IB Price Floors Commentary Essay

Price floors are instruments that are used by the government to raise the minimum price at which the goods can be sold at, hence increasing the quality of life of the people that are producing the good. Rice from Thailand was being sold at 13,00 thousand baht, however the price floor that the government has introduced has pushed the lowest price for rice up to 15,000 baht which is significantly higher than the previous price. This will cause the supply curve to shift to the right as shown in diagram 1 below. The effect of the price floor is shown in diagram 2 below. Before the government decided to add the price floor, the market equilibrium was at quantity Qe at the price Pe. The government decides to impose a minimum price of Pmin. This is done to increase the revenue of the farmers of rice, however this creates a new problem. At the new price of Pmin, only Q1 will be demanded, however Q2 will be supplied. If the government decides that it is not going to intervene any further, the quantity that is consumed will actually be reduced from Qe to Q1. The excess supply that is generated will create problems. As the farmer whave an excess supply from Q1 to Q2. They will try to get rid of the stock, even if it means that they have to sell it at a price that is lower than the market price that is set by the government. To resolve this issue, the government needs to intervene and buy all the stock that cannot be sold. This will reduce the amount of surplus that exists in the market. Rice is a staple good in Hong Kong; many families depend on rice to make up a majority of their diet.

Nursing ethics

The ethical concerns that I have related to this dilemma are many. What is the doctor’s responsibility to try to stop the mother’s contractions? What are the limits of the attempts that should be made to save the child?   Should the mother be allowed to risk her own life to attempt to save the life of a child that is probably not viable outside the womb? Should the doctor plan a cesarean section despite the fact that the infant will probably die as soon as it is removed from the mother’s womb?   I can’t imagine making this decision personally, but many mothers are forced to make it every day. Here is the situation that lead to my ethical quandary.I have a patient who is 3 week ante partum and has had premature rupture of membranes. This condition could cause hemorrhaging for her and death of the infant in uterus. In layman’s terms, both she and the infant are at risk of death. She is starting to contract and the physician will not do anything si nce the fetus is not considered viable. The physician has described the issues of having a vaginal birth versus a cesarean section with this patient because the fetus is breech.The patient wants everything to be done to save this baby. As described above, the issues are exceedingly complex. The physician appears to have determined that the child is a lost cause and is thinking only of the health of the mother, but this is contrary to her wishes. Should the mother’s desire to save her child be allowed to override her own survival instincts? And, what role, if any, should the child’s father have in decision-making process?My literature survey for this situation was amazingly frustrating. I expected there to be a great deal of study materials available regarding this topic. It is, in essence, the quintessential ethical debate: do you save the life of the mother or the life of the child?   And, there is the question of the doctor’s ethics. Should he be able to det ermine the best medical course of action if it is contrary to the mother’s wishes? And, who determines when a fetus is viable? Can we allow it to be based on an arbitrary date?I found a lot of older research regarding the ethics of abortion and approaching the discussion of fetal viability from that point of view, but there was nothing recent and nothing than dealt with miscarriages as opposed to abortion. And, there was nothing that talked about the discussion of the life of the mother versus the life of the child. I think this would clearly be a great place for additional study.I think specifically the ethical question of whether medical decisions should be made contrary to the patient’s wishes should also be considered. Right now, as a society, we allow a person to make their own decisions about their health care even though we do not allow them to determine when or how they die.What I did find were several articles regarding the mental trauma that miscarriage and s tillbirth inflict on the mother and an interesting article promoting the development of advanced directives regarding pregnancy health care. Of all the articles, this is the one that I found most interesting and directly applicable to the situation at hand.In this article, Anita Caitlin proposes that obstetricians think outside the box and promote the development of advanced directives for prenatal and delivery care.   The proposal is simple, just as a person can create a living will for care during a terminal illness or traumatic injury, a pregnant woman would in her early weeks of pregnancy discuss in depth with her doctor the potential things that could go wrong and develop a plan of action.   For instance, a woman would decide at the very beginning of the pregnancy what circumstances would lead to her decision for a cesarean section (Caitlin, 2005).This would eliminate the need to make the decision during a high stress time, since we can assume that such decision would cause stress, and at a time that the mother’s mental and emotional state is impacted by the high levels of hormones associated with pregnancy. I understand that being able to hold a woman to the advanced directives would be impossible, but a woman could elect to rely on the already issued directive and not add the trauma of making a decision to an already stressful time.This would also allow the person to discuss the eventualities with those whom she believes have a right to have a say in her life instead of just those that the laws say have a right to assist with her decision-making (next of kin, when the patient is incapacitated).Another article that drew my attention that I found in my literature review was a discussion about the ethical concerns some doctors have about making medical recommendations that are contrary to their own moral and ethical beliefs.â€Å"A growing number of doctors, nurses, and pharmacies are refusing to provide, refer, or even tell their patients abou t care options that they feel are not in keeping with their own personal religious beliefs,† stated Barbara Kavadias, Director of Field Services at the Religious Coalition and leader of the three-year project that created In Good Conscience. â€Å"Institutions are refusing to provide essential care, citing their religious commitments.† (Bioweek, 2007)This is a growing ethical trend in medical care that I have some major concerns with. Take, for instance, the case of my current patient. If she were (or is) being treated by a doctor who believes all life is sacred, he might be willing to risk the life of the mother in an effort to try to save the child. In this case, it is difficult to determine how a person with these moral concerns might treat the patient. Taking the child via c-section is probably the best for option to preserve the mother’s life. It may result in the immediate death of the fetus. Waiting and trying to abate the mother’s contractions may provide the child with a greater chance of survival, but also puts extra risk on the mother’s life. At that point, what are the criteria used by those with this moral outlook to determine the proper course of action?These questions are likely to grow in controversy as technology increases and the fetus is increasingly viable outside of the womb. The more that society becomes able to keep a child alive without the benefit of the mother, the more questions regarding the ethics of doing so or not doing so will grow in prominence. It is absolutely possible that with increasing medical technology and the ability to prolong life we will have additional debates regarding who gets to determine what lives are worth saving and what lives are lost.I believe that a trend toward making informed decisions is a good one and a move in the right direction, taking people away from having to make a decision in a crisis situation. I also think that it is worthwhile to discuss the role of the fat her in the decision-making process. Because of the trend toward increasing women’s rights and in an effort to prevent a return to the days of the complete male dominance, society appears to be moving away from the rights of a souse to have a say in decisions that affect them.For example, the birth of a child is an 18-year (minimum) commitment for men as well and in an effort to secure the rights of women, we have completely removed the father from the decision-making process. As a human, I believe that ultimate control of a person’s body should be his or her own, but it is also reasonable to believe that a spouse (or life partner) should have some say in the decision. In the case of m patient, I cannot believe that a loving partner would encourage her to risk her own life for the tiny chance to save a child which would already have been lost if not for technology.Works CitedCaitlin, Anita. â€Å"Thinking Outside the Box: Prenatal Care and the Call for a Prenatal Advan ce Directive†Journal of Perinatal & Neonatal Nursing. Frederick: Apr-Jun 2005. Vol. 19, Iss. 2; pg. 169.Geller, Pamela A. â€Å"Understanding distress in the aftermath of miscarriage† Network News. Washington: Sep/Oct 2002. Vol. 27, Iss. 5; pg. 4.Klier, C. M. , P. A. Geller, J. B. Ritsher. â€Å"Affective disorders in the aftermath of miscarriage: A comprehensive review†,Archives of Women's Mental Health. Wien: Dec 2002. Vol. 5, Iss. 4; p. 129.‘Religious Coalition for Reproductive Choice; Religious Leaders Call for New Efforts to Reverse Growing Imposition of Sectarian Religious Beliefs on Reproductive and End-of-Life Care† Biotech Week. Atlanta: May 9, 2007. pg. 973 Nursing Ethics Nursing EthicsCaring has long been claimed as a concept at the heart of nursing, sometimes described as the thing that distinguishes nursing from other professions. Care is increasingly recognized as the moral foundation, ideal and imperative of nursing. What counts as caring at any particular historical moment is highly dependent on context; meanings of care are historically contingent and change over time. Caring is not just a subjective and material experience but one in which particular historical circumstances, ideologies and power relations create the conditions under which caring can occur, the forms it takes and the consequences it will have for those who undertake it.Ethical selves are shaped by social discourses that situate care in relation to broader formations of gender, religion, class and ethnicity as well as factors such as age, nationality and physical location. Since 1900 no decade has passed without publication of at least one basic text in nursing ethics with one of the first discrete texts on nursing ethics being published as early as 1888 (Orr   2004). Since the inception of modern nursing in the last century, nurses globally have taken seriously their moral responsibilities as health care practitioners; they have also taken seriously the issues which have emerged as a consequence of their attempts to fulfill these responsibilities effectively.As professionals working in the health care domain, very clear that nurses like other health care professionals cannot escape the tensions that are being caused by the radically opposing and competing moral viewpoints that are presently pulling the health care arena and indeed the world apart. An important question to arise here is: how can the nursing profession best respond to this predicament? There is, of course, no simple final answer to this question.Nevertheless there is at least one crucial point that needs to be made, and it is this: it is vitally important that nurses learn to recognize t he cyclical processes of social and cultural change, and realize that they themselves are participants in this change. Once realizing this, they also need to learn that, as participants in these cyclical transformations, they are positioned and have a stringent moral responsibility to sensitively and artfully advocate for the mediation of the extreme and multiple positions they might (and very often do) find themselves caught between. They also have a moral responsibility to facilitate this mediation by acting as mediators themselves.Nursing ethics can be defined broadly as the examination of all kinds of ethical and bioethical issues from the perspective of nursing theory and practice which, in turn, rest on the agreed core concepts of nursing, namely: person, culture, care, health, healing, environment, and nursing itself (Narvà ¡ez & Rest 1994). In this regard, then, contrary to popular belief, nursing ethics is not synonymous with (and indeed is much greater than) an ethic of c are, although an ethic of care has an important place in the overall moral scheme of nursing.Nursing, like other health professionals, encounter many moral problems in the course of their everyday professional practice. These problems range from the relatively simple to the extraordinarily complex, and can cause varying degrees of perplexity and distress in those who encounter them. For instance, some moral problems are relatively easy to resolve and may cause little if any distress to those involved; other problems, however, may be extremely difficult or even impossible to resolve, and may cause a great deal of moral stress and distress for those encountering them.In making an interpretation of the particular situation in which there is a moral problem, persons who have empathy and can take the perspective of others, and who care for others – even people who are quite different from themselves – are likely to exhibit high levels of moral sensitivity. A person must be able to reason about a situation and make a judgment about which course of action is morally right, thus labeling one possible line of action as what ought morally to be done in that situation (Narvà ¡ez & Rest 1994). Both a strong desire to do what is most morally defensible and a strong caring for other humans is necessary in order for a professional person to put aside a possible action that would serve self-interest in favor of the most ethical alternative action.Nurses have as much independent moral responsibility for their actions (and omissions) as they have independent legal responsibility, and are just as accountable for their practice morally as they are legally. Nurses must be accorded the recognition and legitimated authority necessary to enable them to fulfill their many and complex responsibilities as professionals bound by agreed standards of care. It can be seen that the prospects of virtue ethics are indeed promising in nursing ethics.The agreed ethical standards o f nursing require nurses to promote the genuine welfare and wellbeing of people in need of help through nursing care, and to do so in a manner that is safe, competent, therapeutically effective, culturally relevant, and just. These standards also recognize that in the ultimate analysis nurses can never escape the reality that they literally hold human wellbeing in their, and accordingly must act responsively and responsibly to protect it (Bioethics for beginners). These requirements are demonstrably consistent with a virtue theory account of ethics.The nursing profession worldwide has a rich and distinctive history of identifying and responding substantively to ethical issues in nursing and health care domains. In today's highly technical health-care system, there seems to be general agreement that nurses must be rational, logical thinkers who can incorporate the tradition of justice that draws on long-established modes of moral reasoning. Nursing should be a relationship in which c ompassion, competence, confidence, justice, prudence, temperance, caring, honesty, responsibility and commitment are mobilized by the care-giver to promote the health and well-being of those in need of care.The neglect or overemphasis of any one of these would cause for an imbalance in care. Hospital conditions are not those of ordinary life. Nursing deals with the unusual and the abnormal. Within the walls of the hospital nurses find that they must accept all people as they are, and devote themselves mainly to their physical betterment. However, an integrative theory of nursing ethics that synthesizes caring and justice has yet to be developed. Tensions in nursing among loyalty to patients, to physicians, to self, and to employing agencies provide a context for the development of ethics in nursing over the past century and nursing's participation in health care reform today.BibliographyBotes, A. (2000). A comparison between the ethics of justice and the ethics of care.   Journal of Advanced Nursing, 32, 1021.Chin, P. L. (2001). Nursing and ethics: The maturing of the discipline. Advances in Nursing Science, 24(2), 63-64.Edwards, N. (1999). Nursing ethics: How did we get here, and what are we doing about it? Surgical Services Management, 5(1), 20-22.Botes, A. (2000). A comparison between the ethics of justice and the ethics of care. Journal of Advanced Nursing, 35, 1071.Elder, R., Price, J., & Williams, G. (2003). Differences in ethical attitudes between registered nurses and medical students. Nursing Ethics, 10, 149-164.Gatzke, H., & Ransom, J. E. (2001). New skills for the new age: Preparing nurses for the 21st century. Nursing Forum, 36(3), 13-17.Narvà ¡ez, D. and Rest, J. (1994). Moral Development in the Professions: Psychology and Applied Ethics. Lawrence Erlbaum Associates: Hillsdale, NJ.Orr, Robert D. (2004). â€Å"Ethics & Life's Ending: An Exchange.† First Things: A Monthly Journal of Religion and Public Life, 145.Peter, E., & Morgan, K. P. (2000). Exploration of a trust approach for nursing ethics. Nursing Inquiry, 8(3),  10. Nursing Ethics Caring has long been claimed as a concept at the heart of nursing, sometimes described as the thing that distinguishes nursing from other professions. Care is increasingly recognized as the moral foundation, ideal and imperative of nursing. What counts as caring at any particular historical moment is highly dependent on context; meanings of care are historically contingent and change over time. Caring is not just a subjective and material experience but one in which particular historical circumstances, ideologies and power relations create the conditions under which caring can occur, the forms it takes and the consequences it will have for those who undertake it.Ethical selves are shaped by social discourses that situate care in relation to broader formations of gender, religion, class and ethnicity as well as factors such as age, nationality and physical location. Since 1900 no decade has passed without publication of at least one basic text in nursing ethics with one of the first d iscrete texts on nursing ethics being published as early as 1888 (Orr   2004). Since the inception of modern nursing in the last century, nurses globally have taken seriously their moral responsibilities as health care practitioners; they have also taken seriously the issues which have emerged as a consequence of their attempts to fulfill these responsibilities effectively.As professionals working in the health care domain, very clear that nurses like other health care professionals cannot escape the tensions that are being caused by the radically opposing and competing moral viewpoints that are presently pulling the health care arena and indeed the world apart. An important question to arise here is: how can the nursing profession best respond to this predicament? There is, of course, no simple final answer to this question.Nevertheless there is at least one crucial point that needs to be made, and it is this: it is vitally important that nurses learn to recognize the cyclical pr ocesses of social and cultural change, and realize that they themselves are participants in this change. Once realizing this, they also need to learn that, as participants in these cyclical transformations, they are positioned and have a stringent moral responsibility to sensitively and artfully advocate for the mediation of the extreme and multiple positions they might (and very often do) find themselves caught between. They also have a moral responsibility to facilitate this mediation by acting as mediators themselves.Nursing ethics can be defined broadly as the examination of all kinds of ethical and bioethical issues from the perspective of nursing theory and practice which, in turn, rest on the agreed core concepts of nursing, namely: person, culture, care, health, healing, environment, and nursing itself (Narvà ¡ez & Rest 1994). In this regard, then, contrary to popular belief, nursing ethics is not synonymous with (and indeed is much greater than) an ethic of care, although an ethic of care has an important place in the overall moral scheme of nursing. Nursing, like other health professionals, encounter many moral problems in the course of their everyday professional practice.These problems range from the relatively simple to the extraordinarily complex, and can cause varying degrees of perplexity and distress in those who encounter them. For instance, some moral problems are relatively easy to resolve and may cause little if any distress to those involved; other problems, however, may be extremely difficult or even impossible to resolve, and may cause a great deal of moral stress and distress for those encountering them. In making an interpretation of the particular situation in which there is a moral problem, persons who have empathy and can take the perspective of others, and who care for others – even people who are quite different from themselves – are likely to exhibit high levels of moral sensitivity.A person must be able to reason about a situation and make a judgment about which course of action is morally right, thus labeling one possible line of action as what ought morally to be done in that situation (Narvà ¡ez & Rest 1994). Both a strong desire to do what is most morally defensible and a strong caring for other humans is necessary in order for a professional person to put aside a possible action that would serve self-interest in favor of the most ethical alternative action.Nurses have as much independent moral responsibility for their actions (and omissions) as they have independent legal responsibility, and are just as accountable for their practice morally as they are legally. Nurses must be accorded the recognition and legitimated authority necessary to enable them to fulfill their many and complex responsibilities as professionals bound by agreed standards of care. It can be seen that the prospects of virtue ethics are indeed promising in nursing ethics.The agreed ethical standards of nursing requ ire nurses to promote the genuine welfare and wellbeing of people in need of help through nursing care, and to do so in a manner that is safe, competent, therapeutically effective, culturally relevant, and just. These standards also recognize that in the ultimate analysis nurses can never escape the reality that they literally hold human wellbeing in their, and accordingly must act responsively and responsibly to protect it (Bioethics for beginners). These requirements are demonstrably consistent with a virtue theory account of ethics.The nursing profession worldwide has a rich and distinctive history of identifying and responding substantively to ethical issues in nursing and health care domains. In today's highly technical health-care system, there seems to be general agreement that nurses must be rational, logical thinkers who can incorporate the tradition of justice that draws on long-established modes of moral reasoning. Nursing should be a relationship in which compassion, com petence, confidence, justice, prudence, temperance, caring, honesty, responsibility and commitment are mobilized by the care-giver to promote the health and well-being of those in need of care.The neglect or overemphasis of any one of these would cause for an imbalance in care. Hospital conditions are not those of ordinary life. Nursing deals with the unusual and the abnormal. Within the walls of the hospital nurses find that they must accept all people as they are, and devote themselves mainly to their physical betterment. However, an integrative theory of nursing ethics that synthesizes caring and justice has yet to be developed. Tensions in nursing among loyalty to patients, to physicians, to self, and to employing agencies provide a context for the development of ethics in nursing over the past century and nursing's participation in health care reform today.Bibliographyâ€Å"Bioethics for beginners.† Available from: dttp://www.med.upenn.edu/~bioethicBotes, A. (2000). A co mparison between the ethics of justice and the ethics of care.   Journal of Advanced Nursing, 32, 1021.Chin, P. L. (2001). Nursing and ethics: The maturing of the discipline. Advances in Nursing Science, 24(2), 63-64.Edwards, N. (1999). Nursing ethics: How did we get here, and what are we doing about it? Surgical Services Management, 5(1), 20-22.Botes, A. (2000). A comparison between the ethics of justice and the ethics of care. Journal of Advanced Nursing, 35, 1071.Elder, R., Price, J., & Williams, G. (2003). Differences in ethical attitudes between registered nurses and medical students. Nursing Ethics, 10, 149-164.Gatzke, H., & Ransom, J. E. (2001). New skills for the new age: Preparing nurses for the 21st century. Nursing Forum, 36(3), 13-17.Narvà ¡ez, D. and Rest, J. (1994). Moral Development in the Professions: Psychology and Applied Ethics. Lawrence Erlbaum Associates: Hillsdale, NJ.Orr, Robert D. (2004). â€Å"Ethics & Life's Ending: An Exchange.† First Things: A M onthly Journal of Religion and Public Life, 145.Peter, E., & Morgan, K. P. (2000). Exploration of a trust approach for nursing ethics. Nursing Inquiry, 8(3),

Aid Should Help, Not Hurt

Aid Should Help, Not Hurt Aid Should Help, Not Hurt. Sending aid to other countries is called Foreign aid. Foreign aid is the transfer and loaning of funds, goods or services from one country to another. It is moved from one country to another country. (1) The main purpose of aid, mainly in poor countries, is to improve poverty, give support to the people who can’t reach their needs to survive, rebuild important buildings such as School, Hospitals, and Police Departments and restore a great economy to pick up the country once again. However, the usefulness of foreign aid for poverty relief in Africa has lost its objective. Since the 1950s, the idea that huge amounts of donations can cure poverty has led economic development discourses. More than half of the sub-Saharan Africa are now much poorer than in the 1960s. (2) I don’t deny that the fact that many factors that have contributed to poverty in Africa which include natural disasters such as famine, draught, and wars. But what about the huge excess of aid they have been guiding to this developing country? What did they use it for? According to statistics, while advancement has been made in other rising regions of the world, particularly East Asia in the last six decades, the percentage of those living in life- threatening poverty increased in sub-Saharan Africa. (3) Such statistics can be both terrible and at the same time crushing. There are several reasons to why foreign aid is unsuccessful for poverty relief in Africa. The first reason is that poverty in African countries is not a cruel circle waiting to be broken by foreign help. Instead, poverty is created by economic institutions that thoroughly block the incentives and chances of poor people to mak e their lives better by themselves and their country. Let us for instance the system of apartheid in South Africa which Nelson Mandela fought against. In this situation, apartheid was a set of economic institutions which was planned to work against the black South Africans. It contained rules that governed and dictated to people what they should do and what they should not do, including the motivations and openings they are entitled to. (4) In 1913, the South African government announced that 93 percent of South Africa was for the white economy, while 7 per cent was for blacks (who constituted about 70 percent of the population). Blacks had to have a pass, almost as a national passport, to travel to the cities for job opportunities in the white-controlled mines and industries. They could not own property or start a business there. Such economic organizations, avoid the people that need help and opportunities of the massive population of black South Africans and largely kept them in poverty. While the country was rich during this period , the wealth was in few hands and the common were poor. As such, foreign aid would not remove such institutional strength that disadvantaged the majority to access to the national resources. It should be noted that people in underprivileged countries have the same drives as those in rich countries. Just like those from developed nations, people from humble nations also need freedom of accessibility to economic reserves, to have the same chances to good health care, unpolluted portable water in their homes and value education for their children. The reason to why the poor remain poor is because their basic ability with their talents have been disallowed the opportunity to grow by their various establishments in those countries. In Sub-Sahara African states, it is important to note that once you are wealthy, you are advantaged because you are entitled to much more power while the poor on the other hand, are less fortunate and at the pity of those in power. By way of conclusion, the evidence from examples above and analysis have shown that poor people are trapped within economic institutions and until these institutions feel a major change, foreign aid and any growth it seeks to achieve will only be an illusion, not only in Sub-Sahara Africa, but across all developing countries o f the world.

How Significant Was Kevin Rudd's Apology to the Stolen Generations Essay - 1

How Significant Was Kevin Rudd's Apology to the Stolen Generations - Essay Example In the history of political speeches in Australia, this held the record for the most emotional speech in many years. The depth of the statement had gone to deep to be assumed to be just a political statement. It also represented social views regarding the ignored states of the indigenous people on Australia (Docker, Curthoys & Peters-Little, 2010). It was also compared to a speech by human rights groups. The apology did not impact only in Australian citizens but it has a global effect in the fight against abuse of human rights. The apology statement moved the population’s perception of the indigenous people. In the past the Australian government had done a lot of harm and injustice towards the indigenous people. The apology statement was intended to mend that wrong by initiating perception change and convincing people that the government will give justice to indigenous people. The main aim of this essay is to analyze the contents and the implication of the apology statement. I t will also provide a perspective on the significance of the apology statement by Kevin Rudd’s Apology to the Stolen Generation. The release of the apology statement had been waited for a long time and anticipated. The speculations started being believed when the children of Torres Strait and other indigenous children were taken away from their parents. This action sparked a nationwide row over the matter. It is at this point when the children were termed as the stolen generation. However, the Australian government insisted that all it did was to expose the children to a more modernized and friendly environment. These claims were not accepted by the human rights groups who still insisted the act was heinous and contradicted the law. It is this argument that led to the establishment of an inquiry to look into the matter. The team was led by Ronald Wilson and Mick Dodson (Beecher, 2009). The inquiry was given the title; the national inquiry into the separation of Aboriginal and Torres Strait children from their parents. The findings of this inquiry were founded in a report known as bringing them home report. The report contained the inquires’ recommendation of some charity and just deeds towards the children. Apart from the recommendation, the report shows that one out of three children was taken forcefully away from their parents. In the report tribulations of the children undergo while under the government were highlighted in the report. According to the report many of the children taken to foster home were unhappy with their living conditions. There were also some claims of forced labour imposed upon the children (Kahane, 2009). All these inquiries and speculations were made possible by the speech made by Kevin Rudd. The speech led to the formation of the inquiry, the writing of the report, and the recommendations to solve these issues. According to Rudolf (2009), it was for the first time in history that the indigenous people felt that they wer e being represented and their living conditions noticed to be inhumane. All this developments are attributed to the Prime Minister and his landmark apology statement. As the world celebrated the major step towards the realization of human rights, the immediate Australian government and the rest governments found a critical issue to base their debates on. The political expression made by the apology by the apology statement was very significant in Australia. 11 years prior to the statement in 2008, no government accepted the fact

The fall of the aztec empire Research Paper Example | Topics and Well Written Essays - 1000 words

The fall of the aztec empire - Research Paper Example At first, there was an earthquake in the city of Tenochtitlan, which was later followed by a flood in Lake Texcoco nearby. Both these events caused considerable damage to the Empire. Lives were lost, and resources were used up that could not be replenished quickly. What is more, there was an effect on the morale of the Aztecs as well. They held the belief that these natural disasters, along with some paranormal phenomena supposedly observed by some, foretold the fall of their empire. The Aztec Empire employed, as written before, a combination of trade and military tactics to expand their territory. This entailed that they were constantly involved in military conflicts. These military conflicts took their toll, not only on the resources of the Empire, but also on the Aztec warriors. These warriors, or soldiers, had constant warring on their hand, as they had to keep the rebellious tribes in check. Another factor that took its toll on the Aztec population was their practice of human sa crifice. Although it was not a unique phenomenon, however, the Aztec Empire was accustomed to sacrificing humans on a very large scale. They sacrificed thousands of their own people at the altars of their gods under one pretext or another. This not only decreased their population, thus decreasing the number of possible young men to be recruited as warriors or soldiers, but it also caused a deep resentment and hatred in the hearts and minds of non-Aztec against the Empire. This caused many a war (as above discussed) and, moreover, it was one of the reasons why the Tlaxcalans sided with the Conquistadores against the Empire. Moreover the Conquistadores decided to conquer the Empire, perhaps, because of the latter’s human sacrifice and end the evil practice. Coming to the Tlaxcalans, they consisted of people occupying more than 150 towns. They were constantly under threat of the Aztec Empire, with the Empire blockade a constant reality that had left the people poor and hungry. T he Empire already having conquered most of the land around their main city of Tlaxcala, also used Tlaxcalans as sacrifices to their gods. The rulers, therefore, welcomed Cortes’ expedition and saw in him their way of getting rid of the dangers posed by the Aztec Empire once and for all. Though it is uncertain whether they embraced Christianity, as was Cortes’ main mission, however, the chieftains did agree to form an alliance with Cortes and his Conquistadores. Furthermore, the Spaniards brought with them, as Europeans in other parts of America brought with them, diseases that were new to the indigenous population of the Americas. In the case of the Aztecs it was smallpox. Transmitted by someone in the Spanish army, smallpox spread quickly in the Aztec Empire. The Aztec casualty rate was high, with some historians saying that around 40 percent of the population fell victim to the disease. Though more conservative estimates put the number close to 20 to 25 percent, howe ver, a large portion of the population died after contracting smallpox. However, there is debate among the historians regarding this. Some surmise that it was actually a disease known as Cocolitzili in the local language that caused the population to diminish in such large numbers. Carried by the rodents, the virus, which was similar to the modern day Birdflu or Swineflu

Managing for Creativity and Innovation Essay Example | Topics and Well Written Essays - 2250 words

Managing for Creativity and Innovation - Essay Example Robinson distinguishes the concepts of imagination, creativity and innovation which are all interrelated and often mistaken as one for another. Imagination was defined as the process of bringing to mind things that are not present to our senses. This is usually engaged in by children as they dream of whimsical things that they cannot concretize. Creativity is the process of developing original ideas that have value. It is called for every time a problem needs to be solved and ideas which make sense are summoned. Innovation is the process of putting new ideas into practice, as in the case of inventions or new strategies implemented that are bound to create a strong impact. From the first chapter, Robinson claims that creativity can be found anywhere – in schools, business establishments, etc. It is just a matter of looking into the details of what is being done to ignite the creative spark. He said that everyone has the ability to be creative, but it just needs to be tapped and developed. A culture of creativity is one wherein everyone collaborates to encourage creativity to thrive. Robinson explains the themes tackled in the book. The first theme is about us living in times of revolution. The speed of change that overwhelms us also affects governments and businesses, and these organizations point to education and training as the crucial factors that are needed for the future. Such education is expected to develop people’s creativity and innovation. The reasons why these two are highly anticipated are the following: In order to maintain a competitive edge, creativity and innovation are necessary to generate new ideas for products and services. Flexibility and adaptability to change must be developed by people in their education and training. The world is changing fast and survival will depend on one’s capacity to be creative and innovative. The second theme running through the book is the need to think differently about one’s abilitie s and how to use them. Nowadays, people need to learn to think out of the box, as old ways of thinking and doing things may no longer be relevant. Education has the responsibility of cultivating talents and sensibilities of children in order for them to live their best lives in the present and create bright futures. This then leads to the third theme, which claims that organizations, especially the educational system, should be transformed radically to meet the needs of the 21st century. People should have a paradigm shift in terms of viewing intelligence and creativity. The second chapter stresses the fact that digital technology is developing at an immensely fast rate that our brains need to keep up with it if we do not want it to overtake us. Digital culture is changing lifestyles as new innovations generate new patterns of behaviours affecting people’s time management, work, education and even relationships. Technology does make the world smaller. This gives more reason f or education to be transformed so that students will be able to cope with such changes. However, Chapter 3 explains that the current education system is not designed to meet the challenges of the future. The dominant forms available nowadays do not equip students with the necessary skills to help them thrive in the real world. A lopsided emphasis on academics over arts and the humanities neglects the development of creativity. Robinson cites three roles of education, namely

Biology of health and illness - the digeative system Essay

Biology of health and illness - the digeative system - Essay Example Digestion starts in the mouth where digestive juices are produced to convert the different types of foods (Garrow, Ralph & Philip 2000). The relaxation and contraction of the wall muscles in the organs enables the easy movement of foods as well as mixing the contents of the food. The food is then stored in the stomach and blended with the digestive juice produced by the stomach walls and it’s later transported to the ileum. Here, the foods are mixed up and dissolved in the digestive juices produced by the liver, pancreas and the intestines. The final process the nutrients are absorbed by the walls of the intestines while the undigested food proceeds to the large intestines where stored and later released as feces. The transportation of nutrients to the other parts in the body is enhanced by the blood and nerves (Smith & Morton 2001). There are however some factors that have a negative effect on the process of digestion, one of these factors is malabsorption. Malabsorption is t he condition where the nutrients are not absorbed in the intestinal walls during digestion. After the breaking down of the foods, they are blend with the digestive juices to produce nutrients which are then absorbed by walls of the small intestines to generate energy. The various types of malabsorption include sugar malabsorption for lactose, fat malabsorption for which is mainly caused by a fault in either the bile ducts, small intestines or the pancreas. Nutrient malabsorption is caused by failure in transportation of nutrients such as iron and minerals. Malabsorption is mostly caused by disorders in the walls of the small intestines. The intestinal walls are made up of the villi and microvilli that are responsible for providing a large surface for absorption of nutrients. Therefore a fault in any part of the small decreases the surface for absorption. Faults in the intestinal walls are mainly caused by diseases such as celiac and Crohn's. However, some faulty intestinal walls are due to infections by bacteria, parasites, virus and certain drugs such as alcohol and antibiotics. Some of the external symptoms of malabsorption include loss of hair, swelling of some body parts and dry skin. Malabsorption causes illnesses such as anemia, heart failure, gallstones, rickets and Osteoporosis which affects the bone strength. The other condition that affects the process of digestion is malnutrition. Malnutrition is the situation where the diet that a person takes is not sufficient to meet the nutrient requirements in the body (Sizer & Whitney 2010). For digestion to take place efficiently the body needs adequate quantities of various nutrients which include minerals, fats, carbohydrates, proteins and vitamins. One of the reasons for malnutrition is due to lack of food due to hunger. The other cause of malnutrition is when a person’s diet is limited to foods with no nutrients (Brynie 2002). Malnutrition may also be caused by situations where the body requires mo re energy than the body is generating. These factors lead to the lack of essential nutrients in the body. Malnutrition may also be caused by certain medical conditions that affect some organs of the digestive system. The lack of different nutrients in the digestion process cause different types of malnutrition thus varying symptoms (Sizer & Whitney). However the general symptoms of malnutrition are fatigue, loss of weight and fainting. The treatment to malnutrition is replacing the nutrients so

Michael Bay, auteurship Essay Example | Topics and Well Written Essays - 1000 words

Michael Bay, auteurship - Essay Example y, there has been debate about filmmaking authorship, with industry experts believing that it is the screenwriter who should be applauded for a finished film product that meets with revenue success and manages to satisfy the intended target audiences (Kipen, 2006). More contemporary perspectives suggest that it is the director that should be applauded for a successful film that manages to outperform competitor films, bring high profitability and build audience satisfaction. Many directors, on many film projects, are given opportunities to express their own unique creative vision when producing a film, hence having the ability to transcend the original script and create a work of genius that is both personalised and aligned with individual director vision (Murray, 2014, p.1). In such a scenario, the director is considered a film auteur (the French word for author), in which the director’s creative voice becomes the framework by which a film is considered innovative, original an d inventive. There are some who prescribe to the Schreiber Theory proposed by David M. Kipen of the U.S. National Endowment for the Arts which suggests that true authorship accolades should be granted to the actual screenwriter rather than the director. Kipen (2006) argues that the notion of director as film auteur is distorted, with this professional stating that the script serves as the predictor of whether a film will be high quality. Hence, according to Kipen, a finished film product, when it achieves commendation and acclaim, should be attributed to the talents and expertise of the script writer. However, there appears to be substantial evidence that contemporary directors have the most influence on whether or not a finished film product will be successful and profitable. From a marketing perspective, such directors as Steven Spielberg and Tim Burton (as only two examples), have put their own unique thumbprint on many of their films that are distinguished from other competing

Respond latter Essay Example | Topics and Well Written Essays - 500 words

Respond latter - Essay Example The movie includes all the main incidents of Gandhi’s life. It starts with the assassination of Gandhi and then playbacks the whole life story. Once in South Africa, he is thrown out of train despite having the ticket, just because he is an Indian. Thereby Gandhi decides to start a non violent protest for the rights of Indians. After depicting his victory in South Africa, the film illustrates Gandhi’s further life in India. He is urged to return India and requested to lead the nation for its independence. Gandhi holds the command of nation really well without compromising with his rules and regulations of non violence, the only reason for saying him as the national hero. Along with his mass supporters he faces some setbacks of imprisonment during this period. The movie very willingly represents the various associate movements such as Satyagraha, Dandi march, Swedeshi movement initiated by Gandhi to tunnel up the British rule. The movie intentionally includes the mass gathering addressed by Gandhi. Eventually gaining the support of Indians he succeeds to get freedom from colonial rule. One of the notable criticisms against the film was that Attenborough’s Gandhi was seriously biased, pro-Hindu film. According to the critics, it surreptitiously exalted Hinduism and portrayed Gandhi’s religious convictions as of an average Hindu. In the same way, it also abased Muhammad Ali Jinnah and Muslim participation in the freedom movement as if they were religious fanatics who caused the separation of the nation. However, some are of the opinion that the film was discreet enough regarding the religious aspects illustrated throughout the life evens of Gandhi (Markovits, 29). The same was the idea that I personally felt as viewing the film Gandhi. Gandhi was not involved in any of the religious practices; instead, his ideology was that of an egalitarian who cherished love above all and was imbued with the scriptures of all

Human and Animal Interrelationships Term Paper Example | Topics and Well Written Essays - 1000 words

Human and Animal Interrelationships - Term Paper Example nimal research") The significance of such experiments is difficult to exaggerate, however it is important to prove the necessity and the role of such researches. The main advances that changed the medicine due to animal research are discovery of penicillin, first antibiotic for tuberculosis, medicine for meningitis, vaccine for poliomyelitis, introduction of kidney transplantation and many others ("Medical advances and animal research") All the researches, mentioned above, used mice in the experiments, which together with rats are the most popular animals of medical research. Rats and mice are inexpensive, unpretentious in care and food, live only for 2 or 3 years. The discoveries, which were made as a result of the experiments with mice and rats, helped their authors to win more than 30 Nobel Prizes. One of the significant discoveries, which engaged mice together with rabbits, was development of in vitro fertilization, which was performed by Robert Edwards in 1950-1960s. However he received his Nobel Prize only in 2010. This discovery helped the infertile families to have babies: more than 4 million of people were born due to the results of experiments ("The Nobel Prize in Physiology or Medicine 2010. Robert G. Edwards"). Another fatal disease, for which the scientists hope to find the treatment using animal research, is Duchene dystrophy. Duchene muscular dystrophy is one of the most widespread forms of muscles dystrophy. The gene, which is responsible for muscle development, is corrupted, and muscles cells eventually die in the organism. The disease is congenital and affects mostly boys. There is no treatment for Duchene dystrophy at present, however scientists hope to find one soon with the help of animals, which are used for testing agents, that might help to reverse the deadly processes in muscles. The Italian scientists experimented with using stem cells from the blood vessels of dogs to treat their natural dystrophy mutation, which helped to stop its

Prisoner Rehabilitation Essay Example for Free

Prisoner Rehabilitation Essay The rising inmate population and overcrowding in prisons is a problem. A lot of this problem comes from repeat offenders who have had a lack of prison rehabilitation. People have two different views about the prison system. The first is that prisons are jails and that everyone in the jails should suffer for their crimes. They feel since they are criminals and do not abide by the rules of society they should not be able to become part of a society. Others view prisons as correctional facilities where prisoners can accept their mistakes and be rehabilitated, eventually being assimilated. I feel that that jails are from criminals such as rapists, murders and other criminals that clearly will never be able to accept the rules society and show no hope of being rehabilitated. On the other hand I feel that some criminals see the light of there mistakes while in prison and want to move on and hopefully never return to prison. But prisoners loathing for prison alone cannot guarantee prisoners to not end up in the same position once free. Prisoners need to be cured in more ways than fearing punishment. I feel these prisoners need to be rehabilitated to the point that at the end of there sentence they realize that committing crimes is only a way out and feel they will not fall back into a life of crime and be ready to enter society as a free man with some aspirations of a law abiding life. But usually this never happens because of the way prison rehabilitation is. Prison Rehabilitation is mostly the experience of prison itself where you go in to a place that makes you live around criminals and never get out of the criminal mind state and never can grow to realize your mistakes and move on in your life. Towards the end of your sentence there is usally no help to integrate back into society at all, which is the most critical time for help. It seems to me that during the last years of a prisoner who has a good prison records sentence they should be eligible to enroll in correctional prisons that werent required to be paroled but provided a alternative to jail and provided you with not only more freedoms than jail but an opportunity to make it a smaller step into the real world than coming right from jail. This correctional facility soul purpose would be to rehabilitate while still providing similar jail atmosphere. It would be mandatory to take high school or college classes or be trained in certain vocational areas where your grades would determine eligibility. Along with these classes there would be a series of other classes that would integrate you back with society. This would be totally up to the prisoner to maintain and get the most out of this because that is what you have to do to succeed and be rehabilitated.

The Pursuit of Happyness Essay Example for Free

The Pursuit of Happyness Essay America is a land of great hope and opportunity, but with its many benefits, there are also flaws, such as a large homeless population. The Pursuit of Happyness is a movie based on a true story about a man named Chris Gardner, and his struggle to live a happy life. Jonathan Kozol’s essay, â€Å"The Homeless and Their Children† is about Laura and her struggle to maintain a good life for herself and her family. Will Smith, as Chris Gardner, in The Pursuit of Happyness is very similar to Laura from â€Å"The Homeless and Their Children† because they both are unable to provide for themselves or for their families, and do not have a stable place to live thus, supporting Kozols picture of homelessness. Both have different causes for being homeless, but share similar effects. Chris Gardner’s story starts in 1981, in San Francisco. He is a very smart and hard worker who deeply cares about his wife, Linda, and son, Christopher. Gardner takes a chance and invests his life savings into a device called a bone-density scanner. He goes around selling these from door to door. Soon the people stop buying it, due to it being expensive. This leaves Chris on his knees, with his wife leaving him and moving to New York, with very little money, and being kicked out of his apartment. His wife tries to take her son, but Gardner refuses. He then applies for a stockbroker position at Dean Witter, but in order to get that position he has to go through training for six months without pay. At the same time, the government takes what little money he has left in his bank account for his taxes. This makes him unable to pay for the rent, leaving him and his son homeless. From this point on, Gardner goes through numerous hardships such as sleeping in a bathroom, searching for a job day by day, and finding a way to feed himself and his son. Chris does not give up at all, but rather works even harder for that one and only position, which is also being pursued by nineteen other people. In one scene, he tells his son â€Å"Hey! Dont ever let somebody tell you You cant do something. Not even me. All right†? Chris finally gets the job, goes to his son, and embraces him. In â€Å"The Homeless and Their Children,† Jonathan Kozol visits the Martinique hotel and interviews one of the homeless families. He decides to call the mother Laura. She has four children and they face many difficulties. Her oldest son has been diagnosed with lead poison, and the youngest daughter with scabies. The hospital keeps sending letters to her, but due to her illiteracy, she is not able to read them, thus preventing her from helping her children. She also has many problems with her home. Her room’s radiator is broken, and the bathroom plumbing has overflowed. Laura has four rooms in her apartment and each is more dangerous than the other one. The screws are loose in the crib; the corners of the beds are sharp and unprotected. Just by being homeless, she has enough problems, but also being illiterate only adds more. Her apartment also has big rats that come out at night and bite sometimes. Laura has gotten into many arguments with the manager of the building and complained to him about fixing the problems â€Å"Why you give my son lead poison and you didn’t care?†(Kozol, p.308) of her apartment, but he just ignores her and says that she is causing trouble for him. On Christmas, her children complain that they did not get any presents, but Laura tells them you will get something soon. Laura faces many numbers of problems each day, but she does not give up. She says â€Å"I figure: Go to church. Pray God. Ask him to help. I go on, my knees, I ask Him from my heart†. (Kozol, p. 309). Chris Gardner and Laura are similar in that they have both made wrong decisions in their lives. Gardener invested in the bone density machine, Laura, being young, got drunk with a boy, and that lead to her having a child. Laura did not believe in abortion so she kept the child however; she should n ot have had any more children since she was not capable of taking care of them by herself. Gardner on the other hand had to only worry about his one son and his son become a motivation for him to exceed in life and be a good father. Another similarity is that both individuals tried to make things better for there families. Laura did her best to read and since she could not read, she tried to understand the pictures she saw in the newspapers, grocery store etc, to help better her life. Gardner was capable of reading but he had a changed in career even though he did not poses the right education for the job that he was going for, he taught himself many things and ended up getting the job. The cause of Gardners ending up homeless was a bad financial decision. The effect of his homelessness was that he was unable to find a suitable place to operate from. He had to bounce around from motels after motels and eventually homeless shelters, which made his life more difficult. Laura ends up being homeless because she never got a chance to be educated, and then she got married very early and had kids, and this became a burden for her. The cause and effect on the society are that people can appreciate the little things they take for granted just by imagining themselves in Laura’s situation, and learn how harsh a life of a homeless person is. The society can learn from this, and thus, choose to help people like Laura by volunteering. The effect of Gardner’s story is that his patience and perseverance became an inspiration to the society. The Pursuit of Happyness portrayal of a homeless person is very similar to Kozol’s portrayal of homelessness. They both are unable to support their families, Gardner cannot find a job, due to Laura’s illiteracy she is unable to reply to the hospital or the welfare department. In this situation for both characters, many things can be done to improve their lives. First of Laura should have done something to keep her childrens father around all the time. When a family supports each other, they are successful and are able to prosper through many hardships. In case of Mr. Gardner, he should have made his early decisions carefully and through consulting family members and other who might have knowledge in the product that he was investing in. These two stories are very similar but with very different endings. In the end, people should not blame problem on themselves or others, instead they should come together and find a solution.

Eviewing The Nhs And Community Care Act Social Work Essay

Eviewing The Nhs And Community Care Act Social Work Essay Since the establishment of the Welfare State in the 1940s, the National Health Service and Community Care Act is among some of the most important laws in health and social services in Britain (Adams, 2002). Its policies, based around autonomy, empowerment and choice was supported by many writers who saw it as the cure to alleviate the deep and destructive problems encountered by social care (Levick, 1992). This paper will seek to explain the impact that subsequent social policy has had on social work practice and that of the experiences of older people since the inception of the 1990 NHSCCA. The paper will attempt to analyse the range of services available to older people before and after the 1990 Act and examine some of the main policies of the Act. The term community care was first coined in the 1960s and was originally used to describe the relocating of people from psychiatric surroundings into less institutionalised ones (Thomas and Pierson 2002). Prior to this, however, community care policy was derived from 18th Century Poor Law, which was the only legislation to meet the needs of older people, until the introduction of the National Health Act 1946 and National Assistance Act 1948 (Wilson, Ruch, Lymbery and Cooper, 2008). However, despite the new Acts, which helped to create a different world for social care (Wilson et al. 2008: 623), Townsend (1962, cited in Wilson et al 2008) reported that there was little social care provision for older people in the immediate post-war period other than residential care, which Townsend claimed clearly varied in quality. Furthermore, Beech and Ray (2009) argue that past policies have not considered the diverse needs of growing old and the number of physical, emotional and psychological ch anges that are faced by older people. Subsequent post war governments became increasingly sympathetic in the shifting of care services from residential settings to community based, which became a priority of the (1979-97) Conservative government (Adams, 2002). By the mid 1980s, many political commentators and professionals were calling for policies which involved the replacement of inappropriate residential care, which was still as Townsend had commented in the 1960s as variable in quality, and the introduction of high quality community care (Adams, 2002). Adams adds that it was hoped that community care would tackle the segregation, isolation and the stigmatisation felt by older people who may have been institutionalised for long periods of time. However, Adams (2002) points out, once the Conservative government had brought about the privatisation of public services, which included a programme of social security financing that in effect, encouraged older people to enter residential care and simultaneously leave communi ty care services under-developed due to a lack of public investment. The Audit Commission (1986) heavily criticized community care and the government appointed Sir Roy Griffiths to report on the future of community based services. This led to the Government White Paper Caring for People (Department of Health, 1989a) which ultimately transformed local authority social services departments from providers to purchasers of services to create a market economy. This had an effect on front line social workers as they were involved more in the care management of older people, like assessing needs and devising care packages (Adams, 2002). Holloway (2008: 315) supports this and claims that a common complaint among practitioners is were not social workers anymore, were just care managers. This led to a contract culture with the marketisation of the public sector where social service departments would need to commission and monitor services carried out by outside agencies (Department of Health, 1989: 23). Furthermore, social workers were more often removed from direct work with service users and there was a sharper focus and greater accountability, coupled with constraints on resources and gatekeeping for those who are in the greatest need (Levin and Webb, 1997). The NHSCCA (1990) increased the recognition of the need for community care and health care to become partners in services and to include voluntary agencies and housing departments, which heralded developing policy philosophy after 1990 (Braye and Carr, 2008). Furthermore, there was a belief that service users should have more control of the services available to them and being able to purchase the services they want, as opposed to not taking part in decisions regarding services provided for them (Braye and Carr, 2008). Another significant policy development for older people, explained by Wilson et al. (2008), was the National Service Framework for Older People which placed an emphasis on independence and autonomy. To increase the levels of independence, intermediate care; which was initially outlined in the NHS Plan (DoH, 2000) was brought about in a bid to reduce the number of days older people spent in hospital and as Lymbery (2005) points out, was often an unwanted and expensive form of treatment. Policy dilemmas are evident in the national eligibility criteria, Fair Access to Care Services (DH, 2002), which is a framework to ensure equality of access to people in need of social work intervention (Beech and Ray, 2009). Due to financial constraints, the needs of older people are only being met if they fall into the critical or substantial (CSCI, 2008). Furthermore, as Lymbery (2005) points out, older people experience negative effects with regards to access to services and options due to current policy, despite emphasising promoting independence, through the eligibility criteria, doubt surrounding the privatisation of services and the rules of assessment. This paper has charted some significant policies and services available to older people before and after the NHSCCA (1990) and has found that despite privatisation and the rhetoric of independence and promotion of choice, some key implications have materialised for older people. However, despite the Act, the paper suggests there are tensions between limited resources and unlimited needs with the role of social work changing from provider to enabler. This has had some practitioners comment that they are now care managers rather than social workers due to there being less direct work with service users and more work creating care packages.

Christians and the Environment Essay -- Environment

The lyrics of Michael Jackson’s Earth Song are sobering. Those who have seen the video of the song probably remember how vividly he passionately sang, â€Å"What have we done to the world? Look what we've done.† While understanding the risks involved, human beings seem to care little about the environment. Every day that passes seems to leave the world with more to be concerned with, the ever-increasing pollution, the deforestation, and the threat of nuclear waste. Taking responsibility for the environment is a duty that Christians should commit to. In fact, Christians should lead the world in taking specific actions in the preservation and restoration of the environment. Some environmentalists have blamed Christianity for the abuse of the environment. The 1967 article by Lynn White suggests that Christianity’s theology of the domination of creation is based on the premise that God created everything that exists for the humankind’s use and should be exploited for that purpose. By this, White alleged that Christians do not feel the obligation to take care of the nature, because it was created to serve them. While it may not be entirely true, many Christians do not object to this accusation. They realize that either their faith has been minimalist in its approach to environmental involvement, or it has completely disregarded environmental issues as irrelevant to the fundamentals of the faith. The Christian church however has realized, in recent times, its responsibility and stewardship of the earth. Allan Effa agrees, â€Å"the Christian community is reexamining some of its theological assumptions and filling in some gaping blind spots in its understanding of the missio Dei† (God’s purpose). Thus with a changing attitude, Christians are... ... Universe. http://www.azlyrics.com/lyrics/michaeljackson/earthsong.html (accessed May 8, 2012). Santa Clara University "The Common Good vs Individualism." Santa Clara University - Welcome. http://www.scu.edu/ethics/publications/iie/v5n1/common.html (accessed May 8, 2012). Radford Ruether, Rosemary, "Ecology and Theology: Ecojustice at the Center of the Church's Mission," Interpretation: A Journal Of Bible & Theology 65, no. 4 (October 2011), 354-363. Academic Search Complete, EBSCOhost (accessed May 7, 2012). Feuerbach, Ludwig and George Eliote. The Essence of Christianity. New York:Calvin Blanchad, 1855) Google Books, http://books.google.com/books?id=Lsvo-mgtuc0C (accessed May, 7 2012), 361. Effa, Allan. "The Greening of Mission." International Bulletin Of Missionary Research 32, no. 4 (October 2008): 171. MasterFILE Premier, EBSCOhost (accessed May 7, 2012).

Mans Best Friend :: Literary Analysis, Pam Houston

Man’s Best Friend The character in â€Å"A Blizzard under Blue Sky,† by author Pam Houston is clinically depressed, and desires to go winter camping it hopes to gain some relief from her daily stresses. The character views nature as something that is good for a person, and is somewhat rejuvenating. â€Å" One of the things I love most about the natural world is the way it gives you what’s good for you even if you don’t know it at the time†(284). The character in â€Å"To Build a Fire† by author Jack London, is somewhat numb as far as emotions are concerned. â€Å"Fifty degrees below zero meant eighty-odd degrees of frost. Such fact impressed him as being cold and uncomfortable, and that was all† (295). His only hope and desire, is to get back to camp, where the â€Å"boys† are. The character in â€Å"A Blizzard under Blue Sky† decides to go camping and takes Jackson and Hailey with her, her two best friends. Jackson is an oversized male dog and Hailey is a female. The character proudly goes into detail about each of her dog’s personalities. She speaks of her dogs as companions, and she converses with them. â€Å"It’s fabulous here†, I told the dogs. â€Å"But so far it’s not working† (285). â€Å"Come on Mom†, Jackson said. â€Å"Ski harder, go faster, climb higher† (285). The character also shares her sleeping bag with her dog Haley, so that she can stay warm too. On the other hand, the character in â€Å"To Build a Fire† has a dog as well; it is a large native husky. The character is this story does not pay as much attention to his dog. â€Å"The dog dropped in again at his heels, with a tail drooping discouragement, as the man swung along the creek bed† (296). The character also sends his dog in ahead of him, when he senses danger. â€Å"The dog did Nevitt 2 not want to go† (297). In addition, he tries to kill the dog near the end in hopes keep warm. â€Å"He would kill the dog and bury his hands in the warm body until the numbness went out of them† (302). Both characters do have some similarities however, because both characters are warned, about the extremely cold weather conditions. The character in â€Å"To Build a Fire† is warned by a man in Sulphur Creek. â€Å"That man from Sulphur Creek had spoken the truth when telling how cold it sometimes got in the country.

Colonial Representations of Natives - the Indian :: Essays Papers

Colonial Representations of Natives - the "Indian" At the outset, it should be noted here that the use of the term "Indian" to describe the aboriginal peoples of North America is somewhat contentious. As is well known, its use derives from Columbus's mistaken belief that he had arrived in the East Indies; and this situating of Natives within an already existent European discourse is in many ways paradigmatic of what was to follow during the centuries of colonisation and settlement. For it should be made clear that the "Indian" is a European invention, and that there has always been a great deal of slippage between the representations of this figure and the realities of the lives of Native North Americans. In fact, the Indian has always represented as much about European fears and concerns as it has about actual Natives. Add to this the fact that the popular image of the Indian has in large part been shaped by commercial considerations - give the audience what it wants to see - and it becomes clear that we are dealing with a very comp lex set of relationships. For this reason, the purpose of this page is principally to outline some of the characteristics of the Indian as he has been created by Europeans, and not to consider the lives of real Natives. Now, the most obvious problem with the term should be that it lumps together all the various nations, ignoring the wide differences which exist between the diverse cultures which originally inhabited the continent. But the masking effect of the stereotype runs deeper than this. As is often the case with Western encounters with alien peoples, the representation bifurcates. What we tend to find is either the "noble savage" or the barbarous, bloodthirsty primitive. The first term here was coined by John Dryden, and conveys the idea of man in a state of nature, untainted by the perceived evils of civilisation, such as avarice or ambition. It is a projection of the fear that somehow the Western way of life has become corrupt, and is in need of redemption. Traces of this view of the Indian are still apparent in the twentieth century, when many people believe Natives to have a kind of spirituality connected to a universal harmony and a balance with the natural world. In the nineteenth centu ry the Canadian poet Charles Mair wrote a long poem called Tecumseh, which included the lines:

The Impact of Midlife Crisis on the Family

The Impact of Mid Life Crisis on the Family By most definitions a â€Å"Midlife Crisis† is defined as an emotional state of doubt, self-reflection and anxiety that is normally associated with age and affects both men and women between the ages of 35 and 55. In his 1965 article â€Å"Death and the Midlife Crisis† for the International Journal of Psychoanalysis, psychologist Elliot Jaques coined the term â€Å"midlife crisis,† referring to a time when adults realize their own mortality and how much time they may have left in their lives.Researchers such as Levinson, Erikson, and many others shortly followed suit finding that there were significant changes for people to go through in midlife. Some of these changes, in addition to time perspective, include reevaluating life values and goals, thinking about one’s own death, and planning the second half of life.Not all researchers believe that people in midlife experience a crisis they believe that midlife is a normal period of transition in a person’s life cycle Mid life is considered to be a major life transition that provides individuals a time to reevaluate expectations and make age-appropriate adjustments to roles and resources. For many, this transition is very productive and leads to needed decisions and changes, and to a focus on the value of interpersonal and intimate relationships. It can also be an opportunity to move beyond previously accepted boundaries and societal constraints.Middle age is also a time in which adults take on new job responsibilities and therefore often feel a need to reassess where they are and make changes while they feel they still have time. This period of life can have positive and negative effects both on the individual and the family unit. If a person understands the process of midlife and can accept the biological and emotional changes; most will be able to navigate successfully through the transition with added confidence and a feeling of comf ort with their self concept and life choices.Whether positive or negative, a life transition causes a person to leave behind the familiar and forces them to adjust to new ways of living, at least temporarily. They can leave people feeling completely unprepared and they may be thrown into a personal crisis, feeling shocked, angry, sad, and withdrawn. It is when events during mid life present a crisis state that the family unit may be adversely affected. Change is inevitable in life. Both positive life transitions and negative ones can create stress for an individual or family.For many people change can feel overwhelming and can lead to symptoms or depression, anxiety, an identity crisis and heartache. Some of the negative feelings that may be felt involve dissatisfaction and may include searching for a new dream or goal, desiring new sexual relationships, needing to feel and stay young, feeling remorse for goals not achieved, placing special focus on physical appearance and resenting obligations to family or aging parents, and â€Å"empty nest syndrome. † The term empty nest syndrome refers to a time of adjustment for parents when their children leave home, especially when the last child leaves home.Understanding the emotional and intellectual stages that people pass through from childhood to retirement years as a member of a family is called the family life cycle. In each stage a person faces challenges in their family life that cause the development and gaining of new skills. The development of these skills helps an individual cope with the changes that every family goes through. The â€Å"launching stage† is the phase of the family life cycle that involves midlife. This is the newest and longest phase in the family life cycle, and for these reasons it is in many ways the most problematic of all phases.In the past, most families were occupied with raising their children for most of their active adult lives. Now, because of the low birth rate and the long life expectancy of adults, most parents launch their children almost 20 years before retirement and must then find other life activities. The difficulties of this transition can lead families to hold onto their children or can lead to parental feelings of emptiness and depression, although, especially for women, this has become increasingly a transition they welcome for the opportunity to explore new pursuits (Walsh, 391).It is also coincides, many times, with the adolescent phase adding extra stress not only on parents but teens as well. Parenting teenagers can be a rough time for the family and test relationship skills. It’s also a time for positive growth and creative exploration for the entire family. The launching phase is a particularly stressful time. It is marked by several aspects; the most significant is the entries and exits of family members. It is also a time when grandparents become ill and die and parents are left with the chore of finding meaningful, new activities.It is also a time when parents see their role change from that of parent to grandparent and also caregiver to their own parents who may have become dependent. The rapid rate of growth of older people (65 years and older, and especially of the oldest old, 85 or older) has created many challenges for family members. Many adult children face the dilemma of providing care for their older relatives, while at the same time, caring for their children. Family members are affected socially, emotionally and financially as they struggle with difficult decisions.While people generally think about changing relationships as losses, centered on separation, divorce or death, relationships can also be viewed as gains, such as new commitment and/or marriage, becoming a grandparent or even a great grandparent. Changing relationships can be high impact transitions, resulting in a change of routines, roles, responsibilities and assumptions Role change within the family can create new or increased interpersonal conflict.When one family member changes roles, other people are forced to make shifts in their own role expectations or behaviors. On the positive side it may be a period of financial freedom giving individuals and couples the opportunity to explore new areas of interest. The launching phase when seen as a normative transition may seem to bring one stage of life to an end and welcome a new stage with new opportunities and roles. On the other hand it may lead to disruption, a sense of emptiness, loss, depression, and general disintegration.Another reason why the launching phase of the family life cycle is especially stressful for parents may be that launching may be postponed for financial reasons or adult children may return home after a divorce. During this time the marital relationship may also need to be restructured when parenting responsibilities are no longer required (Walsh, 391). Men and women approach this time of life differently but the impact on t he family is the same. Strains in midlife marriages are common as children become adolescents and struggle to assert their separate identities.Concerns about offspring can easily crowd out time to attend to the needs of a spouse. Neglecting this relationship affects not only the parents, but children as well. Sometimes this neglect coupled with a divergence of interests and a shift in roles leads to divorce. Divorce breaks down the family structure, and has far reaching effects not only on the divorcing couple and their children but on the extended family, friends, and society as a whole. There is a grieving process that takes place when we are experiencing divorce. It is not unlike the grief we experience when someone dies.The grief includes but is not limited to the loss of a set of expectations; the definition of family; the state of marriage; extended family ties; the ex-spouse; rituals and traditions; the status of being married; financial security; a two parent household; are among the many losses we might endure. There is the feeling of being uprooted and displaced during the divorce process. During this period many of us confront our legal system which can and often does become quite adversarial. The tension of bickering over money, property, kids, custody etc. can escalate and lead to anger, more instability, and a sense of not being understood.Whether a midlife crisis or a midlife transition, men and women entering into this phase of the family life cycle face many obstacles and challenges that may be viewed positively or negatively and the impact on the family may be felt that way as well. If individual identities in earlier stages of life have been developed the more secure the individual will be about the changes that are not only going on with them but with other members of the family as well. Works Cited Walsh, Froma (2003). Normal Family Processes. New York, NY: The Guilford Press. BibliographyCarter B, McGoldrick M (2005). The Expanded Life Cy cle, 3rd ed. Boston, MA: Allyn and Bacon. Curro McCarthy N (1994). Health Promotion and the family. In CL Edelman, CL Mandle, eds. , Health Promotion Throughout the Lifespan, 3rd ed. , pp. 179-201. Philadelphia, PA: Mosby. Goldenberg H, Goldenberg I (2008). Family Therapy: An Overview. Belmont, CA: Thomson Brooks/Cole. Newman BM, Newman PR (1998). Development Through Life, 7th ed. New York, NY: Brooks/Cole and Wadsworth. Walsh, Froma (2003). Normal Family Processes. New York, NY: The Guilford Press.

The Individual, Marriage, and the Family

Instructor Mrs. Joy Jacobs, CFCS, MAEd (Mrs. J. ) electronic mail address emailsaved edu enchant al ways physical exertion HDFS cxlv on the subject aura when you email. Office hours Mrs. J. bequeath be in the crystaliseroom whizz half hour ahead and leave stay by and by set until every(prenominal) in all school-age childs be g whiz, or you whitethorn bring down for an appointment with her. Go to this website https//ntweb11. ais. msu. edu/aas/ Beca engage of advising responsibilities, she is non operational for base on balls-in appointments and she nominate non engage ph matchless calls from school-age childs. She HATES playing phone cross, so please do non try to leave phone messages in her officeUndergraduate L piddleing Assistants who testament be divine redevelopmenting with this air division Abbey Feldpausch emailprotected edu Keeps surmount of students whose pop off get a lines begin with A by dint of K Carly Lesoski emailprotected edu Keeps track of students whose expiry lists begin with L through with(p) Z Office hours Tues daylights from 430 to 630 PM in the scholar Lounge, Room 4 humane Ecology Two Required Texts (bundled together if purchasing new) The Marriage and Family Experience (11th var.) by Bryan hearty, Christine DeVault, & Ted Cohen, Cengage Wadsworth/Thomson nurture, Publishers (Do NOT let a halt store employee tell you that the 10th edition is OK.The fellow feeling grants forget non gravel sense if you curb the 10th edition. ) and FCE 145 Additional knowledges supplemental text springer Editor Steve Korb, Cengage Wadsworth/Thomson L put oning, Publishers The study guide to the Strong & DeVault text is not recommended nor required, This furcate use ups the backwardser mannikin management architectural plan. The computer program, hand pop places, and more(prenominal) or less announcements allow be posted on ANGEL, although some successions you whitethorn go kayoed be con tacted nowadays via email. If you forward your MSU mail to some opposite e-mail gain, be certain that the exaltation is piddleing.You atomic payoff 18 responsible for knowing the sum posted on ANGEL and e-mailed to your MSU e-mail address. extend Description The Individual, Marriage, and the Family is one of some(prenominal) undergraduate passs offered in the argona of family support by the break-dance of Human ripening and Family Studies. In this kinsperson we use a stupefymental approach, presenting item-by-item, spousals, and family tone cycles with particular accent on the late adolescent and early(a)(a) adult years. This is a survey ply all oer topics regarding maturation, advise relationships, and families.Issues to be cover imply the bafflement of the person, of relationships, and of families issues of gender, sexuality, child development, and pargonnting methods of communicating work and family interface and developing family strengths. An idi om is placed on concord different family types. You bequeath be expected to bunco basic concepts related to families, to understand precise developmental issues of some(prenominal) individuals and families, and to gain a level of tolerance for different prospects. You lead be provided opportunities to explore your face-to-face values.In addition, item methods entrust be taught that you whitethorn use to enhance your own in-person relationships. Course Format This course allow for use a variety of t apieceing techniques including lecture, discussion, videotape, and in-class individual and group appellations which entrust play a role in challenging you to develop different ways of thinking well-nigh various issues and to assess the flavors of your classmates. If you deprivation to do well in this class, you bequeath read the appellations, and ESPECIALLY, you bequeath go verboten class.This class is a collaborative process and necessitates a allegiance from all of us to properly clear for each class session. there atomic number 18 mevery grave topics in the aras of marriage and the family, however, there is not sufficient time to include all of them. Subject case and activities atomic number 18 selected in an effort to be meaningful to people of college age, and to enhance their personal development. Course Objectives 1. To gain both past perspective and an accurate contemporary observation tower of the demographic, political, neighborly, and economic status of individuals and families. 2.To trialine personal and societal attitudes, assumptions, and values most intimate relationships and families. 3. To testingine the range of lifestyle options avail satisfactory to young adults. Special attention provide be granted to intimate relationships and to the social forces of the young adult period of life. 4. To appreciate the diversity of ethnicity, gender, religion, and social class which is represented in our society, and to gain an accurate perspective of the challenges and strengths of diverse people. 5. To interrogatoryine key family issues much(prenominal) as communication, parenting, and the balance of work and family. -26.To develop an accurate understanding of the problems/challenges that some families confront, including just now not limited to relationship violence, infertility, divorce, single parenting and child custody. 7. To gain an appreciation for and an understanding of intimate relationships over the inviolate life cycle. 8. To gain interpersonal skills working with others involving discussion, compromise, and evaluation. attendance It leave be to your advantage to attend all class sessions, to be on time, and to remain in class for the entire session to learn from the lectures and to have the probability to do and to cope with imprint for the as scorements.Absences for illness, for family emergencies, or for religious observances may be excused, nevertheless you essential( prenominal) e-mail Mrs. J. sooner THE stupefy TIME (830 AM) of the class you are going to knock off. (See Make-Up Policies on varlet 3. ) Absence from class because of participation in a required action for another(prenominal) course or for a University incident (a field trip, an intercollegiate athletic contest, and so on ), will be excused, but you moldiness provide written information in advance from the athletic advisor, the instructor of the other course, or from a University administrator.You essential make arrangements with another student to look over his/her lecture notes when you miss class. Student doings Your conduct in class must be quiet, attentive, and respectful toward your fellow students and the instructor. Reading the paper, working crossword puzzles, playing games on your laptop, talking to class mates, sleeping, or development a cell phone or PDA during class is rude and unprofessional, and you may be implyed to leave if you are harming in any of thes e behaviors. No citation would be given to you for an in-class exercise if one is offered during that particular class session. ) If you are expecting an important cell phone call, please passel your phone to vibrate, and leave the classroom to channel care of your call. Academic Honesty The Department of Human Development and Family Studies adheres to the policies on schoolman honesty as specified in the All-University Policy on Integrity of Scholarships and Grades at http//www. reg. msu. edu/read/UCC/Updated/integrityofgrades. pdf We expect students to behave ethically, and will not tolerate dishonesty.For interrogationple, a student who would photocopy another students produce assignment paper or cheat on an interrogatoryination would procure no consultation for the assignment or exam which will be counted as one of the loads used in figuring the students terminal grade, and notification will be do to the students College Dean. A student who commits a second offense will experience a grade of 0. 0 for the course. Selling or Buying category Notes Lectures and supporting materials distributed or exhibited in this course include intellectual property protected by copyright law.It is against University indemnity for any student to sell or lettuce from the transmission or reproduction of these materials (whether directly to other students, by contract with thirdly parties, or through commercial note-taking avail ups) without the exhibit written permission of the instructor. The relevant MSU policy round attendance and class notes is put at http//www. reg. msu. edu/read/UCC/Updated/attendance. pdf Students who provide class materials to anyone for profit are subject to remotion from class, pending a hearing by the Department of Human Development and Family Studies.Accommodations for Disabilities If you have a disability (dyslexia, ADD, hearing difficulty, kettle of fish limitation, etc. ) and expect preferential treatment, you must registe r with the Resource condense for Persons with Disabilities and submit to Mrs. J. the official VISA with a counselings redeions for reasonable accommodations. For an appointment with RCPD, call 353-9642 (voice) or 355-1293 (TTY). We work closely with the counselors to do whatever we can to help RCPD students succeed. rating for Grades program Quiz Posted on ANGEL is a quiz which we will discuss during the first class session.Your syllabus quiz scantron is due in class any time forwards, but not later than, 830 AM Tuesday, September 18. Examinations Questions are around 50% from lectures and 50% from text and ANGEL information. We use up that you be in the classroom by 845 AM on exam days to have rich time to finish the exams. There will be one exam over each quarter of the course and an optional comprehensive last-place. If you record all louvre exams, only if your quadruple blueest exam classs will be used when we come in concluding grades. Exams are computer sum mated, and results are sent directly to you from the computer gain c attain.Activities/ grants During six class sessions (unannounced), we will do assignments which will enhance learning. You may be contracted to preserve a five-minute paper expressing your opinion some a current event, to work with another student to debate a topic and list your combined conclusions, or to answer questions and provide an ending to a case study. You will print your last name and pelvic inflammatory disease on the stop number right hand corner of your activity paper. A point will be deducted from your score if your last name and PID are not in the upper right-hand corner of your paper.We must have both a paper with -3your last name and PID and a completed scantron with your name and PID bubbled in for you to pose credit for an assignment. If we do not have both, you do not witness credit. For each activity, you may earn up to fifteen points. (You would run across fewer points if instructions are not followed completely or if your response is insufficient. ) most activities will be based on personal opinion, however, your responses should always demonstrate understanding of class concepts. On some activity days, score sheets will be passed out as you enter the classroom.On those days, you must come to at the classroom by 845 AM to receive a 15-point scantron for an activity. Students who arrive between 15 and 30 minutes late will receive no more than half credit. Students arriving more than 30 minutes late will receive no scantron, and no credit for doing the activity, although they may do it if they wish. Our learning assistants go by the time on the clock on the back wall of our classroom. Please do not argue with them active the time you entered the classroom. If you must leave a class early, let Mrs. J. now sooner class starts or give your name, e-mail address and reason for leaving to one of the learning assistants as you exit the classroom. If an activity is p lanned and your excuse is reasonable, you will be sent a make-up assignment. companionship dish up Assignment This assignment is not just to volunteer. It is to serve others. To earn spacious credit, you must work for at least(prenominal) quaternity hours for a program, potency or organization where you can make a difference by your work, and you must frame an delightful reflection paper about the experience.More information on the assignment is on our ANGEL site. If you have an idea for your proceeds but you are concerned about its acceptability for the assignment, please check with Mrs. J. BEFORE you participate in the activity. We strongly suggest that you not put off doing your dish out, because your order of business will become busier as the semester passes. Examples of help accepted in the past includes political campaign or percentage with the MSU Museum Dinosaur Dash or a fund raiser walk for breast cancer, work at an zoology shelter, and tutoring elementary s tudents one-on-one.Volunteer activities such as say traffic for the Homecoming Parade, setting up chairs for a fraternity party, or decorating a churchs Christmas tree are NOT acceptable. MSUs Center for aid Learning and Civic Engagement is a good place to suffer a renovation opportunity. Make-Up Policies A make-up assignment will be given if you e-mail Mrs. J. BEFORE the 830 AM start time of the class you will miss with the reason you will be absent, or if you check out with one of the student assistants to leave class early.If your reason is acceptable, you will be e-mailed a make-up assignment. If you miss a class but do not declare Mrs. J. before the class, you must have medical documentation or other acceptable proof that you were where you said you were, and you must circulate Mrs. J. at heart 2 weeks of the missed class. ante up activities must be dark in by the due date listed on the activity ( cardinal weeks from the day missed). Each student will be given one fre e assignment make-up, if the reason for absence is justifiable. You must notify Mrs.J via e-mail within two weeks of the missed class. If you must miss an exam, send Mrs. J. an e-mail before 830 AM on the exam day with your reason for missing. Exceptions may be make if you are not able to notify her. Exams are made up during the learning assistants office hours and should be through with(p) within two weeks of the missed exam day. Receiving Your Scores You will receive your exam slews via e-mail from the Computer advance Center within 24-48 hours. Assignments are hand-graded, so you will not receive those lots as quickly. Please allow a week. ) The e-mail you receive from the Computer Center will say that the sender is Mrs. J. This score report will show the number of points earned for a particular assignment or exam, and also, at the very bottom, will show your cumulative points. After each exam, print and save the report you receive because it shows your answer to each questi on, and will be useful if you urgency to review the exam during the helpers office hours. Mrs. J does not receive this report, so there is no way to get another copy if you do not save it yourself.Points Possible Syllabus quiz 20 points Exams 65 points 5 given, but only 4 are counted Six activities/assignments 15 points confederation servicing assignment Total 20 points 260 points 90 points 30 points four hundred points (100%) -4- About 65% of your closing grade comes from the exams, and about 35% of your final grade comes from the rest of the class (syllabus quiz, in-class activity assignments, and the community service assignment). There will be several excess questions on each exam and we will do two 5-point bonus assignments to enable all students to earn some pointless points.In rattlingity, at least 25 points of additional credit will be build in to the class and are for sale to every student. No student will be given any other kind of extra creditplease do not ask at the end of the semester. Scale for last-place Grades *** 400 points is 100% *** 374 good points or more 354 through 373 points 334 through 353 points 314 through 333 points 294 through 313 points 274 through 293 points 254 through 273 points 253 and below 4. 0 3. 5 3. 0 2. 5 2. 0 1. 5 1. 0 0. 0 At the end of the semester, the score report total from the computer center will include all five exam scores if you have taken all five.You must then subtract your lowest exam score from the total to figure your final score for the course. It is to your advantage to take all five exams, since you cannot hurt your grade by doing so. Michigan State University takes seriously the opinion of students in the evaluation of the effectiveness of instruction, and has employ the SIRS (Student Instructional Rating System) process to derive student feedback. This course utilizes the online SIRS system. You will receive an e-mail sometime during the last two weeks of class asking you to fill out the SIRS online form at your convenience.MSUs grace of God break starts at 5 PM Wednesday 11/21. The community service assignment is due as you enter the classroom on Tuesday, 11/27. Papers turned in after 830 AM this day will earn no more than half credit. Chapter 8, p. 293 old Marriages to end Chapter 10, p. 370 Parenting and Caregiving.. to end Death & anxious(p) Exam 4 Chapter 10, p. 347 Infant fatality rate to p. 349 Giving Birth Over all information since Exam 3 cook assignments for any time during the last two weeks are due as you enter the classroom today. No make-ups will be accepted after 830 AM this date. Fri. 12/14 Final Exam OPTIONAL 745 to 945 AM corresponding(p) room where class meets. We will be ready to start early at 730 AM. The final exam is comprehensive, over all information since the first-class honours degree of the semester. Please do not ask to take the final exam early. The University sets the final exam schedule and exceptions are made by a Unive rsity committee, not by the instructor. If you will want to take this final exam to try to im take the stand your grade, do not plan to leave campus before exam week is over unless you can come back Friday morning to take the exam. HDFS 145 Community return Assignment InstructionsMost of our students have found a real sense of satisfaction and fulfillment in this assignment. You are to find a service opportunity at a program, substance or organization where you can do something meaningful for your community. You will then publish a reflection paper about your experience. You may find your own service opportunity or ask for help at the MSU Center for Service Learning and Civic Engagement in the Student Services Building. The Center has over ccc registered agencies and programs in the local area where students are welcome for community service.Their website is http//www. servicelearning. msu. edu/ however, most students find going to the Center is preferable to try to navigate the website. Your work must be done between the first day of class and the first day back after seemliness break (Tuesday, November 27). grateful assignments turned in before 830 AM on Tuesday, October 2, will earn five bonus points. Community service you might have done previously (for example, as part of your high school graduation requirements) is not acceptable.The invention of this assignment is to do something to bring in your community, not just to volunteer. A service assignment for another class (for example, an ISS class or HDFS 270) or for your athletic team may not be appropriate for this class, although if the service meets our requirements, you may use it. If you are faint-hearted about the service opportunity you are considering, please e-mail Mrs. J before you spend time doing something that will not be acceptable. We do not want you to lost points on this assignment because you did not meet the requirements.A few examples of unacceptable assignments direct traffi c for the Homecoming parade decorating a church Christmas tree speaking to students at your former high school about your life in college helping at your aunts daycare helping coach at an athletic contestation of your former high school or club athletic team A few examples of acceptable assignments participating in or passing out pissing to runners in a 5K run to benefit cancer research cleaning cages at an animal shelter tutoring elementary students in math or reading classification and packing food at the MSU feed Pantry helping prepare and serve a meal at a inglesideless shelter being a running buddy at a Special Olympics track meet To prove your service, print and take with you the Community Service Assignment form on ANGEL, and ask whoever supervises your work to fill it out and to sign it.This will be the first part of the proof of service you turn in to receive points for this assignment. The second part is a reflection paper you will write (one page, size ten font, doub le-spaced, name and PID in top right corner) explaining your service and reflecting on your feelings about helping your community. Service required is a minimum of four hours. Students who work less time will not earn full points. If your program, agency or organization cannot use you for four hours at one time, you may do two sessions of service or you may work at two different places. In the second case, you should fill out a form for each service opportunity, but you need to write only one paper (turn all pages in at the same time, please).You may not earn extra points for this assignment by working extra hours, however, you may earn five extra points by go in the assignment by 830 AM on Tuesday, October 2. If you want to wait and do your service in your home community over the Thanksgiving break, you might want to check with Mrs. J first to be sure the agency, program or organization you are considering will meet the requirements for the assignment. We recommend that you set up your service before you go home. foolt wait until you get home to look for something to do When you turn in your assignment to one of the helpers, you will be asked to fill out a special scantron. Community Service Assignments will be graded by the end of the semester, and the scantrons will be run at the same time scantrons for the fourth exam are run.