Celebrities as Role Models Essay Example for Free

Celebrities as Role Models Essay The Supreme Court ruled against a former high school student Monday in the Bong Hits 4 Jesus banner case a split decision that limits students free speech rights. Joseph Frederick was 18 when he unveiled the 14-foot paper sign on a public sidewalk outside his Juneau, Alaska, high school in 2002. Principal Deborah Morse confiscated it and suspended Frederick. He sued, taking his case all the way to the nations highest court. The justices ruled that Fredericks free speech rights were not violated by his suspension over what the majoritys written opinion called a sophomoric banner. It was reasonable for (the principal) to conclude that the banner promoted illegal drug use and that failing to act would send a powerful message to the students in her charge, Chief Justice John Roberts wrote for the courts 6-3 majority. Breyer noted separately he would give Morse qualified immunity from the lawsuit, but did not sign onto the majoritys broader free speech limits on students. Roberts added that while the court has limited student free speech rights in the past, young people do not give up all their First Amendment rights when they enter a school. Roberts was supported by Justices Antonin Scalia, Anthony Kennedy, Clarence Thomas, Stephen Breyer, and Samuel Alito. Breyer noted separately he would give Morse qualified immunity from the lawsuit, but did not sign onto the majoritys broader free speech limits on students. In dissent, Justice John Paul Stevens said, This case began with a silly nonsensical banner, (and) ends with the court inventing out of whole cloth a special First Amendment rule permitting the censorship of any student speech that mentions drugs, so long as someone could perceive that speech to contain a latent pro-drug message. He was backed by Justices David Souter and Ruth Bader Ginsburg. At issue was the discretion schools should be allowed to limit messages that appear to advocate illegal drug use. Bong, as noted in the appeal filed with the justices, is a slang term for drug paraphernalia. The incident occurred in January 2002 just outside school grounds when the Olympic torch relay was moving through the Alaska capital on its way to the Salt Lake City, Utah, Winter Games. Though he was standing on a public sidewalk, the school argued Frederick was part of a school-sanctioned event, because students were let out of classes and accompanied by their teachers. Morse ordered the senior to take down the sign, but he refused. That led to a 10-day suspension for violating a school policy on promoting illegal drug use. Frederick filed suit, saying his First Amendment rights were infringed. A federal appeals court in San Francisco agreed, concluding the school could not show Frederick had disrupted the schools educational mission by showing a banner off campus. Former independent counsel Kenneth Starr argued for the principal that a school must be able to fashion its educational mission without undue hindsight from the courts. http://articles.cnn.com/2007-06-25/justice/free.speech_1_principal-deborah-morse-banner-case-school-policy/2?_s=PM:LAW http://www.aclu.org/free-speech/aclu-slams-supreme-court-decision-student-free-speech-case WASHINGTON The American Civil Liberties Union today criticized the Supreme Courts 5-4 ruling in Morse v. Frederick, which held that Alaska public school officials did not violate a students free speech rights by punishing him for displaying a banner during a public event. We are disappointed by the Supreme Courts ruling, which allows the censorship of student speech without any evidence that school activities were disrupted, said Douglas K. Mertz, an ACLU cooperating attorney who argued the case before the Supreme Court. The case arose in 2002 when Joseph Frederick, then a student at Juneau-Douglas High School in Juneau, Alaska, was suspended for 10 days for holding up a humorous sign that the principal interpreted as a pro-drug message. As the ACLU and Mertz noted, the sign caused no disruption, was displayed at the Olympic Torch Relay a public event on public streets and Frederick had not yet arrived at school for the day. The Courts ruling imposes new restrictions on student speech rights and creates a drug exception to the First Amendment, said Steven R. Shapiro, ACLU National Legal Director. The decision purports to be narrow, and the Court rejected the most sweeping arguments for school censorship. But because the decision is based on the Courts view about the value of speech concerning drugs, it is difficult to know what its impact will be in other cases involving unpopular speech. The Court cannot have it both ways, Shapiro added. Either this speech had nothing to do with drugs, which is what Joe Frederick claimed all along, or it was suppressed because school officials disagreed with the viewpoint it expressed on an issue that is very much the subject of debate in Alaska and around the country. Frederick said that the phrase on the banner, Bong Hits 4 Jesus, was never meant to have any substantive meaning. It was certainly not intended as a drug or religious message. I conveyed this to the principal by explaining it was intended to be funny, subjectively interpreted by the reader and most importantly an exercise of my inalienable right to free speech. The ACLU noted that the ruling is limited to rights under federal law rather than Alaska state law, which is more protective of personal liberties. The fight to defend free speech will go on, both in this case and in others, Mertz said. We are grateful for the many Alaskans and Americans who rallied to defend the First Amendment and promise our continued support for civil liberties. The case attracted support from more than a dozen groups across the ideological spectrum, from the conservative American Center for Law and Justice, Christian Legal Society and Rutherford Institute to the Student Press Law Center, Lambda Legal Defense and Education Fund, Drug Policy Alliance and National Coalition Against Censorship. More information on the case is online at: www.aclu.org/frederick The decision is online at: www.scotusblog.com/movabletype/archives/06-278_All.pdf In addition to Mertz and Shapiro, attorneys for Frederick are Catherine Crump and Jonathan Miller of the national ACLU and Jason Brandeis, Legal Director of the ACLU of Alaska. http://www.law.cornell.edu/supct/html/06-278.ZS.html At a school-sanctioned and school-supervised event, petitioner Morse, the high school principal, saw students unfurl a banner stating â€Å"BONG HiTS 4 JESUS,† which she regarded as promoting illegal drug use. Consistent with established school policy prohibiting such messages at school events, Morse directed the students to take down the banner. When one of the students who had brought the banner to the event—respondent Frederick—refused, Morse confiscated the banner and later suspended him. The school superintendent upheld the suspension, explaining, inter alia, that Frederick was disciplined because his banner appeared to advocate illegal drug use in violation of school policy. Petitioner school board also upheld the suspension. Frederick filed suit under 42 U. S. C.  §1983, alleging that the school board and Morse had violated his First Amendment rights. The District Court granted petitioners summary judgment, ruling that they were entitled to qualified immunity and that they had not infringed Frederick’s speech rights. The Ninth Circuit reversed. Accepting that Frederick acted during a school-authorized activity and that the banner expressed a positive sentiment about marijuana use, the court nonetheless found a First Amendment violation because the school punished Frederick without demonstrating that his speech threatened substantial disruption. It also concluded that Morse was not entitled to qualified immunity because Frederick’s right to display the banner was so clearly established that a reasonable principal in Morse’s position would have understood that her actions were unconstitutional. Held: Because schools may take steps to safeguard those entrusted to their care from speech that can reasonably be regarded as encouraging illegal drug use, the school officials in this case did not violate the First Amendment by confiscating the pro-drug banner and suspending Frederick. Pp. 5–15. (a) Frederick’s argument that this is not a school speech case is rejected. The event in question occurred during normal school hours and was sanctioned by Morse as an approved social event at which the district’s student-conduct rules expressly applied. Teachers and administrators were among the students and were charged with supervising them. Frederick stood among other students across the street from the school and directed his banner toward the school, making it plainly visible to most students. Under these circumstances, Frederick cannot claim he was not at school. Pp. 5–6. (b) The Court agrees with Morse that those who viewed the banner would interpret it as advocating or promoting illegal drug use, in violation of school policy. At least two interpretations of the banner’s words—that they constitute an imperative encouraging viewers to smoke marijuana or, alternatively, that they celebrate drug use—demonstrate that the sign promoted such use. This pro-drug interpretation gains further plausibility from the paucity of alternative meanings the banner might bear. Pp. 6–8. (c) A principal may, consistent with the First Amendment , restrict student speech at a school event, when that speech is reasonably viewed as promoting illegal drug use. In Tinker v. Des Moines Independent Community School Dist., 393 U. S. 503 , the Court declared, in holding that a policy prohibiting high school students from wearing antiwar armbands violated the First Amendment , id., at 504, that student expression may not be suppressed unless school officials reasonably conclude that it will â€Å"materially and substantially disrupt the work and discipline of the school,† id., at 513. The Court in Bethel School Dist. No. 403 v. Fraser, 478 U. S. 675 , however, upheld the suspension of a student who delivered a high school assembly speech employing â€Å"an elaborate, graphic, and explicit sexual metaphor,† id., at 678. Analyzing the case under Tinker, the lower courts had found no disruption, and therefore no basis for discipline. 478 U. S., at 679–680. This Court reversed, holding that the school was â€Å"within its permissible authority in imposing sanctions †¦ in response to [the student’s] offensively lewd and indecent speech.† Id., at 685. Two basic principles may be distilled from Fraser. First, it demonstrates that â€Å"the constitutional rights of students in public school are not automatically coextensive with the rights of adults in other settings.† Id., at 682. Had Fraser delivered the same speech in a public forum outside the school context, he would have been protected. See, id., at 682–683. In school, however, his First Amendment rights were circumscribed â€Å"in light of the special characteristics of the school environment.† Tinker, supra, at 506. Second, Fraser established that Tinker’s mode of analysis is not absolute, since the Fraser Court did not conduct the â€Å"substantial disruption† analysis. Subsequently, the Court has held in the Fourth Amendment context that â€Å"while children assuredly do not ‘shed their constitutional rights †¦ at the schoolhouse gate,’ †¦ the nature of those rights is what is appropriate for children in school,† Vernonia School Dist. 47J v. Acton, 515 U. S. 646 , and has recognized that deterring drug use by schoolchildren is an â€Å"important—indeed, perhaps compelling† interest, id., at 661. Drug abuse by the Nation’s youth is a serious problem. For example, Congress has declared that part of a school’s job is educating students about the dangers of drug abuse, see, e.g., the Safe and Drug-Free Schools and Communities Act of 1994, and petitioners and many other schools have adopted policies aimed at implementing this message. Student speech celebrating illegal drug use at a school event, in the presence of school administrators and teachers, poses a particular challenge for school officials working to protect those entrusted to their care. The â€Å"special characteristics of the school environment,† Tinker, 393 U. S., at 506, and the governmental interest in stopping student drug abuse allow schools to restrict student expression that they reasonably regard as promoting such abuse. Id., at 508, 509, distinguished. Pp. 8–15. http://web.law.duke.edu/publiclaw/supremecourtonline/certgrants/2006/morvfre.html Frederick sued Morse, the principal of his high school, under 42 U.S.C.  § 1983, alleging that his First Amendment rights had been violated when Morse suspended him for ten days after he unfurled a banner with the message Bong hits 4 Jesus during a televised parade. The parade took place during the school day; students had been released from school to watch the parade; faculty were present and loosely supervising the event. Frederick was standing across the street from the school when he displayed the banner. Frederick unsuccessfully appealed his suspension administratively before filing his civil rights claim in district court. The district court ruled in favor of the principal. The Ninth Circuit Court of Appeals reversed, holding that the case was governed by Tinker v. Des Moines Independent Community School District, in which the Supreme Court held that school authorities may only suppress the speech of students at school if the authorities can reasonably predict substantial disruption of or material interference with school activities as a result of the speech. Noting that Morse could not have been concerned about the disruption of educational activities resulting from Fredericks speech, the Ninth Circuit reasoned that Morse could not punish Fredericks non-disruptive, off-campus speech, even though he was a student, the speech took place during a school-authorized activity, and the speech promoted a social message contrary to the one favored by the school. Finally, the Ninth Circuit held that Morse was not entitled to qualified immunity from money damages, because her conduct violated Fredericks constitutional rights, the right was clearly established under the law, and it would be clear to a reasonable principal that her conduct was unlawful in the situation [she] confronted.

Quantification of Bioactive Compounds in Mentat Tablet (MT)

Quantification of Bioactive Compounds in Mentat Tablet (MT) An ultra-performance liquid chromatography electrospray ionization tandem mass spectrometry method has been developed and validated for simultaneous quantification of twenty-eight major bioactive compounds in Mentat tablet (MT), a complex Indian herbal medicine used in the treatment of neurological disorder and improvement of mental health. Multiple-reaction monitoring scanning was employed for quantification in positive and negative mode. The analysis was accomplished on Waters AQUITY UPLC BEH C18 column with linear gradient elution of water/formic acid (0.1%) and acetonitrile/formic acid (0.1%) at a flow rate of 0.3 mL/min. The proposed method was validated with acceptable linearity (r2, 0.9984-0.9999), precision (RSD, 0.22–2.11%), stability (RSD, 0.16–1.78%) and recovery (RSD ≠¤ 3.74 %), under optimum conditions. The limits of quantitation were low ranging from 0.28 to 3.88 ng/mL for the 28 compounds. The method was successfully applied to the simultaneous deter mination of 28 compounds in twenty batches of MT tablets. Also, hierarchical cluster analysis and principle component analysis was applied to categorize 20 samples based on characteristics of the 28 bioactive compounds. The results have indicated that this advanced method is rapid, sensitive and suitable to show the real quality of the MT composition and also capable of controlling quality of polyherbal formulations having similar markers/raw herbs. Keywords: Multiple Reaction Monitoring / Multi-Marker Quantification / UPLC-ESI-MS/MS / Hierarchical Cluster Analysis / Principle Component Analysis 1. Introduction Herbal medicines (HMs) refer to one herb or complex mixtures, which usually contains hundreds of chemically different components. Their curative effects are principally based on the synergic effect of their multi-targeting and multi-ingredient preparations [1, 2]. Consequently, quality control becomes troublesome for crude drugs. the method that employs pharmacologically active components to evaluate the quality and authenticity of the complex preparations is confronted with severe challenges. Therefore, better analytical strategies to assure their efficacy, safety, and consistency is essential and in great demand [3]. Moreover, the chemical compounds in the poly herbs in HMs products may vary depending on harvest seasons, plant origins, drying processes and other factors. Thus, it seems to be necessary to determine most of the phytochemical constituents of herbal products in order to ensure the reliability and repeatability of pharmacological and clinical research and to enhance pro duct quality control [4, 5]. Currently, selection of a single or a few specific components from a certain herbal medicine as markers for quality assessment is a widely applied strategy. However, it cannot afford sufficient quantitative information for the other medicinal compositions and cannot accurately reflect the quality of HMs products. All the HMs compositions play important roles in the therapeutic effects. Therefore, selecting multiple constituents from different medicinal herbs as evaluation markers has been gradually applied for the quality control of HMs [6, 7]. Mentat tablets (MT, commercial product) is a polyherbal medication with each tablet composed of multiple herbs extracts (listed in Table S1). Major contributed herbs are Bacopa monnieri, Centella asiaticaand Withania somnifera. MT is a unique all-natural multi-ingredient formula that promotes brain health. It improves the mental quotient, memory span, concentration ability, stress threshold and exhibit significant anti-parkinsonian activity. MT also offers protection against convulsions, which is beneficial in insomnia with its sedative and tranquilizing effects [8-10]. Chemically bacosides, saponin mixture in B. monnieri, triterpenoid glycosides in C. asiatica, steroidal lactones in W. somnifera are the major representative ingredients in MT, in comparison to others. [11-14]. Phytochemical investigations show important classes of bioactive constituents in selected plants which are as in combination of MT that are responsible for the bioactivity [15-20]. Literature survey reveals various analytical methods including thin layer chromatography (TLC) [21], high performance thin layer chromatography (HPTLC) [22, 23], liquid chromatography (LC) [6, 24, 25], liquid chromatography coupled with mass spectrometry (LC-MS) [26-29], nuclear magnetic resonance (NMR) [30] for the quantitative analysis of the bioactive constituents in HMs to assess the quality of the complex preparations. To the best of our knowledge, there is no method reported for the simultaneous estimation of selected 28 multi-markers in herbals by UPLC-ESI-MS/MSand no such approach has been explored on this important drug combination for quality and consistency evaluation of this herbal preparation. Natural alteration in preparation processes and climate affects the safety and batch-to-batch uniformity of HMs products. Highly sensitive analytical methods are thus required to identify ingredients and evaluate batch-to-batch variation. Compared to conventional TLC, HPTLC, HPLC method which are less sensitive and takes longer analysis time, UPLC-ESI-MS/MS method in multiple reaction monitoring (MRM) mode is more powerful approach. Due to its rapid separation power, low detection limit, high sensitivity, selectivity and specificity, UPLC-ESI-MS/MS offers effective detection to quantify multi-ingredients in complex sample matrices. Previous methods reported in literature only contained one or few compounds, without the consideration of other active ingredients. This paper describes for the first time a simple, accurate and reliable UPLC-ESI-MS/MS method for the simultaneous determination of 28 multiple bioactive compounds from different polyherbs viz., bacoside A (mixture of bacoside A3, bacopaside II, bacopaside X and bacopasaponin C), withanolide-A, withaferin-A, asiaticoside, madecassoside, jatrorrhizine, palmatine, magnoflorine, curcumin, gallic acid, protocatechuic acid, ferulic acid, caffeic acid, ellagic acid, rosamarinic acid, ursolic acid, catechin, apigenin, luteolin, quercetin, rutin, kaempferol-3-O-rutinoside, corilagin, chrysin and chlorogenic acid with single runtime of 10 min. This method is intended not only for quality control of commercial polyherbal formulated products but also for efficient evaluation of raw materials. The quantitative results were further analyzed by multivariate statistical analysis i.e., hierarchical cluster analysis (HCA) and principle component analysis (PCA) to provide more information about the ch emical differences and batch-to-batch variations. Chemical Structures of all analytes and internal standards were showed in Fig 1. 2. Experimental 2.1 Reagents and materials The reference standards (purity≠¥90%) bacoside A (mixture of bacoside A3, bacopaside II, bacopaside X and bacopasaponin C) was purchased from Natural Remedies Pvt. Ltd. Apigenin, kaempferol-3-O-rutinoside, protocatechuic acid, rosamarinic acid, caffeic acid, ferulic acid, ursolic acid, palmatine, withanolide-A, withaferin-A, asiaticoside, madecassoside, jatrorrhizine, magnoflorine, catechin, chlorogenic acid, curcumin, rutin, corilagin, chrysin, gallic acid and ellagic acid were purchased from Sigma Aldrich Ltd. (St. Louis, MO, USA). Reference standards of quercetin, luteolin and internal standards (IS) andrographolide and piperine were purchased from Extrasyntheses (Genay, France). Twenty different batches of Mentat tablets produced by Himalaya Drug Company, Bangalore, India were purchased from local drug stores from different places in India (Table S2). For all solutions and dilutions, methanol, acetonitrile (LC-MS grade) and formic acid (analytical grade) were purchased from Fluka, Sigma–Aldrich (St. Louis, MO, USA). Milli-Q Ultra-pure water was obtained from a Millipore water purification system (Millipore, Milford, MA, USA). 2.2 Preparation of standard solutions and samples A stock solution containing 28 standards i.e., bacoside A (mixture of bacoside A3, bacopaside II, bacopaside X and bacopasaponin C), withanolide-A, withaferin-A, asiaticoside, madecassoside, jatrorrhizine, palmatine, magnoflorine, curcumin, gallic acid, procatechuic acid, ferulic acid, caeffic acid, ellagic acid, rosamaric acid, ursolic acid, catechin, apigenin, luteolin, quercetin, rutin, kaempferol-3-O-rutinoside, corilagin, chrysin and chlorogenic acid were weighed accurately, dissolved in pure methanol.The working standard solutions were prepared by diluting the mixed standard solution with methanol to a series of concentrations within the ranges from 1 to 1000 ng/mL used for plotting the calibration curves. Meanwhile, each standard was also prepared respectively. The coating of each samples were removed completely, and the remains were smashed into powder. Pulverized sample (0.5g) was weighed precisely, and sonicated by ultrasonicator (53 KHz, Bandelin SONOREX, Berlin) using 50 ml 100% methanol at room temperature for 30 min. The extracted solution was centrifuged at 15000 rpm for 10 min, and the supernatant was filtered through a 0.22  µm syringe filter (Millex-GV, PVDF, Merck Millipore, Darmstadt, Germany) to obtained 10,000  µg/ml. The à ¯Ã‚ ¬Ã‚ ltrates were diluted with methanol to final working solutions and analyzed directly by UPLC-ESI-MS/MS. The internal standards andrographolide for negative mode and piperine for positive mode were spiked to each working concentration of mixed standards solution and sample solution at a final concentration of 50 ng/mL (50  µL of internal standards mixture of 1000 ng/mL of each in methanol) were mixed properly. All solutions were stored at -200C until use and sonicated prior to injection. 2.3 Instrumentation and analytical conditions An Acquity ultra-performance liquid chromatography (UPLCTM) system consisting of an auto sampler and a binary pump (Waters, Milford, MA was used for analysis. The compounds were separated on an Acquity BEH C18 (2.1 mmÃâ€" 50 mm, 1.7 µm; Waters, Milford, MA) analytical column at a column temperature of 25à ¢- ¦C. A gradient elution was achieved using two solvents: 0.1% (v/v) formic acid in water (A) and 0.1% (v/v) formic acid in acetonitrile (B) at a flow rate of 0.3 mL/min. The gradient program consisted of an initial of 5% with linear increase from 5% to 60% B over 1.85 to 7.5 min and increased from 60% B to 90% B over 8.5 min, which was maintained for 1.5 min, followed by a return to the initial condition over 2.5 min with a sample injection volume of 5 µL. The UPLC system was interfaced with hybrid linear ion trap triple-quadrupole mass spectrometer (API 4000 QTRAPâ„ ¢ MS/MS system from AB Sciex, Concord, ON, Canada) equipped with electrospray (Turbo V) ion source. The optimized parameters for positive mode were as follows: the ion spray voltage was set to 5500 V; the turbo spray temperature, 550à ¢- ¦C; nebulizer gas (gas 1), 50 psi; heater gas (gas 2), 50 psi; collision gas, medium; the curtain gas (CUR) was kept at 20 psi. Optimized parameter for negative mode were as follows: the ion spray voltage was set to −4200 V, the turbo spray temperature, 550à ¢- ¦C; nebulizer gas (gas 1), 20 psi; heater gas (gas 2), 20 psi; collision gas, medium; the curtain gas (CUR) was kept at 20 psi. Quantitative analysis was performed using multiple-reaction monitoring (MRM) mode and its conditions were optimized for each compound during infusion. For full scan ESI-MS analysis, the spectra covered the range from m/z 100 to 1000. Analyst 1.5.1 software package (AB Sciex) used for instrument control and data acquisition. The results of the precursor ion, product ion, corresponding declustering potential (DP), entrance potential (EP), collision energy (CE), cell exit potential (CXP) were shown in Table S3. 2.4 Multivariate analysis Hierarchical cluster analysis (HCA) is a tool to identify relatively homogeneous groups of cases based on selected characteristics, using an algorithm that starts with each case in a separate cluster until only one is left. In the experiment, HCA of 20 batches of samples were performed, in which a method called average linkage between groups was employed and 28 markers were selected as the measurement. Similarly, Principal component analysis (PCA) was carried out based on the contents of quantified 28 bioactive compounds in 20 batches of samples. All the experiment was done using software STATISTICA 7.0. When the contents of investigated compounds were below the quantitation limit or not detected in the samples, the values of such elements were considered to be zero.

The Stoics and Socrates :: essays research papers

The Stoics and Socrates The question of the reality of the soul and its distinction from the body is among the most important problems of philosophy, for with it is bound up the doctrine of a future life. The soul may be defined as the ultimate internal principle by which we think, feel, and will, and by which our bodies are animated. The term "mind" usually denotes this principle as the subject of our conscious states, while "soul" denotes the source of our vegetative activities as well. If there is life after death, the agent of our vital activities must be capable of an existence separate from the body. The belief in an active principle in some sense distinct from the body is inference from the observed facts of life. The lowest savages arrive at the concept of the soul almost without reflection, certainly without any severe mental effort. The mysteries of birth and death, the lapse of conscious life during sleep, even the most common operations of imagination and memory, which abstract a man from his bodily presence even while awake; all such facts suggest the existence of something besides the visible organism. An existence not entirely defined by the material and to a large extent independent of it, leading a life of its own. In the psychology of the savage, the soul is often represented as actually migrating to and fro during dreams and trances, and after death haunting the neighborhood of its body. Nearly always it is figured as something extremely volatile, a perfume or a breath. In Greece, the heartland of our ancient philosophers, the first essays of philosophy took a positive and somewhat materialistic direction, inherited from the pre-philosophic age, from Homer and the early Greek religion. In Homer, while the distinction of soul and body is recognized, the soul is hardly conceived as possessing a substantial existence of its own. Severed from the body, it is a mere shadow, incapable of energetic life. Other philosophers described the soul's nature in terms of substance. Anaximander gives it an aeriform constitution, Heraclitus describes it as a fire. The fundamental thought is the same. The soul is the nourishing agent which imparts heat, life, sense, and intelligence to all things in their several degrees and kinds. The Pythagoreans taught that the soul is a harmony, its essence consisting in those perfect mathematical ratios which are the law of the universe and the music of the heavenly spheres. All these early theories were cosmological rather than psychological in character. Theology, physics, and mental science were not as yet distinguished. In the "Timaeus" (p.

The Dictators Essay -- History, Politics, War

The twentieth century, unlike any other before it, saw dramatic changes in many different areas such as science, technology, politics, religion, and society. One of the most important and definitely the most obvious change is the increasing deadliness of war. Granted, people have died in wars from the very beginning, but in the twentieth century wars began to generate much higher body counts both among the contending armies and among civilian populations, the latter being the most drastic change in number of casualties. Similarly, in the twentieth century, two opposing dictatorships arose. Although both had many similarities, they represented the culmination of two different political ideologies that had flourished in Europe since the mid-nineteenth century. It all stems back to World War I, which produced a disillusioned public that increasingly sought to change their circumstances in life but attempted to do so outside of the established system. The two regimes are simply th e two exact extremes that were produced in this reaction. National Socialism represents an ultra-conservatism that goes way beyond the boundaries of conservatism as known today, whereas Communism represents ultra-liberalism. Because these two were so ideologically extreme on the right and left ends of the political spectrum respectively, in fact, the wrapped all the way around, so to speak, so that they were not actually that far from each other ideologically after all. So, the question is: if the ideology of the two regimes was so different, why then were there so many similarities? What really tied them together was the rejection of the same prevalent doctrine: liberalism (Overy 639). Both preached against the bourgeoisie and praised the common ... ...ent a similar occurrence in the future. It is important to look at these as archetypal examples of repression born from paranoia and ideologies twisted into bizarre shadows of their former intent. Although they are the two most studied and famous, there are other regimes throughout global history that can be approached in much the same way. For example, in terms of ideology, an historian could approach communist China or, in terms of genocide, one could approach the Khmer Rouge regime in Cambodia using the knowledge gleaned from the study of National Socialism and Communism. Similarly, it may be possible to use that same knowledge to foresee when a country might be headed towards such a regime and to attempt to prevent it from doing so. That way, the legacy of these regimes is not one of terror and bloodshed but instead one of helping to prevent more bloodshed.

Essay Animal

Eating Animals by Jonathan Saffron Foyer's he talks about his journey as a meat eater. Fore discuses his family eating styles and how he believe he will raise his son. Food is key for every person, but what you eat and what you don't eat shapes who you are. Fore and his wife both had very particular views on being meat eaters. In a way they both hated what they were doing, but because of they way they were brought up they could not stop them from doing so. For this same reason he started researching on how he should raise is unborn child, meat eater or vegetarian.Fore starts off by talking about his grandmother and how her eating habits and cooking methods affected them as children. The grandmother, also known as â€Å"Greatest Chef who ever lived†, had been threw the depression and many vulnerable times. Fore tells us she had very strict rules on letting food go bad and throwing away expired food. She had seen such harsh times that she mad sure she always made the right amoun t of food so nothing would ever go to waste. The grandmother had seen the worst oftentimes, but she made sure her family ate well but did not take what they have for granted.Fore believes many people do not understand what and whom they are eating. He also falls under this category; he does not count himself out. Offers talks about how people have pet dogs and view them as a part of family, but on the other hand cook and eat a chicken. He tries to grasp this idea that has been passed down generation after generation but he cannot come to a solid conclusion on why this happens. And with his new born on the way he is looking into if he wants to pass on these beliefs to his child or to change what has been passed down and start something new.

Development of child

Years As a child grows the changes In weight and height size are measured on d centile chart, these charts show the expected pattern at the particular ages. Development refers to the skills and abilities that you learn through life, but as we all know children are all Individual and so when centile charts are used they are based on the â€Å"average† child but all children meet these different goals in their own time and dont always fit nicely into the correct average box. A new born cannot its support own head as it has not learned any skills yet.By three months the baby Is now able to hold Its head and to look around. By SIX months or about that they can sit unsupported and start to learn how to move by crawling and shuffling. By 1 year they can usually manage a few steps holding on to an adults hands and enjoy being on their legs and bouncing whilst being supported. By the time they are sixteen months most should be mobile and walking around independently. This would start by walking along furniture. A baby gains 700-900g a month in weight up until it is six months old, but this slows to 450-600g per month fter the age of six months.It Is expected by 1 year they should have tripled their birth rate. By 3 months a baby has learnt to Imitate facial expressions and learns how to smile when being talked to. They explore with their mouths and hands and babbling as they get older helps to develop speechm By 2 they have learnt to use key objects like spoons. At around 19 months they will play, they only tend to play alongside other children as they haven't learnt how to play or Interact with other children yet. Crying is the only way tor small babies to communicate when their needs are not eing met and they learn to turn head, shut eyes and cry when they do not like something.Equally they learn how to smile and giggle to express when they want more of something They start to use and develop the 6 senses seeing, learning, smelling, touching and tasting. By th e age of 2, children should be able to say 40-50 words. 2-5 years Once a child reaches 2 it starts to become stronger. taller and leaner and will lose the baby shape. They will continue to gain a steady weight. Between 2 and 5 they develop their vocabulary and by the age of 5 they should be able to hold a conversatlon ana Know tnousanas 0T wards ana tories. ney snou10 De aDle to start At 2 most children should be able to climb the stairs one by one and also to kick a ball. They should be able to do simple mark making on paper with a pencil and by 5 they should be able to writs some letters and start to dress themselves. From 2 they start to learn letters, colours and counting and start to thing and reason more. Between the age of 2 and 5 most children slowly start to learn how to manage their feelings, The â€Å"terrible two's† refers to them not being able to master the feelings and not understanding they that can't always get their own way.By 5 they should ave learnt how to control their feelings and understand why â€Å"yes† is not always possible. By 5 friends have become a lot more important. By 5 a child should have developed their fine motor skills enough that they can draw pictures that resemble objects such as a â€Å"man† or a â€Å"house†. 5-8 Years Between the ages of 5-8 years children have a great desire to fit in, to be liked and to be accepted by their friends. This is sometimes essential to self-esteem. During these years children start to understand rules and understand why we have them.During these years children will often learn how to climb, swim, throw a ball and ride a bike ithout stabilisers. Between these ages children will start to better understand tenses; â€Å"past, present, future† and will start to tell Jokes and start to really enjoy reading. They continue to grow taller and gain weight. By the age of 6 they should be able to start writing independently. As stated, all children will develop at their own rate and so when some can already read others are still learning simple words.Under no circumstances should children ever be compared as they are individual. In their own right and children are always good at something and should never be ade to feel less important than others. Q2: Analyse key social economic and environmental factors which influence development. Children can be affected by many social economic and environmental factors some of which can be positive and some are negative. Young children are vulnerable and things can affect them much more than adults. One main factor of social development is love. Is the childe loved and made to feel safe?If these factors are not being met then a child's development can be hindered greatly. A child that is shown a high level of love and affection is normally happy both motionally and physically and will be able to progress and develop in line with its peers. Parenta I Interactlon can De sucn a posltlve tnlng. Parents wno sp end time playing and teaching their children through reading, games and other such activities will have a positive effect on their children, whereas parents that ignore and don't interact with their child will have a negative effect on their development.Children with a supportive home nursery school life will thrive best, children that live with ridicule learn to be shy where as children who live with encouragement learn to be confident. Nutrition can impact life greatly too. We all know that if you consume unhealthy foods you will gain weight, you will feel lethargic and not feel your best, if a child in not taught this then they will continue these bad habits in later life. This in turn can affect the heart, liver lungs and have a knock on effect on their whole lives.Illness allergies and other health conditions can also play a huge part in the development of a child and can sometimes effect height and weight. Unfortunately in this economic climate many people are living on the br ead line sometimes Just feeding the family is hard enough without the added worry of healthy ood too. Other things can effect children's development, divorce, death, illness moving house can all take its toll on a venerable child.A child that is taught to deal with their emotions and encouraged to talk about things will help then to deal with future life. Q3. Describe children's overall development needs. Children need to be loved nurtured and made to feel safe. When a child feels loved, support, cared for and affection then in turn they feel content, confident and secure. They need to know that their home life is stable, if they don't feel this or if parents eparate it can lead to unsettled nights, bed wetting and general feelings of insecurity.A good healthy diet with lots of fruit and vegetables with lots of exercise and fresh air will help aid a child's development. Praise, support, encouragement and adult and child interaction will help a child to develop a well-rounded balance to be able to advance on to make friendships, to do well in school and to grow into respectable adults. A child that lives with negativity will likely end up being negative. very cn a aeserves a nappy cnllan wltn lots 0T wonaerTul memorles.

How Do Schools Help Children Develop Critical Thinking...

It’s Critical to Get Children Thinking Although schools have recently incorporated requirements to help the development of critical thinking, it remains a skill that is often learned outside of the classroom. Through the program of Common Core, schools have created an environment of higher standards and problem solving courses. Along with critical thinking, abstract thinking looks at the deeper meaning of things, and they both begin in young ages in children. The jump from concrete to abstract and critical thinking comes with time and lessons from not only the classroom, but everyday experiences. How do schools help children develop critical thinking skills and move on from concrete to abstract thinking? The brain is an intricate part†¦show more content†¦However, the school districts are now realizing that students need the ability to think on their own so they have created Common Core, a new set of standards that has the children working at a higher level of thinkin g. Common Core was created due to the higher level of learning going on internationally. The focus of these standards are for the student to apply their knowledge and prepare for future careers. One main component is critical thinking and the ability to analyze information and solve complex problems with these skills. The new rigorous standards are used across the United States(Core Standards). There are said to be six stages of critical thinking, the unreflective, challenged, beginning, practicing, advanced, and accomplished thinker. The unreflective thinker is unable to asses their thinking skills while in the second stage of challenged thinkers, they are becoming aware and figuring out problems. The beginning thinker is similar to concrete thinking, which contains no depth, it regards to the facts and thinking in the periphery. At the fourth stage, the practicing thinker is developing the knowledge for systematic practice, while the advanced thinker now has good habits and can ac tively analyze information. Lastly, the accomplished thinker can access their intuitiveness and take a position on things in everyday life(Edler, Paul).

Implementation of the Iom Future of Nursing Report Essay

Implementation of the IOM Future of Nursing Report Grand Canyon University: NRS 440V Implementation of the IOM Future of Nursing Report In 2010, the Patient Protection and Affordable Care Act, or PPACA gave many Americans the opportunity to have health care coverage that previously may have not been available to them. The reform is primarily aimed at decreasing the number of uninsured and underinsured Americans. The landscape of health care is changing and nursing is evolving alongside it. This health care overhaul gives nurses a vital role in leading the reform revolution. With more than three million strong, nursing is the biggest sector of the nation’s health care labor†¦show more content†¦xi). The IOM stressed that â€Å"nurses have key roles to play as team members and leaders for a reformed and better-integrated, patient-centered health care system† (IOM, 2011, p. xi). The report shows that the part of nursing must be expanded so that nurses are able to practice to the fullest degree of their education and training. Currently, advanced practice nurses (APRNs) work according to the scope of practice guidelines set forth by their individual state, meaning these highly educated nurses may not be working to the extent of their training but to the individual state laws. The report offers recommendations to streamline these idiosyncrasies and get rid of the red tape so that nurses can work in their appropriate manner and deliver safe quality care to some 32 million Americans who will before long gain access to health care services (American Association of Colleges of Nursing [AACN], 2012). The report correspondingly finds that nurses need to attain advanced levels of education and training through an enhanced education structure which encourages a cohesive academic progression as to safeguard the delivery of quality health care services. Patients are bec oming progressively more complex and nurses need to attain the proper skills to care for these persons. Nursing education must embrace the continuous move towards a streamline approach to higher degree programs (Institute of Medicine [IOM], 2010, p. 2). Nurse residency programsShow MoreRelatedThe Future of Nursing999 Words   |  4 PagesFUTURE OF NURSING * SUTHA FERNANDO – DATE: 12-23-2012 GRAND CANYAN UNIVERSITY ABSTRACT The Institute of Medicine has thoroughly analyzed the Future of Nursing and submitted report. The Institute of Medicine (IOM) is a nonprofit organization that works independently, provides unbiased and authoritative advice to general public as well as government. In this essay we would discuss about the significance of report and recommendations of IOM. In 2010 the IOM has advised the GovernmentRead MoreImplementation Of The Institute Of Medicine Essay1277 Words   |  6 PagesBenchmark Assignment: Implementation of the institute of Medicine (IOM) Future of Nursing Report Many years ago in the United State of American, several individuals in this country could not afford the pay the high cost of health coverage, but with new initiative of the Patient Protection and Affordable Care Act (PPACA) by the president, these individuals can receive care through affordable healthcare. In 2010, the report by the implementation (IOM) future of Nursing came into reality. Many individualsRead MoreThe Nursing Profession1409 Words   |  6 PagesThe nursing profession is probably one of the most prominent and important sectors of health care in the United States today. According to the Institute of Medicine (2010, p. 1), the profession includes more than 3 million members. With a workforce of such size and strength, it follows that the effects of the nursing profession upon health care should be both significant, evolutionary, and highly beneficial to the population it serves. However, it has been found that a number of barriers preventRead MoreThe And Quality And Safety Education1692 Words   |  7 Pagesof Nursing (AACN), the Institute of Medicine (IOM), and the Quality and Safety Education for Nurses (QSEN) emerged because of a need for improved nursing education and nursing practice. The AACN continually recommends policies that develop nursing education programs. Subsequently, the AACN promotes exceptional patient care. Similarly, IOM assists healthcare facilities in both the government and private sector by providing evidence-based advice for health decisions (Wujcik, 2012). The IOM worksRead MoreImplementation Of The Iom Future Of Nursing1172 Words   |  5 PagesImplementation of the IOM Future of Nursing (FON) Report. Nursing profession is Americas one of the biggest sector in health care workforce, which consists of more than 3 million members. Numerous obstacles refrain nurses in responding well to fast moving health care surroundings and growing health care system. These obstacles should be astounded to make sure that nurses are in a better position to promote change and health development. This essay discusses the implementation of IOM report â€Å"FutureRead MoreImplementation Of The Institute Of Medicine1016 Words   |  5 Pages Implementation of the Institute of Medicine (IOM) Future of Nursing Report Introduction The focus of this paper is based on the importance of the IOM report on the â€Å"Future of Nursing† in relation to nursing practice, workforce development and the nursing education. The standard of practice coupled with professional accountability in addition to professional development forms the foundation for the nursing profession as it continues to evolve with the ever-changing needs of those they serve, beRead MoreThe s Transformation Of Nursing Profession954 Words   |  4 PagesNursing profession is the major group of staff in health care system. Nurses plays vital role to achieve goal of affordable care act, a new health care reform. Many obstacles may be on the road prevent nurses from being able to work effectively to implement new health care system. These obstacles need to be cleared first so that nurses are positioned well to lead change and advance health. This paper discusses on the main message of IOM report, initiatives and role of the Robert Wood Johnson FoundationRead MoreProfessional Development In Nursing848 Words   |  4 PagesDevelopment of Nursing Professionals Transformation of Nursing Profession to meet Future Healthcare Needs Edna Iwundu, Grand Canyon University, Phoenix Arizona: NRS 430 V-0504 October 14, 2017 Transforming Nursing Profession to meet Future Healthcare Demands The health care system and nursing practices are undergoing rapid changes, which are as well becoming complex. Preparing nurses balance these changes is a significant challenge. The Institute of Medicine (IOM) report explored how nursing professionRead MoreIom Report On Err Is Human Essay1355 Words   |  6 PagesIOM Report To Err is Human Over a decade ago, the Institute of Medicine (IOM) published a report that startled the healthcare profession and shook up the public on a national and global level. IOM’s report To Err is Human (IOM, 1999), revealed the astronomical number of patient lives lost due to preventable and avoidable patient care errors (IOM, 1999). The IOM report begins with the blunt statement, â€Å"health care in the United States is not as safe as it should be—and can be† (IOM, 1999, p. 1)Read MoreFuture of Nursing1315 Words   |  6 PagesThe Future of Nursing July 14, 2013 The Future of Nursing According to the Institute of Medicine (IOM), the nursing profession is the largest population in the nation s health care workforce with over three million members. Because of this, nurses have a fundamental role in the transformation of the nation s rapidly changing health care environment. To achieve this role, the IOM addressed several key recommendations to serve as a guide to the direction of the future of nursing (Institute