Anthropology Reading Analysis Essay Example | Topics and Well Written Essays - 750 words

Human sciences Reading Analysis - Essay Example In Anne Fausot-Sterling's article, â€Å"The Five Sexes: Why Male and Female are not Enough,† Ann sums up her feelings why the two predominant sex characters, which are socially, and medicinally acknowledged are not satisfactory in grouping each sexual orientation. Most present day social orders acknowledge the two evident genders: male, distinguished by having balls and a penis and a Y-chromosome, and female, recognized as having a clitoris and vagina, created bosoms, and lacking a Y-chromosome. Despite the fact that the two sexual orientations referenced above are without a doubt the prevailing sex gatherings, Fausto-Sterling keeps up that there are a lot increasingly intersexual existing in social orders worldwide for them to be accepted as being unusual rates of nature. In an offer to strengthen her case, Ann implies Johns Hopkins University therapist John Money, who proposed the likelihood that intersexual may comprise as much as 4 percent of the complete births. Contendi ng from a world’s perspective, taking the world's all out populace to be 7 billion, this would infer that there might be upwards of 280 million intersexual on the planet. The creator additionally characterized the contemplations of her five-sex characterization framework. We initially have the notable male and female, and afterward we have three other lesser-known gatherings. These incorporate, however not constrained to bisexuals, having one testis and furthermore one ovary, male pseudo bisexuals, having certain highlights of the female genitalia and testicles, yet no ovaries, and female pseudo bisexuals, having a few highlights of male genitalia and ovaries, yet without testicles. Today’s Society keeps on being male controlled. Likewise, logical terms mirror a macho society. In her article, â€Å"The Egg and the Sperm: How Science has Constructed a Romance Based on Stereotypical Male-Female Roles,† Martin keeps up that Scientific composing has endeavored to in troduce the egg and the sperm with ladylike and manly attributes separately. This shows the sperm as the definitive attacker while the egg accept a powerless position. This viewpoint as indicated by Martin is affected by social generalizations. As of late, the scientists Johns Hopkins University inferred that the sperm and egg draw in together as a result of cement particles on each surface. The egg traps the sperm and keeps on squirming incapably. Be that as it may, this new record of the job of the sperm and the egg did little to help change the generalization adventure. Specialists the greater part of whom made the revelations kept on failing in their old representation of the sperm being the dynamic part which infiltrates the egg. Taking everything into account, Martin forces us to address one’s considering the study of one’s proliferation. Being cognizant not to extend generalized social symbolism into studies will help improve one’s capacity in getting nat ure and keep away from hurt brought about by sexual orientation inclination in the public arena. M. Miedzien’s expectation of composing this article, â€Å"Real men, weaklings, and one’s national security was to address the pending issue that inability to furnish young men with manly qualities will bring about raising innocuous male who will effectively stay away from viciousness and war. As per a few, this may advance national debacle since different countries train their men prepared to battle at the smallest incitement. The pragmatists will say one’s national security is at stake.† He needed to settle this complaint, however his expectation changed when he started his

Achieving Parallel Structure in Sentences with Parenthesis

Accomplishing Parallel Structure in Sentences with Parenthesis Accomplishing Parallel Structure in Sentences with Parenthesis Accomplishing Parallel Structure in Sentences with Parenthesis By Mark Nichol At the point when a sentence incorporates a type of enclosure a word, expression, or proviso encircled by a couple of commas, runs, or brackets essayists must take care that the announcement encompassing the contribution is fundamentally substantial so that if the discretionary bracket is overlooked, the rest of the wording is as yet intelligent. To test whether the sentence’s piece is finished, briefly preclude the interposition, at that point fix any linguistic and syntactic issues that show themselves before restoring (or repeating) the bracket. 1. He is viewed as one of, if not the, deadliest professional killer in the domain. This sentence, without the enclosure, is â€Å"He is viewed as one of deadliest professional killer in the empire.† This flawed development exhibits that the article the must show up in the principle provision before the interposition to shape a total sentence, and professional killer must be in plural structure to compare with the altering expression â€Å"one of the† (â€Å"He is viewed as probably the deadliest professional killer in the empire†); likewise, a redundancy of deadliest must be embedded into the bracket to frame a total idea: â€Å"He is viewed as perhaps the deadliest professional killer, if not the deadliest, in the empire.† (The incidental â€Å"to be† has been erased also.) 2. Viable hazard the board can help anticipate and forestall significant execution issues from happening. For this situation, the wording that remaining parts after the enclosure is extracted â€Å"Effective hazard the board can help foresee significant usage issues from occurring†-is linguistically imperfect, in light of the fact that â€Å"from occurring† alters forestall however not anticipate. For the sentence to bode well, that expression ought to be embedded into the interposition: â€Å"Effective hazard the board can help anticipate and keep from happening significant usage problems.† Better yet, coordinate the addition (with a pronoun subbing for a rehash of â€Å"major execution problems†) into the fundamental condition: â€Å"Effective hazard the executives can help foresee significant execution issues and keep them from occurring.† 3. This has not (and ought not) keep keen organizations from exploiting advancement. With the enclosure in this sentence evacuated, the rest of the announcement is â€Å"This has not keep savvy organizations from exploiting innovation.† Because â€Å"has not† and â€Å"should not† must be joined by contrasting types of forestall, the two types of the action word, one in the fundamental statement and one in the bracket, ought to be utilized: â€Å"This has not forestalled (and ought not forestall) shrewd organizations from exploiting innovation.† Note that the three types of accentuation are tradable, in spite of the fact that their capacities differ marginally: Commas are nonpartisan, brackets recommend that the data is coincidental, and runs signal data that is dissimilar or surprising. Need to improve your English in a short time a day? Get a membership and begin getting our composing tips and activities day by day! Continue learning! Peruse the Style class, check our well known posts, or pick a related post below:Good At, Good In, and Good With26 Feel-Good WordsSit versus Set

An Analysis of Motifs in A Room With a View - Literature Essay Samples

â€Å"For a moment [George] contemplated her, as one who had fallen out of heaven. He saw radiant joy in her face, he saw the flowers beat against her dress in blue waves. The bushes above them closed. He stepped quickly forward and kissed her† (Forster 55). This scene from E. M. Forster’s Room with a View triggers a profound internal struggle within Lucy Honeychurch, the novel’s protagonist, initiating her quest for true passion and independence. Indeed, this scene exemplifies how Forster uses motifsincluding light vs. dark and outside spaces vs. inside spacesto develop the novel’s themes. Throughout A Room with a View, the author employs the motifs of outdoor vs. indoor places, light vs. dark and Renaissance vs. Medieval to illustrate the themes of freedom from social conventions, the value of honesty, and the contrast between Victorian and Edwardian social ideas. Forster uses the motif of indoor vs. outdoor places, or rooms vs. views, to exemplify the shift from traditional Victorian ideals to Edwardian values and to demonstrate the beauty of finding freedom from social restrictions. From the beginning of the novel, the narrator associates progressive-minded characters with â€Å"views.† For instance, the first words uttered by Mr. Emerson in the novel are, â€Å"I have a view, I have a view,† meaning that Emerson’s room at the Pension Bertolini has a picturesque view (Forster 4). When Lucy Honeychurch enters her room, she opens the window and breathes the â€Å"clean night air,† but when Miss Bartlett enters a room, she immediately fastens the shutters and locks the door (Forster 11). By associating modern, progressive characters with views and more traditional characters with rooms early in the novel, Forster indicates that indoor spaces symbolize restrictive social conventions, while wide, outdoor spaces and vie ws reflect open-mindedness and innovative ideas. This motif takes on further significance in light of England’s passage in the early 20th century from traditional Victorian society into the more modern, Edwardian culture. Hence, throughout the novel, the contrast between outdoor and indoor spaces parallels the contrast between socially conservative, older characters such as Miss Bartlett and Mrs. Honeychurch and forward-minded, Edwardian-era characters such as George and Mr. Emerson. The motif of rooms vs. views also accentuates the value of freedom from social conventions. Cecil, the embodiment of upper-class snobbery and petty societal values, is compared to a â€Å"drawing-room† with no view (Forster 86). In contrast, during one of the most refreshing scenes in the novel, George, Freddy and Mr. Beebe romp in the outdoors near the Sacred Lake, a place symbolic of freedom from social conventions (Forster 106). When the three strip off their clothes, they cast off the burden of social conventions, and their joy in romping around the lake exemplifies the bliss found in liberation from the norm. Hence, the motif of outdoors vs. indoors enables Forster to contrast Victorian ideas with Edwardian ones, and to emphasize how freedom from social conventions can bring true joy. Besides using this motif, Forster also uses the motif of light vs. dark to communicate his theme of honesty vs. deception. One of the clearest examples of this motif occurs when George first kisses Lucy amid a sea of violets: â€Å"light and beauty† enveloped Lucy and â€Å"radiant joy† was in her face (Forster 55). Similarly, after George confronts Lucy about Cecil’s hard-heartedness, â€Å"the scales† fall from Lucy’s eyes and she beholds the truth about Cecil (Forster 138). Though this does not mention light directly, the image of scales brings to mind the biblical story of the Apostle Paul’s encounter with a blinding light on the road to Damascus. Thus, both of these examples illustrate how Forster associates light with beauty and honesty. Conversely, darkness comes when Lucy tries to deceive others and to deny her passionate love for George. After Lucy pretends that she does not love George, she enters the â€Å"vast armies of the benig hted†; the night envelops her in its grim embrace (Forster 143). This image of night symbolizes Lucy’s own intellectual darkness and confusion. Night also has connotations of evil; the reader anticipates that some devilish misfortune will fall upon Lucy if she continues her web of lies. Through this motif of light vs. dark, Forster draws upon biblical undertones and literature’s tradition of associating these images with good and evil. Hence, the author communicates that deceiving oneself, as illustrated by Lucy’s refusal to recognize her love of George, can only lead to painful consequences and to that dreaded â€Å"muddle† described as worse than â€Å"Death and Fate† (Forster 165). Forster thus emphasizes the value of forsaking the darkness of deception and pursuing the purity and beauty of honesty. Clearly, through this motif of light vs. dark, Forster expands his theme of the value of honesty. Forster uses a third motif, Renaissance vs. Medieval, to contrast Victorian and Edwardian views on gender roles and the nature of love. Throughout the novel, â€Å"Medieval† symbolizes Victorian ideas, while â€Å"Renaissance† reflects Edwardian ideas. For instance, Cecil Vyse, â€Å"Gothic† in appearance and ascetic in his tastes, is the archetype of the Medieval man (Forster 71). Indeed, his views on gender roles reflect the ideals of the Victorian age: men should always protect and guide women. In fact, Lucy is merely an object, â€Å"a work of art,† to Cecil (Forster 78). In regards to love, Cecil believes that it should always be delicate, rational, bound to convention. Conversely, the Emersons exude a Renaissance spiritit is no coincidence that the reader is first introduced to them in Florence, the birthplace of the Italian Renaissance. Unlike Cecil’s paternalistic attitude, George Emerson says he wants Lucy to have her own thoughts and have equal status (Forster 136). In addition, George’s father voices a more modern view on love: â€Å"Passion is sanity,† he says to Lucy (Forster 162). The contrasts between the Medieval and the Renaissance, between paternalism and equality, and between reason and passion underscore the shift from Victorian social decorum to the more modern, Edwardian values. Ultimately, Lucy embraces this Edwardian spirit and finds greater satisfaction in the Renaissance man than in the Medieval. Thus, Forster uses the motif of the Renaissance vs. Medieval to accentuate the contrast between Victorian and Edwardian ideas. In short, each of these motifs enables Forster to develop his themes, whether it be the value of freedom from social norms or the need to embrace the truth about oneself. Truly, Forster’s use of imagery, detail and symbolism in these motifs makes the novel’s themes far more enduring than if he had simply relied on other, less vivid means. Renaissance and Medieval, light and dark, a room and a viewthese are the images that will abide in the reader’s mind long after the narrative has ceased. Works Cited Forster, E. M. A Room with a View. Dover Publications, 1995.

Layers of the Atmosphere

Earth is surrounded by its atmosphere, which is the body of air or gases that protects the planet and enables life. Most of our atmosphere is located close to Earths surface, where it is most dense. It has five distinct layers. Lets look at each, from closest to farthest from the Earth. Troposphere The layer of the atmosphere closest to the Earth is the troposphere. It begins at the surface of the Earth and extends out to about 4 to 12 miles (6 to 20 km). This layer is known as the lower atmosphere. Its where weather happens and contains the air humans breathe.  The air of our planet is 79 percent nitrogen and just under 21 percent oxygen; the small amount remaining is composed of carbon dioxide and other gases. The temperature of the troposphere decreases with height. Stratosphere Above the troposphere is the stratosphere, which extends to about 31 miles (50 km) above the Earths surface. This layer is where the ozone layer exists and scientists send weather balloons. Jets fly in the lower stratosphere to avoid turbulence in the troposphere. Temperature rises within the stratosphere but still remains well below freezing. Mesosphere From about 31 to 53 miles (50 to 85 km)  above the surface of the Earth lies the mesosphere, where the air is especially thin and molecules are great distances apart. Temperatures in the mesosphere reach a low of -130 degrees Fahrenheit (-90 C). This layer is difficult to study directly; weather balloons cant reach it, and weather satellites orbit above it. The stratosphere and the mesosphere are known as the middle atmospheres. Thermosphere The thermosphere rises several hundred miles above the  Earths surface, from 56 miles (90 km) up to between 311 and 621 miles (500–1,000 km). Temperature is very much  affected by the sun here; it can be 360 degrees Fahrenheit hotter (500 C) during the day than at night. Temperature increases with height and can rise to as high as 3,600 degrees Fahrenheit (2000 C). Nonetheless, the air would feel cold because the hot molecules are so far apart. This layer is known as the upper atmosphere, and it is where the auroras occur (northern and southern lights). Exosphere Extending from the top of the thermosphere to 6,200 miles (10,000 km) above Earth is the exosphere, where weather satellites are. This layer has very few atmospheric molecules, which can escape into space. Some scientists disagree that the exosphere is a part of the atmosphere and instead classify it actually as a part of outer space. There is no clear upper boundary, as in other layers. Pauses Between each layer of the atmosphere is a boundary. Above the troposphere is the tropopause, above the stratosphere is the stratopause, above the mesosphere is the mesopause, and above the thermosphere is the thermopause. At these pauses, maximum change between the spheres occur. Ionosphere The ionosphere isnt actually a layer of the atmosphere but regions in the layers where there are ionized particles (electrically charged ions and free electrons), especially located in the mesosphere and thermosphere. The altitude of the ionospheres layers changes during the day and from one season to another.

Juveniles The Criminal Justice System - 1777 Words

Juveniles in the Criminal Justice System Introduction In the United States, juveniles have always known to cause trouble in the community. In recent times, many individuals have the perception that juvenile crimes are on the rise and that these offenders are getting younger. Charging juveniles as adult has always been a debate, because of their thinking process and protecting their rights. There are many cases that regard juveniles that have changed the policies of this nation. Also for those juveniles that are convicted as adults, there are many challenges that correctional officials have when housing them. Waivering juveniles to adult court has many factors to it and whether or not juveniles age thirteen and fourteen should be†¦show more content†¦In 2003, the Missouri Supreme Court reviewed his case and lowered his sentence to life imprisonment since they believed that it would be cruel and unusual punishment to sentence a juvenile to death under the Eighth and Fourteenth Amendment. When the state of Missouri appealed this ruling, the United States Supreme Court agreed to hear this case. This hearing overturned a 1989 decision (Stanford v. Kentucky) in which it was suitable for sentence sixteen and seventeen years old to capital punishment (Roper v. Simmons, 2005). Graham v. Florida (2010) In 2003, Terrace Graham, who was sixteen at the time, was arrested for armed burglary with assault or battery and attempted armed-robbery. Graham pleaded guilty to both charges under a plea agreement. He wrote a letter to the trial court expressing his remorse and promises to turn his life around. The trial court agreed to his plea agreement and sentenced him to 3 years of probation, the first year being in a county jail. Graham was released on June 25, 2004. In December 2004, Graham was again arrested for armed burglary and attempted armed robbery. Since he violated probation, the trial court sentenced him to life imprisonment for the armed burglary and fifteen years for the attempted robbery. Graham, then filed a motion because he believed that his sentence violated his Eighth Amendment. The First District Court of Appeal of Florida did not think

Moral Destruction In The Great Gatsby Essay Example For Students

Moral Destruction In The Great Gatsby Essay The Great Gatsby: The Destruction of MoralsIn The Great Gatsby, the author F. Scott Fitzgerald shows the destruction of morals in society. The characters in this novel, all lose their morals in attempt to find their desired place in the social world. They trade their beliefs for the hope of being acceptance. Myrtle believes she can scorn her true social class in an attempt to be accepted into Tons, Jay Gatsby who bases his whole life on buying love with wealth, and Daisy, who instead of marrying the man she truly loves, marries someone with wealth. The romance of money lures the characters in The Great Gatsby into surrendering their values, but in the end, the streets paved with gold led to a dead end (Vogue, December 1999). The first example of a character whose morals are destroyed is Myrtle. Myrtles attempt to enter into the group to which the Buchanans belong is doomed to fail. She enters the affair with Tom, hoping to adopt his way of life and be accepted into his class to escape from her own. Her class is that of the middle class. Her husband, Wilson, owns a gas station, making an honest living and trying his best to succeed in a world where everything revolves around material possessions. With her involvement in Toms class, she only becomes vulgar and corrupt like the rich. She loses all sense of morality by hurting others in her futile attempt to join the ranks of Toms social class. In doing so, she is leaving behind her husband who loves her. Myrtle believes he is no longer good enough for her. I married him because I thought he was a gentleman. She said finally. I thought he knew something about breeding but he wasnt fit enough to lick my shoe.' (Fitzgerald, 39). With the hope of being accepted into an upper social class, Myrtles morals and prior beliefs are gone, being replaced by the false impression that by betraying her loving husband, this new social world will embrace her. A second character that falls victim to the destruction of their morals, is Jay Gatsby. Gatsby is the supposed hero of this novel who believes that the riches he traded for honor can buy love and happiness and bring back the past(Vogue, December 1999). He too abandons his morals; illegally earning the money that he believes will win back the heart of his lost love Daisy. When they had a love affair long ago, she wouldnt marry him because of his financial standing. The details of his business are sketchy, when asked he usually ignores the question. Tom though, after some investigating finds the true nature of his profession. I found out what your drug stores were. He turned to us and spoke rapidly. He and this Wolfshiem bought up a lot of side-street drug stores here and in Chicago and sold grain alcohol over the counter. Thats one of his little stunts, I picked him for a bootlegger the first time I saw him and I wasnt far wrong.' (Fitzgerald, 141). Gatsby makes it his lifes mission t o become rich, thinking this will be sure to win Daisy over. Daisy is married though, and his lifes ambition of having Daisy fails. Gatsby surrenders his morals by breaking the law to earn the riches he thinks will buy her love but it is done for nothing, Daisy was not won over with his new wealth. A final character that succumbs to the lure of wealth and discards their morals is Daisy. Daisy is involved in a marriage with a man she is unsure of her love for. Tom is unfaithful, and has been involved in several affairs, yet Daisy remains married to him. Long ago when she was involved with Gatsby, she had ended the relationship because he was not of her social standing and was therefore unfit to marry her. Instead she married the wealthy Tom Buchanan. In June she married Tom Buchanan of Chicago with more pomp and circumstance then Louisville ever knew before. He came down with a hundred people in four private cars and hired a whole floor of the Seelbach Hotel, and the day before the wedding he gave her a string of pearls valued at three hundred and fifty thousand dollars. (Fitzgerald, 80)Right from the beginning Daisy had already had second thoughts about the marriage, getting completely drunk the night before and crying, but she went through with the marriage regardless. By not following her heart and marrying her true love, she abandoned her morals and married a man based on his wealth. In F. Scott Fitzgeralds novel The Great Gatsby, Fitzgerald shows how the morals of society have been destroyed. The different characters each through their actions betray their morals to achieve a different status in society. Myrtle, a middle class, married woman, becomes immoral by having an affair in an attempt to join an upper social class. Jay Gatsby, a wealthy young man who has earned his wealth through breaking the law as an effort to win back a lost love. And Finally Daisy, a woman who marries a man only because of his enormous wealth instead of a poorer man she truly loves. In the end, giving up their morals is useless, they each fail at achieving the status they desire. .u691cf5293301223149424288a5e6f284 , .u691cf5293301223149424288a5e6f284 .postImageUrl , .u691cf5293301223149424288a5e6f284 .centered-text-area { min-height: 80px; position: relative; } .u691cf5293301223149424288a5e6f284 , .u691cf5293301223149424288a5e6f284:hover , .u691cf5293301223149424288a5e6f284:visited , .u691cf5293301223149424288a5e6f284:active { border:0!important; } .u691cf5293301223149424288a5e6f284 .clearfix:after { content: ""; display: table; clear: both; } .u691cf5293301223149424288a5e6f284 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u691cf5293301223149424288a5e6f284:active , .u691cf5293301223149424288a5e6f284:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u691cf5293301223149424288a5e6f284 .centered-text-area { width: 100%; position: relative ; } .u691cf5293301223149424288a5e6f284 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u691cf5293301223149424288a5e6f284 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u691cf5293301223149424288a5e6f284 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u691cf5293301223149424288a5e6f284:hover .ctaButton { background-color: #34495E!important; } .u691cf5293301223149424288a5e6f284 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u691cf5293301223149424288a5e6f284 .u691cf5293301223149424288a5e6f284-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u691cf5293301223149424288a5e6f284:after { content: ""; display: block; clear: both; } READ: A Nobel Writing Style Reviewed EssayCategory: English

Concept of God According to Descartes Essay Example

Concept of God According to Descartes Essay The concept of God according to Descartes and the so called antitheist position of Descartes Philomon Kani   Ã‚   Rene Descartes is often credited with being the â€Å"Father of Modern Philosophy. † This title is justified due both to his break with the traditional Scholastic-Aristotelian philosophy prevalent at his time and to his development and promotion of the new, mechanistic sciences. His fundamental break with Scholastic philosophy was twofold. First, Descartes thought that the Scholastics’ method was prone to doubt given their reliance on sensation as the source for all knowledge. Second, he wanted to replace their final causal model of scientific explanation with the more modern, mechanistic model. Descartes attempted to address the former issue via his method of doubt. His basic strategy was to consider false any belief that falls prey to even the slightest doubt. This â€Å"hyperbolic doubt† then serves to clear the way for what Descartes considers to be an unprejudiced search for the truth. This clearing of his previously held beliefs then puts him at an epistemological ground-zero. From here Descartes sets out to find something that lies beyond all doubt. He eventually discovers that â€Å"I exist† is impossible to doubt and is, therefore, absolutely certain. It is from this point that Descartes proceeds to demonstrate God’s existence and that God cannot be a deceiver. This, in turn, serves to fix the certainty of everything that is clearly and distinctly understood and provides the epistemological foundation Descartes set out to find. Descartes was a rationalist philosopher. The rationalists wanted to prove everything by reason alone, because they thought that the senses were unreliable. The difference between analytic statements or synthetic statements was not yet clear at that moment. We will write a custom essay sample on Concept of God According to Descartes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Concept of God According to Descartes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Concept of God According to Descartes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We think that God exists can only be proven by using both senses and reason, but Descartes proved the existence of God with reason alone. At the outset of the Third Meditation, Descartes tried to use this first truth as the paradigm for his general account of the possibilities for achieving human knowledge. In the cogito, awareness of myself, of thinking, and of existence are somehow combined in such a way as to result in an intuitive grasp of a truth that cannot be doubted. Perhaps we can find in other cases the same grounds for indubitable truth. But what is it? The answer lies in Descartess theory of ideas. Considered formally, as the content of my thinking activity, the ideas involved in the cogito are unusually clear and distinct. (Med. III) But ideas may also be considered objectively, as the mental representatives of things that really exist. According to a representative realist like Descartes, then, the connections among our ideas yield truth only when they correspond to the way the world really is. But it is not obvious that our clear and distinct ideas do correspond to the reality of things, since we suppose that there may be an omnipotent deceiver. In some measure, the reliability of our ideas may depend on the source from which they are derived. Descartes held that there are only three possibilities: all of our ideas are either adventitious (entering the mind from the outside world) or factitious (manufactured by the mind itself) or innate (inscribed on the mind by God). (Med. III) But I dont yet know that there is an outside world, and I can imagine almost anything, so everything depends on whether God exists and deceives me. The next step in the pursuit of knowledge, then, is to prove that God does indeed exist. Descartess starting point for such a proof is the principle that the cause of any idea must have at least as much reality as the content of the idea itself. But since my idea of God has an absolutely unlimited content, the cause of this idea must itself be infinite, and only the truly existing God is that. In other words, my idea of God cannot be either adventitious or factitious (since I could neither experience God directly nor discover the concept of perfection in myself), so it must be innately provided by God. Therefore, God exists. (Med. III) As a backup to this argument, Descartes offered a traditional version of the cosmological argument for Gods existence. From the cogito I know that I exist, and since I am not perfect in every way, I cannot have caused myself. So something else must have caused my existence, and no matter what that something is (my parents? ), we could ask what caused it to exist. The chain of causes must end eventually, and that will be with the ultimate, perfect, self-caused being, or God. As Antoine Arnauld pointed out in an Objection published along with the Meditations themselves, there is a problem with this reasoning. Since Descartes will use the existence (and veracity) of God to prove the reliability of clear and distinct ideas in Meditation Four, his use of clear and distinct ideas to prove the existence of God in Meditation Three is an example of circular reasoning. Descartes replied that his argument is not circular because intuitive reasoning in the proof of God as in the cogito—requires no further support in the moment of its conception. We must rely on a non-deceiving God only as the guarantor of veridical memory, when a demonstrative argument involves too many steps to be held in the mind at once. But this response is not entirely convincing. The problem is a significant one, since the proof of Gods existence is not only the first attempt to establish the reality of something outside the self but also the foundation for every further attempt to do so. If this proof fails, then Descartess hopes for human knowledge are severely curtailed, and we are stuck in solipsism, unable to be perfectly certain of anything more than our own existence as a thinking thing. With this reservation in mind, well continue through the Meditations, seeing how Descartes tried to dismantle his own reasons for doubt. The proof of Gods existence actually makes the hypothetical doubt of the First Meditation a little worse: I now know that there really is a being powerful enough to deceive me at every turn. But Descartes argued that since all perfections naturally go together, and since deception is invariably the product of imperfection, it follows that the truly omnipotent being has no reason or motive for deception. God does not deceive, and doubt of the deepest sort may be abandoned forever. (Med. IV) It follows that the simple natures and the truths of mathematics are now secure. In fact, Descartes maintained, I can now live in perfect confidence that my intellectual faculties, bestowed on me by a veracious God, are properly designed for the apprehension of truth. But this seems to imply too much: if I have a divinely-endowed capacity for discovering the truth, then why dont I always achieve it? The problem is not that I lack knowledge of some things; that only means that I am limited. Rather, the question is why I so often make mistakes, believing what is false despite my possession of God-given mental abilities. Descartess answer derives from an analysis of the nature of human cognition generally. Every mental act of judgment, Descartes held, is the product of two distinct faculties: the understanding, which merely observes or perceives, and the will, which assents to the belief in question. Considered separately, the understanding (although limited in scope) is adequate for human needs, since it comprehends completely everything for which it has clear and distinct ideas. Similarly, the will as an independent faculty is perfect, since it (like the will of God) is perfectly free in every respect. Thus, God has benevolently provided me with two faculties, neither of which is designed to produce error instead of true belief. Yet I do make mistakes, by misusing my free will to assent on occasions for which my understanding does not have clear and distinct ideas. (Med. IV) For Descartes, error is virtually a moral failing, the willful exercise of my powers of believing in excess of my ability to perceive the truth. To put it in simple term this is how Descartes proof about the existence of God unfolds: 1. I exist (Axiom). 2. I have in my mind the notion of a perfect being (Axiom, partly based on 1) 3. An imperfect being, like myself, cannot think up the notion of a perfect being (Axiom) 4. Therefore the notion of a perfect being must have originated from the perfect being himself (from 2 3)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5. A perfect being would not be perfect if it did not exist (Axiom) 6. Therefore a perfect being must exist (from 4 5) Descartes proof about the existence of God has been criticized by many for its simplicity and on the grounds that not everyone has the idea of God in his mind. Even some Christians lack the idea of God. Descartes still defended his stand on the existence of God. But the funniest of all things to happen is the condemnation of Descartes work by the then Catholic Church. One can ascribe the condemnation to his break from the traditionalist scholastic Aristotelian philosophy but the widely accepted reason for his condemnation according to C. F. Fowler is that Descartes in his meditation has failed to prove the immortality of the Soul. Descartes argues that mind and body are really distinct in two places in the  Sixth Meditation. The first argument is that he has a clear and distinct understanding of the mind as a thinking, non-extended thing and of the body as an extended, non-thinking thing. So these respective ideas are clearly and distinctly understood to be opposite from one another and, therefore, each can be understood all by itself without the other. Two points should be mentioned here. First, Descartes’ claim that these perceptions are clear and distinct indicates that the mind cannot help but believe them true, and so they must be true for otherwise God would be a deceiver, which is impossible. So the premises of this argument are firmly rooted in his foundation for absolutely certain knowledge. Second, this indicates further that he knows that God can create mind and body in the way that they are being clearly and distinctly understood. Therefore, the mind can exist without the body and vice versa. On this account, the mind is an entirely immaterial thing without any extension in it whatsoever; and, conversely, the body is an entirely material thing without any thinking in it at all. After looking into the concept of God and Soul according to Descartes, it is important to ask the question is the concept of immortality really a Christian concept and is the condemnation of Descartes justified in any way by the Catholic Church. Many people think the Bible says we have an immortal soul destined, at death, for heaven, hell or purgatory. What does the Bible say? What happens to us after we die? Where are our loved ones who have passed on? Will we ever see them again? Everyone needs to know that life has purpose, that death isnt the permanent end of our existence. The most common Christian belief regarding the afterlife is that people possess souls and at death their consciousness in the form of that soul departs from the body and heads for heaven or hell. Most religions teach some form of life after death. The ancient Egyptians, for example, practiced elaborate ceremonies to prepare the pharaohs for their next life. They constructed massive pyramids and other elaborate tombs filled with luxuries the deceased were assumed to need in the hereafter. In some civilizations when a ruler died others who had accompanied and served him in his life were put to death so they could immediately serve him in the afterlife. Wives and other relatives, servants, sometimes even household pets joined him in death and a supposed entrance into a new life on the other side. Belief in the immortality of the soul was an important aspect of ancient thought espoused by the Greek philosophers Socrates, Plato and Aristotle. Plato, in Phaedo, presents Socrates explanation of death: Is it not the separation of soul and body? And to be dead is the completion of this; when the soul exists in herself, and is released from the body and body is released from the soul, what is this but death? (Five Great Dialogues, Classics Club edition, 1969, p. 93). Socrates explained that the immortal soul, once freed from the body, is rewarded according to good deeds or punished for evil. Socrates lived ca. 470-399 B. C. , so his view of the soul predated Christianity. Plato (ca. 428-348 B. C. ) saw mans existence as divided into the material and spiritual, or Ideal, realms. Plato reasoned that the soul, being eternal, must have had a pre-existence in the ideal world where it learned about the eternal Ideals (William S. Sahakian, History of Philosophy, 1968, p. 56). In Platos reasoning, man is meant to attain goodness and return to the Ideal through the experiences of the transmigration of the soul. Thus secular philosophies sanction the idea of the immortal soul, even though the Bible does not. Believe it or not, Gods Word teaches something entirely different. History of a Controversial Teaching The doctrine of the immortal soul caused much controversy in the early Catholic Church. Origen (ca. 185-254) was the first person to attempt to organize Christian doctrine into a systematic theology. He was an admirer of Plato and believed in the immortality of the soul and that it would depart to an everlasting reward or everlasting punishment at death. In Origen De Principiis he wrote: The soul, having a substance and life of its own, shall after its departure from the world, be rewarded according to its deserts, being destined to obtain either an inheritance of eternal life and blessedness, if its actions shall have procured this for it, or to be delivered up to eternal fire and punishments, if the guilt of its crimes shall have brought it down to this (Ante-Nicene Fathers, Vol. 4, 1995, p. 240). Origen taught that human souls existed before the body but is imprisoned in the physical world as a form of punishment. Physical life, he reasoned, is a purification process to return humans to a spiritual state. Later Augustine (354-430) tackled the problem of the immortality of the soul and death. For Augustine death meant the destruction of the body, but the conscious soul would continue to live in either a blissful state with God or an agonizing state of separation from God. In The City of God he wrote that the soul is therefore called immortal, because in a sense, it does not cease to live and to feel; while the body is called mortal because it can be forsaken of all life, and cannot by itself live at all. The death, then, of the soul, takes place when God forsakes it, as the death of the body when the soul forsakes it (Ante-Nicene Fathers, Vol. 2, 1995, p. 245. ) The influences of pagan Platonic philosophy on Origen and Augustine are profound. Richard Tarnas, in his best-seller The Passion of the Western Mind, points to this influence: It was Augustines formulation of Christian Platonism that was to permeate virtually all of medieval Christian thought in the West. So enthusiastic was the Christian integration of the Greek spirit that Socrates and Plato were frequently regarded as divinely inspired pre-Christian saints (1991, p. 103). Centuries later Thomas Aquinas (ca. 1225-1274) crystallized the doctrine of the immortal soul in The Summa Theologica. He taught that the soul is a conscious intellect and will and cannot be destroyed. A few centuries later the leaders of the Protestant Reformation generally accepted these traditional views, so they became entrenched in traditional Prot estant teaching. The immortality of the soul is foundational in Western thought, both philosophical and religious. Belief in going to heaven or hell depends on it. But does the Bible teach that death is the separation of body and soul or that the soul is immortal? Hebrew Understanding of the Soul The Hebrew word translated soul in the Old Testament is nephesh, which simply means a breathing creature. Vines Complete Expository Dictionary of Old and New Testament Words defines nephesh as the essence of life, the act of breathing, taking breath The problem with the English term soul is that no actual equivalent of the term or the idea behind it is represented in the Hebrew language. The Hebrew system of thought does not include the combination or opposition of he body and soul which are really Greek and Latin in origin. The Interpreters Dictionary of the Bible makes this comment on nephesh: The word soul in English, though it has to some extent naturalized the Hebrew idiom, frequently carries with it overtones, ultimately coming from philosophical Greek (Platonism) and from Orphism and Gnosticism which are absent in nephesh. In the Old Testamen t it never means the immortal soul, but it is essentially the life principle, or the living being, or the self as the subject of appetite, and emotion, occasionally of volition. That nephesh doesnt refer to an immortal soul can be seen in the way the word is used in the Old Testament. It is translated soul or being in reference to man in Genesis 2:7, but also to animals by being translated creature in Genesis 1:24. Nephesh is translated body in Leviticus 21:11 in reference to a human corpse. The Hebrew Scriptures state plainly that, rather than possess immortality, the soul can and does die. The soul [nephesh] who sins shall die (Ezekiel 18:4, 20). The Old Testament describes the dead as going to sheol, translated into English as hell, pit or grave. Ecclesiastes 9:5-6 describes sheol as a place of unconsciousness: For the living know that they will die; but the dead know nothing, and they have no more reward, for the memory of them is forgotten. Also their love, their hatred, and their envy have now perished King David laments that death extinguishes a relationship with God. For in death there is no remembrance of You; in the grave who will give You thanks ? (Psalm 6:5). The immortal-soul concept isnt part of the Old Testament, but it began to make inroads into Jewish thought as Jews came in contact with Greek culture. In the first century the Jewish philosopher Philo taught a Platonic concept: The death of a man is the separation of his soul from his body (The Works of Philo, translated by C. D. Yonge, 1993, p. 37). Philo followed the Hellenistic view that the soul is freed upon death to an everlasting life of virtue or evil. In the New Testament the Greek word translated soul is psuche, which is also translated life.   Ã‚  Ã‚   In Psalm 16:10 David uses nephesh (soul) to claim that the Holy One, or Messiah, wouldnt be left in sheol, the grave. Peter quotes this verse in Acts 2:27, using the Greek psuche for the Hebrew nephesh (notice verses 25-31). Like nephesh, psuche refers to human souls (Acts 2:41) and for animals (it is translated life in the King James Version of Revelation 8:9 and 16:3). Jesus declared that God can destroy mans psuche, or soul (Matthew 10:28). If the Old Testament describes death as an unconscious state, how does the New Testament describe it? No one wrote more about this subject than the apostle Paul. He describes death as sleep (1 Corinthians 15:51-58; 1 Thessalonians 4:13-18). Many people are surprised to find that the term immortal soul appears nowhere in the Bible. However, though the Scriptures do not speak of the soul as being immortal, they have much to say about immortality. For example: You know that no murderer has eternal life abiding in him (1 John 3:15). Paul told the members of the congregation in Rome to seek immortality (Romans 2:5-7). He taught Christians at Corinth that they must be changed and put on immortality (1 Corinthians 15:51-55). Paul proclaimed that only God and His Son possess immortality (1 Timothy 6:12-16) and that eternal life is a gift from God (Romans 6:23). The most powerful words come from Jesus Himself: And this is the will of Him who sent Me, that everyone who sees the Son and believes in Him may have everlasting life; and I will raise him up at the last day (John 6:40). True Origin of Immortal-soul Teaching Weve seen in this brief look at the supposedly immortal soul that the Bible teaches no such concept. The idea filtered into Western thought through Greek philosophy. Its origins are older than Athens, in fact as old as man. The concept of the immortal soul was introduced into mans thinking at the earliest beginnings of human history. God told the first human beings, Adam and Eve, that if they sinned they would die and return to the dust from which He had created them (Genesis 2:17; 3:19). Satan, the embodiment of evil, the powerful entity who opposes God, assured them they wouldnt die (verses 1-5). Satan slyly injected into Eves consciousness the notion that God was lying and that she and her husband would not die, thus ingraining the unscriptural teaching of the immortality of the soul into human thought. Satan has since deceived the world on this important understanding as well as many other biblical truths (Revelation 12:9). Much f the world, including millions of people in religions outside of traditional Christianity, are convinced they have—or are—immortal souls and hope they will go to a happy place or state of being immediately after they die. Soul/Nephesh According to Judaism The Hebrew word for soul, nephesh, does not mean what you say it does, if you want to use Judaica as an original sou rce. The foundation of Judaism, according to Judaism, is Kabbalah. The Kabbalistic meaning of nephesh/soul is that the one soul of the Creator that has been divided into many parts among mankind and awaits its reunification in the final correction. This is actually the root of our belief that all souls will be eternally okay, in the end. The Biblical Answer to Death Yet the Bible plainly teaches that the dead lie in the grave and know nothing, think no thoughts, have no emotions, possess no consciousness. Does this mean death, the cessation of life, is final, the end of everything? The Bible answers this question too. Although mankind is physical, subject to death, the good news is that God promises a resurrection to eternal life to everyone who repents, worships God and accepts Jesus as the Messiah and His sacrifice. The first resurrection to immortality will take place when Christ returns to establish Gods Kingdom on this earth. Later will come another resurrection—to physical life—for people who had never had a relationship with the Father and Jesus Christ. They, too, will gain the opportunity for immortality. The true final answer is not death but resurrection. From the above it is clear that the concept of immortality of Soul is actually not a Christian concept and there is no reference to it in the Holy Bible. Even if one does not want to rely too much on the above view of the Biblical verse, still one can say that immortality of Soul cannot be a Christian concept because according to Christian belief, the God is the Supreme commander and if our souls were immortal then there would not be any difference between the earthly human beings and the Divine God. And for human beings to be at par with the Supreme Commander is impossible. If one does not want to take this argument also then and stick to the belief that immortality of the soul is actually a Christian concept and Descartes has not proved it according to C. F. Fowler in his book, â€Å"Descartes on the human soul: philosophy and the demands of Christian doctrine,† from Descartes writing it is understood that the Soul is immaterial as against the body which is material. And if the Soul is immaterial then it cannot be put to death from this one can say that Descartes has proved the immortality of the Soul. So either way one can succeed in defending Descartes and say that the Catholic Church made a mistake by condemning Descartes writings.

Academic Essay Writing †Flies at a Picnic

Academic Essay Writing – Flies at a Picnic Academic essay writing does not have to be a struggle if you understand the ingredients and the process. You cant avoid them just like flies at a picnic, they buzz around you, disturbing your peace, and making you frustrated and a bit angry. Unlike flies, you cant swat them, spray them, or try to ignore them. You just have to bite the bullet and get them done. And one of the most frustrating parts about those essay assignments, is that they are required in every course, and you are graded on your writing skill along with the content you present. Here you will learn how to make your academic essay writing a little easier, with a process that works and some extra tips to help along the way. The Ingredients of All Essays Every time you set out to write an essay, you first have some questions to answer: 1. To you have a topic that is appropriate for the assignment? Sometimes the topic is assigned; sometimes, you have options within a broader topic area; and sometimes you have complete freedom to choose your own. Make sure that your topic fall within the parameters of the assignment. If you are supposed to write an essay on something related to the Civil War, for example, and it is to be no longer than 3 pages, you obviously are not going to cover all of the major battles of the War. Maybe you can pick one or two. 2. You must have a focus. Often this is called a thesis. So, why are you writing this essay? What is important about the topic? How would anyone else benefit from this information or opinion you are going to give? All academic essays must have a thesis, and that thesis must be provide in your introduction. 3. You must define your audience. Of course your audience is your instructor, but often essays are shared within a class, so assume that your audience is also your peers. 4. Your piece must reflect sound organization. How will you organize the information or points of view that you will present? Usually, this is accomplished by some type of outline or other graphic organizer. Find one that works for you and the topic and use it. 5. Does your topic require research? If so, you will need to plan time to get that research done, probably before you develop a thesis or organize the presentation. Structure of an Academic Essay You know all about introduction, body, and conclusion, and this basic format for writing an academic essay will never change. But try thinking about these three elements a bit differently. Ask these questions: 1.How can I get my reader interested in this topic? (Introduction) 2. How can I keep my reader interested and give information that s/he will find unique and/or useful? (Body) 3. How can I leave my reader with some new insight, some recommendations, some call to action or some questions to ask him/herself? (Conclusion) Asking these questions will allow you to think just a bit differently than you have in the past. The Science of How to Write an Academic Essay Here is the process for constructing your essay, once you have the topic identified. 1 Research what you need to in order to have the information you need to be a bit of an expert on the topic or to support an opinion you are presenting. 2. Organize your thoughts into sub-topics that will be the paragraphs of your essay. If you are struggling with this, there is a simple solution. You can read sample essays on the same topic all over the web do not lift these essays. Use them as models for how information is sequenced and presented. 3. Make a least an informal structure of the sequence in which you will cover your sub-topics and the details of those sub-topics. 4.Write the rough draft of the body, then add the introduction and conclusion they both flow easier if you do it this way. 5. Watch your language academic essay writing is formal unless otherwise indicated by your instructor. There is no room for slang. 6. Grammar and composition skills if you are not skilled in this area, accept it. Get some help and dont be ashamed to do so. You may be a math or physics whiz but not a skilled writer. Its okay. Academic writing may not be your great joy its not for lots of students. But if you answer the questions, follow the steps, and use these tips, you will get better grades.

An Essay On Metacognition

Humans are naturally curious beings. This curiosity occasionally generates interest into why we think a certain way. What compels us to value one thing over another? Why are some of us naturally better at a certain subject than others? All of these questions are topics that metacognitive research has strived to answer. Metacognition is the awareness and understanding of one’s own thought processes, or, in other words, what we think about thinking. Metacognition has been a topic that has not generated much study until the 1970s, but at that point most of the research was geared towards the memory aspects of metacognition instead of applied use (Sieck 2013). Over the last forty years, there has been a significant increase in the amount of studies conducted on metacognition, but that number is nowhere near the amount that it should be. There are so many ways in which increased study on metacognition can improve our day-to-day lives, as John Flavell said, the ideas brewing in the area of metacognition could someday be used to teach â€Å"children (and adults) to make wise and thoughtful life decisions as well as to comprehend and learn better in formal educational settings† (Sieck 2013). To this end is why it is crucial for the Department of Neuroscience to allocate more funds towards increased research on metacognition, specifically towards how metacognition can assist depressed people in getting rid of unwanted thoughts. The practical applications of metacognitive research are still being discovered. In a study conducted by German scientist Markus Paulus, he and his team discovered that older subjects were more prone to display significant developmental effects in recalling information, compared to a younger age group (Paulus 2014). Paulus shows us how as people grow older, their rate of learning grows as well. Human curiosity is a part of this too, while children can display signs of wondering about oneself, these signs are far more prominent in older people. It has long been thought that the education of our youth should be one of humanity’s foremost priorities, and methods to improve said education should be at the forefront of our minds. What hope do we as a species have if our youth do not surpass us in many ways? This thinking is what caused researcher Bennett Schwartz to conduct a study to discover the implications of metacognition for student learning. Schwartz decided to focus his research on how metacognition can â€Å"influence decisions about studying and how we might use [metacognition] to improve our learning efficiency† (Schwartz 2012). Schwartz discovered that the preconceptions students have towards whether or not something deserves to be studied are usually overconfident, and in many cases â€Å"fail to reflect variables† that could improve efficiency. His findings on how metacognition can affect the education of the youth, mainly the efficiency with which to study, will help said youth become more we ll-organized and disciplined in the future. We do not yet know the full extent to how metacognition affects our moods, but with further study this knowledge can be easily attained. The Anxiety and Depression Association of America found that one in eight children are affected with some form of anxiety. They also found that Generalized Anxiety Disorder (GAD) affects 6.8 million American adults (Anxiety and Depression†¦). If the Department of Neuroscience would allocate more funds towards research on metacognition, we could study more the application of using metacognition to change the way we think. This would further allow us to better treat all the people with some form of depression or anxiety, maybe even going so far as to completely eradicating the disorder from human life. Without further research, we will never know the extent to which metacognition can help people. There is much that is yet to be known about metacognition, because, we still do not understand much about the science behind our thinking. The age-old argument of nurture vs. nature continues to go on, and increased research towards metacognition would go a long way towards possibly settling that argument for good. As you can see, allocating the grant money towards amplified metacognition research would be one of the best choices the Department of Neuroscience could do as improved knowledge of metacognition would allow there to be no limit to what humans could do. Once we learn how we learn, we will be able to learn even more efficiently. References Sieck W. 2013 Feb 13. Metacognition is Knowing Your Mind [Internet]. Global Cognition; [2013 Feb 13, cited 2014 Sep 18]. Available from: http://www.globalcognition.org/head-smart/metacognition-is-knowing-your-mind/ Paulus M, Tsalas N, Proust J, Sodian B. 2014. Metacognitive monitoring of oneself and others: Developmental changes during childhood and adolescence. Journal of Experimental Child Psychology [Internet] [2014 Jun 1, cited 2014 Sep 5] 122:153-165. Available from: http://www.sciencedirect.com/science/article/pii/S0022096513002749 Schwartz B, Efklides A. 2012. Metamemory and memory efficiency: Implications for student learning. Journal of Applied Research in Memory and Cognition [Internet]. [2012 Sep 6, cited 2014 Sep 6] 1(3):145-151. Available from: http://www.sciencedirect.com/science/article/pii/S2211368112000617 Anxiety and Depression Association of America [Internet]. Silver Spring(MD):Anxiety and Depression Association of America; [cited 2014 Sep 28] . Available from: http://www.adaa.org/about-adaa/press-room/facts-statistics

Leadership in the NHS Essay Example | Topics and Well Written Essays - 2000 words

Leadership in the NHS - Essay Example It is in this regard that application of the effective leadership quality is necessary to upgrade the operational skills of the employees and to achieve the desired objectives. Emphasizing similar value attributes concerning its leadership roles, the Local’s Children’s Centre hosts an interactive session with respect to the progress of wean process as a measure to reduce obesity rates among children. This initiative has been undertaken by the NHS to create awareness amidst the society with respect to child obesity and its dreadful implications. The study intends to discuss about the various measures undertaken by National Health Services (NHS) to ensure about the nutritional benefits to the society, especially the children (Bevan, 2012). In addition, the NHS healthcare service organization attempts to practice various leadership qualities in order to manage the change with respect to the wean process that results in childhood obesity. Accordingly, the study discusses about the various initiatives been undertaken by NHS to create awareness within the society with respect to the nutritional benefits. NHS needs to mitigate various changes, likely to occur while transforming the traditional processes pertaining to weaning into progressive for deriving better nutritional benefits for reducing the risks of childhood obesity. In general, the ‘weaning’ process conveys about the process of involving the nutritional, biochemical and immunological adjustments by providing complementary food items in the child’s diet. Contextually, it has been noted that the breast-milk has been traditionally perceived as the most essential as nutritional food diet for infants. Traditionally, the children in their early years were provided only with breast milk. Feeding breast milk to the children has always been considered as the best source of providing nutrition. However, changes observed in the lifestyle choices in recent scenario have apparently influenced the

Graduate Work and Becoming a Better Manager Essay

Graduate Work and Becoming a Better Manager - Essay Example Additionally, I realized that being a better manager required effective professionalism, which is achievable through furthering my education. Present day business environment is characterized by excessive competition. This requires managers to have professional strategies that will enable them to compete with other businesses effectively. Additionally, I realized that enrolling for MBA at Walden University would enable me to understand the ethical and legal requirements of the business society which facilitate becoming an effective member of the business community (Walden University, 2012b). Graduate school is quite different from the undergraduate programs. In graduate school, the level of training is more rigorous and oriented toward professionalism. As opposed to undergraduates in business courses who study broadly, graduates specialize in a specific area. By enrolling in MBA, I hope to acquire skill in corporate hunting skill, coaching of employees as well as skill on how to analyze benefit for effective decision-making. In my opinion, being an effective manager requires one to be able to bargain collectively, relate well with employees, encourage employee development programs, and understand employment laws as well as business policies. By enrolling for the MBA, I believe I will be able to attain the above skills and apply them later. This will make me a professional and better manager (Walden University, 2012b). After reviewing the list of â€Å"Student Conduct and Responsibilities,† I realized there are a number of similarities and differences between scholarly conduct and business conduct. Scholarly conduct is different from business conduct in that scholarly conduct I based on the level of education while business conduct is professionalism. Both scholarly conduct and business conduct are similar since they center on trust, responsibility,

Dont Talk To Cops :: essays research papers

Don't Talk to Cops "GOOD MORNING! My name is investigator Holmes. Do you mind answering a few simple questions?" If you open your door one day and are greeted with those words, STOP AND THINK! Whether it is the local police or the FBI at your door, you have certain legal rights of which you ought to be aware before you proceed any further. In the first place, when law enforcement authorities come to see you, there are no "simple questions". Unless they are investigating a traffic accident, you can be sure that they want information about somebody. And that somebody may be you! Rule number one to remember when confronted by the authorities is that there is no law requiring you to talk with the police, the FBI, or the representative of any other investigative agency. Even the simplest questions may be loaded and the seemingly harmless bits of information which you volunteer may later become vital links in a chain of circumstantial evidence against you or a friend. DO NOT INVITE THE INVESTIGATOR INTO YOUR HOME! Such an invitation not only gives him the opportunity to look around for clues to your lifestyle, friends, reading material, etc., but also tends to prolong the conversation. The longer the conversation, the more chance there is for a skill investigator to find out what he wants to know. Many times a police officer will ask you to accompany him to the police station to answer a few questions. In that case, simply thank him for the invitation and indicate that you are not disposed to accept it at this time. Often the authorities simply want to photograph a person for identification purposes, a procedure which is easily accomplished by placing him in a private room with a two-way mirror at the station, asking him a few innocent questions, and then releasing him. If the investigator becomes angry at your failure to cooperate and threatens you with arrest, stand firm. He cannot legally place you under arrest or enter your home without a warrent signed by a judge. If he indicates that he has such a warrent, ask to see it. A person under arrest, or located on premises to be searched, generally must be shown a warrent if he requests it and must be given to chance to read it. Without a warrent, an officer depends solely upon your helpfulness to obtain the information he wants. So, unless you are quite sure of yourself, don't be helpful. Probably the wisest approach to take to a persistant investigator is

Prison Policy Recommendation Essay

There is currently a bill in the legislature that would double the maximum prison term for anyone convicted of armed robbery. As a criminologist advisor to a state legislator, I have been tasked with proposing a recommendation on whether or not the current bill on the table will be good for the government and the communities it represents or detrimental. The proposed bill would double the current maximum prison term for any individual convicted of armed robbery. The thought behind such a bill is that a longer prison term will deter people from even attempting, or committing a crime in the first place. This bill would also, in hopes, keep offenders from re-offending for the same crime. As a result of these hopes, the bill has gained much popularity within the legislature. As appealing as the possible resulting lower crime rates sound, there are certain costs that must be considered. The bill proposes longer prison terms for offenders. These longer terms will also come with a higher price tag. The cost of keeping inmates for a longer period will rise exponentially. Another cost, though not monetary, should also be considered; that is the risk of even more violent crimes being committed. If the prison terms for armed robbery were to be doubled and is close to that of the crime of attempted murder, what’s to say an offender would not go all the way if the sentence would be virtually the same? There may be possible solutions for the bill that can be appealing to both the government and the community. The first would be to increase the maximum term served before parole could be offered. For example, instead of a ten-year sentence, with parole after three years; increase it to six or seven years before parole can even be considered. Another option would be to put in place a work program within the prison system. This will be somewhat similar to the outside world, in that if the prisoner does not work, they will not eat or receive rec time. We do not get handed a meal simply because it is supper time. If we don’t work, we don’t eat. Same premise for prisoners. It is my recommendation that the bill not  be approved as it stands but that it is rewritten to reflect changes to the current prison terms. The prison term does not need to be lengthened, but the offenders do need to be made to serve more of their current term before coming up for parole. It is my opinion, and based on crime rates that offenders are often not rehabilitated in such a short period, time, term in prison, and often get paroled and re-offend. This is an endless cycle. If terms were lengthened, it would cost more to house and feed a prisoner, but the costs would outweigh that of releasing them, having them reoffend, costs of trial and a second prison term. Also, the implementation of the work program would help them to realize that prison is not just a free ride, with meals and rec time without hard work and consequences. The parole system must also be overhauled. Parole officers often cannot keep good track of their parolees, and offenders receive too many chances. Perhaps, requiring prisoners to learn a trade would be equally helpful to them outside of prison. The proposed bill for doubling the maximum prison term should not be approved. It cannot succeed as it is. Simply doubling a prison term without further consequences will be a hindrance to the justice system as a whole. A crime is a crime, and an offenders background should not be taken into account. Instead of threatening offenders with a longer possible sentence, change the current rules and statutes for prison terms. Make them serve the majority of their sentence, make them work for basic needs in prison, and educate them. Give them a skill, so that the possibility of reoffending goes down. As popular as the bill may seem, it does not mean that it is the right choice for the government or the communities it represents. All of the options must be considered and weighed carefully before a decision can be made. Instead of creating new laws, perhaps we should first look at ways to enhance and make the current ones better. Only then, can we hope to move forward and create a better nation. References South, T. (2010, June 8). Bill would keep armed robbers in prison longer. Retrieved from timesfreepress.com: http://www.timesfreepress.com/news/2010/jun/08/bill-would-keep-armed-robbers-in-prison-longer/ What are positives & negatives to maximum prison sentences? (2011). Retrieved from Yahoo Answers: https://answers.yahoo.com/question/index Would doubling the maximum prison term for anyone convicted of armed robbery be a good idea or a bad one, why? (2007). Retrieved from Yahoo Answers: https://answers.yahoo.com/question/index

Americas First Political Party Federalist Party

As the first organized American political party, the Federalist Party was active from the early 1790s to the 1820s. In a battle of political philosophies between Founding Fathers, the Federalist Party, led by second president John Adams, controlled the federal government until 1801, when it lost the White House to the Anti-Federalist-inspired Democratic-Republican party led by third president Thomas Jefferson. The Federalists Briefly Originally formed to support the fiscal and banking policies of Alexander Hamilton, theFederalist Party promoted domestic policy that provided for a strong central government, stimulated economic growth, and maintained a fiscally responsible federal budget. In their foreign policy, Federalists favored establishing a warm diplomatic relationship with England, while opposing the French Revolution. Key Takeaways: The Federalist Party The Federalist Party was America’s first official political party.It existed from the early 1790s to the early 1820s.Its only member to serve as president was John Adams, elected in 1796.Other leaders included Alexander Hamilton, John Jay, and John Marshall.It was opposed by the Democratic-Republican Party led by Thomas Jefferson.The party stood for a strong central government, a sound economy, and diplomacy with Britain. The lone Federalist Party president was John Adams, who served from March 4, 1797,  to March 4, 1801. While Adams’ predecessor, President George Washington, was considered favorable to Federalist policy, he never officially identified with any political party, remaining non-partisan throughout his eight-year presidency.   After John Adams’ presidency ended in 1801, Federalist Party nominees continued to run unsuccessfully in presidential elections through 1816. The party remained active in some states until the 1820s, with most of its former members adopting the Democratic or Whig parties. Despite its relatively short lifespan compared to today’s two major parties, the Federalist Party left a lasting impression on America by establishing the fundamentals of a national economy and banking system, solidifying the national judicial system, and creating principles of foreign policy and diplomacy still in use today. Along with John Adams and Alexander Hamilton, other prominent Federalist Party leaders included first Chief Justice John Jay, Secretary of State and Chief Justice John Marshall, Secretary of State and Secretary of War Timothy Pickering, renowned statesman Charles Cotesworth Pinckney, and U.S. Senator and diplomat Rufus King. In 1787, these eventual Federalist Party leaders had all been part of a larger group that favored reducing the powers of the states by replacing the failing Articles of Confederation with a new constitution proving for a stronger central government. However, since many members of the future Anti-Federalist Democratic-Republican party of Thomas Jefferson and James Madison had also advocated for the Constitution, the Federalist Party is not directly descended from the pro-Constitution or â€Å"federalist† group. Instead, both the Federalist Party and its opponent Democratic-Republican Party evolved in response to other issues. Where the Federalist Party Stood on the Issues The Federalist Party was shaped by its response to three key issues facing the new federal government: the fragmented monetary system of state banks, diplomatic relations with Great Britain, and most controversially, the need for a new United States Constitution. To address the banking and monetary situation, the Federalists advocated for Alexander Hamilton’s plan to charter a national bank, create a federal mint, and have the federal government assume the outstanding Revolutionary War debts of the states. The Federalists also stood for good relations with Great Britain as expressed by John Jay in his Treaty of Amity negotiated in 1794. Known as â€Å"Jay’s Treaty,† the agreement sought to resolve outstanding Revolution War issues between the two nations and granted the U.S. limited trading rights with Britain’s nearby Caribbean colonies. Finally, the Federalist Party strongly argued for ratification of the new Constitution. To help interpret the Constitution, Alexander Hamilton developed and promoted the concept of the implied powers of Congress that, while not specifically granted to it in the Constitution, were deemed â€Å"necessary and proper.†Ã‚   The Loyal Opposition The Federalist Party’s opponent, the Democratic-Republican Party, led by Thomas Jefferson, denounced the ideas of a national bank and implied powers, and viciously attacked Jay’s Treaty with Britain as a betrayal of hard-won American values. They publicly denounced Jay and Hamilton as treasonous monarchists, even distributing leaflets that read: â€Å"Damn John Jay! Damn everyone that wont damn John Jay! Damn every one that wont put lights in his window and sit up all night damning John Jay!† The Rapid Rise and Fall of the Federalist Party As history shows, Federalist leader John Adams won the presidency in 1798, Hamilton’s â€Å"Bank of the United States† came to be, and Jay’s Treaty was ratified. Along with the support of non-partisan President George Washington they had enjoyed before Adams’ election, the Federalists won most significant legislative battles during the 1790s. Though the Federalist Party had the support of voters in the nation’s large cities and all of New England, its electoral power began to erode rapidly as the Democratic-Republican Party built a large and dedicated base in the numerous rural communities of the South. After a hard-fought campaign revolving around fallout from the French Revolution and the so-called Quasi-War with France, and new taxes imposed by the Federalist administration, Democratic-Republican candidate Thomas Jefferson defeated incumbent Federalist President John Adams by a mere eight electoral votes in the contested election of 1800. Despite continuing to field candidates through 1816, the Federalist Party never regained control of the White House or Congress. While its vocal opposition to the War of 1812 helped it to recover some support, it all but vanished during the Era of Good Feelings that followed the end of the war in 1815. Today, the legacy of the Federalist Party remains in the form of America’s strong central government, a stable national banking system, and resilient economic base. While never regaining executive power, the Federalist’s principles continued to shape constitutional and judicial policy for nearly three decades through Supreme Court’s rulings under Chief Justice John Marshall. Sources Anti-Federalist vs. Federalist, Diffen.comWood, Empire of Liberty: A history of the Early Republic, 1789–1815 (2009).John C. Miller, The Federalist Era 1789–1801 (1960)Elkins and McKitrick, Age of Federalism, pp 451–61Federalist Party: Facts and Summary, History.com

Analysis of The Novel Dubliners by James Joyce Essay

In response to his publishers suggested revisions to Dubliners, James Joyce elevated his rhetoric to the nearly Evangelical [and wrote]: I seriously believe that you will retard the course of civilization in Ireland by preventing the Irish people from having one good look in my nicely polished looking-glass1. A pivotal part of this looking-glass is Joyces representation of Dublin, which functions akin to an external unconsciousness in that a series of unrelated characters experience similar problems by virtue of their common connection to the city. Furthermore, the characters absorb the city into their identities, creating a symbiotic relationship with it. This renders escape - or emigration - a bifurcation of ones identity, and†¦show more content†¦Aside from an obvious fear of harm, the narrator is discomforted because the experience estranges him from the familiar, and in his trepidation he seeks Mahony, who, like dear, dirty Dublin(p.52), he once considered abandoning: I had always despised him a little(p.15). The narrators timorous reaction to what resides beyond Dublin is a common motif in Dubliners. In his exchange with the josser (whose namesake evokes tosser: slang for masturbation), he tests a new identity removed from the city, assuming a pseudonym and conversing with a stranger in a field outside the city(p.14). But the test frightens him, and he calls for the familiar Mahony despite his disdain for him. Although, many of the characters fantasies flirt with departing Dublin, they all balk at their imagined departures in reality. Eveline harbours the most striking example of this: She set her white face to him, passive, like a helpless animal. Her eyes gave him no sign of love or farewell or recognition.(p.26). Eveline is paralysed by the notion of sundering herself from Dublin and forging a new identity in Buenos Aries(p.26). She cannot bear to emigrate because deleterious circumstances at home alongside an abusive father have destroyed her Show MoreRelated The Theme of Escape in James Joyce’s Dubliners Essay1073 Words   |  5 PagesThe Theme of Escape in James Joyce’s Dubliners In James Joyce’s Dubliners, the theme of escape tends to be a trend when characters are faced with critical decisions. Joyce’s novel presents a bleak and dark view of Ireland; his intentions by writing this novel are to illustrate people’s reasons to flee Ireland. In the stories â€Å"Eveline, â€Å"Counterparts†, and the â€Å"Dead†, characters are faced with autonomous decisions that shape their lives. 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Later in the story she is found dead by a rabbit hunter in the woods (Cleveland). ?Death in the Woods? seemingly concernsRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesï » ¿TEXT INTERPRETATION AND ANALYSIS The purpose of Text Interpretation and Analysis is a literary and linguistic commentary in which the reader explains what the text reveals under close examination. Any literary work is unique. It is created by the author in accordance with his vision and is permeated with his idea of the world. The reader’s interpretation is also highly individual and depends to a great extent on his knowledge and personal experience. That’s why one cannot lay down a fixed â€Å"model†Read MoreCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 PagesMarx’s economic theories as such: we shall confine our discussion to their methodological premises and implications. 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The Social Contract Of Nursing - 1255 Words

The social contract of nursing encompasses the responsibilities of the nursing profession and other health care professionals entrusted by society. Through this contract, nurses are expected to function and have the responsibility to provide all members of society who need medical care regardless of their cultural, social, spiritual and economic status with honest and respectful service keeping in mind the public’s trust. Furthermore, it is expected that medical professionals and nurses provide individuals, families and the community the best possible care. Therefore, the purpose of this paper is to examine the social covenant of nursing in relation to the controversial and ethical issues behind the use of Henrietta Lacks’ cells (HeLa) in†¦show more content†¦Henrietta only knew about this outcome at the end of radium treatment when she asked if she â€Å"could bear another child† (Skloot, 2010, p.47). And although it was stated in her record that she wa s informed of the side effects of the treatment, it obviously was not delivered clearly or education may not even have been given. Another example of this construct not met in the case of Henrietta Lacks was the lack of compassionate care. Patient experiences can be improved if healthcare professionals act with compassion and dedication to serve patients and promote their well-being. Henrietta suffered so much pain and complained about the discomfort as complicated by the disease process, but her complaints were ignored; instead, her doctors wrote just the opposite of what she complained about stating, â€Å"the patient states that she feels fairly well† and continued, â€Å"no evidence of recurrence† (Skloot, 2010, p.63). This is an example of deception, lack of compassion and outright contradiction to professionalism and commitment to the primacy of the patient. Construct 2 Ethical practice is another component of the social contract of nursing which is a reflection of the values, beliefs and moral principles of the nursing profession. The American Nurses Association (ANA) has established the â€Å"Code of Ethics for Nurses† which serves as a â€Å"guideline† for the nursing profession in which clinical judgements andShow MoreRelatedThe Continuum Of Institutional Long Term Care847 Words   |  4 Pageshelp with walking, bladder training, or just helping with bathing. On the other end there are the individuals that may need more round the clock care with nursing or specialized services along with the basic needs (Shi Singh, 2015, p. 399). Residential and personal care facilities provide supervision and assistance but not medical or nursing needs. These facilities services are not provided but licensed professionals but rather paraprofessionals. 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Lucy Gault Free Essays

In the novel, The Story of Lucy Gault, chance plays a tremendous role. There are numerous examples of this. From the very beginning, the fact that Lucy goes for a swim, and then gets hurt on her way back through the woods, starts the plot. We will write a custom essay sample on Lucy Gault or any similar topic only for you Order Now With her not returning home, and the chance happening that her clothes were not all washed out to see, her parents left the country with out her, a critical point, never to see her again. If they had not found any of her clothes, or her sandal, they may have continued to look for her in the countryside. At this same time, the fact that Henry happened upon her under the black coat at Patty Lindon’s old place was another chance happening. And what if Henry had not needed the stones to repair the O’Reilly’s sheep fence, the reason he went to Liindon’s. Lucy survived and the story continues. And what about the first visit by Ralph – he got lost, came up a strange road that to him did not look like an avenue, did not expect to find a house, and it happened to be Lahardane, and by chance, once again Lucy was home and came out of the house. These suggest the hand of fate during not only Lucy’s life, but that of her parents and Ralph as well. The tragic consequences of Lucy’s mother and father finding her clothes along the shore prove to them that she had drowned, lost at sea while swimming alone. Convinced of this, they stop looking for Lucy and decide to continue with their plans to leave Ireland without her. They never look back. They move to England, and then continue to move from place to place, never contacting anyone at Lahardane with their updated location. Thus no one was able to let them know that their daughter had survived and was growing up without them. And likewise, they not seeing her mature. When Lucy first disappeared, Bridget confirmed that she had seen Lucy come home in prior nights with damp hair, proof that she had been swimming alone. They could not get past this fact of dishonesty. They had called her name in the woods to no avail. They blamed themselves, and seeing her clothes, and just one sandal, meant that she had drowned. As nothing was seen by the fisherman, it could only remain the sharks. There was no other answer. Misinterpretation plays a major role in this novel, and in everyone’s lives. Communication of all forms is vital. How to cite Lucy Gault, Papers

Professor Notes about Program Planning And Evaluation In Public Health

Question: Discuss about the Program Planning and Evaluation in Public Health. Answer: Introduction Sexual health is the state of social, mental and physical well-being with regards to sexuality. It requires a respectful and positive approach to sexual relationships and sexuality including the possibility of having safe and pleasurable sexual experiences, violence, discrimination and free of coercion (World Health Organization 2016). There are several factors that can affect the sexual health and it includes sexually transmitted diseases, concerns about infertility, fear of unplanned pregnancy, medicines affecting sexual performance or desire and chronic diseases like heart diseases and cancer (Sti.health.gov.au 2016). Deakin University is an Australian university in Victoria with campuses and learning centers throughout Victoria. About 8,400 students in the University are international students that make up about 16.3% of the total student population (Deakin.edu.au 2016). The university provides relationships and sexual health support to its international students to avoid unplann ed pregnancies and sexually transmitted infections in the form of different counseling services. The commonly identified sexually transmitted infection among the international students in Deakin University (DU) is Chlamydia. Therefore, to improve the sexual health of the international students and meeting their sexual needs, a voluntary project has been adopted by the international students of the University. The project has been named Healthy Deakin (HD) and the funding requested for the project is $200,000 over a period of three years. The general strategies proposed for the project for meeting the sexual health needs of the international students has been listed below. Programs for driving strategic coordination and the commitment for sustaining better reproductive and sexual health outcomes for the international students. Promoting the recognition of the right to reproductive and sexual health for implying that the students are able to enjoy a mutually safer and satisfying relationship. Undertaking a comprehensive approach for early intervention, reproductive and sexual health prevention and disease prevention. Focusing on reducing the inequalities in the reproductive and sexual health outcomes for improving access to the relevant services and information for the risk of the vulnerable groups of the international students. Recognition of the needs and acknowledgment of the diversity of all the international students regardless of their sexual orientation, ethnicity, financial means and geographic location. Development of accountable and evidence-based programs and policies which are underpinned by extensive research, monitoring, ongoing evaluation and systematic data collection. Problem Statement DU has been ranked the 9th largest university in Australia with its total student count of 42,000. Out of this, approximately one-fifth of the population is international students who belong from over 100 countries. 28% of the international students are of the age 25 or older and can be identified as mature (Deakin.edu.au 2016). The common problems of the international students in DU are sexually transmitted infections (mostly Chlamydia), high rates of termination and unplanned pregnancies. It is a high priority problem that has been identified not only by the university but also by the researchers. Little resources and research data are available that explains the causes and provides recommendations for the prevention of the problems (Baum et al. 2014). Therefore, there is an urgent need for support programs and enhanced promotion of sexual health for meeting the sexual health needs of the international students studying in DU. The project HD has been designed and developed for fill ing the knowledge gap for the development of the preventive interventions and support services to the international students of DU. The project will understand and analyze the sexual health needs of the international students and provide them with the appropriate recommendations for promoting their sexual health. Background Study According to a study conducted by Inoue et al. (2016), the Japanese female students choose the withdrawal methods and condom as the practices of sexual health and contraception. Since this is the standard practice in Japan, they tend to follow the similar trend in Australia while they are the students. Any carelessness and lack of knowledge result in acquiring sexually transmitted infections, especially with the withdrawal method. Mitchell et al. (2014) carried out a study to find that surveys are done to test the knowledge of the students on HIV and other infections that are transmitted sexually like human papillomavirus and hepatitis. A knowledge gap has been identified from the study which suggested the need for appropriate intervention to prevent sexually transmitted infections and unwanted pregnancy among the students of Australia. Clark et al. (2016) opined that the students had delayed the sexual activity but with inconsistent use of contraceptives and condoms. This inconsiste ncy has led to the rise of the unwanted pregnancy and infections among the students that needs appropriate intervention. Lechner et al. (2013) opined that the university students should be provided with referrals and resources for their sexual health needs by the universities as it can result in improved sexual health outcomes of the students. Local Needs Assessment Data The international student group in DU is comprised mostly of the Chinese students of about 46% with a relatively lesser ratio of students from other countries like India, Sri Lanka, Malaysia and Hong Kong (Deakin.edu.au 2016). Therefore, it was evident from the reports obtained from the Deakin Medical Centers and Overseas Health Cover for the international students, the Chinese students suffered the most from unwanted pregnancies and sexually transmitted infections. Being away from their country of origin gives them a sense of freedom that results in careless sex life for these students and invites the health hazards of communicable sexual diseases and termination of pregnancy (Lillyman and Bennett 2014). According to a survey carried out with the 20 international students, it was found that the Japanese students followed the withdrawal method while the Indian students abstained from sexual intercourse for 9 consecutive days after the occurrence of menstruation. These are the traditi onal methods of prevention of pregnancy that these students follow and as these methods are vulnerable to the breach of protection, unwanted pregnancy occurs and the students get affected by sexually transmitted infections (Hall 2016). Project Summary The HD project aims to provide guide and support for all the sexual health promotion, provision and prevention and ensure that equitable provision of higher quality of clinically effective care for all the international students in DU. The project goal is to deepen the sexually transmitted infection knowledge, reduce the sexual risks, improve the correct use of condoms and setting long-term goals for utilizing the skills and knowledge learned during the project from the education, support, information and counseling services. To provide sufficient knowledge to the international students regarding the consequences of risk-associated sexual behavior among the international students. To evaluate and develop novel methods of health promotion for measuring the outcomes of the project implementation utilizing the media like social networking websites and cellular phones. To carry out several awareness campaigns by the project volunteers in association with the university medical centers and local health bodies. To make the university campus free of sexually transmitted infection and unwanted pregnancy among the international students by making use of the available resources. To achieve the goal of the project within the project duration of three years and meet the sexual health needs of the international students in DU. Project Description Several strategies will be adopted for implementing the project. The strategies have been explained below. Educational intervention: Comprehensive sexual education helps to emphasize the benefits of abstinence apart from teaching about the methods of disease prevention and contraception. This has been found to be effective in reducing the rates of sexually transmitted infection and unwanted pregnancy (Arnett 2014). Therefore, policies have to be developed to incorporate compulsory sexual education for all the students in the university to attain their sexual health needs. Apart from this, culturally compatible educational sessions can be carried out with the international students to make them aware that traditional methods of contraception are risk prone and can invite health hazards (Hald and Mulya 2013). Sessions will be conducted every fortnight by the international peers with periodic evaluation of the knowledge gained. Development of awareness: The beliefs, attitudes, values, knowledge levels and patterns of communication regarding contraception, relationships, sexuality and sexual health varies significantly across the ethnic groups and cultures. Free distribution of STD (Sexually Transmitted Diseases) prevention and birth control devices like condoms, diaphragm, cervical cap, oral contraceptives and intrauterine devices can significantly bring down the prevalence rate of sexually transmitted infections and can help to avoid unwanted pregnancy. Often, fear of judgment and lack of money prevents the students from buying the contraceptive devices (Oppong and Oti-Boadi 2013). Free distribution can make them confident in condom carrying, acquisition and use that will result in reducing the diseases. A proportional share of the budget has to be allotted for the distribution of the sexual health commodities and it has to be done every weekend throughout the project when the students tend to relax. Student support networks: Student support networks can be beneficial for the students in the information they perceive and consequently the decision they make considering their sexual health. Friends and classmates can be helpful in influencing the behavior and attitudes of the students by providing them with the ongoing prevention and health messages (Coleman et al. 2013). Interaction of the international students with each other and with the peers during the educational sessions will have their unique cross-cultural contributions for shaping the knowledge base, self-efficacy and attitudes of the students regarding their sexual health needs (Wang et al. 2015). Improved access to testing: University students are at high prone to develop the sexually transmitted infections which are often left undiagnosed and untreated. Since testing of the disease is a new experience for the students, they can prove to be intimidating due to the perceived stigma and risk (Fonner et al. 2014). The project will arrange for facilitating testing opportunities in the university where the international students will have to participate in a compulsory sexual health check up every month. Routine screening process and offering the testing as a part of the regular health checkups will decrease the stigma and increase the awareness of the act of testing among the international students (Protogerou et al. 2013). Beatties model can be effective for examining the assumptions for delivering health promotion. Beatties model makes use of the criteria of the focus of intervention (individual collective) and mode of intervention (authoritative-negotiated) (Drcath.net 2016). In the project HD, the radical humanist approach was used for forming self help groups to help the international students with their sexual health needs. The humanist approach was used for conducting awareness campaigns and providing peer education to the students in the form of debates, role plays and dramas. Health persuasion approach was used for modifying their behavior and life skills and personal counseling was used for focusing on the personal development. Figure 1: Beatties Model of Health Promotion Source: Eldredge et al. (2016) Target Population The campuses of DU are located in the Warrnambool, Geelong and Burwood in Melbourne and the learning centers of DU are located in Werribee, Craigieburn and Dandenong in Australia. Considering both the campus and learning center, approximately 8,400 international students are the target population of the project (Deakin.edu.au 2016). The students have to be divided in the both these places to facilitate their learning process from the peer education and the students who are on cloud learning have to be communicated through cellular phones or social networks. The on-campus students will be segregated according to their freshness in the campus, like the beginners will be provided the training first followed by the intermediates and the experts. However, contraceptive devices distribution has to be carried out for all the international students who are either on on-campus or off-campus learning modes. For the cloud learners, the sessions and evaluations can be done online by conducting w ebinars. Project Partners The project HD will be partnered primarily with the DU medical center at its Burwood and Geelong campus for promoting the health outcomes of the international students. The university students will be provided with the free health checkups and counseling through the DU medical centers and will be treated for free in case of any infection or pregnancy detected. Termination of pregnancy will also be provided by the medical center. The project will be partnered with Island Sexual Health Society as they have a chain of comprehensive and pro-choice sexual health clinics in Victoria. This will be of help for the off-campus and cloud students to avail the checkup, counseling and treatment near to their residence without attending the university. The project was also partnered with DU Student Association (DUSA) and for collaborating with the arrangement of activities and events, even for the cloud students, to promote the project and bringing the students together. Similar Activities Previously, an attempt was undertaken by the University authority to educate the students regarding safe sex habits. For this, the university partnered with the Department of Education and Training, State Government of Victoria for providing free sex education to the international students to bring down the rate of sexually transmitted infections and unwanted pregnancies. However, the students complained that the education provided was of school level and was not of the university level students. In addition, the cultural competence factor was not considered while giving out the sessions and many of the international students were not comfortable with it. Therefore, the education was of no good use for the students and a gap was identified between the education and the outcome. Project HD was designed to overcome this barrier and recruited professional peers and physicians who are not only competent but also multicultural to provide appropriate cultural education to the international students for meeting their sexual health needs. The project also aims at providing free educational material for future references and contraceptive devices to convert the goal of the project into a reality within the specified duration of the project. Success Measurement The success of the process will be measured by collecting data from the number of education sessions conducted by the peers and the types of policies developed for making sexual education compulsory. The number of STD prevention and birth control devices freely distributed can also give an estimation of the success of the process. The cost incurred to promote the project through various means on and off the campus and the satisfaction rate of the target population at the intermediate stages are the parameters of process measure. Data will be collected half yearly for process measure. Impact Measure The impact of the project can be measured by conducting surveys at the beginning, intermediate and finished stages of the project to retrieve comparative values regarding the behaviors, attitudes and knowledge of the international students regarding their sexual health. Data from the DU medical center and Overseas Health Cover will determine whether there has been any improvement in the rate of STDs and unwanted pregnancies. Data will be collected annually for impact measure. Project Sustainability The project HD is a sexual health project with a vision to meet the sexual health needs of the international students in the university. Therefore, even after the funds get exhausted, the peer educational sessions will continue for free according to the developed policies for the next five years. Thereafter, it will be given for free for the initial two years to the new comers of the University. The same procedure will be followed for the cloud students through webinars. Free distribution of the STD prevention and birth control devices will continue from the DU medical center for the next one year after the completion of the project as part of the university grant and thereafter, it will be distributed for free only to the newcomers for the first one year according to the grant. Direct Costs Category 1st Year 2nd Year 3rd Year Total Peers Charges 30,000 30,000 30,000 90,000 Clinical Charges 10,000 10,000 10,000 30,000 STD prevention and birth control devices 4,000 3,000 3,000 10,000 Total 130,000 Indirect Costs Category 1st Year 2nd Year 3rd Year Total Publicity Charges 10,000 10,000 10,000 30,000 Cloud Maintenance 4,000 3,000 3,000 10,000 Miscellaneous Charges 10,000 10,000 10,000 30,000 Total 70,000 Reflection From the planning model implemented in this project, I have learned that the educational intervention by the peers had the greatest strength. I firmly believe that comprehensive sexual education will help the international students to know more about their sexual health needs and will eventually help them to lead a healthier life. This is what I would like to implement on my professional life in future. Appropriate education will help me understand the best practices about care delivery and will help to develop as a professional with up-to-date knowledge. Lack of sufficient knowledge and poor education might lead to mistakes and subsequently, will cost the health of the patients (Potter et al. 2016). This writing experience gave me an extensive knowledge about the sexual health needs of the international students in an Australian university. Since the international students belonged from diverse cultures, this writing experience will help me to deliver appropriate care to the cultura lly diverse patients in future. 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