Ship The term gross tonnage refers to the internal volume of a water-going vessel, and is normally used as a means for categorizing commercial vessels, especially those used for shipping. This volume measured includes all areas of the ship, from keel to funnel and from bow to stern. In modern usage, the measurement deducts the crew spaces and other parts of the ship that cannot hold cargo. Since 1969, gross tonnage has been the principal means by which a  commercial ship is defined. The gross tonnage measurement has a number of legal and administrative uses. It is used to determine regulations, safety rules, registration fees, and port charges for the vessel.   Calculating Gross Tonnage Calculating the gross tonnage of a ship is a somewhat complicated procedure, due to the fact that most ships have an asymmetrical shape that makes calculating volume difficult. There are many ways to make this calculation, depending on the level of precision required and the agency requiring the measurement. Different formulas are used depending on the shape of the vessel, and even the types of waters on which the ship sails. A simplified set of gross tonnage formulas is set forth by the U.S. Coast Guard Marine Safety Center, which are based on three measurements: Length (L), breadth (D), and depth (D). Under this system, the means of estimating gross tonnage is as follows:   For a boat with a simple sailing hull, gross tonnage (GT) (.5 * L * B * D) / 100For a sailing boat with keel, GT   (.375 * L * B * D) / 100For freighters with angled or cylindrical hulls, GT   (.67 * L * B * D) / 100For ships with square barge-shaped hulls, GT   (.84 * L * B * D) / 100 The  International Convention on Tonnage Measurement of Ships  sets forth another, more precise formula for calculating gross tonnage of a vessel, which says GT   K  *  V. Here, K .2 .02 * log10(V), and V interior volume of a vessel in cubic meters (m3). History of Gross Tonnage as a Measurement Standard Since most commercial ships were originally involved with the transport of goods, otherwise known as cartage,  ships at first were rated and valued on the maximum amount of cargo that could be stuffed into every nook inside a ship. On long sailing voyages, after selling their loads of cookware, tools, machinery and other products, private traders often bought bundles of lumber, spices, cloth, and decorative goods to sell upon return to home port. Every space was stuffed full to maximize profit on both legs of the voyage, and thus each boats value depended on just how much open space was available in the vessel. One of the few exempt spaces in these early calculations of a ships volume was the bilge area, where ballast was held. In early shops, no cargo could be stored here without damage since in these wooden ships the bilges were wet. Ballast stones were used on sailing ships that were leaving with a light load and returning with a heavy cargo. This might be the case when transporting a finished metal such as copper to a port where raw copper ore was loaded for the trip back to England for refining. As the lighter load was unloaded and the heavier load brought aboard, the bilge stones were removed to compensate for the extra weight. Today, piles of these foreign stones, roughly the size of bowling balls, can be found underwater near historic ports all over the world. Eventually, with the availability of mechanical pumps,  water as ballast  became the norm,  since it was much more efficient to simply pump water in and out of the bilge to adjust the ships weight rather than use stones or other forms of weight.   Ã‚   The term  tonnage originally  came into usage as a means for referring to the physical space occupied by 100 cubic feet of ballast  water, an amount of water that was the equivalent of about 2.8 tons. This can be confusing since a ton is usually thought of as a measurement of weight, not volume. In the context of maritime shipping, however, the term tonnage refers to the volume of space available to hold cargo.

Marx's objectives to individual rights Research Paper

Marx's objectives to individual rights - Research Paper Example However, Karl Marx and Friedrich Engels are convinced otherwise, affirming that bourgeois private property is the 'final and most complete expression of the system of producing and appropriating products, that is based on class antagonisms, on the exploitation of the many by the few'. 1 For them capitalism, which is based on the right to own private property, is beneficial only to the select few capitalists - or the bourgeoisie - who reap their benefits from the exploitation of the wage earners, the proletariat. For Marx and Engels, at least, private property rights protect the freedom of some but not only deny the freedom, but results in the exploitation, of many others. To understand this argument, it is necessary to have a first look at the basis of Marx's theory. Marx strongly believed that capitalist society consisted of two classes, the bourgeoisie, or the ruling class, and the proletariat, who are the exploited class: "To maintain its own existence private property must also m aintain the existence of the property - less working class needed to run the factories. The proletariat is compelled, however, to abolish itself on account of its miserable condition. This will require the abolition of private property - both disappear in a new synthesis that will resolve the contradiction." 2 Marx and Bourgeois Freedom The employers, or the bourgeoisie, build up their wealth through the exploitation of their workers. Under capitalism workers essentially 'own' their own labor which in one respect makes them 'free'. However, although the workers are in charge of their own labor power, in the sense that it is not owned by a master or land owner, they are not free as they are forced to sell it out in order to survive. Instead of owning the product of their own labor, this instead goes to the capitalists who in turn retain a certain amount of the value of the product for themselves and their investment. Thus capital can be defined as accumulated labor. The more Capital grows the more small businesses are put out of production. In turn they are then forced to sell their labor on the market and "all these sink gradually into the proletariat".3 So the underclass grows as more people are forced to sell their labor on the market and as a consequence the average wage is lowered, as there is more demand for less work. Marx, in justifying his position in the communist manifesto, claims that it is each person’s inalienable right to sell his or her labor at its true value, rather than at a value specified by those with a closer relationship to the means of production. Marx condemns the capitalist society for its maxim of 'Greed is good'. His fear for those who are materially deficient in terms of property, relying solely on their own labor value, lies in the inherent necessity in a capitalist society for the owners of production to secure property for themselves, ensuring their own livelihood whilst falling prey, at the laborers' expense, to the rava ges of greed. The end result of this, Marx argues, is that the proletariat misses out while the bourgeoisie takes all. 4 Yet those in support of capitalism argue that it is not the capitalists who are the main consumers, and thus accumulators, it is the common wage-laborer. Wages