Saturday, November 30, 2019

Tatoos for Christians Essay Example For Students

Tatoos for Christians Essay It is quite popular these days to have a tattoo. It is not unusual even for people professing faith in Christ to have tattoos. Some Christians, however, have a problem with this. The issue came up recently at a Bible study my daughter attends, so I decided that a Fact Sheet on the subject was timely. Do the Scriptures prohibit tattoos for Christians? In a word, No. I realize that many fundamentalist and legalistic groups professing Christ will disagree with me on this (what else is new?), but the fact is, the Scriptures do not forbid Christians to have tattoos. Those disagreeing with me on this will no doubt cite various Scriptures to support their point of view, so lets have a look at some of the Bible verses they use as proof texts of their position. You shall not make any cuttings in your flesh for the dead, nor tattoo KJV, print any marks upon you: I am the LORD. Leviticus 19:28, NKJV There it is, brethren opposed to tattooing would say, pointing to this verse as the primary weapon in their arsenal. We will write a custom essay on Tatoos for Christians specifically for you for only $16.38 $13.9/page Order now A clear cut prohibition of tattooing in the Scriptures. It might seem that way to some, if the verse is just casually read without much attention to what is actually being said here and to whom this command applies. The reason behind the prohibition in this verse against tattooing had to do with ancient pagan practices in mourning the dead. As the International Standard Bible Encyclopedia puts it, Here the practice of tattooing is associated with mourning rites for the dead and is forbidden as a heathen practice. ISBE Vol. IV, page739 The ancient occupants of Canaan would make marks in their skin, either by incision or by burning the flesh to appease their gods, or, as Matthew Henry puts it, to pacify the infernal deities they dreamt of, and to render them propitious to their deceased friends. The Good News Bible in Todays English Version even renders this verse to show that both cutting the flesh and tattooing here apply to mourning rituals: or tattoo yourselves or cut gashes in your body to mourn for the dead. Those of the opposing view may say, Granted, but a prohibition is still a prohibition. Regardless of the historical/cultural reason behind it, this verse commands Christians not to get tattoos. Actually, thats not true. This verse does not command Christians to reject tattoos as unacceptable. This verse was a part of the Old Covenant given by God through Moses to the Israelites. It applied only to a specific period of Jewish history: from the time of the giving of this covenant at Mount Sinai (Deuteronomy 5:2-3) until the covenant was made obsolete and taken away by the sacrifice of Christ (Hebrew 8:13; 10:9-10). The commands of the Hebrew Scriptures, therefore, are stipulations of covenant requirements, a covenant Gentiles were never under, a covenant that has been set aside as old for the sake of the new covenant in Christ (Jeremiah 31:31-34; Hebrews 8:7-13). If an Old Covenant command is not repeated in the New, then it is not binding upon the Christian. The verse in Leviticus is the only place in most English versions where the word tattoo appears. However, those wishing to condemn the practice cite other passages to buttress their weak position. To my knowledge, the only other verses they use are found in the Revelation, which refer to the mark of the beast (Revelation 13:16, 17; 14:9, 11; 16:2; 19:20; 20:4). These verses, it is claimed, refer to tattoos, which are marks of ownership or allegiance. These verses could indeed refer to tattoos. .u0ec3ccefd3baaf348d52492f1a0eaf58 , .u0ec3ccefd3baaf348d52492f1a0eaf58 .postImageUrl , .u0ec3ccefd3baaf348d52492f1a0eaf58 .centered-text-area { min-height: 80px; position: relative; } .u0ec3ccefd3baaf348d52492f1a0eaf58 , .u0ec3ccefd3baaf348d52492f1a0eaf58:hover , .u0ec3ccefd3baaf348d52492f1a0eaf58:visited , .u0ec3ccefd3baaf348d52492f1a0eaf58:active { border:0!important; } .u0ec3ccefd3baaf348d52492f1a0eaf58 .clearfix:after { content: ""; display: table; clear: both; } .u0ec3ccefd3baaf348d52492f1a0eaf58 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ec3ccefd3baaf348d52492f1a0eaf58:active , .u0ec3ccefd3baaf348d52492f1a0eaf58:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ec3ccefd3baaf348d52492f1a0eaf58 .centered-text-area { width: 100%; position: relative ; } .u0ec3ccefd3baaf348d52492f1a0eaf58 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ec3ccefd3baaf348d52492f1a0eaf58 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ec3ccefd3baaf348d52492f1a0eaf58 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ec3ccefd3baaf348d52492f1a0eaf58:hover .ctaButton { background-color: #34495E!important; } .u0ec3ccefd3baaf348d52492f1a0eaf58 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ec3ccefd3baaf348d52492f1a0eaf58 .u0ec3ccefd3baaf348d52492f1a0eaf58-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ec3ccefd3baaf348d52492f1a0eaf58:after { content: ""; display: block; clear: both; } READ: American Psycho College Essay Paper However, the aspect of having this mark that is condemned is not that it is a tattoo upon ones flesh, but that those possessing the mark are showing their allegiance to the beast, that they worship the beast and his image (Revelation 14:9, 11; 16:2; 19:20; 20:4). Once again, it is the purpose behind the mark or tattoo that is condemned in the Scriptures, and not the tattoo in and of itself. Within the book of Revelation there are nearly as many references to the mark of God on believers as there are references to the mark of the beast. Several times the Apocalypse refers to the Lord writing the name of Christ and God upon His servants (R evelation 3:12; 14:1; 22:4). Twice (ch. 7:3; 9:4) the phrase the seal of God upon the foreheads of His servants is mentioned (see Isaiah 44:5 and especially Ezekiel 9:4 for the OT background on this). When these verses regarding the seal of God on their foreheads are compared with ch. 14:1 and 22:4, it becomes clear that the seal of God is His written name. And what of Christ Himself? Twice in chapter 19, our Lord is depicted as having a name written on Him (verses 12 and 16). As unthinkable as it may be for some to picture our Lord Jesus as having a tattoo, the author of the Apocalypse had no problem with it. Some may argue that the seal of God/written name of God upon the foreheads of believers does not constitute a tattoo, and that the name King of kings and Lord of lords written on the thigh of Jesus certainly does not constitute a tattoo. If writing on the flesh here cannot refer to tattoos, then neither can the writing of the number of the beast (the mark of the beast) upon those who follow the beast. If not, why not? In conclusion, the Scriptures do not condemn having a tattoo per se. Tattoos are spoken of both positively and negatively in the Scriptures, and the message of or purpose behind the tattoo is what determines whether or not such a mark is good or bad. Those who would judge the salvation or Christian walk of others on the basis of outward appearance and Old Covenant commands should be reminded of two things. One, man looks at the outward appearance, but the LORD looks at the heart. (1 Samuel 16:7, NKJV) Two, the basis of our covenant relationship to God in Christ is based, not upon rules and regulations or dress codes, but upon Gods grace, which is received by faith (Ephesians 2:8f.; Titus 3:4-5).

Tuesday, November 26, 2019

Imperal Presidentsy essays

Imperal Presidentsy essays War, or even the threat of it, has always seemed to give the president more power. In times of war Americans often readily give more power to the president, but once the crisis is over the public then becomes concerned with whether they have created an office that has become imperial. The office of the president has become increasingly more powerful over the last 50-60 years. Even though the power to declare war and send US troops into war belonged to Congress there have many presidents who have chosen to disregard that point and enter our country into war. Recent history has shown that there have been several occasions when the president has taken upon himself to deploy troops or order attacks, without even as much as consulting Congress. One president was able to trick the Congress into entering into war, and still others have informed Congress after the In 1950, President Harry Truman dispatched troops to South Korea after it had been invaded by Communist North Korea, without a declaration of war from Congress. Facing re-election in 1964, President Lyndon Johnson, wanting to be seen as taking a hard stance on Communism entered a war he never really supported in the first place. In recently released, secretly recorded tapes, Johnson dicussing Viet Nam is heard telling his national security adviser, McGeorge Bundy, It looks to me like were getting into another Korea, I dont see what we can ever hope to get out of there with once were committed....I dont think its worth fighting for and I dont think we can get out, and its just the biggest damn mess. (Scheer) But within three months of his statement, Johnson entered the US into the Viet Nam War. Johnson was able to enter the US into the Viet Nam War by withholding information form Congress. American ships had reported a possible attack by the North Vietnamese. That report tur...

Friday, November 22, 2019

How to Study for the SSAT 8 Top Prep Tips

How to Study for the SSAT 8 Top Prep Tips SAT / ACT Prep Online Guides and Tips If you're interested in attending an independent school, you may have heard the termSSAT being batted around and may now be wondering how to studyfor the test. In this article, we'll briefly cover the basics of what the SSAT is and does,listthe best studymaterials to use, and offerkeySSAT prep strategies and tips. SSAT Prep Basics Before we diveinto how to study for the SSAT, let's make sure we're clear on some basic characteristics of thetest itself. What Is the SSAT? The SSAT, or Secondary School Admission Test, is a standardized test required by a number of independent schools worldwide as a part of any hopeful student's application. It's offered at three levels: Elementary, for students currently enrolled in Grades 3 or 4 Middle, for students currently enrolled in Grades 5 through 7 Upper, for students currently enrolled in Grades 8 through What Does the SSAT Test? The SSAT measures verbal, quantitative, and reading skills, all the while emphasizing critical thinking and problem solving. The quantitative sectiontests things likebasic operations, basic fractions, and ordering numbers (for the elementary-level students) and algebra, geometry, and data analysis (for the upper-level students). The verbal section consists of responding to synonym and analogy questions at an appropriatelevel for the student's age. The reading section is focused on answering comprehension and analysis questions related to short passages from a variety of genres. The test is almost entirely multiple-choice, withthe exception ofone15-25 minute free- response writing exercise. Younger students will be asked to write a short story, while older students will have the choice of constructing an essay if they prefer. The SSAT is designed to measures skills rather than achievement; in other words, it's not intended to rely on your mastery of specific material. This is supposed to help keep the test fair across all different backgrounds from which a student might originate. By its own admission, the test can't measure the other factorsthat make you a great student, like determination and creativity. That's why the test is only part of any application. It takes a golden combination of qualities to get admitted to a selective school. How Is the SSAT Scored? The SSAT is norm-referenced, meaning your final score is based on how well you do compared to other test takers. You will receive a scaled score and a percentile ranking. The scaled score's range will depend on the student's grade level: For Elementary, the range is 300-600 per section, or 1200-1800. For Middle, the range is 440-710 per section, or 1320-2130. For Upper, the range is 500-800 per section, or 1500-2400. The percentile ranking is always on a scale of 1-99, and it representsyour performanceas comparedto students of the same grade who tested on the SSAT for the first time within the past three years in the US or Canada. While the test is designed to be of "middle difficulty,"this is a very competitive group of students against which you're being scored- these are the select students applyingto the finest independent schools. BestSSAT StudyMaterial Before we get into how to study for the SSAT, let's talk about where to find theprep materials you need. The Official SSAT Guide The Official Guide is free to download for the Elementary Level and can easily be ordered for the Middle or Upper Level. The Official Guide is an essential component of preparing for the SSAT; it provides exposure to and an explanation of the format and content of the test. It answers a number of the essential questions you may have about the SSAT, including more in-depth information about its purpose and use, a detailed explanation of the scoring, and tips for how to prepare. It also includes official practice test problems, and, for Middle and Upper Level students, complete practice tests. SSAT Practice Tests Though these may be drawn from the Official Guide, I'm considering them a separate element here- same source, different resource. Use practice tests to familiarize yourself with the format, instructions, time constraints, and content. They're a great opportunity to practice as well as to ease the uncertainty you are likely to feel when facing a test of unknown characteristics. Practice tests also provide the perfect opportunity to assess your own strengths and weaknesses. From there, you can ask a teacher or parent for help on the specific areas where you struggle. Other SSAT PrepResources Once you've determined your weaknesses, you shouldscour the internet and the world of printfor extra study resourcesin those areas. Always check a source's legitimacy before you commit to using it; see who published it, what audience it's intended for, and, if possible, what kinds of results it's gotten. Also don't underestimate your teachers' valuable knowledge when it comes to finding workbooks and other practice problems; asking a teacher or librarian for help is a great place to start. Finally, you may want to consider findingsomeone to help you with your studying, whether that's a tutor or just a friend who can cheerlead you along the way. Again, don't be afraid to ask adults for help; teachers, librarians, and parents know a lot. As with most skills (like playing the violin), practice makes perfect. How to Study for the SSAT: 5 Steps Let's go though the prep process step-by-step. #1:Take an Official Practice Test You should start prepping at least three months before you plan to take the SSAT. The first step is to take a practice test and then analyze your performance: what are your strengths and weaknesses, and what growth will you need to see in order to reach your goal? Quantify where you are and where you want to be. Note your performance in each of the three scored content areas. #2: Study Regularly Having a regular study scheduleis vital to raisingyour score, since you need to put in real time and effort to improve Are you way behind your goal- say, more than 200 points? Think about scheduling at least an hour or two a weekfor Elementary students or up to three or fourhours a weekfor Upper students. Are youlooking to make a more moderate score increase of 100 - 200 points? You'll still want to study regularly, but can cut down to an hour or less per week for Elementary-level or roughly two hours per week for Upper-level. Are you right about where you need to be in your score? You don't need to put in quite the same level of sustained SSAT prep, but I still recommend taking one or two more practice teststo keep your scores stable (or even improve them!). #3: Focus on Your Weaknesses In your prep, focus in on the topicsthat were hardest for you, but don't forget to dust the ones you've mastered off pretty routinely, too. For the quantitative section, pay close attention in your math class; especially review/practice the topics that are slated to come up on the test, according to the Official Guide. For the verbal section, make a game of playing with synonyms and analogies in everyday life. Get your friends and family in on it, too, if you can! For the reading section, the best thing you can do is actively engage with reading on a daily basis. Draw from multiple genres, and force yourself to answer questions (your own or someone else's) about the text you've read. For all sections, complete practice problems as often as you can. Answering questions: one of the best ways to practice. #4: Take Another Practice Test- In Fact, Take a Few Take a practice test every three weeks or so- more often if you are uncomfortable with the test and want a greater improvement, less often if you feel at ease testing and are near your goal score. Use these practice tests as a time to increase your familiarity with the format and feel of the test. Also perform a check-in to see how your trouble areas are progressing. Ask where your focus needs to be at this point in time. #5: Slow Down About a Week Before the Test Give yourself plenty of time to relax; cut down on your study time, and get plenty of rest. Stop studying altogether a day or two before the test. You need to start storing up sleep for the big day! Everyone needs to relax sometimes! 3 More SSAT Prep Tips Here you'll find some additional helpful how-to's. Take the SSAT More Than Once If taking an actual SSAT as a sort of practice run is possible for you and your family, it's the best way to get a feel for the experience of the test. Figure out early on when you want to take this practice trial and when you want to take the real thing. Know the Format Inside and Out For example, Middle and Upper Level students will be up against a guessing penalty and will lose points for wrong answers, so they should only guess if they can eliminate choices. Elementary Level students do not have a guessing penalty and should fill in a bubble for every question. Also, Middle and Upper Level students will be asked to complete an unscored experimental section, which Elementary Level students will not. Don't Stress Too Much About the Test It's an important test and should be taken seriously, but excessive stress won't help anything. Keep the test in perspective; it won't make or break your life. When I was younger, I thought my gradesin elementary and middle school would help me get into the right program in high school, my grades there would get me into the right college, and attending the right college would set me up for a life of success. It doesn't work that way in real life. Yes, your grades and test scores look good on applications, but no school has the magical power to make you successful if you're admitted- or unsuccessful if you're not. Life is full of unexpected choices and alternateoptions, and colleges don't really care about the first report card you ever got. Remember: it's going to be OK. Conclusion Studying the SSAT is really a matter of knowing the format of the test and alternating between practice tests and good old-fashioned content review. It's a good idea to take at least a few practice tests before the real thing- it may even be bright to take an official SSAT for practice. As with any standardized test, remember that it represents just one part of you, and don't let it hang over you like a dark cloud. If you've been paying attention in school, you already know most of this material. Studying is still essential, but remember that the test has no power to define you. What's Next? Once you've got the SSAT out of the way, there may be other tests you want to study for. If you need to take the SAT, check out our guide to getting a perfect score on that particular exam. You may also appreciate our top five tips on how to study for the SAT. If you're not quite sure why the SAT might be so important, read about its importance in the process of college admissions. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Thursday, November 21, 2019

International Relations at NYU Personal Statement

International Relations at NYU - Personal Statement Example I realize that I will need to reach beyond the NYU community in order to do the type of work I want to do. In addition to my chosen course of study, I feel that I am a good fit for either NYU campus.   I have had experiences that I feel will add to the community of scholars at NYU.   Giving as well as receiving is an important value that I have.   Both are important for establishing a community of interdependence, respect and reciprocity.   These values have been instilled in me since I was young and I know that they will guide me in my studies and in my life work.   I look forward to becoming a part of the academic community at NYU.   International relations is such a broad field of study.   I am excited about working with a cosmopolitan faculty and student body as I gain the knowledge I need to have so I can discover all of the possibilities international relations at NYU has to offer.

Tuesday, November 19, 2019

Colonial Medicine Assignment Example | Topics and Well Written Essays - 250 words

Colonial Medicine - Assignment Example Money had to be made, and the men, especially, were determined to make themselves and their families financially free. Women, on the other hand, were in charge of caring for the children. Almost every two years, a new child would be born to a woman, making her be responsible for caring for children pretty much her entire adult life. Women even began taking care of the children before the adult years. For instance, when Rebecca Lukens came home from the boarding school that she attended to get a top-of-the-line education, she was home caring for her six younger siblings at sixteen years of age. While some were owners of large farms and plantations, and while there were others who tended to family duties, others went to school to get an education on a wide variety of things, such as apprenticeships and obtaining medical degrees (Gustaitis). According to the article titled, â€Å"Iron Woman† one could draw the conclusion that men primarily were doctors. Women primarily were nurses, and they worked with midwifery, helping other women deliver their children. For instance, the husband of Rebecca Lukens, Charles Lloyd Lukens, studied to become a physician and practiced for quite some time before he decided that he’d go into the iron business along with Rebecca’s father (Gustaitis). During those times, women did not primarily work, as their duties were primarily in the home. However, when their husbands died, leaving them widows, these women were able to inherit all of the estate, the business, and any other financial means that their husbands left behind. Not to mention, they possessed legal rights (Gustaitis). In 1840, Rebecca was the sole owner of her business, and she had done well enough that she be became a very successful CEO. Her iron business thrived until her death, and it even is thriving today. As a matter of fact, in the year 1996, Rebecca was entered into the business hall of fame (Gustaitis). This

Saturday, November 16, 2019

Associates vs Bachelor Degree in Nursing Essay Example for Free

Associates vs Bachelor Degree in Nursing Essay Bachelor degree nursing programs are highly regarded for the skilled, clinical thinking, and professionalism of nurses they provide for the community. Obtaining a baccalaureate in nursing provides the same skills and knowledge encompassed in most associate’s programs, while allowing a broadened look into research, public health, management, and humanities (AACN IENP, 2012). Many facilities are now providing incentives for nursing staff to continue their education; from tuition reimbursement, an increase in pay, and played time off for the sole purpose of education. Research has proven that with a more educated nursing populous there is a decrease in morality rates and medication errors, and it also provides more positive outcomes (AACN Fact Sheet, 2012). With such a high demand for nurses, the scope of nursing has become more comprehensive with a larger responsibility being placed on nurses. All of this has shown not only to the medical field but also policymakers and other leaders of the community that a higher level of education not only makes a difference, but many feel it should be a requirement. The difference between a baccalaureate and associates degree program may seem obscure at first, but looking into the information and research that students learn in a four year program verses a three year program can be shocking. When looking into the core requisites needed to graduate with a bachelors verses an associates, some obvious differences are the higher levels of English, math, communication, and pathophysiology required to graduate with a BSN. Also, the higher level course work required to complete a bachelors shows the necessity of critical thinking and research a nurse needs to even graduate. Once past the prerequisites required for a bachelor’s in nursing we have to exam the nursing course work itself. As stated before, most of the associates program is incorporated in a bachelors degree; with an associates the clinical experience is more limited to the clinical setting hospitals, nursing skilled facilities, and rehab centers, where as many bachelors programs also included public and community projects. Bachelors programs also put a broader focus on ethics, religion and spirituality, research, global awareness and public health, as well as nursing leadership and management (GCU, n. d. ). Nursing care is focused on the assessment, nursing diagnoses, planning, implementation, and evaluation of patients. This nursing process can also be implemented in aspects outside of nursing and on the nursing field as a collective group. The nursing role is evolving, following the process the outcomes have to be evaluated and put into perspective. Research is being completed the conclusions are all the same, the higher education of nursing care the better the patient outcomes. In an article published in Health Services Research in August 2008 that examined the effect of nursing practice environments on outcomes of hospitalized cancer patients undergoing surgery, Dr. Christopher Friese and colleagues found that nursing education level was significantly associated with patient outcomes. Nurses prepared at the baccalaureate-level were linked with lower mortality and failure-to-rescue rates. The authors conclude that â€Å"moving to a nurse workforce in which a higher proportion of staff nurses have at least a baccalaureate-level education would result in substantially fewer adverse outcomes for patients. † (AACN Fact Sheet, 2012) A Jewish patient is awaiting discharge after receiving an open heart procedure. The difference a bachelor’s educated nurse and an associate degree nurse may have on the patient can be profound in this scenario. A bachelors nurse will have a better understanding of the pathophysiology of this patient’s condition, instead of providing instruction on just the patient after care of the procedure the higher level education will allow the nurse to incorporate teaching of the patient’s condition that brought along the cause of the procedure, the nurse will be provide a broader education base to help the patient better understand the treatment and the conditions that they may face. The bachelors nurse will be able to better identify environmental factors, diet and exercise factors, and other stresses that could be changed to promote health wellness for the patient. The bachelors nurse will be more aware of community based health assistance and programs that will help the patient make more positive health changes. The bachelors nurse will be more aware of the patient’s religious requirements and needs, this may help the patient in making better overall health and wellness decisions. Also, BSN nurses have a more in-depth education in regards to ethics and religion, this may provide a more trusting bond between the nurse and patients allowing the patient to see that the nurse is there for providing care not only in his treatment but all aspects of the patient’s wellbeing. The history of nursing provides a great foundation and view on how nursing came into existence and how nursing has always strived for higher education. Before World War II great strides were made for university nursing programs, with the onset of war and the need for nurses, diploma and associates nursing found its place (Creasia and Friberg, 2011). Many feel that the nursing shortage is the reason that diploma and associates nurses programs still exist. Though, with the growing population that has increasing comorbidities it is more important than ever for nurses to have higher education. References American Association of Colleges of Nursing. 2012. Fact Sheet: Creating a More Highly Qualified Nursing Workforce. Retrieved from http://www. aacn. nche. edu/media-relations/NursingWorkforce. pdf American Association of Colleges of Nursing. 2012. The Impact of Education on Nursing Practice. Retrieved from http://www. aacn. nche. edu/media-relations/fact-sheets/impact-of-education Creasia and Friberg. (2011). Conceptual foundations: The bridge to professional nursing practice. (5th ed. ) St. Louis, Missourit: Mosby Inc. Retrieved from http://pageburstls. elsevier. com/#/books/978-0-323-06869-7/pages/47247567 Grand Canyon University. (n. d. ). Registered Nurse to Bachelor of Science in Nursing (RN to BSN). Retrieved from http://www. gcu. edu/degree-programs/registered-nurse-to-bachelor-of-science-in-nursing.

Thursday, November 14, 2019

alexclo Psychological Analysis of Alex in Anthony Burgess A Clockwork Orange :: Clockwork Orange Essays

A Psychological Analysis of Alex in A Clockwork Orange      Ã‚  Ã‚  Ã‚  Ã‚   In A Clockwork Orange, Alex is portrayed as two different people living within the same body. As a mischievous child raping the world, he as seen as filth. His actions and blatant disrespect towards society are categorized under that of the common street bum. However, when he is away from his evening attire, he is that of suave. His clothing, his words, his overall attitude. The distinction between the two is triggered by the gentle sounds of Ludwig Van Beethoven.      Ã‚  Ã‚  Ã‚  Ã‚   The psychology of Alex would be that of a serial killer. He is a classic example of Darwin's, Skinner's, Freud's, Erikson's, and Adler's major theories.      Ã‚  Ã‚  Ã‚  Ã‚   Alex is not truly close to any other person that he comes in contact with in the film. He is using his parents for a place to live, and they show no emotion towards him, good or bad. His love for his gang is not that of a male/male platonic relationship that is common in brotherhoods. It is that of a marriage of like interests, when the parties involved loathe each other personally. Society is against him for all his mortal sins. The only living creature that he shows love for is his snake.      Ã‚  Ã‚  Ã‚  Ã‚   Darwin's theory of man having the same thought process's of animals holds an interesting bearing upon Alex. Alex's love is for his snake. Generally love is defined by an understanding, or a closeness between two items. The snake is represented by many things in the natural world today.      Ã‚  Ã‚  Ã‚   Freud's analyzation   for the male closeness to the snake is that the person involved is questioning his sexuality, or his love towards the female gender. Alex keeps coming back to his snake after his nights on the town, and his first concern with life after he is paroled is his dear snake. This, combined with the fact that keeps his snake in a chest under his bed ( the most recognized sexual item in an average household), show's his inadequacies with his sexual performance and his penis. He feels that by keeping in contact with his snake, he will be more of a man then he already is, thus making him more noticeable and

Monday, November 11, 2019

Judicial Precedent in the English Legal System

The doctrine of judicial precedent is based on the principle of stare decisis which means ‘to stand by what has been decided’. It is a common law principle whereby judges are bound to follow previous decisions in cases where the material facts are sufficiently similar and the earlier decision was made in a court above the current one in the court hierarchy. This doctrine of precedent is extremely strong in English law as it ensures fairness and consistency and it highlights the importance of case law in our legal system. Black's Law Dictionary defines â€Å"precedent† as a â€Å"rule of law established for the first time by a court for a particular type of case and thereafter referred to in deciding similar cases. † For this system to operate successfully, in both criminal and civil courts, three things are required – a settled court structure, a ratio decidendi and accurate records of the decisions made by superior courts. A settled court structure is required as judges need to know which decisions they are bound to follow. The English Court hierarchy was largely established by the Judicature Acts 1873-75. The House of Lords was made the final appeal court in 1876 under the Appellate Jurisdiction Act, in 2009 the Supreme Court became the final appeal court. There are two court systems, criminal and civil, and they both contain various appeal routes in a vertical court structure. As the UK is a member of the EU, the European Court of Justice and the European Court of Human Rights bind all English Courts in respect to matters within their jurisdiction. For criminal cases the Supreme Court, formally the House of Lords, is the most superior court in the hierarchy. It binds all courts lower than itself and generally follows its own past decisions. The next court below in the hierarchy is the Court of Appeal (Criminal Division), they are bound by the past decisions of the Supreme Court/House of Lords and its own past decisions. Both Supreme Court and Court of Appeal have a way of avoiding following their own binding precedent which I will discuss later. Below the Court of Appeal is the Queen’s Bench Divisional Court, they are bound by both Supreme Court and Court of Appeal. They are bound by their own past decisions however they can take a flexible approach in order to protect the liberty of the individual in question. The last two courts in the hierarchy are the Crown Court and Magistrates Court. These courts are bound by the Supreme Court, Court of Appeal and Queen’s Bench Divisional Court however they are not bound by their own decisions and they do not bind any other court. The civil court hierarchy is different; the Supreme Court is still the superior court, followed by the Court of Appeal (Civil Division). The next court down the hierarchy is the Divisional Courts of The High Court, which are bound by the Supreme Court and Court of Appeal, also bound by their own decisions. The next court is the High Court, they are bound by the decisions of all three superior courts and the decisions of the High Court bind the two inferior courts which are the County Court and Magistrates Court. The inferior courts are bound by all superior courts but they are not bound by their own past decisions. The ratio decidendi, ‘the reason for deciding’ is the legal principle which the decision of the court is based upon. It is the ratio decidendi which forms the binding precedent which must be followed in future cases of similar fact, the same court and all courts below it. An example of a ratio decidendi is in the case of R v Howe (1987) where the House of Lords held that the plea of duress was no defence against the charge of murder; this judgement became binding precedent which must be followed by the Supreme Court and all courts below it. It is also important to mention the obiter dictum which forms the remainder of the judgement. An obiter dictum means ‘other things said’ and these statements do not bind however they can form highly persuasive precedent. An example of an obiter dicta statement is also found in the case of R v Howe (1987) where the judge stated that if the charge had been attempted murder rather than murder, then duress would still not have been available as a defence. This statement was obiter dicta because it did not directly relate to the facts of this particular case. This persuasive precedent was followed in the case of R v Gotts (1992) where a defendant charged with attempted murder tried to use the defence of duress in the Court of Appeal. The ratio decidendi of R v Gotts (1992) then formed its own binding precedent. Other persuasive precedents include decisions of the Scottish courts and those made in the courts of other Commonwealth countries such as Australia and Canada. This may be because a case with these particular facts has not been heard in the English Courts before but may have been heard in another country. This was the case in R v R (1991) where the Court of Appeal and House of Lords followed previous decisions made by the Scottish courts that a man could be found guilty of raping his wife. Another persuasive precedent are dissenting judgements which come from the appeal courts. In the Supreme Court and Court of Appeal the cases are heard by more than one judge and sometimes a decision is reached by only a majority of these judges. The judges in the minority will also give a judgement for why they came to their decisions and this is called a dissenting judgement. A dissenting judgement was followed by Lord Denning in the case of Candler v Crane Christmas (1951). The final requirement to ensure effective operation of judicial precedent is that there needs to be accurate records of the decisions of the superior courts. These can be found in Law Reports. It is crucial that accurate records are available so that it is possible for the binding and persuasive precedents to be found. One example of a law report is the All England Law Report, law reports are also found in the media, The Times publishes law reports weekly. The reports contain all relevant information relating to the case – names of litigants, cases used, solicitors, barristers, a summary of the facts and the judgement itself. There are a number of advantages and disadvantages to judicial precedent and how it operates in the courts in England and Wales, most advantages have corresponding disadvantages. One advantage is the certainty it provides, as the courts follow past decisions. Due to this certainty people are more aware of what the law is and have a better idea of how it may be applied in their case. In the House of Lords Practice Statement 1966 it points out how important certainty within the law is. Another advantage is consistency and fairness in the law so it can be seen that similar cases are decided in a similar way. In order for law to be credible it must be consistent. For example, the ratio of R v Howe that duress is no defence to the charge of murder must be followed in cases of similar material fact. There is a wealth of detail contained in the reported cases. The principles set out in the cases are a response to real life situations and things that may have occurred and this can guide future litigants. Over time the law will become more precise as it will gradually be built up by all the variations of facts that come before the courts. Judicial precedent is also flexible and there is room for the law to change as the Supreme Court can use the Practice Statement to overrule cases. An example of flexibility is in R v R, after the judgement was made, Parliament amended the Sexual Offences Act 1956, stating that marital rape is a crime. The doctrine of precedent also allows for new or ‘original’ precedents to be created. This will occur when there are no previous decisions on the case before the court or there is no legislative provision. Therefore an original precedent makes legal provisions for a matter for which there was previously no law. An example of this, where the matter had no come before the court before and Parliament had no guidance to offer, is found in Gillick v West Norfolk and Wisbech Area Health Authority (1985). In this case the House of Lords had to decide whether girls under the age of 16 could be prescribed contraceptives without parental consent. The Lords decided that girls could be prescribed contraceptives in this circumstance, provided they could understand the issues involved. Judicial precedent can also been seen as a useful timesaver. Where a principle has already been established, cases with similar material facts are unlikely to have to go through a lengthy litigation process. A major disadvantage of judicial precedent is how rigid it is. An unjust precedent can lead to further injustices, as once the Supreme Court sets an unjust precedent it won’t be overruled until a case with similar facts goes on to the Supreme Court on appeal. The chances are that this may not happen for many years. Also, the law may become outdated and require modernisation. An example of this is where judges since the 1960's had felt that the law stating a builder did not owe a duty of care to persons they had sold a house to was unfair. Lord Denning made obiter comments regarding this to the effect that a duty should be owed. However the law was not changed until 1978 in Batty v Metropolitan Property Realisations Ltd where it was held that a duty of care was owed. Sometimes the law will only be changed if an individual had the courage, the persistence and the money to appeal their case. It can be very difficult for anyone to conduct thorough research into the law; hundreds of judgements are made every year so it can be hard to discover the precise law on a matter. In order to find this out a person may have to search through many volumes of law reports, the complete official law reports are estimated to run to almost half a million pages. The judgements are often complex and therefore it can be difficult to determine what the ratio decidendi of a case actually is. In the Court of Appeal and Supreme Court there is more than one judgement to consider and a common ratio must be decided by the judges in future cases. A judge may also give more than one ratio, for example in Rickards v Lothian (1913) where Lord Moulton gave two ratios for not holding the defendant liable. Judgements themselves are often long with no clear distinction between comments made and the reasons for the decision. In Dodd's Case (1973) the judges in the Court of Appeal were unable to find the ratio in a decision of the House of Lords. Also, the use of distinguishing to avoid past decisions have lead to some areas of law becoming very complex. It can also be argued that judges are overstepping their constitutional role by actually making the law rather than just applying it. Judicial precedent maybe seen as undemocratic as it is the role of Parliament to create law, the judiciary are there to enforce it. In the same way it can also be seen as undemocratic as judges are not elected and therefore should not be making law. Another disadvantage is that there is no opportunity for the judge to research or consult experts on the likely outcomes or effects of their decisions. Therefore judges are confined to making their decisions based on the arguments presented in the course of the case. Despite the doctrine of judicial precedent being a major factor in the English legal system, there are a number of ways by which a judge may avoid following a precedent. Distinguishing is a method which can be used by a judge to avoid following a precedent. If a judge finds that the material facts of a current case are sufficiently different from those of a previous precedent and can draw a distinction between them, then he is not bound by the previous decision. Two cases that demonstrate this process are Balfour v Balfour 1919) and Merritt v Merritt (1971). In both cases a wife was making a claim against her husband for breach of contract. The judgement in Balfour was that the claim could not succeed as it had been a domestic arrangement rather than a legal one and therefore was not legally binding. In Merritt the court held that there was a legal contract between husband and wife and the agreement had been made in writing and took place after they had separated. This distinguished the case from Balfour, the agreement in Merritt was not just a domestic arrangement, and it was a legally enforceable contract. This provided sufficient differences between the cases that the judge in Merritt did not have to follow the judgement made in Balfour. Another mechanism which can be used by judges to avoid following precedent is overruling where a court in a later case states that the legal ruling decided in an earlier case is wrong. Overruling is where a higher court does not follow a precedent set in a previous case, either by a lower court or by itself. This may occur when a higher court overrules a decisions made in an earlier case by a lower court. An example of a superior court overruling a previous precedent set by a lower court is Hedley Byrnes v Heller and Partners (1964) which was a claim for damages arising from negligent and misleading advice. The House of Lords overruled the decisions of the majority in the Court of Appeal in Candler v Crane Christmas (1951) and held that there can be liability for making a negligent mis-statement. However, too frequently overruling casts doubts on the certainty of the law and leads to inconsistencies. For lawyers to be able to give good advice the law must remain relatively â€Å"safe to predict† and this not the case if senior judges use every available opportunity to reverse the decisions of their predecessors. Some alarm was caused in the 1986 case of R v Shivpuri (1986) which was the first use of the Practice Statement in a criminal case. The House of Lords overruled their own previous decision made in Anderton v Ryan which had only been made twelve months earlier as they believed that the law (Criminal Attempts Act 1981) has be incorrectly applied. On the other hand, the House of Lords have often been reluctant to overrule even bad previous decisions. This was illustrated in Jones v Secretary of State, where the decision in R v Dowling was allowed to stand even though four of the seven Law Lords thought it was wrong. The need for certainty is still highlighted in the decision of the House of Lords since 1966. Both of these practises can be useful in allowing flexibility within the law but can also lead to uncertainties and inconsistencies which undermine the reliability of the system. However, where these two parallel ideas of certainty and flexibility is concerned, there will never be one definite solution to satisfy all. Disapproving can also be used by judges to avoid following precedent; this is where a judge states in his judgement that he believes the decision in an earlier case is wrong. This may occur where the present case is on a related point of law but the point of law is not sufficiently similar for the earlier decision to be overruled. It can also occur where the judge in a lower court in the hierarchy than the court which made the original decision. In this situation the lower court cannot overrule the superior court however they can disapprove of the decision by expressing their view that it was wrong. An example of this is found in the case of R v Hasan (2005), this case was about the availability of the defence of duress by threats, to a criminal offence. The main point of the case was whether a defendant could use the defence of duress if he should have realised that he was putting himself in a position where he might be pressurised into committing an offence. Reversing is similar to overruling however it occurs where a higher court does not follow precedent set by a lower court in the same case. Reversing is where the same case has gone to appeal and the appeal court reaches the opposite decisions to that of the lower court. An example of reversing is found in Fitzpatrick v Sterling House Association Ltd (2000). In this case the Court of Appeal refused to allow the homosexual partner of a deceased tenant to take over the tenancy due to regulations laid out in the Rent Act 1977. On appeal the House of Lords reversed the decision of the Court of Appeal. The Practice Statement 1966 was issued by the House of Lords, declaring their intention not to be bound by their own previous decisions. The Practice Statement allowed the House of Lords to change the law if they believe that the decision made in an earlier case is wrong. It gave them to the flexibility to refuse to follow an earlier judgement when ‘it appears right to do so’. This was shown in the case Herrington v British Railways Board (1972) which involved the law on duty of care owed to a child trespasser. In the case of Addie v Dumbreck (1929), the judgement was that an occupier of land would only hold a duty of care for injuries to child trespassers if they were caused deliberately. In Herrington the Lords held that social and physical conditions had changes since 1929 and therefore the law should also change. The judgement in Herrington was that land owners did owe a duty to prevent injury or death to child trespassers. The Court of Appeal can also refuse to follow its own previous decisions under three exceptions that were bought up in the case of Young v Bristol Aeroplane (1944) These exceptions are as follows; If a previous decision conflicts with a later House of Lords (Supreme Court) decision, it must follow the decision of the House of Lords; if there are two conflicting previous decisions then the Court of Appeal must choose between them. †¢If its previous decision was made per incuriam e. g. mistakenly or without care †¢If the House of Lords (Supreme Court) has ove rruled a previous decision of the Court of Appeal There is an additional reason for the Court of Appeal to depart from following its own past decisions and that is where it has been disapproved by the Privy Council. Privy Council opinion has only persuasive value, it is not binding. An example of this is where Morgan Smith killed a former flatmate during a fight. His defences were that he did not intend to kill or cause grievous bodily harm; that he was suffering from diminished responsibility; and that he was provoked. The focus of the appeal was on the objective part of the test for provocation and whether the reasonable person could be given certain characteristics of the accused, in this case the characteristic of having a severe depressive illness. The Court declined to follow the opinion in Luc Thiet Thuan v R (1996). It is also important to mention in the effect of the Human Rights Act 1998 on judicial precedent. If the precedent was set before the Human Rights Act came into force, the precedent may be contrary to it. As with judicial precedent itself, there are also a number of advantages and disadvantages to the avoidance of precedent by the courts. One advantage is that it allows potential for growth and means that case law is not completely rigid. The different mechanisms for avoiding precedent allow judges to develop and modernise the law when it is necessary. An example of this is the case of Hall v Simons (2000) where the House of Lords modernised the law and held that barristers could be held accountable for negligently presenting a case in court. In this case the court refused to follow the decision made in the case of Rondel v Worsley (1967) as it was deemed that the commercial world had changed significantly since 1967. Sometimes precedents can be developed to a point in which they are seen to be unfair, avoiding precedent allow these unfair laws to be replaced with more appropriate ones. In the case of R v R and G (2003) which involved two very young defendants convicted of arson, the House of Lords used the Practice Statement to avoid following the precedent set in the case of Caldwell (1981). The question facing the House of Lords was whether the defendants had foreseen the risk; they held it was unfair to judge the actions of an 11 and 12 year old by the standard of a reasonable person. The House of Lords brought about a change in the law meaning that if the question of recklessness should come up, a subjective test is used which requires the defendant to have foreseen the risk. A disadvantage of avoiding precedent is that the law changes as a result, creating laws retrospectively. This can be seen as being unjust, as the precedent that is set applies to events that have already happened. It may be that the defendant in a case committed an act that at the time of commission was actually within the law. This was the case in R v R (1991), at the time of the attack, the law stated that a man could not be found guilty of raping his wife. Due to the retrospectively law making, the defendant was found guilty and imprisoned. When there is a chance that a judge may avoid precedent it can remove the certainty within the law and make the outcome of some cases uncertain. This is unwelcome as justice requires that cases and defendants are treated in the same way. It also causes problems for legal professionals, who will not be able to advise with certainty on the likely outcome of a case. In criminal law certainty is particularly needed because the liberty of the defendant is at stake. In the case of Howe (1987), the House of Lords held that duress was no defence for murder, whether the defendant is the principle or an accessory. This case overruled the earlier House of Lords decisions in DPP v Lynch (1975), where it was held that duress was available as defence when charged with being an accessory to murder. Also, avoiding judicial precedent does not conform with the idea of separation of power. Only Parliament should create new law and it is the role of the judiciary to apply it. However when judges avoid following precedent they inevitably create new law. 1. Black's Law Dictionary, p. 1059 (5th ed. 1979).

Saturday, November 9, 2019

Define the Risk Assessment Scope & Risk Criteria

2. 1. Define the risk assessment scope & risk criteria 2. 1. 1. Objective The purpose of this step is to develop the context for the risk assessment and to define risk criteria that will be used for evaluation of well integrity risks. The deliverables from this step are: risk assessment scope; list of risk criteria. 2. 1. 2. Define risk assessment scope The context and scope of this specialist risk assessment should be defined by the more general risk assessment step in Section 2. 5 of [1].The latter should assess risks to the capacity, injectivity and containment of candidate storage sites, where well integrity represents one type of risk to storage containment. This step should involve: defining the goals and objectives of the well integrity risk assessment; defining responsibilities for and within the risk assessment process; defining the specific inclusions and exclusions; defining the risk assessment in terms of time and location; defining the relationship between the risk asses sment process and the overall development of the CO2 geological storage project; defining the risk assessment methodologies; dentifying and specifying the decisions that have to be made prior to milestone M2; 2. 1. 3. Defining risk criteria Risk criteria for evaluating the significance of well integrity risks need to be defined by the project developer. The risk criteria should reflect the objectives and context for the risk assessment. Adequate consideration should be given to the time and resources available, stakeholder views and risk perceptions, and the applicable legal and regulatory requirements. The risk criteria chosen should be continuously reviewed. Prior to specifying risk criteria, the categories for which risks will be evaluated shall be defined.These include: human health and safety; environmental protection; legal and regulatory compliance; cost; project schedule; reputation; well integrity (functional) performance. The following points should be considered when defi ning risk criteria for well integrity assessments: the categories of risk for the CO2 geological storage project established in the ‘screening basis’ step of [1]; the nature and type of causes and consequences that can occur and how they will be measured; how likelihood will be defined (for example qualitatively or as a quantitative probability); the timeframe of interest; ow the level of risk is to be determined; the level at which the risk becomes acceptable or tolerable; whether combinations of multiple risks should be taken into account and, if so, how and which combinations should be considered (for example leakage pathways composed of multiple failures). In order for the risk criteria to be adequate to support a storage site selection decision they should: be suitable for decisions regarding risk reducing measures to levels as low as reasonably practicable; be suitable for communication; e unambiguous in their formulation; not favour any particular concept solutio n explicitly nor implicitly through the way in which risk is expressed. In addition, risk criteria for CO2 leakage rates related to existing wells should be consistent with the overall storage site containment criteria established in Section 2. 1 (‘Screening basis’) of [1]. Note: Temporal, spatial, volumetric and rate limits for CO2 leakage should be finite and quantifiable to allow for effective risk management.

Thursday, November 7, 2019

Adhd as a Social Construct Essays

Adhd as a Social Construct Essays Adhd as a Social Construct Essay Adhd as a Social Construct Essay This research paper will discuss what ADHD is and why it is that there are those who think it was invented instead of discovered. It will also investigate the reasons why social construct theorists believe that the diagnosis of ADHD does more harm than good and actually diverts from the real issues that children face in their development in this day and age. Also explored will be the case against the social construct theory and why some who argue that the social construct theory is viable are ignoring a very real and possibly debilitating mental disorder. Despite the fact that ADHD is constantly in the news for one reason or another, there is no consensus on what it actually is and as more time goes by and more information is collected the more confusing the topic. Since ADHD has no definitive way of being diagnosed then the question remains what it is that is being treated and why medication is being prescribed, sometimes for life, for something that cannot be proven to fundamentally exist? Is this diagnosis simply as a result of the changing times or the fact that as a society will are all expected to conform to a standard set of behavior or else deemed lacking in some way? Attention Deficit/Hyperactivity Disorder or ADHD is a common psychiatric condition that affects both children and adults. It is more likely to be diagnosed in childhood and in more boys than girls are said to have this disorder. There is debate as to whether children can outgrow their symptoms or whether it continues into adulthood or whether it is just a behavioral problem that will just go away as more adults than every are being diagnosed. Symptoms of ADHD include but are not limited to: hyperactivity, lack of concentration, day dreaming, impulsiveness and restlessness. In ADD (Attention Deficit Disorder) the individual is usually described as a daydreamer and in AHD (attention Hyperactive Disorder) the individual is deemed restless or high spirited. Treatment for this disorder range from increased exercise and a diet that does not include carbohydrates and sugar to medicinal intervention in the form of methylphenidates and amphetamines such as Ritalin or Adderall. There is no one test for ADHD – a diagnosis is reached upon by the doctor after having had parent and teacher reports and from interaction with the child or adult. One of the main reasons that the diagnosis of ADHD remains so controversial in many medical circles is the fact that there is no one definitive way in which to test for it. Most of the time the conclusion that an individual (usually a child) has ADHD is as a result of parent reporting and/or teacher intervention. Some would argue that this makes the whole process subjective instead of objective and therefore does more harm than good especially since once a child is put on medication it is recommended by many doctors that he/she continues to take it into adulthood as the symptoms will not decrease or stop over time. Considering the fact that the pharmaceutical industry has a lot to gain from recommending the prolonged usage of drugs for ADHD and there are no studies showing the effects of the long term use of the methylphenidates and amphetamines commonly used, it is only natural that there should be queries into whether the disease actually exists or if it is possible that it could be something else all together. Although there are many who say that the conclusion that hyperactivity is relative and opinion may thus vary from one medical practitioner to another there are those that say there is evidence that it is present in some who have ADHD and the proof is in the brain structure and function and in the DNA composition. This combined with environment leads to what is known as ADHD because it is a multi faceted disease and to try and pin it down to just one cause would be futile and would result in tunnel vision as far as treatment goes. There is evidence to show that severe hyperactivity in children leads to serious developmental stagnation and misdiagnosis or non diagnosis of behavioral disorders such as ADHD leads to educational and occupational failure, inability to have nurturing relationships and stagnation in adulthood. In fact, is estimated that most addicts like gambling, alcohol and drug have some form of ADHD. Experts who agree with this school of thought are adamant that to claim that ADD is a social construct would only hurt those who suffer from it and delay or deny them the treatment that they so desperately need. It must be noted however, that the proponents of ADHD as a social construct are not opposed to getting to the bottom of the reason why an individual might be hyperactive, distracted and unable to concentrate. What they are against is the label itself which they believe will lead individuals into a mentality that they are somehow defective and need to be on medication for most of their lives. What they do advocate for is a strengthening of the family unit and a more child centered way of life. Social construct theorists conclude that in modern western culture factors uch as loss of extended family support, family life being increasingly busy, a cultural system that emphasizes individuality and competition and increased stress from the school systems all contribute to what can otherwise be termed as ADHD symptoms. They conclude that it is for this reason that ADHD was not prevalent until the Industrial Age when people’s lifestyles drastically changed – there was no longer enough play space and increased schooling pressures became increasingly problematic for children who were boredom intolerant. Children put in this unnatural environment coped by either tuning out (ADD) or becoming restless (ADHD). Social construct theorists believe therefore that it is not a medical intervention that is needed but a cultural one. An example of where a cultural intervention is needed is in some western school systems whereby there is intolerance for what can be termed as â€Å"active children†. Though social construct theorists do agree that on some level there could be biological factors what may be the reason that a child or adult is inattentive what they argue is that the school system and society has failed to integrate them and has chosen instead to set them aside and label them as disordered. Different methods of learning instead of the rote memorizing of facts where all individuals are supposed to learn the same thing at the same time and at the same pace will result in an environment where those with different learning styles are made to feel welcome instead of feeling like failures because they do not fit in. In this way, social construct theorists and their opponents are in agreement when they say that a multi pronged approach should be used in tackling and handling behavioral problems. Those against the social construct theory have long been advocates of more open classrooms and more flexibility as pertains to school settings and educational purposes in order to help those who have been diagnosed with ADHD cope with their symptoms. Along with medication, they also stress the importance of getting exercise and having a balanced diet so as not to exacerbate the effects of the disorder. Medication is only part of the solution, not all of it. one point of contention between those who support the social construct theory and those who oppose it is the over and under diagnosis of the disease. Social construct theorists claim that this is because there is no proven way that one can test for the disease and therefore the diagnosis will tend to fluctuate depending on race, social standing, gender, cultural differences and geographical location the theorists claim that if ADHD were are real mental disease the discrepancies would not be so high and so varied. In studies done all around the world, what is known to western countries, especially the United States as ADHD behavior is seen everywhere. What differs is the interpretation of an individual’s action. In some countries and cultures active children are considered the norm or even encouraged. Even in societies where obedience is expected of all youngsters, there are less likely to attribute it to a mental disorder and more likely to claim it is growing pains, simply a stage that will pass. Even the methods used to diagnose ADHD are different – in America the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders 4th Edition) while in Europe the ICD-10 (International Statistical Classification of Diseases and Related Health Problems 10th Revision). This results in 3-4 times fewer diagnoses in Europe than in the United States. Part of the conflict between those who say that ADHD is a real mental condition and those who say that it is a social construct is that there is really no general consensus on what ADHD really is or how to diagnose it. What both sides do agree on is that behavioral problems left untreated will often end up hurting not only the individual affected but all those around him/her and later on, society in general. Social construct theorists in general tend to be against the label of ADHD with the claim that it is one that is stuck with an individual for life and may thus hinder his/her development with pills serving as crutches. They also say that the diagnosis tends to be prevalent in cultures where passivity and order are highly valued. Those who disagree saying that leaving the problem untreated will put those suffering from the disorder at unnecessary risk and stagnate their development. Part of the conflict seems to be what one group thinks the cause should be and/or the treatment required if any. It is important to note that social construct theorists are usually not the same as those who say that behavioral problems are just a result of bad parenting and one should not spare the rod in rectifying the problem. They are not saying that behavioral problems do not exist, just that the cause, treatment and effect should be different.. Whether or not ADHD is a social construct is a debate that is not likely to end any time soon and a resolution is not anywhere in sight. Social construct theorists will always argue that until ADHD is shown to be a true disorder instead of collection of traits then the label should not be used as it hinders more than it helps. On the other hand, those who say that ADHD is a true disorder are more likely to claim that not giving the disorder a label is very detrimental to the individual concerned. There are those who say that ADHD being a real psychiatric disorder being a social construct are not mutually exclusive. This means that thought they do be lieve that ADHD exists they do not think it is as prevalent as the pharmaceutical companies and the media make it out to be. Any behavioral problem that cannot be pinned down and diagnosed is bound to have its opponents and ADHD is one of them. Even those who do claim that it is a valid medical diagnosis and not just a label used to describe behaviors that fall outside the prescribed societal norm do admit that it is multi faceted and multi layered and no two individuals have the exact same symptoms. Social construct theorists on the other hand cannot dismiss the fact that behavioral disorders must be identified and dealt with even though they may not agree with the treatment prescribed or the reasons given for the behavior. With research still being done and studies being carried out it will be a while before any reasonable and scientifically viable conclusion can be reached that will validate either side. As with any mental condition that is difficult to diagnose, it is impossible to have all interested parties come to the same conclusion as it is highly individual and a form of treatment that works for one may not work for another. The very fact that the discussion is taking place and that the debate goes on could be of benefit to all interested and concerned parties. References Barkley, R. A. , Cook, E. H. Jr, Diamond, A. , et al. (2002) International Consensus Statement on ADHD. Clinical Child and Family Psychology Review, 5, 89 –111. [CrossRef][Medline] Breggin, P. (2002) The Ritalin Fact Book. Cambridge, MA: Perseus Publishing. Meltzer, H. , Gatward, R. , Goodman, R. , et al (2000) Mental Health of Children and Adolescents in Great Britain. London: Stationery Office. Moll, G. , Hause, S. , Ruther, E. et al (2001) Early methylphenidate administration to young rats causes a persistent reduction in the density of striatal dopamine transporters. Journal of Child and Adolescent Psychopharmacology, 11, 15 –24. [CrossRef][Medline] Prout, A. James, A. (1997) Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. London: Falmer Press. Sayal, K. , Taylor, E. , Beecham, J. , et al (2002) Pathways to care in children at risk of attention-deficit deficit hyperactivity disorder. British Journal of Psychiatry, 181, 43 –48. [Abstract/Free Full Text] Schachar, R. Tannock, R. (2002) Syndromes of hyperactivity and attention deficit. In Child and Adolescent Psychiatry (4th edn) (eds M. Rutter E. Taylor), pp. 399 –418. Oxford: Blackwell. Sproson, E. J. , Chantrey, J. , Hollis, C. , et al (2001) Effect of repeated methylphenidate administration on presynaptic dopamine and behavior in young adult rats. Journal of Psychopharmacology, 15, 67 –75. [Abstract/Free Full Text] Taylor, E. Sandberg, S. , Thorley, G. , et al (1991) The Epidemiology of Childhood Hyperactivity. Maudsley Monograph No. 33. Oxford: Oxford University Press. Taylor, E. , Chadwick, O. , Heptinstall, E. , et al (1996) Hyperactivity and conduct problems as risk factors for adolescent development. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1213 –1226. [CrossRef][Medline] Timimi, S. (2002) Pathological Child Psychiatry and the Medicalization of Childhood. Hove: Brunner-Routledge.

Tuesday, November 5, 2019

How to Write a Reflective Essay - Proofeds Writing Tips

How to Write a Reflective Essay - Proofeds Writing Tips How to Write a Reflective Essay If you think that a â€Å"reflective essay† is a college paper written on a mirror, this post is for you. That’s because we’re here to explain exactly what a reflective essay is and how to write one. And we can tell you from the outset that no mirrors are required to follow our advice. Mirrors are for kittens.(Photo: Paul Reynolds/wikimedia) What Is Reflective Writing? The kind of â€Å"reflection† we’re talking about here is personal. It involves considering your own situation and analyzing it so you can learn from your experiences. To do this, you need to describe what happened, how you felt about it, and what you might be able to learn from it for the future. This makes reflective writing a useful part of courses that involve work-based learning. For instance, a student nurse might be asked to write a reflective essay about a placement. When writing a reflective essay, moreover, you may have to forget the rule about not using pronouns like â€Å"I† or â€Å"we† in academic writing. In reflective writing, using the first person is essential! The Reflective Cycle There are many approaches to reflective learning, but one of the most popular is Gibb’s Reflective Cycle. This was developed by Professor Graham Gibbs and can be applied to a huge range of situations. In all cases, though, it involves the following steps: Description – You will need to describe your experiences in detail. This includes what happened, where and when it happened, who else was involved, and what you did. Feelings – How you felt before, during, and after the experience you describe. Evaluation and Analysis – Think about what went well and what could be improved upon based on your experience. Try to refer to ideas you’ve learned in class while thinking about this. Conclusions – Final thoughts on what you’ve learned from the experience. Action – How you will put what you’ve learned into practice. If your reflective essay addresses the steps above, you are on the right track! Structuring a Reflective Essay While reflective essays vary depending upon topic and subject area, most share a basic overall structure. Unless you are told otherwise, then, your essay should include the following: Introduction – A brief outline of what your essay is about. Main Body – The main part of your essay will be a description of what happened and how it made you feel. This is also where you will evaluate and analyze your experiences, either as part of the description or as a separate section in the essay. Conclusion – The conclusion of your essay should sum up what you have learned from reflecting on your experiences and what you would do differently in the future. Reference List – If you have cited any sources in your essay, make sure to list them with full bibliographic information at the end of the document. Finally, once you’ve written your essay, don’t forget to get it checked for spelling and grammar errors!

Saturday, November 2, 2019

Safety Legislation Writing Project #2 Essay Example | Topics and Well Written Essays - 1250 words - 1

Safety Legislation Writing Project #2 - Essay Example This will involve educating the employees on the hazardous chemicals and how to avoid their impacts while they are undertaking their duties. As depicted by 29 CFR 1910.1200, my focus will be to ensure that all the employees are aware on how to undertake a first aid process before a medical attention is sought. The second step is to initiate an emergency action plan. Thirdly, is to establish a fire safety plan. In this way, fire related incidents will be dealt with in an appropriate way. My fourth step would be to come up with an exit route. In this way, my organisation will be compliant with OSHA requirements of establishing an exit route in every building (United States Department of labor 14). Fifthly, I would establish a walking surface. Such surfaces will be vital in reducing the number of accidents that may be as a result of falls and slips. My sixth step would be to establish a first aid kit. In this way, employees who may be injured in the cause of their duties will have an op portunity to be treated before going for further medical check up. Safety profession involves offering appropriate protection to all the employees against any kind of harm while undertaking their daily duties. By use of various aspects from different fields such as health, education, psychology and engineering among others, safety professionals are paramount in preventing occurrences of accidents in an organisation. One of the major fields that are imperative in ensuring that matters relating to safety profession are well addressed is the safety science. Safety science involves all activities that are undertaken to prevent accidents, illnesses, explosions and fire among other events that may harm employees and the environment. In the same way, safety science gives the safety professionals skills to evaluate and identify hazards in the work places. Additionally, safety science provides effective methods that managers should use in setting policies that relate to safety. In