The Humoral Theory Of William Shakespeares Romeo And Juliet

The humoral theory is one of the oldest theories of Medicine that proposed that our bodies are made up of four different humours: black bile, blood, phlegm, and yellow bile. It was believed that while in good health the humours were in a harmonious balance throughout the body but illness is said to have disrupted that balance causing one or more humour to become disordered. It is also said that the mind is effected by the equilibrium of the four temperaments known as melancholic, sanguine, choleric, and phlegmatic and that they dispersed to make up certain characteristics or personality traits. Critics have long described Shakespeare as using these humours and temperaments as a way for the audience to understand the character, plot and other aspects of his plays. In such plays as Romeo and Juliet where critics have described Romeo as being a melancholy figure it is exceptionally brought about by using the four humours involved in the humoral theory that is said to have first originat ed by Hippocrates and later elaborated on by Galen. The four humours include Black Bile which is related to the melancholic temperament and said to be associated with the element earth, the season of winter, the planet Saturn, the spleen, and cold and dry qualities. The humour Blood is related to the sanguine temperament and associated with the element air, the season spring, the planet Jupiter, the heart, and hot and moist qualities. While Phlegm is associated with the temperament phlegmaticShow MoreRelatedWilliam Shakespeare s Romeo And Juliet1998 Words   |  8 PagesIn the plays, Romeo and Juliet and 1 Henry VI, by William Shakespeare, the concept of humoral theory helps to explain many of the behaviors the characters display in the plays. Humoral theory works to explain workings within the human body. According to the Welcome Library of London, â€Å"Humors existed as liquids within the body and were identified as blood, phlegm, black bile and yellow bile. These were in turn associated with the fundamental elements of air, water, earth and fire.† The elements are

Global Capitalism And Its Impact On The United States

It is not just the arbitrary concepts of capitalism which have a tendency to expand, under the Marxist understanding of the state, capitalist states will make foreign policy decisions for the benefit of global capitalism. The increased intervention by western states in the Marxist view is about the sole purpose of the expansion of capitalism in the search of profit for the companies, using the state as a mobiliser for action towards such an end. Mark Rupert brought forward a case study of such â€Å"imperialism† in action, in the case of the US. Global capitalist activities require huge amounts of energy, and the cheapest or most efficient form is petroleum. Despite not being a democracy and not practising equality, or respecting human rights, all core values to the US, Saudi Arabia remains one of the US’s closest allies. If the actions of the US abroad primarily concerned democracy promotion, human rights and core liberal values, this alliance does not make sense, but when you use a Marxist lens, and consider that alliances are about capitalism, you quickly understand why Saudi Arabia, a large producer of oil is a huge geopolitical ally of the US. This also applies to explaining enemies, for example Cuba and Qaddafi’s Libya. Cuba on the one hand is one of the few countries which still ideologically rejects capitalism as a form of organising society, which has resulted in a ban on all trade with Cuba. Alternatively, Qaddafi, who was the leader of an oil rich Libya for many yearsShow MoreRelatedEssay on Political Science1406 Words   |  6 Pagesconstitutes an element of the United States’ national political culture? The rights and liberties citizens have 2) No political belief has been more widely held across social groups and generations in the United States than ________. individual liberty 3) The Declaration of Independence asserts the primacy of the principle of ________, that â€Å"all men are created equal.† equality 4) The fastest growing ethnic group in the United States is ________. Hispanics Read MoreThe Corporate American Model Of Capitalism1316 Words   |  6 PagesCapitalism is good. In reading the articles, it seems scholars are either pro or anti-capitalism. The corporate American model of capitalism is built upon free enterprise and encourages competition. It’s also called the Liberal/Social Democratic model. Our economy, supposedly, encourages and rewards competition and equality. Yet the lack of competition and equality in our economy are issues scholars take aim at the most. George (2013) wrote in his editorial, â€Å"In the United States, income inequalityRead MoreThe Reasons For Anti Globalization Protests1263 Words   |  6 PagesMarx’s critique of the problems of capitalism in 19th century Europe. In the following essay, the reasons for anti-globalization protests will be examined and the comparison between capitalism in 19th century and now. Problems depicted by the Anti-globalization protestors Although there are many benefits brought by globalization, drawbacks are involved. Anti-globalization protesters such as Greenpeace and Anti-WTO focus on the problems created by global capitalism like uneven wealth distribution andRead MoreAmerican South And German Imperialism Essay1257 Words   |  6 PagesBooker T. Washington’s Tuskegee Institute. The Tuskegee Institute is a continual concept played throughout the book, having a large impact on the German colony of Togo. There is a great deal of similarities between the American South and German imperialism, known as the global South. To Zimmerman, the idea of the global South is a novel concept. The concept of the global South began to grow its roots after the American Civil War. Following the Civil War, the South began to redevelop once they facedRead MoreThe Impact of the Cold War on Developing Nations Essay1175 Words   |  5 PagesIntroduction Third world countries became the perfect battleground for cold war proxy battles during the early 1940’s to late 1990’s. United States wanted to flex its political muscle and try to curtail the spread of Soviet Communism in the developing nations. Most of the nations in developed world had already made their political and socio-economic stand regarding the form of governance and leadership pursued. Underdeveloped nations in Asia, Latin America and Africa were still vulnerable and easilyRead MoreThe Influence of the Communist Manifesto on the Development of Industrial Capitalism1249 Words   |  5 PagesCommunist Manifesto left a tremendous impact on a society that was rapidly becoming industrialized, and its effects can even be seen on the dominating economic system of the twenty-first century. In the later nineteenth century, however, industrial capitalism was on the brink of ruin. â€Å"On many occasions during the past century, Marxists have thought that capital ism was down for the count . . . Yet it has always come back with renewed strength.† Industrial capitalism succeeded in the face of communismRead More ¬an Inevitable Consequence of Economic Growth Is Increasing Inequality1241 Words   |  5 Pagesdiscuss how inequality affects states and the individuals living in the state. There are increased demands for educated workers; dependence of technology; privatization of markets; and the rise of capitalism which have led people to have drastic socioeconomic differences in wealth and lifestyle. Inequality in the economic sense is the difference in distribution of wealth and income between the people of a population, or even the difference in wealth between states. Though it is an outcome ofRead MoreJapans Changing Culture and the Global Economy661 Words   |  3 PagesJapans Changing Culture and the Global Economy: Japan is an Eastern nation that is equivalent to the United States with regards to her economic status. The countrys capitalistic philosophy started during the Meiji restoration in the late 1860s and was further developed and embedded through the work of Deming. Throughout its history, Japan is regarded as a religiously and ethnically standardized society with a feudal past of strong nationalistic and internal allegiances. While the country fallsRead MoreDemocracy : The Causes Of Capitalism And Democracy1167 Words   |  5 PagesThe question of whether democracies create capitalism, or the other way around, I think is too simple and ignores the circumstances in which both are initially created. Historically, it was changes in the economic system and in structures of society, without appropriate simultaneous shifts in the government structure, that created enough tension within societies to warrant a complete reconstruction of governmental institutions. I tend to think that democrac y does not have the potential to reallyRead MoreWalter Lafeber s Michael Jordan And The New Global Capitalism1511 Words   |  7 PagesLaFeber’s Michael Jordan and the New Global Capitalism, capitalism is seen through the eyes of basketball, and LaFeber argues that capitalism will always dominate culture. From the Cold War to present-day the United States has become a capitalist society, but in its wake left many Americans struggling for the American dream and even brought war to parts of the world. American capitalism took hold in the United States after the Second World War and this capitalism shaped the views and dreams of the

List of Ministers and Advisors Free Essays

List of Ministers and Advisors | SL| Name| Designation| Joining Date | Distribution of Ministry/Division | Name| From| To| | | 1| Sheikh Hasina  | Prime Minister  | 6-01-2009  | Armed Forces Division   | 6-01-2009  | Till Date  | | Cabinet Division   | 6-01-2009  | Till Date  | | | Ministry of Defence   | 6-01-2009  | Till Date  | | | Ministry of Public Administration   | 28-04-2011  | Till Date  | | | 2| Mr. Abul Maal Abdul Muhith  | Minister  | 6-01-2009  | Ministry of Finance   | 6-01-2009  | Till Date  | | Finance Division   | 6-01-2009  | Till Date  | | | Economic Relations Division   | 6-01-2009  | Till Date  | | | Internal Resources Division   | 6-01-2009  | Till Date  | | | Bank and Financial Division   | 6-01-2009  | Till Date  | | | 3| Begum Matia Chowdhury  | Minister  | 6-01-2009  | Ministry of Agriculture   | 6-01-2009  | Till Date  | | 4| Mr. Abdul Latif Siddique  | Minister  | 6-01-2009  | Ministry of Textiles and Jute   | 6-01-2009  | Till Date  | | 5| Barrister Shafique Ahmed  | Minister  | 6-01-2009  | Ministry of Law, Justice and Parliamentary Affairs   | 6-01-2009  | Till Date  | | Law and Justice Division   | 6-01-2009  | Till Date  | | | Legislative and Parliamentary Affairs Division   | 6-01-2009  | Till Date  | | | Parliament Secretariat   | 6-01-2009  | Till Date  | | | 6| Air Vice Marshal (Rtd. We will write a custom essay sample on List of Ministers and Advisors or any similar topic only for you Order Now ) A K Khandker  | Minister  | 6-01-2009  | Ministry of Planning   | 6-01-2009  | Till Date  | | Planning Division   | 6-01-2009  | Till Date  | | | Statistics and Informatics Division   | 6-01-2009  | Till Date  | | | Implementation, Monitoring and Evaluation Division   | 6-01-2009  | Till Date  | | | 7| Mr. Rajiuddin Ahmed Raju  | Minister  | 6-01-2009  | Ministry of Labour Employment   | 15-09-2012  | Till Date  | | 8| Advocate Shahara Khatun  | Minister  | 6-01-2009  | Ministry of Posts and Tele-Communications   | 15-09-2012  | Till Date  | | | Syed Ashraful Islam  | Minister  | 6-01-2009  | Ministry of Local Government, Rural Development and Co-operatives   | 6-01-2009  | Till Date  | | Local Government Division   | 6-01-2009  | Till Date  | | | Rural Development and Co-operatives Division   | 6-01-2009  | Till Date  | | | 10| Engr. Khandker Mosharraf Hossain  | Minister  | 6-01-2009  | Ministry of Expatriates’ Welfare and Overseas Employment   | 6-01-2009  | Till Date  | | 11| Mr. Suranjit Sen Gupta  | Minister  | 28-11-2011  | Without portfolio. | 17-04-2012  | Till Date  | | 12| Dr. Muhiuddin Khan Alamgir  | Minister  | 15-09-2012  | Ministry of Home Affairs   | 15-09-2012  | Till Date  | 13| Mr. Md. Rezaul Karim Hira  | Minister  | 6-01-2009  | Ministry of Land   | 6-01-2009  | Till Date  | | 14| Mr. Abul Kalam Azad  | Minister  | 6-01-2009  | Ministry of Cultural Affairs   | 6-01-2009  | Till Date  | | 15| Mr. Enamul Hoque Mustafa Shaheed  | Minister  | 6-01-2009  | Ministry of Social Welfare   | 6-01-2009  | Till Date  | | 16| Mr. Dilip Barua  | Minister  | 6-01-2009  | Ministry of Industries   | 6-01-2009  | Till Date  | | 17| Mr. Obaidul Quader  | Minister  | 28-11-2011  | Ministry of Communications   | 5-12-2011  | Till Date  | | Roads Division   | 5-12-2011  | Till Date  | | | Bridges Division   | 5-11-2011  | Till Date  | | | 18| Mr. Ramesh Chandra Sen  | Minister  | 6-01-2009  | Ministry of Water Resources   | 6-01-2009  | Till Date  | | 19| Mr. Ghulam Muhammed Quader  | Minister  | 6-01-2009  | Ministry of Commerce   | 5-12-2011  | Till Date  | | 20| Mr. Hasanul Haq Inu  | Minister  | 15-09-2012  | Ministry of Information   | 15-09-2012  | Till Date  | | 21| Mr. Muhammad Faruk Khan  | Minister  | 6-01-2009  | Ministry of Civil Aviation and Tourism   | 5-12-2011  | Till Date  | | 22| Dr. Md. Abdur Razzaque  | Minister  | 6-01-2009  | Ministry of Food   | 15-09-2012  | Till Date  | 23| Dr. Md. Afsarul Ameen  | Minister  | 6-01-2009  | Ministry of Primary and Mass Education   | 31-07-2009  | Till Date  | | 24| Dr. A. F. M. Ruhal Haque  | Minister  | 6-01-2009  | Ministry of Health and Family Welfare   | 6-01-2009  | Till Date  | | 25| Dr. Dipu Moni  | Minister  | 8-01-2009  | Ministry of Foreign Affairs   | 6-01-2009  | Till Date  | | 26| Mr. Nurul Islam Nahid  | Minister  | 6-01-2009  | Ministry of Education   | 6-01-2009  | Till Date  | | 27| Mr. Abdul Latif Biswas  | Minister  | 6-01-2009  | Ministry of Fisheries and Livestock   | 6-01-2009  | Till Date  | | 28| Mr. Shajahan Khan  | Minister  | 31-07-2009  | Ministry of Shipping   | 31-07-2009  | Till Date  | | 29| Dr. Hasan Mahmud  | Minister  | 28-11-2011  | Ministry of Environment and Forest   | 29-11-2011  | Till Date  | | 30| Mr. Abul Hasan Mahamood Ali  | Minister  | 15-09-2012  | Ministry of Disaster Management and Relief   | 15-09-2012  | Till Date  | | 31| Mr. Mostafa Faruque Mohammed  | Minister  | 15-09-2012  | Ministry of Information Communication Technology   | 15-09-2012  | Till Date  | | 32| Mr. Md. Mazibul Hoque  | Minister  | 15-09-2012  | Ministry of Railways   | 15-09-2012  | Till Date  | | 33| MR. H. T. Imam  | Adviser  | 7-01-2009  | Public Administration Affairs   | 5-06-2011  | Till Date  | | 34| Dr. Mashiur Rahman  | Adviser  | 7-01-2009  | Economic Adviser   | 22-01-2009  | Till Date  | | 35| Professor Dr. Syed Modasser Ali  | Adviser  | 7-01-2009  | Health Family Welfare and Social Welfare Affairs   | 22-01-2009  | Till Date  | | 36| Dr. Alauddin Ahmed  | Adviser  | 7-01-2009  | Education, Social Development and Political Affairs   | 22-01-2009  | Till Date  | | 37| Dr. Tawfiq-E-Elahi Chowdhury, BB  | Adviser  | 14-01-2009  | Adviser to the Hon’ble Prime Minister   | 14-01-2009  | Till Date  | | 8| Dr. Gowher Rizvi  | Adviser  | 9-07-2009  | International Relations Affairs   | 9-07-2009  | Till Date  | | 39| Advocate Mostafizur Rahman  | State Minister  | 6-01-2009  | Ministry of Land   | 31-07-2009  | Till Date  | | 40| Capt. A B Tajul Islam (Rtd. )  | State Minister  | 6-01-200 9  | Ministry of Liberation War Affairs   | 6-01-2009  | Till Date  | | 41| Arch. Yeafesh Osman  | State Minister  | 6-01-2009  | Ministry of Science and Technology   | 5-12-2011  | Till Date  | | 42| Begum Monnujan Sufian  | State Minister  | 6-01-2009  | Ministry of Labour ; Employment   | 6-01-2009  | Till Date  | | 43| Mr. Dipankar Talukdar  | State Minister  | 6-01-2009  | Ministry of Chittagong Hill Tracts Affairs   | 6-01-2009  | Till Date  | | 44| Mr. Ahad Ali Sarkar  | State Minister  | 6-01-2009  | Ministry of Youth and Sports   | 6-01-2009  | Till Date  | | 45| Advocate Md. Shahjahan Miah  | State Minister  | 24-01-2009  | Ministry of Religious Affairs   | 24-01-2009  | Till Date  | | 46| Advocate Abdul Mannan Khan  | State Minister  | 24-01-2009  | Ministry of Housing and Public Works   | 24-01-2009  | Till Date  | | 47| Advocate Md. Kamrul Islam  | State Minister  | 24-07-2009  | Ministry of Law, Justice and Parliamentary Affairs   | 24-01-2009  | Till Date  | | Law and Justice Division   | 24-01-2009  | Till Date  | | | Legislative and Parliamentary Affairs Division   | 24-01-2009  | Till Date  | | | Parliament Secretariat   | 24-01-2009  | Till Date  | | | 48| Advocate Shamsul Hoque Tuku  | State Minister  | 24-01-2009  | Ministry of Home Affairs   | 31-07-2009  | Till Date  | | 49| Advocate Jahangir Kabir Nanak  | State Minister  | 24-01-2009  | Ministry of Local Government, Rural Development and Co-operatives   | 24-01-2009  | Till Date  | | Local Government Division   | 24-01-2009  | Till Date  | | | Rural Development and Co-operatives Division   | 24-01-2009  | Till Date  | | | 50| Mr. Md. Motahar Hossain  | State Minister  | 24-01-2009  | Ministry of Primary and Mass Education   | 24-01-2009  | Till Date  | | 51| Mr. Muhammad Enamul Huq  | State Minister  | 31-07-2009  | Ministry of Power, Energy and Mineral Resources   | 31-07-2009  | Till Date  | | Power Division   | 31-07-2009  | Till Date  | | | Energy and Mineral Resources Division   | 31-07-2009  | Till Date  | | | 52| Mr. Mozibur Rahman Fakir  | State Minister  | 31-07-2009  | Ministry of Health and Family Welfare   | 31-07-2009  | Till Date  | | 53| Mr. Promode Mankin  | State Minister  | 31-07-2009  | Ministry of Social Welfare   | 16-09-2012  | Till Date  | 54| Begum Shirin Sharmin Chaudhury  | State Minister  | 31-07-2009  | Ministry of Women and Children Affairs   | 31-07-2009  | Till Date  | | 55| Mr. Md. Mahabubur Rahaman  | State Minister  | 31-07-2009  | Ministry of Water Resources   | 31-07-2009  | Till Date  | | 5 6| Mr. Omor Faruk Chowdhury  | State Minister  | 15-09-2012  | Ministry of Industries   | 15-09-2012  | Till Date  | | 57| Mr. Md. Abdul Hyee  | State Minister  | 15-09-2012  | Ministry of Fisheries and Livestock   | 15-09-2012  | Till Date  | | 58| Maj. Gen. (Retd) Tarique Ahmed Siddique  | Adviser to the Hon’ble Prime Minister  | 8-01-2009  | | | | | How to cite List of Ministers and Advisors, Papers

Cultural diverse of education in the health science †Free Samples

Question: Discuss about the Cultural diverse of education in health science. Answer: Healthcare practitioners should understand the legitimacy of cultural differences- cultural sensitivity. Entails an understanding by the health care practitioner that there is cultural difference to overcome- cultural awareness. Characterized by a willingness to translate cultural awareness and sensitivity into health care delivery-cultural safety Giger and Davidhizar (2004) propose that cultural assessments should assess the following, except- perception of safety Culture is acquired, dynamic, and largely unconscious- true Curriculum content-anthropology of health Role of the educator- democratic Learning climate- caring and respectful Educational strategies- problem based learning Evaluation and Learning-Awarding of credits to groups for collaborative assignments Information that is deliberately left out- omission Reflects the attitudes, values or other points of view of a particular ethnic group in the society as being the best and therefore superior to those of others- ethnocentrism Stereotyping and ill-presentation of the information creating confusion and misunderstanding- distortion Individuals of a particular group are portrayed as having the same attributes by creating false impressions through inaccurate information therefore perpetuating a particular view- prejudice Educational instructional material must be devoid of- racism, sexism, ageism and cultural bias (a, b, d, e). Social accountability, which is an essential component of transformative education, requires that attention be paid to the issues of- governance, curricula, nurse educator preparedness, student recruitment and communication (a, b, c, d) This is a uniting construct within a culture- belief system Implies that students, independent of a specific culture, learn in different ways- learning style Is pertinent in formal education where cultural foreign terminology might be used- world view Leads to integration into a society- socialization Multicultural education implies using assessment strategies that are non-discriminatory- true Tests and examinations should be continually monitored for racial, gender and social bias- true Introducing the humanities in curricula- scientific potential Participants can apply Heideggerian hermeneutics- benefits of health sciences education Building self-esteem and rapport- cultural sensitivity Preserving culture of various groups- preserving history Which one of the following principles of storytelling is incorrect? - people ignoring the past history. The closer a students culture is to that of the educator, the greater his or her chances of academic success- false Requiring alertness to students comments about differences and similarities- success orientation Reassuring students that differences are valued and that students are cared for because of their uniqueness- establishing trust Educators need to be proactive about creating situations that offer meaningful entry into an area that is unfamiliar to the student- using teachable moments An important strategy that educators can use to motivate all students, particularly discouraged students or students of limited ability- inclusivity Effective educators send out clear, positive messages to students that increase their feelings of self-worth- praising students The educator in a multi-cultural setting should have an understanding of anthropological theory relating to the expression of symptoms as an organizational framework underlying effective cross-cultural communication- false Ignoring cultural differences in the educational setting could result in- isolation of individuals, erosion of group cohesion, behavioral problems and learning problems (a, b, c, d) God is a shadowy figure who made the world, but no prayers or rituals are directed at him- supreme being A being who is a stranger or someone who is in some way different from the rest of the community- witchcraft Mystical ability possessed by certain individuals enabling them to use their powers and the forces of nature to bring harm to others- sorcerer Shadows or spirits of deceased people constitute an important religious entity- ancestors Nurse educators perform an assessment interview to elicit cultural data from their students- true The concept of transcultural nursing in nursing and nursing education, has been conceptualized as a strategy of caring that takes into account, with sensitivity, the individuals culture involving specific values, beliefs and practices- true Culturally congruent care is defined as behaviors or decisions that are designed to fit with cultural values to provide meaningful, beneficial, and satisfying health care- true The following are universals of world views, except- self and other In order to render culturally sensitive nursing education, health sciences educators ought to recognize their own cultural mindset- true Teaching the attitudes and behaviors required in clinical situations- It is an organizing framework underlying effective cross-cultural communication. The process through which educators seek and obtain a sound educational foundation concerning various world views of different cultures- describing one group after another This format occurs if courses lack theoretical organization- the reason for teaching cultural competence Becoming familiar with culturally diverse groups world views, beliefs, practices, lifestyles and problem-solving strategies- cultural knowledge The educator should also have some knowledge of anthropological theory- the goal of the educator who attempts to gain cultural knowledge. The fields of transcultural nursing, sociology, transcultural psychiatry, anthropology and medical anthropology can provide the educator with information needed to teach nursing education- true Themba has been reported to be inactive in classroom. His classwork is of poor quality. Lastly, when the nurse educator starts a conversation with him, he always looks away. Themba being in a multi-cultural classroom the following are possible explanations to his behavior: his communication perception, perception of space, perception of time and biological variation are different from that of the teacher (Giger and Davidhizar, 2007) Communication is important in human behavior and interactions. Communication establishes commonality among people which allows sharing of feelings, ideas and information. Culture is shared through communication. Different communities have different communication perception. In some cultures, the children should not start a conversation with elders. It is rude for a woman to be talked to while staring at the man. A child should not be facing an elder when being talked to, it is considered rude. In some cultures, when one faces away while being engaged in a conversation it is considered rude. It is clearly evident that Themba and his nurse educator are from different cultures. Themba looks away when the teacher speaks to him as a sign of respect. The teacher views this as being rude. The second barrier to effective learning, in Thembas situation is perception of space. In most communities, cultural space increases with increase in age. He was reported not to participate in classroom discussion. In this case, it could be that Themba belongs to a community whereby children and elders interactions are unidirectional. The elders talk while the children listen. In this case Themba is doing the same. He listens to the nurse educator. In addition, biological variation may explain his behavior. In many communitys female gender has no voice. They are looked down. Themba may be coming from such a community. He wonders what the female teacher can teach him. This is a huge barrier in learning. In conclusion, Thembas behavior is as a result of cultural differences. The way the teacher and Themba views communication patterns, perceives space and their gender differences are possible explanations of his behavior. This clearly shows that multi-cultural classroom is faced by so many challenges that affects learning. The guidelines to be followed when writing a multicultural lesson plan. According to Banks, J., (2008); Bennett, C., (2003) when writing a lesson plan for a multi-cultural lesson plan the following guidelines should be adhered to. The institutional goals, curriculum objectives, multicultural goal, instructional delivery, materials/resources and lastly the assessment and evaluation. Institutional goal. It is dictated by the schools motto, mission, values and vision. The lesson plan should be able to achieve this objective. Curriculum objectives. The curriculum dictates what the students should learn and at what time. It is wise to consult the curriculum so as to achieve the objectives at that given stage. Multicultural goals. There are several multi-cultural goals. There are those that develop historical perspectives, cultural consciousness, intercultural competence, social action skills, and awareness of the surround. In some cases, they combat racism, discrimination and prejudice. When making a lesson plan, the nurse educator should focus on achieving at least one of the goals. Instructional delivery/ student activity This focusses on the teaching methodology. There are several types of methodology used; lectures, videos, small group, reports, or reading. For effective learning, when choosing a learning methodology, the nurse educator should consider the following; the individual differences, students interests, promote team work/building, should ensure that the students finds a connection of the past learning. Materials/Resources. Choosing the materials, resources to use so as to teach. The factors considered when choosing a material includes the following; those with ethnic cultures and cultural diversities that reflects the reality accurately. Factual resources that are historically accurate. Fictional books that contains very strong ethnic. Those that accurately portrays the attitude and perspectives of a society accurately. Assessment and evaluation After every lesson there should be an evaluation of the students comprehension and teaching methodology. The following are questions that can be used to assess; Are the methods used culturally appropriate? Has the lesson used multiple methods? Do the methods assess skills, understanding and student knowledge? The nurse educator has the following duties regarding personal cultural capacity building to accommodate cultural differences in the classroom- know they self, think globally, act locally, identify the pitfalls affecting marginalized students, listen and learn (a, b, c, d, e) Judgement or opinion against, or in favor of a person or thing, formed beforehand- discrimination Considering ones own race as superior to another race- racism Create mental categories in order to place people, items or events in conceptually specified groups- prejudice When you meet a gay person for example, and your perception is that all gay people are immoral, you may be intolerant towards that person, based on your perception of his/her behavior. This example describes- cultural alienation Noise and dilapidated buildings- physical barriers Hearing impairment or stammer- physiological barriers Differences in age, background, education, gender and interests- perceptual barriers Emotions such as fear of punishment- psychological barriers Social accountability, which is an essential component of transformative education, requires that attention be paid to the issues of- governance, curricula, nurse educator preparedness, cultural diverse education (a, b, c, e) A common source of frustration in transcultural communication is the different ways people from different cultures regard time- true Culturally congruent care is defined as behaviors or decisions that are designed to fit with cultural values to provide meaningful, beneficial, and satisfying health care- true The educator must not only pay attention to words but to meaning too- listen Suspend judgement while listening, checking perceptions and seeking feedback- resist judgmental reaction The educator must clarify feedback so that what has been said is mutually understood- seek feedback The educator must become conscious of how he/she is communicating, thereby learning from their own communication- develop self-awareness Learning styles are largely determined by inherent characteristics, but it is also influenced by the way a student is socialized at home and in the community. This can be shown as- cultural values-socialization practice-learning style (4) Light, weather, seating arrangements and sound- environmental factors Primarily motivated by extrinsic or intrinsic rewards, persistence, need for structure-psychological factors Working together in a group of peers- sociological factors Educator must distinguish between analytic and global students- physical factors Requires alertness to students comments about differences and similarities- use teachable moments Reassure students that differences are valued and the students are cared for because of their uniqueness- establish trust An important strategy that educators can use to motivate all students, particularly discouraged students or students of limited ability- being success oriented Effective educators send out clear, positive messages to students that increase their feelings of self-worth- praise students Reflect only the values, attitudes and viewpoints of the dominant group, which is generally portrayed as being superior- ethnocentrism Depict all individuals of a particular group as having the same attributes that lead to inaccurate information and the creation of false impressions- distortion False information that results in a one-sided account- omission Omission, stereotyping and inaccurate information lead to confusion and misunderstandings or the misrepresentation of facts, motives and statements- stereotyping Cooperative learning has emerged as one of the most promising teaching strategies for diverse groups of students- true According to Leininger, culturally congruent care is provided by combining the professional and generic health care systems creatively- true Refers to groups whose members share a common social and cultural heritage passed on to each successive generation- ethnicity A stratum of people of similar position on a continuum of social status within a society- social class Distance and intimacy techniques that people use when relating verbally and nonverbally to others- space Groups who are either orientated to the past, present or future might differ with regard to culture, age, gender, place to place, region to region and socio-economic groups- time Health sciences educators in the Western world have contributed towards inequality of health by using educational approaches that are inappropriate to the poor- false Cultural imposition refers to all the following, except- people tending to see what they expect to see. Have adopted a scientific approach to life- naturalistic People do not have control over their destiny- mechanistic When conducting culturally-related assessments, the health sciences educator should consider- difference in world views, cultural values may vary, that cultural of people may vary (a, c, d) When analyzing culturally-related assessment data, the health sciences educator should teach students the following, except- negotiation skills When analyzing culturally-related assessment data, the student should acquire the following skills, except- psychomotor skills Non-verbal components of the senses are taken into consideration-listening The professional point of view is discussed with the student- explaining Parties come to a conclusion that changes the health sciences educators professional position while encouraging the student to make change until a workable solution is found- compromising Points of view of students are weighed against each other, emphasizing areas of both agreement and disagreement- comparing Multicultural education is an educational course which the health sciences educator must not undergo- false Gaming strategies in the culturally diverse classroom can enhance the effectiveness of, learning, and reduce communication and cultural barriers- true Teaching style categories which can be used by the health sciences educator excludes Being- emotional exciting In terms of informal educator-constructed class tests, cultural bias can be reduced if educators have sufficient information about the languages and cultures of students- true SEMESTER 2: ASSIGNMENT 2 Semester 2 Question 1 Duties of nurses educator in ensuring accommodation of cultural differences classroom. The nurse educator should ensure that children respects other peoples values and culture. The teacher should also teach them how to live harmoniously in a multi-cultural society. Should also be able to restore a positive self-concept in those who have been greatly affected by racism. Should teach the children to appreciate cultural differences and view each community as being special (Giger and Davidhizar, 2007). The roles of the nurse educator so as to enable the students to accommodate different cultures can be achieved through the following; cultural identity, cultural awareness, cultural sensitivity, cultural diversity and lastly cultural safety. Cultural diversity. The nurse educator has a role in teaching his or her students on existence of many cultures. Should elaborate on the importance of the cultural diversity. Cultural identity. The nurse educator has a role in ensuring that his/her pupils identifies to a certain community. It is important as it gives the students a sense of belonging and feel loved. It also enables them to know their cultural history and traditions. This boosts their self- esteem hence facilitating learning. Cultural awareness The nurse educator has a role in making sure that his or her pupils understands other peoples culture. Should ensure that they understand there are similarities and differences between their cultures and other peoples cultures. These differences in attitudes, beliefs, values, social structures and perceptions of different items/issues. Cultural sensitivity Cultural awareness if not taught well causes harm in a society. For example, some can become stereotypes whereby they view a certain culture and in most cases their own, as superior. The role of the nurse educator is to ensure that cultural awareness grows to be cultural sensitivity. This is whereby one acknowledges the cultural differences. One behaves in such a way that they respect the cultures. They do not award any culture a positive or negative points. They view all cultures to be equal. Cultural safety Cultural awareness and cultural sensitivity leads to development of cultural safety. In this case the nurse educator has a role in ensuring that the students develop cultural safety. In this case the educator should create a safe environment for learning. The safety should be felt in terms of physical and emotional safety. The nurse educator has a role of ensuring that his or her students are able to develop cultural safety. Be able to install a sense of security/safety in those people they interact with. This will support their socialization. Conclusion For effective learning, there has to be effective communication. This will only be achieved when students get to respect each other. This respect will only be earned after the students gets an understanding of the cultural diversity, cultural awareness, cultural sensitivity and cultural safety. This will enable harmonious living. Reference Banks., (2008) Teaching strategies or ethnic studies. Boston: Allyn Bacon Bennet. C (2003) comprehensive multicultural education theory and practice, Boston: Allyn and bacon. Giger and Davidhizar,.

I Have a Dream Speech, Martin Luther King Essay Example

I Have a Dream Speech, Martin Luther King Essay The historical narrative document â€Å"I have a Dream† is a political speech which was delivered by Martin Luther King on the 28th of August 1963 in the shadow of the Lincoln Memorial in Washington. The speech was aimed at the 250,000 Civil Rights supporters, both black and white, who had gathered for the March on Washington for Jobs and Freedom, a key moment of the American Civil Rights Movement. One imagines that Martin Luther King hoped that his words would not only be heard that day in Washington, but that they would be carried across the rest of America too. Martin Luther King was born on the 15th of January, 1929. When he finished his studies in Sociology he went on to read Divinity Studies at Crozer Theological Seminary. He became a Baptist pastor in 1954 and from then on started to campaign for civil rights issues. In 1955 he was elected President of the Montgomery Improvement Association which staged a year long boycott by African Americans of Montgomery buses over segregation and inferior treatment of blacks. When the boycott ended on the 21st of December 1956, Martin Luther King and the M. I. A. had achieved desegregation of Montgomery buses; the leader had gained great prominence and became primarily a civil rights activist. He was a man with great promise and was viewed as an inspiration and leader by African Americans. In January 1957 the leaders of the Montgomery Bus Boycott founded the Southern Christian Leadersip Conference (SCLC), made up of churches and clergy from across the South. Martin Luther King was elected President as he had played a fundamental role in the Conference’s creation. As the bus boycott had achieved such success the SCLC’s objective was to organise non-violent protests to gain equality for blacks. The SCLC’s Birmingham campaign preceded the March on Washington, and King’s inspirational â€Å"I have a Dream† speech. Between 1957 and 1962 17 black churches and private homes were bombed in Birmingham. In 1963 the SCLC took on Birmingham as a major campaign, setting up headquarters and organising peaceful protests, demonstrations and sit-ins. On Good Friday, the 12th of April, Martin Luther King personally led an officially banned demonstration march; all the protestors were immediately arrested. When King’s wife had no news from her husband, she contacted the White House and President Kennedy became personally involved. King was kept in jail for 8 days, although he received preferential treatment due to the President. We will write a custom essay sample on I Have a Dream Speech, Martin Luther King specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on I Have a Dream Speech, Martin Luther King specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on I Have a Dream Speech, Martin Luther King specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His involvement in Birmingham gave the campaign even more prominence, taking it nationwide and it led to Kennedy bringing in the Civil Rights Act of 1964. Police actions and their treatment of the protestors sparked national outrage. The Birmingham campaign led to other protests across the country, culminating in the March on Washington. The rally was the group effort of several different civil rights organisations, all with different approaches and outlooks. The organisers were A. Phillip Randolph, Martin Luther King, James Farmer of CORE, Roy Wilkins of the NAACP, John Lewis of SNCC and Dorothy Height of the National Council of Negro Women. They were known as the â€Å"Big Six†. The objective of the March was to have important civil rights legislation passed on the following issues: racial desegregation in public schools; protection for demonstrators against police brutality; a public-works programme to provide employment; the prohibition of racial discrimination in public and private hiring; a minimum wage (2$ an hour); and the self-government of the District of Colombia, an area with a black majority. The Kennedy administration originally opposed the demonstration fearing riots would take place which would jeopardise the newly introduced Civil Rights legislation. When they realised the demonstration would go ahead anyway the White House became actively involved in the organisation, re-drafting speeches and inviting white organisations to attend in the hope that this would prevent any violence. The organisers estimated around 100,000 protestors would attend the March but on the day approximately 250,000 people turned out, around a quarter of whom were white. The major police presence was unnecessary in the end as it turned out to be a peaceful, non-violent protest. Even speakers included all of the â€Å"Big Six† civil rights leaders and Catholic, Protestant and Jewish religious leaders. The only female speaker was Josephine Baker. The most important and acclaimed speakers were John Lewis and Martin Luther King. â€Å"I have a dream† has gone down in history as one of the most important speeches in American oratory. King’s speech was dramatic, well-delivered and impassioned; millions of Americans watched the developments on television which helped the ideas and hopes of the Civil Rights Movement reach the whole country. The speech, an excellent example of rhetoric, was not delivered for the first time at the March on Washington. Other drafts or versions were given at various meetings and rallies, although the â€Å"I have a Dream† version was unique, delivered exclusively at the March. King actually deviated from his written speech towards the end, possibly prompted by the cries of Mahalia Jackson (a well known Gospel singer) of â€Å"Tell them about the dream, Martin†, thus prompting King in his anaphora of â€Å"I have a dream†, used 8 times in his discourse. Other examples of anaphora in the speech include â€Å"Now is the time† and â€Å"One hundred years later†. The language used is powerful, evocative and passionate; the message is strengthened with metaphors and imagery. Some example are â€Å"dark and desolate valley of segregation to the sunlit path of racial justice†, â€Å"whirlwinds of revolt†, â€Å"whose governor’s lips are presently dripping with the words of interposition and nullification†, â€Å"jangling discords†. Martin Luther King’s background as a Baptist preacher was an important influence on his speech; indeed one feels like a member of his congregation listening to him giving an impassioned speech from the pulpit. There are many religious and Biblical references throughout the discourse; the first comes in the opening paragraph with â€Å"It came as a joyous daybreak to end the long night of captivity†, an allusion to Psalm 30:5. Further on King alludes to Amos 5:24 when he says â€Å"until justice rolls down like waters and righteousness like a mighty stream†, and to Isaiah 40:40-5 with â€Å"every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain (†¦)†. There are also numerous allusions to â€Å"God†, â€Å"Lord†, â€Å"faith† and â€Å"God’s children†. I have a Dream† begins â€Å"Five score years ago†, an allusion to Abraham Lincoln’s Gettysburg address. Martin Luther King spoke from the steps of the Lincoln Memorial, a location which was surely well-calculated given his opening line. The beginning of the speech is an impassioned criticism of racial inequal ity. King refers to the Emancipation Proclamation, an executive order issued by President Lincoln on the 1st of January 1863 during the American Civil War. It declared the emancipation of just over 3 million of the country’s 4 million African-American slaves who had belonged to white Americans. 0,000 of them were freed immediately, and nearly all were emancipated by July 1865. The first decade after the war, known as Reconstruction, was a positive period for the newly-freed slaves. Various Civil Rights Acts were passed, blacks gained independence and some economic stability. However, things changed in the 1870’s when Reconstruction ended and times became difficult for blacks. Unfavourable laws were passed, including voting qualifications, and in 1896 the Supreme Court declared legal â€Å"separate but equal† services and facilities for African-Americans which meant segregation, putting them at a great disadvantage. King also refers to two other historical American documents: the United States Constitution, with its abolition of slavery and prohibition of voting qualifications based on colour, race or previous status as a slave; and the Declaration of Independence which proclaimed â€Å"all men are created equal†. He argues that all 3 of the afore-mentioned documents failed completely where African Americans were concerned. However, he declares that he is hopeful that the situation will be remedied, calling for racial justice and equality for â€Å"all of God’s children†. Martin Luther King was a great believer in peaceful demonstrations. He did not approve of violence and encouraged his followers to fight for racial equality with peaceful methods: â€Å"In the process of gaining our rightful place we must not be guilty of wrongful deeds†. He urges them to ‘turn the other cheek’, even if they are wronged, and to show exemplary and dignified behaviour â€Å"on the high plane of dignity and discipline†. He also reminded them not to mistrust all white people, as many of them supported racial equality, which could be seen at the March itself as around a quarter of the emonstrators were white. King mentions the police brutality and racial violence suffered by many African-Americans and alludes to the fact that some of the demonstrators had just been released from jail, having been locked up for their participation in civil rights acts. As previously mentioned, King himself was arrested and jailed on several occasions for his part icipation in sit-ins and protests. The last part of the speech introduces the famous â€Å"I have a dream† anaphora, and is where King began to improvise. For many this is the most emotive part of the whole speech. It is an impassioned plea for freedom; for his children and all black people to be judged on their character and not on their colour or race; and for blacks and whites to become brothers. He refers to â€Å"My Country t’is of Thee†, a patriotic song also knows as â€Å"America†. It served as a de-facto national anthem until â€Å"The Star-Spangled Banner† became the official U. S. national anthem. His hope is that the words â€Å"let freedom ring† will one day be true for everyone. He uses these words as a plea, a cry in the last lines â€Å"Let freedom ring from the prodigious hilltops of New Hampshire (†¦)†, then cites other U. S. cities, from New York to Georgia. His final wish is that people of all colours, creeds and races will finally be able to say they are â€Å"Free at last! free at last! thank God Almighty, we are free at last! †. With the success of the March on Washington and Martin Luther King’s speech came the height of his fame. He was named Times magazine’s Man of the Year in January 1964; he met the Pope and he was invited to speak abroad. President Johnson invited King to the White House when he signed into law the Civil Rights Act of 1964, an Act greatly influenced by King’s role in Birmingham. The year ended on a high note when he received the Nobel Peace Prize on the 10th of December, 1964. King donated the 54,000$ prize money to the Civil Rights Movement. Shortly after collecting his prize, King and the SCLC focused on Selma, Alabama. Half of its 30,000 citizens were black yet only 350 were registered voters. The SCLC decided to launch a major vote-related campaign with months of hard campaigning, pre-banned marches and spouts of violence. The Ku Klux Klan murdered white Minister James Reeb in Selma, bringing the town to the attention of the rest of the U. S. Thousands of religious leaders demonstrated outside the White House, and soon after President Lyndon Johnson disclosed his Voting Rights Bill in a televised address. The SCLC’s Selma campaign led to the Voting Rights Act of 1965, giving the government more power to control racial abuse at a local level of voting, and it prohibited tactics to prevent black voter registration. It was another huge success for Martin Luther King. After Selma, King changed focus and turned his attention to the North and West, with Chicago being chosen as the base for a Northern SCLC campaign. Having achieved everything that he could within legislation, King began to focus on economic issues as he realised that blacks needed help in job, housing and school-related matters. He also became increasingly vocal on the Vietnam War, attacking President Johnson’s policies, making him angry at King’s lack of loyalty. King received a lot of criticism from other civil rights leaders who felt he should be dedicating all of his time and energy to the African-American people and their needs instead of focusing on the Vietnam War. At the age of 39, Martin Luther King was assassinated on the balcony of a Memphis hotel room on the 4th of April 1968, 3 years after the success of â€Å"I have a Dream† and the March on Washington. He was in Memphis to support a strike by black sanitation workers, due to his increasing interest in economic matters. Immediately after his death riots broke out in cities all over the U. S. , with violence and arson becoming widespread. 3000 people were arrested and over 20,000 injured. Despite King’s death thousands of people came to Memphis to support the black sanitation workers’ strike, turning it into a great success. My opinion is that Martin Luther King’s determination and demand for racial equality in the U. S. was unprecedented and his role in prominent civil rights campaigns can certainly be viewed as pivotal in the change brought to U. S. legislation. He was the most inspirational civil rights leader America has ever known and his dignified, peaceful methods should be applauded. His achievements through the Civil Rights Movement and the SCLC, and his powerful â€Å"I have a Dream† speech made an important impact on America, bringing about the Civil Rights Act of 1964 and the Voting Rights Act of 1965, earning King a significant place in American history. Today, America has its first African-American President, Barack Obama, something Martin Luther King would surely be incredibly proud of if he were alive. I feel that King’s hard work as a civil rights campaigner put the wheels in motion to make such a feat possible.

Let the T-Shirt Speak!

Let the T-Shirt Speak! Everyone loves cool T-Shirts! And the more personal it is, the better it looks on you. You want it to be unique, unlike those boring brand T-Shirts bought on sale. So, if you do not want to shop and buy, you need to create one. However, figuring out how to design the perfect T-Shirt that adequately reflects your character and preferences is no simple task. Fortunately , in this article we’re going to give you some tips to help you on your journey to T-realization. Enjoy! Think Anthropomorphically What animal are you? What’s your â€Å"totem† animal? What animal or critter speaks for who you are or could stand for your cause? What animal would make the perfect mascot on your T-Shirts? Now, once you figure out the animal it’s time to give it a little personality through its body language and facial expression. While it definitely takes some finesse, furry brand icons can work magic with T-shirts without having to say or do much. Think about it. Approach it Like a Marketer Not only do you want to like your t-shirt, but it wouldn’t hurt if others found it pleasant as well. That is unless your goal is to be a walking eye-sore (more on this in a sec). Of course T-Shirts are T-Shirts are T-Shirts, but there are a few essentials to keep in mind: Fit: If they fit well, they look better (unless someone’s rocking a huge beer gut or something). Don’t get so lost in the aesthetic phase you forget that if it doesn’t fit, the design doesn’t matter. Placement: Where you place words and graphics means everything, and no, it doesn’t have to be in the typical spots. Be creative! There are no rules when it comes to placement. Fabric: It makes huge difference! Play with as many options as possible to see what will compliment your statement or t-approach the best. It’s not from afar that people fall in love with T-Shirts, but up close and personal. Use Minimalism to Make Grand Statements Absolutely no one really likes loud T-Shirts. Those are the kind of shirts we wear in the privacy of our own dorm rooms, or to the lake or something. When the T-Shirt matters, it should speak eloquently and elegantly without really saying much. Get it? Keep statements tight and graphics under control. It’s Not All about YOU! The way we view ourselves and our T-shirts fades away in comparison to how others view us and our T-Shirts, right? Besides, once out and about they’re a part of the landscape and people will be subjected to them whether they like it or not. At the end of the day it’s about the human being inside the gentle folds and stitching that matters. Think about it before you print something outlandish or gaudy. Again, minimalism always makes the grandest statements both in word and in terms of graphics. Keep your eye on the ball and remember that if the T-Shirt sucks, you aren’t going to look cool in it either most likely. Humor and Tact Should be Subtle Irony and silence are the keys to humor. Irony is often soft-spoken and incredibly easy to grasp. That’s why it’s so freaking hard to create fictional irony! Think about the little quips and advertising slogans that seared themselves into your mind over the years. What do most of them have in common? They’re creative and often ironic ways of presenting or looking at certain information. Subtlety. Tact. Humor. These are the types of slogans and sayings that people can choose to get behind and wear literally on their sleeves. It’s about making people do two things: think and smile. We’re Not in the 60’s Color. It can be your best friend or your fierce enemy. It can attract the eyes or shun them. It can engage the mind or completely turn it off. It can dazzle and confuse. You must walk a fine line between choosing a color that works by itself given the style of the shirt, and a color that works with the wording and graphic design. No one said it would be easy. However, following these tips will lead you to creating the formula of your best and most personal T-Shirt, unique and one of its kind. The practice will save your backside. Good luck with your Ts!

Philosophy Assignment Example | Topics and Well Written Essays - 1000 words - 3

Philosophy - Assignment Example Nevertheless, we can assume philosophy to be a consistent and rational effort to acquire knowledge  about topics that do not warrant empirical investigation (Brown Web). This paper discuses some of these philosophical topics and questions. Traditionally, rationalism and empiricism have been the normal ways that philosophy attempts to answer the question, â€Å"what do I know?†, â€Å"how do I know it?†, and "How do I get beyond mere opinion to real knowledge?" However, both rationalism and empiricism theories manifest different strengths and weaknesses in trying to explain human knowledge. The two theories differ on the extent to which we are dependent upon sense experience in our effort to gain knowledge. Indeed, while rationalism proposes that we gain knowledge through reasoning, empiricism on the other hand proposes that we gain knowledge through sensory experience (Markie Web). However, according to me, I find that rationalism best explains human knowledge. This is because the rationalism relevantly puts forward two concrete explanations to their theory. First, the argument that that there are instances where the content of human knowledge supersedes the information that sense experience can provide is very true. Indeed, human knowledge is not all about sense, it is about reasoning, critical thinking, logic, and rational insight. Actually, from the intuition  claim, rationalism equally reckons that we should not just believe what we see but we should also be able to derive conclusions through valid arguments (Markie Web). Indeed, in many cases we use the self-evident truth to derive more truths. This explains that we can have knowledge independent of sense experience. The rationalists’ theory also constructs accounts of how reason in some form or other provides that additional information about the world. More so, the rationalism theory is flexible in that it adjusts its understanding of certain beliefs and adopts the denial of

The property and financial difficulties of a divorced couple Case Study

The property and financial difficulties of a divorced couple - Case Study Example Divorce has always been a complex and controversial subject for couples. For the most part, the issues concerning property, pension or children complicate relationships and adversely impinge on families including the children. The case of Jenny and Ted is not different compared to others who had to deal with the issue of property during or after the divorce is filed. However, if amicable settlement is not reached by the couple, the laws in the United Kingdom with regards family, divorce and property are very clear on this issue.First the Matrimonial Causes Act 1973 sets out the foundation for divorce and is also the major law England and Wales which stipulates the creation of ancillary relief -the financial payment to a marriage party after a couple files for a divorce, nullity of marriage or separation. The claimant of the ancillary relief should present her claim (in this case, Jenny) to a court in England or Wales in order for the court to resolve pecuniary issues which arise from the divorce. 1This is specified in Section 23 & 24 of the Matrimonial Causes Act 1973 which states that the court is empowered to create financial and property provision orders when a couple is granted a divorce. This provision indicates that a party to a marriage shall pay, in forms of securities, bonds or share, or in unsecured lump sums, the other party. Section 24 of the aforementioned act likewise gives the courts in England and Wales the power to order the sale of property which is intended for ancillary relief. The courts in England and Wales have been given this authority since 1970's which bestow them the powers to transfer ownership of property and order a party to make payments to the other party. This authority requires that the courts must assess whether the pecuniary relationship between the couple must be ordered immediately ceased or terminated. 2Payment to the other party in a marriage is ordered by the court in a form of maintenance or in a form of a clean break order which bars the litigant from making further claims in a form of ancillary relief. This payment is also referred to as maintenance orders which can be given to the other party on 'nominal basis' or specific terms. However, the court can review this order any time so as to match the ongoing adjustments in financial ability of the parties who filed for a divorce. The terms and particular dates and arrangements for maintenance orders are usually specified by the courts (Kempton & Theobold 2001). Other various orders which the court can create on their discretion and ones which are contextually related to the family law include Property Adjustment Order in which the courts are given a wide discretion on how the property will be divided and in what shares. The court also has the power to order the auction of the matrimonial home of the couple. Furthermore, a variety of options are open to the courts of England and Wales in order to settle dispute on property. These factors are listed on Section 25 of the Matrimonial Causes Act 1973 so that the courts may serve well and judiciously the interest of both parties in a marriage or serve the best interest of the children. The possible orders that courts can make are in fact limitless and they are created in specific circumstances (Kempton & Theobold 2001). The idea of fair and equal distribution of property has its precedence on the landmark cases decided by courts of England and Wales or the House of Lords. One such case is the famous White v White 2001 in which the House of Lords ordered a controversial redistribution of the couple's finances and property after the divorce. Lord Nicholls, a member of the House has set precedence in his speech which would later on specify the acts with regards division of assets. Nicholls stated in his speech that in all cases, judges must practice judiciousness and ensure their provisional judgment (on assets distribution) regarding the "yardstick of equality of division". This does not mean

Theology & Wisdom Research Paper Example | Topics and Well Written Essays - 2250 words

Theology & Wisdom - Research Paper Example This becomes significant not only because it re-echoes the Jewish faith but because it counters the notion of the belief on pluralist God, which was the dominant notion or belief during the ancient period. This concept is significant in the understanding of the notion of god vis-Ã  -vis evil because as it removes the plurality of gods, it opened the tension between the goodness of God and the presence of evil. This tension necessitates justification as the presence of evil in the world does not only posit a contradiction to the goodness of God but it also acts as a counter-claim for the one God being all-powerful. Ben-Sira claims that there are certain attributes ascribed to God alone. These are God is one and the same. God is eternal. God is the all and in all. This means that God is both transcendent and immanent in all creation. God is the creator. God is powerful and His power is manifested in the creation when He created everything out from His words. God is omniscient. God knows everything even the deepest mysteries of the cosmos and He sees thongs even before they come to be. God is merciful and His mercy is to all people whether gentile or Jew. As God is merciful, God is also righteous - He punishes those who are wicked and unrepentant of their sins and He shows His filial love and protection to those who are faithful. These attributes do not cover the immensity of God. These attributes are simply those, which the human mind and faith can grasp in the midst of God’s immense goodness and power. However, if God is these as understood by the human mind and heart, why it is evil? Ben-Sira asserts that the presence of evil in the world is the result of two factors, namely the origin of sin and the conflict of the freewill.

Life Cycle Analysis Of Paper Production Environmental Sciences Essay

Life Cycle Analysis Of Paper Production Environmental Sciences Essay During the typical life of a product, it will progress through 5 stages . At each stage there is interaction with the environment. In many cases the material processing and manufacture will occur in the same factory. The interaction between the product and the environment can be direct or indirect. For example, the pulping of the wood into paper will release emissions that are directly related to the paper. On the other hand, the transport of the paper will have an environmental impact from the emissions of the vehicle however this emission does not come directly from the paper. A Life Cycle Analysis (LCA) takes these emissions into account as well as other environmental impacts such as the destruction of habitat and can be used to quantify the environmental impact of a product from its original raw materials to its eventual fate (cradle to grave). The whole life cycle has to be considered, as the environmental impacts of different products will be greater at different parts of the c ycle. For example, paper will have a bigger environmental impact during the material extraction and material processing stages than it will for the use stage of its life cycle. However, an electrical item such as a washing machine will cause most of its environmental impact during its use stage because of its consumption of electricity, the majority of which are generated by the burning of fossil fuels. The life cycle must also consider the potential for the product to be recycled, remanufactured and reused. Reusing obviously has the lowest environmental impact as it requires less energy to convert the useless product into a usable product again. life cycle.gif Figure 1: The product life cycle showing the five phases and the potential to recycle, remanufacture and reuse products (Tarr, c. 2007) Paper is an essential product that the modern world relies upon. It is a highly functional product and is used to fulfil a variety of functions. It can be manufactured into many practical goods, with varying properties. It may be combustible or be made fire-resistant. It may be a carrier or a barrier or a filter. It may be tough enough to withstand acid or soft enough for a babyà ¢Ã¢â€š ¬Ã¢â€ž ¢s skin (Confederation of Paper Industries, 2010). Paper is a multipurpose commodity that can be used utilized to do anything from being printed on to deliver daily news to the masses, to create bank notes or even to make air and oil filters for cars. The worldwide consumption of paper in 2007 was about 300 million metric Tons (PaperOnWeb, c.2007). An LCA is a way of linking the inputs and outputs of any product to the environment and provides an insight into possible solutions to lower the environmental impacts of that product. A typical paper production process and each stageà ¢Ã¢â€š ¬Ã¢â€ž ¢s environmental impact are shown in figure 2 (below). recycling paper.jpg Figure 2: shows the stages in the life cycle of paper: the logging of wood in the forest and the environmental impact of this, its conversion to fibres, the processing of the fibres to make paper, the distribution of this paper to the consumers, the collection of waste paper, after which it is either recycled back into paper fibres or it is removed from the cycle and sent to incineration or landfill. Adapted from (Axel Springer, 1998) The paper industry uses a great deal resources and as waste paper is continually removed from the process, the paper industry is only viable if fresh fibres are constantly added. This means that trees have to be persistently cut down and removed from forests. This could lead to unwanted climate change due to their being less trees to absorb the CO2 and from the emissions from the manufacturing process and from the vehicles that are transporting the raw material. This wood could also have been used to generate energy, so removing it to create paper could lead to energy depletion. The trees used to produce paper should only be purchased from companies that will ensure that the trees are harvested and grown in a sustainable manner, as deforestation of local forests is unacceptable. If the trees were not harvested in a sustainable manner, and the trees were removed and not replaced the soil that would normally be held in place between the trees could be washed away when there is rainfall . During periods of exposure to the sun the soil would be dried out and the nutrients would be removed from it. This soil erosion would cause the land to become useless. Non-sustainable management of the forests will cause a disruption of the water cycle reducing the biodiversity of the forest. The paper industry is a very energy intensive one so carrying out an LCA on paper would allow us to see how much damage is being done to the environment by the paper industry. If the LCA shows that the paper industry is causing a significant environmental impact, it could cause a campaign for conservation. Goals The goals of this LCA were to assess environmental impacts of paper produced in Portugal, which is mainly exported and consumed in Germany, in order to discover what processes contribute the most to the environmental impacts. The environmental impacts being considered are the global warming over 100 years, acidification, eutrophication, non-renewable resource depletion and photochemical oxidant formation. The secondary aim of this LCA is to compare the environmental impacts of paper production, if the market was changed from German market to the Portuguese market. Limitations The LCA is limited by a few factors; firstly there is no data on the effectiveness of CO2 sequestration, so it was assumed that the CO2 released from renewable energy sources balanced the CO2 absorbed by forest growth. Secondly, even though fibres are recycled it is not clear how many times the original fibres can be recycled before they are too short to form a decent product, so it has been assumed that the paper is recycled 4 times at most before being sent to landfill or being incinerated. Thirdly, the materials that were present in less than 1% (in mass) in 1 tonne of paper of 80 g/m2 were ignored. Finally, the construction and maintenance of equipment, machinery and buildings were not included in the LCA. Inventory Analysis The first stage of an LCA is to carry out an inventory analysis. Here the overall life cycle of paper and the inputs required to make it are split up into smaller sections which are then broken down into individual processes and outputs which can be analysed. The life cycle was split into; forestry, paper production, distribution, final disposal in Germany and final disposal in Portugal. This is shown in figure 3 (below). Input: Raw Materials: Wood, Water and Chemicals Energy: Coal, Diesel and Electricity Forestry Paper production Distribution Final Disposal Germany: Landfilling 17% Incineration 8% Recycling 75% Final Disposal Portugal: Landfilling 53% Incineration 18% Recycling 25% Composting 4% Output: Usable Products Paper By-products e.g. wood for domestic purposes Output: Environmental Impacts Airborne Emissions Water Effluents Solid Wastes Figure 3: A diagram showing how the life cycle of paper was split into forestry, paper production, distribution, final disposal in Germany and final disposal in Portugal and how the inputs and output interact with each stage. Each stage was now separated into individual processes so that an inventory analysis could be carried out. This is summarised in figure 4 (below), which shows all the materials used and links them to the processes that occur. Stages Processes Forestry E. globulus forest Pine forest Paper Production Pulp production Chemical production Energy production in the grid Transport of wood to the pulp mills then to the paper mill Transport of chemicals Paper Distribution Transport of paper to Germany Paper distribution in Germany Paper distribution in Portugal Final Disposal in Germany Landfilling Incineration Recycling Energy production in the grid Transport of wastepaper from the user to the several disposal alternatives Final Disposal in Portugal Landfilling Incineration Composting Recycling Energy production in the grid Transport of wastepaper from the user to the several disposal alternatives Figure 4: A table of the processes involved at each stage of the paper life cycle, adapted from (Dias et al., 2007) To complete the inventory assessment data on the growth and harvesting of forests in Portugal would have to be found. It would also have to be known whether the paper mills in Portugal import trees from Scandinavia, as this would then change the size of the emissions generated from transporting the raw material to the paper mills. However, as the raw material is coming from Scandinavia there is a possibility that the emissions could be lower because the average emissions of CO2 from an articulated lorry carrying a load of 40 tonnes is 2.68 kg of CO2 per litre/km, where as a the emissions from a ship carrying the same amount of material would only be 0.4 kg of CO2 per litre/km (Davies, 2003). This means the material brought in by shipping can come from nearly 7 times the distance that it can if it is brought by road and still only have the same amount of overall emissions. A disadvantage of shipping raw material to Portugal is that the trees will still need to be transported from the port to the paper mill. This would not generate a significant amount more of emissions if the paper mill was located near a port. However, if the paper mill is located far from the port, the environmental impacts of transport will increase. The amount of pulp produced and the emissions that producing the paper pulp release would also have to be found. If the pulp is bleached to make it whiter, then there will be additional emissions with respect to wastewater. The paper making process is a very energy intensive one, so data would have to be found on the energy requirements of the paper making machinery and equipment. If the paper mill used some of its useful by-products to generate its own electricity, this would also have to be taken into account, as it may reduce the emissions generated by the plant as it will require less energy from non-renewable sources. However, it could cause an increase in the amount of particulate matter dispersed in the air from the paper mill. The environmental impact from the transport and distribution of the paper would have to be considered. As the paper is distributed in both Portugal and Germany, the environmental impacts of the distances involved in the distribution would have to be accounted for. The average distance for paper distribution in Portugal could be considered to be 200 km, for Germany this could be considered to be 2700 km. The environmental impacts of the final disposal of the paper in both Portugal and Germany have to be considered, as the policy for dealing with paper waste varies with country. In Germany, it is deemed that 5.8% of the paper produced is retained as archives. Seventy five percent of the paper that is discarded in Germany is recycled, 17% is landfilled and 8% is incinerated (Dias et al., 2007). In Portugal again it is assumed that 5.8% of the paper produced is retained as archives. Of the paper that is discarded 53% is landfilled, 25% is recycled, 18% is incinerated and 4% is composted (Dias et al., 2007). Using this information the environmental impacts of landfilling, incineration, composting and recycling could be calculated. The environmental impacts of the transport required to transfer the used paper to the recycling facilities would need to be determined in order to gain a more accurate representation of the environmental impact of the paper making process. Impact Assessment The impact assessment gauges the damage that will be done to the environment by the paper making process. The categories that could be considered are global warming over 100 years (GW), acidification (A), eutrophication (E), non-renewable resource depletion (NRRD), and photochemical oxidant formation (POF) (Dias et al., 2007). Figure 5 (below) shows the impact categories and factors that affect them. The factors that affect the impact categories are non-renewable CO2, CH4, NO2, emissions that are generated from renewable and non-renewable energy consumption, as well as chemical oxygen demand (COD) and adsorbable organic halogens (AOX). impacts of paper.png Figure 5: A table showing the impact categories and the parameters that affect each category (Dias et al., 2007) Using these weighting factors and the data collected in Dias et al. (2007), both an inventory analysis and an impact assessment were carried out. Each graph shows the analysis for both the German market and the analysis if the paper was to only be sold to the Portuguese market. Figure 6 (below) shows the results of the inventory analysis. Figure 7 (below) shows the results of the impact assessment. The negative values for various categories and stages of the life cycle reflect the parts of the process which have beneficial environmental impacts. Figure 6: A graph showing the results of the inventory analysis (G = German market, P = Portuguese market). The FU is the functional unit, which in this study is 1 tonne of paper (Dias et al., 2007). Inventory analysis results The area of the paper life cycle that uses the largest amount of renewable energy is the pulp production. However, the negative contribution is larger for Germany as more of the waste paper is recycled in Germany than in Portugal. This shows that the production of paper from recycled fibres consumes much less energy than the production of paper from fresh fibres. The majority of the non-renewable energy is consumed by the paper making process. The amount of non-renewable energy consumed by paper distribution is also greater for Germany than it is for Portugal due to the fact that the paper mills are located in Portugal so the paper has a large distance to travel before it is distributed throughout Germany. The non-renewable CO2 emissions are in similar proportions to the non-renewable energy consumption meaning that the paper production is the major contributor to non-renewable CO2 emissions. The paper production and distribution are the main sources of NOx emissions due to the energ y used from the national grid and the transportation of the paper. The SO2 emissions are mainly caused by the paper production stage of the life cycle, due to the energy production. On-site energy production provides a small negative contribution for NOx and SO2 emissions in Germany. The pulp production of the paper making process causes the largest contribution to COD emissions; however by recycling paper the final disposal stage can provide a slight negative contribution. Due to the chemicals used in the bleaching process of the pulping stage the AOX emissions are mainly created from the pulp production. Again from recycling the paper the final disposal stage can provide a negative input. Figure 7: A graph showing the results of the impact assessment (G = German market, P = Portuguese market) (Dias et al., 2007) Impact Assessment The most significant contributor to global warming in Germany is the paper production due to the high non-renewable energy usage and CO2 emissions. However in Portugal it is the final disposal that has the largest impact on global warming, as most of the paper waste goes to landfill which produces a lot of methane. As the paper production requires energy which produces high SO2 emissions, it is this part of the process that contributes most to acidification. The high COD and NOx emissions mean that the pulp production stage is the greatest contributor to eutrophication. A large portion of the eutrophication potential is down to the NOx emissions released due to the paper production stage. The electricity used during the paper production stage is the main contributor to the non-renewable resource depletion. Recycling the paper provides a positive impact to acidification and eutrophication, due to less material being sent to landfill and so fewer trees have to be removed from the forests. The amount of acidification, eutrophication and non-renewable resource depletion is greater for paper distribution in Germany due to the fact that the paper mills are located in Portugal so the paper has further to travel before it is distributed throughout Germany. The disposal of paper into landfill causes the release of CH4 which is a major contributor to photochemical oxidant formation. As Portugal sends more if its waste to landfill the impact of POF is greater. Conclusions The inventory analysis shows that Portugal consumes a larger amount of renewable energy and has higher emissions of SO2, COD, and AOX than Germany, this is due to the larger amount of paper sent to landfill. Therefore to change from the German market to the Portuguese market is less environmentally beneficial. However, the impact assessment shows that the acidification, eutrophication and NRRD are smaller for the Portuguese market due to the reduced transport required to distribute the paper. The pulp and paper production stages are major contributors to all the categories and environmental impacts due to the large energy requirements that are satisfied by both on-site energy production and consumption of electricity from the grid. From carrying out this LCA it has become apparent that the forestry stage does not provide any significant environmental impacts. Paper consumption in Germany is more damaging environmentally in categories in which the paper distribution stage has a consid erable input due to the large distance that has to be covered in order to distribute the paper. However, due to the smaller amount of recycling that occurs in Portugal, the global warming potential and photochemical oxidant formation are greater. This LCA has shown that the best area of the life cycle of paper to approach in order to reduce the environmental impact of paper manufacture is the pulp and paper production stages. The environmental impact could be reduced by more efficient treatment of flue gases and liquid effluents.

Otto Van Bismarck And State So :: essays research papers

Bismarck used the media to his advantage. He used it only when it suited him, and never realized that the implications he were presenting were wrong. When world depression in 1875 hit, and assassination attempts were made on the Kaiser, Bismarck engineered an outpouring loyalty from the nation to the Kaiser ~ anyone who opposed him or the Kaiser was characterized as a traitor, and disloyal. In 1878, an election proved Bismarck’s ideologies to be used truly to his advantage. Because emotions ran high during the assassination attempts, Bismarck was able to put together a coalition of conservative deputies that gave him a large majority and put the Reichstag in his “ultimate plan';. Because of his control on the media, and the way he took advantage of his situations, he was able to put off his masterful plans in the government, without being caught. He was walking a very thin line, and it is this trait that led him to his downfall. Many times, Bismarck used foreign policy to insure German security. It is especially clear, when we read that history on the three emperors and the dual alliance. Because Germany was in the center of Europe, it had powerful neighbors along its borders. Germany did not want to fight against Russia and France at the same time, and fights two battlefronts could lead to the destruction of Germany. France alone had no immediate threat, but if, by chance, it formed an alliance, Germany would be in grave danger. To prevent this, Bismarck sought out two other countries ~ Germany, Russia and Austria-Hungary, to make the three emperor’s league. As well, the dual alliance made in 1879 proved to be another point where Bismarck used foreign policy to his benefit. To start his defense strategy, Germany called upon Austria-Hungary to come to each other’s defense in case of war and attack from another power. As a result of this strategy, it led to the renewal of the three emperors league in 1881. Again, Bismarck continued in his treaties, and signed in 1887 the Reinsurance treaty. This treaty involved Russia. Although these alliances may seem deceitful, it protected Germany and made Europe peaceful, which was Bismarck’s goal from the start. Bismarck clearly used state socialism in the building of the German nation. He recognized the needs of the working classes, and brought forward a series of welfare concepts initiated at the support of the workers away from unions. Otto Van Bismarck And State So :: essays research papers Bismarck used the media to his advantage. He used it only when it suited him, and never realized that the implications he were presenting were wrong. When world depression in 1875 hit, and assassination attempts were made on the Kaiser, Bismarck engineered an outpouring loyalty from the nation to the Kaiser ~ anyone who opposed him or the Kaiser was characterized as a traitor, and disloyal. In 1878, an election proved Bismarck’s ideologies to be used truly to his advantage. Because emotions ran high during the assassination attempts, Bismarck was able to put together a coalition of conservative deputies that gave him a large majority and put the Reichstag in his “ultimate plan';. Because of his control on the media, and the way he took advantage of his situations, he was able to put off his masterful plans in the government, without being caught. He was walking a very thin line, and it is this trait that led him to his downfall. Many times, Bismarck used foreign policy to insure German security. It is especially clear, when we read that history on the three emperors and the dual alliance. Because Germany was in the center of Europe, it had powerful neighbors along its borders. Germany did not want to fight against Russia and France at the same time, and fights two battlefronts could lead to the destruction of Germany. France alone had no immediate threat, but if, by chance, it formed an alliance, Germany would be in grave danger. To prevent this, Bismarck sought out two other countries ~ Germany, Russia and Austria-Hungary, to make the three emperor’s league. As well, the dual alliance made in 1879 proved to be another point where Bismarck used foreign policy to his benefit. To start his defense strategy, Germany called upon Austria-Hungary to come to each other’s defense in case of war and attack from another power. As a result of this strategy, it led to the renewal of the three emperors league in 1881. Again, Bismarck continued in his treaties, and signed in 1887 the Reinsurance treaty. This treaty involved Russia. Although these alliances may seem deceitful, it protected Germany and made Europe peaceful, which was Bismarck’s goal from the start. Bismarck clearly used state socialism in the building of the German nation. He recognized the needs of the working classes, and brought forward a series of welfare concepts initiated at the support of the workers away from unions.