History of Psychology Essay

Despite being an old field of study, psychology is said to have a brief history (Klemm, 2008). Scanning through the history of psychology presents a complexity due to the changing philosophical views characteristic of early psychologists. The evolution of psychology to formal discipline is relatively a new move dating back to the 19th century. In the Western tradition in particular, the late 19th century psychologist greatly influence to psychology as a discipline and laid down the basis for development of the science of psychology. Development of modern psychology The field of medicine and physiology seemed to have paved way for the later development of psychology as a discipline. The works of physicians such as Acmaeon of Croton who had a Pythagorean philosophy related the brain as the center where thought and perception are processed. Acmaeon postulated that every sense organ is has connections to the brain. During 460 BC, Hippocrates came into the scene and disapproved that epilepsy was a demonic possession and instead related this to be a brain pathology inherited along the family line. Such research reflected on the brain as a cause of certain behaviors but there were no empirical studies to prove this (Boeree, 2010). Psychology at this time was therefore not clearly defined as a discipline until mid to late 1800s. In the late 17th century, psychology was gaining popularity in the West and this was to become the beginning of modern psychology which has a scientific perspective. The first psychology laboratory was established in 1875 by Wilhelm Wundt at the University of Leipzig, Germany. This was the establishment that founded psychology as a modern scientific discipline paving way for the development of psychology as a scientific discipline. Wundt upheld that the physical and mental aspects of human beings were interrelated in that each had its opposite counterpart. As Wundt was setting up his laboratory in Leipzig in 1875, William James was also instituting a similar laboratory at Harvard thus making Wundt and James be regarded as the fathers of modern psychology. Wundt carried out various studies on sensation as well as perception and in 1879 he supervised a graduate student in psychology. Later on in 1881, Wundnt established the Philosophische Studien journal. His establishment of the â€Å"Institute for Experimental Psychology† was a notable step forwards towards enhancing psychology as a discipline (Boeree, 2010, para 34). William James is traced as the first American psychologist having born in New York in 1842. Through interacting with other psychologists such as Wundt while in Germany, James would later return to the U. S. and while teaching physiological psychology at Harvard in 1875, he established a psychology lab. Among the philosophers whom James interacted with at Harvard thus influencing his views on psychology included Charles Peirce and Chauncey Wright. Pierce was of the Kant’s philosophy of truth can never be known whereas Wright upheld the idea that behavior was shaped by beliefs as well as survival for the fittest. James’ publications on psychology in the late 1800s and his rise to a professor of psychology established him more to influence modern psychology. For instance, his 1889 text book on The Principles of Psychology was a good foundation on psychology (Boeree, 2010). Two schools of thought propagated by both Wundt and James were to emerge as the pillars of psychology’s school of thought: structuralism and functionalism. While James propagated functionalism, Wundt mainly influence the structuralism school of thought. The functionalism idea was that consciousness is a dynamically changing aspect of human life. Functionalism was looking into how adaptation to the environment depends on human behavior. As a method of direct observation, functionalism was more appraised in this school of thought. Structuralism which was Wundnt’s school of thought was an introspection method of experimental psychology. Although disregarded for long, structuralism lately came to be respected as an important aspect of modern psychology. Structuralism appraises the breakdown of consciousness into detailed aspects such as perception and sensation. The study of both structuralism and functionalism were then explored further psychologists such as E. B. Titchener who upheld structuralism and John Dewey on the functionalism side. Although experimental psychology in the U. S. became more established in the 20th century through establishment of more labs, the 1883 lab at John Hopkins University by G.  Stanley was also advancement in modern psychology (Boeree, 2010). Conclusion Modern psychology is rooted in many disciplines including physiology and philosophy. In fact fathers of modern psychology had a rich philosophical background out of studying and interacting with philosophy scholars. The influence of Kant’s and Darwin’s ideas no doubt shaped Wilhelm Wundt and William James to develop experimental psychology and later the structuralism and functionalism schools of thought which have affected modern psychology greatly.

Striving for Personal Success

Striving for Personal Success University of Phoenix Gen 200 Eleanor Roosevelt once said, â€Å"In the long run, we shape our lives, and we shape ourselves. The process never ends until we die. And the choices we make are ultimately our own responsibility† (Goodreads Inc. , 2013). Although life can be a major deterrent on success, it also can be one factor in obtaining college success. The personal responsibility a student holds is based on their motivation and self- sacrifices.Success in life and in college can only be measures by the hard work, drive, and dedication. Personal responsibility is defined as relating or pertaining to oneself and the state of responsibility as moral, legal, or mental accountability (Merriam-Webster, Incorporated, 2013). One way of applying personal responsibility in a student's life is to continue to push the limits that other people have placed on them and pushing those boundaries to the max. With huge success can come countless opportunities, th rough these opportunities comes dedication and challenges.It is in how each person deals with those dedication and challenges that makes the sacrifices worth everything. When the idea of quitting occurs is when an individual must lean on his or her support systems to pull them through that state of mind. It is family, friends, and amazing instructors who can be the factors between persevering through the hard times and giving up. The question a student will then have to face is, what is most important to that person? By fguring out that question and realize the time and dedication that has already been applied would be a waste.At this final point the individual has to find the motivation and drive to re light that fire under them and ontinue to strive on. It is that personal responsibility of holding oneself accountable for the hard work that will lead that person to college success. Personal responsibility is a factor in achieving success in life and in college, but personal respon sibility also can be a hinder. By being a college student people not only have dedication to their schoolwork, but also their outside school, such as family, friends, and a Job.The struggle is trying to find that balance needed to succeed in all fields. Alexandra Escobar said, â€Å"Professional women often struggle as they try to alance their work and personal roles, while still trying to grow in both,† she currently holds a master's degree in education and holds a chair for the College of Education at University of Phoenix South Florida Campus (â€Å"How women in business can â€Å"lean in†,† personal roles, but as shown through her degree and position held in her college now the success for a degree is possible.The major factor is time management. Every person must learn to create time for what matters, whether that is to wake up an hour earlier or turn the television off to complete that one assignment. 0. 1. Simpson once said, â€Å"The day you take comple te responsibility for yourself, the day you stop making any excuses that is the day you start to the top† ([email  protected], 2001). If this degree and college success is what matters, that person will find a way to make it work, or that person will find a way to make excuses.The main question every person must ask themselves is success at this very moment more important than success for growth that can better one's future or not? Personal responsibility and college success are proving to be one and the same. Success in college and in life can only be achieved by one's own self-sacrifice and elf-dedication. Winston Churchill once said, â€Å"The price of greatness is responsibility' ([email  protected], 2001). Winston Churchill is right.It is the self-sacrifice of choosing to miss out on social events, school events, or pull extra work hours so that person can finish his or her assignments needed to succeed in their classes. The self-dedication will need to be applied to obtain such greatness. By applying self- dedication and personal sacrifices one is allowing themself to grow in personal success. Each hurdle completed in their college Journey is another step closer to obtain ollege success as well as being able to apply the knowledge obtained into their lifestyle and in return gain success in the workforce.It is each individual's personal responsibility to apply what is being learned in and out of the classroom through their college Journey that will truly allow them to have the greatest form of college success. An educational success will be obtained by a college degree, but also a workforce knowledge and personal growth that can be achieved only by experiencing that balancing act between personal responsibility and college success. In conclusion, personal responsibility is the key to success. Success is also determined by self-sacrifice and self-dedication.

Critically evaluate the extent to which international law recognizes a Essay

Critically evaluate the extent to which international law recognizes a right of self-defence to prevent attacks by terrorist organizations - Essay Example This paper aims to provide an articulate understanding of the author’s point of view in conclusion to this discussion, after critically evaluating the various provisions contained in the UN Charter regarding the right of a State to defend itself. â€Å"Nothing in the present Charter shall impair the inherent right of individual or collective self-defence if an armed attack occurs against a Member of the United Nations, until the Security Council has taken measures necessary to maintain international peace and security. Measures taken by Members in the exercise of this right of self-defence shall be immediately reported to the Security Council and shall not in any way affect the authority and responsibility of the Security Council under the present Charter to take at any time such action as it deems necessary in order to maintain or restore international peace and security.†1 Under this provision, there is an inherent right of individual or collective self-defense of any member of the United Nations in case there is an armed attack that occurs.2 However, there is a limitation provided, in that, it is subject to review by the Security Council.3 Under customary international law, the pre-requisites to legitimate self-defense include the following: â€Å"1) an infringement or threatened infringement of the territorial integrity or political independence of the defending state; 2) the failure or inability of the other state to prevent the infringement; 3) the absence of alternative means to secure protection; and 4) the strict limitation of the defending states use of force to prevent the danger.†4 Although Article 51 of the UN Charter considers self-defense as an inherent right under customary international law, the provision providing for an â€Å"armed attack† is much debated.5 Various interpretations have also been made as regards the word â€Å"inherent† in the exercise of self-defence. The word â€Å"inherent† was said to have given a State the right to use

Assignment Essay Example | Topics and Well Written Essays - 2250 words - 1

Assignment - Essay Example Is this type of art not as important as the art made with refined material? A lot of questions arise when we try to figure out what are the measures for artwork. According to Lazzari and Schlesier (2011), no definition of art is absolute or timeless. Definitions are framed keeping cultures, values, taste of people in mind. The most appropriate way to answer the question, what is art? Is to understand when was the art made and for which target audience? Art helps us in preservation of memory, emotion and time. It develops with time and keeps on changing its form. Cave paintings have evolved as graffiti in today’s world. The first institutional theory of art is sketched by Danto in 1964. Institutional theory of art describes art as part of â€Å"art world†. The main function of art world is to define, authenticate, uphold and replicate the â€Å"cultural art†. In the later works, Danto defined art in terms of â€Å"aboutness†. Danto kept art as an â€Å"open concept†. If art is kept as an open concept then the photograph, painting or song of any nature even doodling around will be considered as art. Consider the photography used here. In my opinion, this is also a photography but cannot be accepted as an artwork because it does not follow any principles of art and is not aesthetically appealing. The Transfiguration of the Commonplae of George Dickie was inspired by Artworld of Danto. Dickie refers to the artworld as an â€Å"institution† which is operated with a lot of subordinate systems. These systems are made up of different forms of art like music, paintings, theatre and dance etc. these systems have further categories. According to the definition of art provided by Dickie, any piece or work of art which is displayed or presented in places like museums, theatres etc is a piece of art. Reason being that it is accepted by people who are there to scrutinize over the object or performance

Capacity and Forecasting at Green Valley Bakers Research Paper - 1

Capacity and Forecasting at Green Valley Bakers - Research Paper Example This paper illustrates that the concepts of capacity utilization and forecasting techniques are very important for any business venture. Indeed, an entrepreneur or businessman will only venture to invest his capital in a business if he knows and understands that it will give him a good return on the capital invested. It takes a lot of time, effort and skills to plan out the start of operations, from where the inventory will come, how and when sales will be made and at what margins, so that some profit is left over to compensate the businessman and other stakeholders of the business, if there are any, after the costs and expenses of the bakery have been paid out. Forecasting must also take into account the current and future environment as regards legal, technological, social and other phenomena such as changes in Government policy regarding taxation on bakeries, prices of inventory items, changing tastes of consumers and improvements in baking technology. The researcher will consider all these as he evolves a strategy for capacity utilization and demand and sales forecasting at Green Valley Bakers. Capacity utilization has been one of the main concerns of entrepreneurs and industrialists right from the very beginning of organized business enterprise. In fact, the start of the Industrial Revolution saw much of the population of villages move to the cities, lured by the prospects of gainful employment and higher and more consistent wages, thereby leading to a better lifestyle and social progress. Imagine their predicament when they were forced to move into often cramped and squalid living quarters, eating meager rations and toiling long hours in factories and mills that sought only to gain the most advantage from this situation. It was only after the refusal of workers in Chicago to continue to work under these appalling conditions that the world has moved towards respecting the rights of the workers. Even the economists of old regarded Labor as but a factor of p roduction. As regards capacity, J.B Say remarked that Supply would create its own demand. And the production concept in marketing so popular in the 1950s enunciated that if one built a better mousetrap (meaning product), people would flock to your door to buy it. Even today there is a debate among economists as to whether Full Employment or Partial Unemployment is better for the economy.

Gentleman Alone - by Pablo Neruda Essay Example | Topics and Well Written Essays - 750 words

Gentleman Alone - by Pablo Neruda - Essay Example In the poem, Gentleman Alone, Neruda has explicitly talked about sex and lovers and the whole theme of the poem is preoccupied with the sexual content. The poem starts with the illustration of people who are surrounding the speaker. They include homosexual men, pregnant house wives, young girls, cats in their heat, all of whom are surrounding the house of the speaker and making love. The speaker’s tone shows that he is desperate about his loneliness when the whole world around him is making love. Sex and passion seems in the air and everybody in the poem is shown drenched with the lust of bodily experiences. People of all ages are getting involved in sex. The speaker talks about a beach paradise which is lined with palm trees, a scene that is depicting the summer season, and which is perfect for lovers. The poem then talks about a low salaried clerk who has been sleeping with his neighbor and has seduced her to making love. He takes her to the movies and continues to fill his desire of lust. The poet talks about his own despair when he sees that the husbands, students, priests and animals, all are occupied with sex and lovemaking. Hence, the message that we can figure out from this poem is that despite the fact that one is surrounded with people who are enjoying and having fun and are doing whatever they like, one is bound to live in despair if his heart is not happy just the same. When one is sad from within, then no matter how much enjoyment is going on around him, he will continue feeling sad and nothing in the world will seem pleasurable enough to soothe him. The poet is feeling lonely instead of the crowd surrounding him. People are making love and there is nobody to love him and thus he feels deserted. As far as the poetic devices used in the poem are concerned, the overall tone of the poem is melancholic depicting the speaker’s frustration that he feels inside him when he sees the world having fun. There is no alliteration and assonance obs erved in the stanzas. However, the poet has intensively made use of imagery and has described things that create vivid mental pictures using any of the five senses. For example, he has used imagery in phrases like ‘palpitating sexual oysters’ (line 5), ‘fat and thin and happy and sad couples’ (line 12), and ‘bees smell of blood’ (line 28). Metaphors have been used, for example, when the poet compares the women’s breasts with glistening eyes, heroes with horses and passionate princes, and beds with ships. The poet has been able to give human qualities to many inanimate objects by using personification in phrases like ‘my solitary home’ (line 6), nights of hunters and husbands ‘burying’ the poet (line 25), and ‘breathing forest crushes me’ (line 36). Onomatopoeia has also been used when the poet uses words like buzz to imitate sounds like in the phrase ‘and the flies buzz cholerically’ (l ine 28). The poet has used the first person narrative with him being a character in the story telling it from his perspective like in phrases ‘cross my garden at night’ (line 4), ‘enemies of my soul’ (line 7), and ‘bury me’ (line 25). There is no repetition of words, lines and stanzas. Every line seems independent of the one preceding it and there is no rhyming scheme as well. The poem has also not been divided into stanzas. The poet has sometimes used hyperbole to make

An Investigation into the Factors that Impact on the Retention of Dissertation

An Investigation into the Factors that Impact on the Retention of Generation Y Workers in Nestle South Africa - Dissertation Example 89). Other terms have been used synonymously to pertain to the same group, such as â€Å"Millenials†, â€Å"Echo-Boomers†, or the â€Å"iGeneration†. These young individuals possess a set of common characteristics and expectations distinct from older generations who have preceded them. This generation can create considerable impact both as employees and consumers, meriting an investigation of the factors that influence their cognition, affect, and behaviours at work. The Nestle brand has continuously created an extensive range of products with superior quality, targeted towards consumers at a global scale. The multinational organisation, has been acknowledged internationally, owing to their research and development capabilities, geographic presence, and the premium that they place on their employees and their culture. Over 3,300 employees work for Nestle, 82% of whom are Black and 32% being females. Because of the organisation’s concern towards enhancing e mployee performance and well-being, Nestle has devised employee assistance programs that promote emotional and psychological support and financial stability, among others, towards maintaining employee wellness and effectively reducing employee turnover. Owing to the substantial influence of Generation Y employees on achieving the organisational bottomlines, the current research aims to ascertain the factors that influence their retention. ... Individuals who have grown up at different periods of time are likely to be characterized by a unique set of attitudes, values, beliefs, and expectations which exert a significant impact on their mindsets, behaviours, and their response to the culture of the workplace they belong to. As members of Generation Y enter employment, work forces have become more generationally diverse, being composed of four generations, spanning over 60 years- the Traditionalists, Baby Boomers, Generation X, and Generation Y (Glass, 2007, p. 98). Generation Y, which represents the latest generation to join the workforce, can be considered as the â€Å"most technically literate, educated, and ethnically diverse generation in history† (Eisner, 2005, p. 6). Gen Yers value personal development, achievement, and continual learning. There are inherent challenges in teaching and learning Generation Y employees in the contemporary workforce (Jonas-Dwyer and Pospisil, 2004). Differences exist among these ge nerations particularly as regards their preferred work culture, and such leanings are reflected in their preferred values, work styles and management (Eisner, 2005). As argued by Westerman and Yamamura (2007, p. 150), a profound understanding of work environment preferences, work motivation, and other work-related outcomes, is essential at strategizing for effective recruitment, training, retention and rewarding of the young generation. The current study thus further examines the factors that contribute to the motivation and retention of Gen Y employees in the South African context, specifically in the Nestle organisation. 1.3 The Research Problem There has been no systematic

Empire of the Wolves (2002) Term Paper Example | Topics and Well Written Essays - 1250 words

Empire of the Wolves (2002) - Term Paper Example This movie is based on a novel by Jean Christophe Grange and tells a story of young idealistic police captain Paul Nerteaux (Jocelyn Quirin) who has just taken over the case of three Turkish women seamstresses in Paris’ Turkish community. Paul decides to get help from retired cop Jean Louis Schiffer (Jean Reno), as he had patrolled the area for over 20 years but is known for his unorthodox methods.            The movie is an investigation about the murders of three women being subjected to an experiment. Though Paul tried to get with Schiffer about the crime he was torn between the judgments of the people about his collaboration on the retired cop who practice the unorthodox way of investigating the crime. Even the doctor in charge of the autopsy has given him warnings about the Schiffer.          The crime was projected in the movie is actually a crime about experimenting with human bodies for new treatment discoveries. It is a form of murder, which is a violation of the law and also a form of violation to medical, or bioethics. What’s so real about this movie is the implementation of the violation of bioethics. In Bioethics, humans should not be part of any technological or any experiments. Experiments should only be limited to a few forms of animals (like mice).   In real life, scientists are truly imprisoned and the license is taken from them if they practice experiments with humans just like in this movie where they use surgeries and implants. In real life, so far, there has been no news about scientists totally doing experiments on humans due to the imposed law about ethics. They are only practicing their findings limited to lab rats, sheep, and other animals. This media product though is not far from impossible to happen in the near future. I say it’s a little bit of advancement of science that violates the law. The investigation by the two cops was a mixture of the orthodox and unorthodox way of doing it. It happens, especially when the officers assigned in such cases are of different principles.

Innovation in a market economy Essay Example | Topics and Well Written Essays - 1000 words

Innovation in a market economy - Essay Example Organizations cannot exist in the market with the conventional products alone. For example, think of a situation in which Microsoft sticking with its old operating system Windows 3 series alone at present. Everybody knows that Microsoft was able to keep its monopoly in the software industry purely because of their ability to innovate news products or incorporate new features to their existing products. Thus we got Windows 95, 98, 2000, XP, Vista like updated versions of windows. It is not possible for Microsoft to accommodate the requirements of the current world using their older versions of operating systems. The current facilities like video conferencing, video chat, high resolution graphics processing, internet, e-mail etc may not run its older versions of Windows. Thus innovation makes an organization capable of meeting the present challenges by updating their existing technologies. Innovation is needed even in formulating strategies. Same strategy may not work everywhere even if the product is the same. Parker Pen Company has tried to implement same marketing strategies to market their writing equipments all over the world at the beginning of their international campaign. They thought same product needs same marketing strategies everywhere. But they failed miserably because of the above strategy. â€Å"Product may be the same, but may be different†, Parker Pen Company failed to recognize the above fact. â€Å"The idea of selling pens the same way everywhere did not sit well with many parker subsidiaries and distributors.   

Disney Princess and Aladdin Essay Example for Free

Disney Princess and Aladdin Essay The wicked Jafar, and his trusty parrot Iago, receive one half of an ancient scarab from the thief, Gazeem. Jafar reaches into his robes and produces the other half. As Jafar place the two halves together, the magic scarab being to glow and sparkle. The scarab leaps out of Jafars hands. Quickly! he shouts to his horse, Follow the trail! The scarab scuttles across the desert sands under the beautiful Arabian night sky with Jafar, Iago and Gazeem in fast pursuit The scarab leads Jafar, Iago and Gazeem to a small mound of sand, it then slits in a half and plunges into the sand. A fierce tigers head rises, roaring, from the desert. Now remember, Jafar warns Gazeem. Bring me the lamp. The rest of the treasure is yours, but the lamp is mine! As Gazeem steps warily into the cave, the tiger-god bellows, Only one may enter here, one whose worth lies deep withinthe Diamond in the Rough! The tiger-gods mouth clamps shut over the unfortunate Gazeem and the head dissapears back into the sand. I must find this one- this Diamond in the Rough, Jafar tells Iago. In the bustling city of Agrabah there is a lively and crowded marketplace. Merchants sell all kind of household items from pots and ladles to clothing, and olives the townspeople need for their everyday lives. In Agrabah lives a young man called Aladdin. His only friend is Abu, a mischievous monkey, and his only food is what he can get by his wits. Aladdin is always in trouble with the sultans guards who call him a thief, but they can never catch him. Sometimes it takes all of Aladdins mischief, for them to stay one step ahead of the guards. Although Aladdin is starving, he is also generous. When he sees two little street urchins who look even hungrier then he is, he gives them the bread he has gone to so much trouble to get. Abu isnt quite as happy about giving up his half of the loaf! When Prince Achmed rides into the marketplace on a magnificent, jeweled horse, Aladdin and Abu stare. How wonderful it would be to have even one of those jewels. They could eat for a year! On his way to the palace, I suppose, comments someone standing nearby. Another suitor for the princess. When the poor children wander out into the street, Aladdin leaps to rescue them from the horses hooves. Out of my way! Bellows Prince Achmed, knocking Aladdin aside and into a puddle of mud. Aladdin chases after the prince, if I were as rich as you I could afford some matters! he shouts at him. Prince Achmed yells, You were born as street rat and youll die as street rat! as he swept through the palace gates. The slam shut in Aladdins face. Im not worthless. Im not a street rat, says Aladdin shaking his head. Aladdin and Abu go to their home, which is nothing more than a dilapidated rooftop. Its cold in the desert at night, so it isnt much to come home to. Someday, Abu, Aladdin promises the monkey, things are going change. Well be dressed in robes instead of rags. From their rooftop home, Aladdin and Abu can see the magnificent palace glowing in the distance. Thatd be the life, huh, Abu, Aladdin sighs as he gazes at the spectacular building. To be rich, live in a palace, and never have any problems at all. At the palace, the sultan is furious with Princess Jasmine. Her pet tiger Rajah has chased away an insulted Prince Achmed. Jasmine doesnt seem the least bit worried. The law says you must be married to a prince by your next birthday! You have only three more days, the sultan says. The law is wrong! Jasmine replies. Poor Jasmine has never been outside the palace in her life, never done anything on her own. She feels just like the birds in the cage. Suddenly, on an impulse, she opens the gate and lets the birds fly free. Her heart flies away with them but shes still trapped. Jasmine makes up her mind, She wont marry any of the horrible pompous princes who have come to call. She knows what she will do shell run away. That night, after saying goodbye to Rajah, she slips over the palace wall to a land she has never visited before. Since the sultan doesnt know what to do about his willful daughter, he asks his most trusted advisor, none other than Jafar. But Jafar has plans of his own. He wants to gain possession of the sultans Blue Diamond ring. The sultan is surprised by Jafars request for his ring, but Jafar assures him it will help them find a prince to marry Princess Jasmine. Just to be certain, Jafar hypnotizes the sultan who, in a trance, hands over the ring. With the ring in his possession, Jafar returns to his secret laboratory. This Blue Diamond will reveal us teh Diamond in the Rough the one who can enter the cave and bring us the lamp, says Jafar. Soon I will be sultan! When the marketplace comes to lif ein the morning, Jasmine is entranced. She has never seen so many people or things. How different the world is outside the palace! A small child looking longingly at the apples on a merchants cart. You must be hunry, says Jasmine, and hands the child an apple. Youd better pay for that, the merchant says to her. Pay? asks Jasmine. She never had to pay for anything in her life before. Thief! the merchant yells and grabs Jasmines arm. Aladdin, who has noticed the beautiful young girl, realizes she in trouble. He pretends that Jasmine is his sister and tells the merchant that the girl is crazy. Aladdin whispers to Jasmine to play along. The merchant falls for the trickuntil Abu drops a few apples hes sneaked for himself. Aladdin and Jasmine break into a run to get away from the angry merchant. Finally, they arrive back at Aladdins rooftop home. Aladdin is impressed at Jasmines nimble fearlessness; its no easy route to the roof. When Aladdin and Jasmine talk on the roof, they find out that both of them feel trapped in their lives. They dont know that through sorcery, Jafar has located his Diamond in the Rough Aladdin. Before long, Jafar sends the guards to arrest Aladdin. Abu tries to warn his master, but Aladdin isnt paying attention when the palace guards burst in. Jasmine and Aladdin have to get away from the palace guards. Do you trust me? asks Aladdin. Startled Jasmine answers Yes Then jump! Aladdin cries. The two with Abu, leap off the roof. A canopy breaks their fall and they quickly get to their feet. Jasmine and Aladdin have to get away from the palace guards. Do you trust me? asks Aladdin. Startled Jasmine answers Yes Then jump! Aladdin cries. The two with Abu, leap off the roof. A canopy breaks their fall and they quickly get to their feet. Princess Jasmine reveals her true identity and orders the guards to let Aladdin go. I would, Princess, says Razoul, the head guard, except my order come from Jafar. Youve to take it up with him. Believe me, Princess Jasmine mutters. I will. As soon as she gets back to the palace, Princess Jasmine storms into Jafars chamber to demand Aladdins release. Jafar tells the horrified princess that Aladdin has already been to death for kidnapping her. That evening, Jasmine is inconsolable. Oh Rajah, this is all my fault, she sobs in her beloved tiger. I dont even know his name. Rajah is heartbroken to see the princess so sad. Aladdin is not dead, as Jafar had told the princess, but locked up in the dungeon. Soon, Abu finds him, and helps him pick the locks of his chains. Abu tries to scold Aladdin for getting himself mixed up with a girl, but Aladdin disagrees. Hey, she was in trouble, he says, then shakes his head.. Ill never see her again. Im a street rat, remember. She deserves a prince. â€Å"Im a fool, says Aladdin, thinking about Jasmine. Only if you give, boy, replies a voice. Jafar, disguised as an old man, appears from the shadows. I know a cave filled with treasures.. enough to impress your princess. I need a young pair of legs and a strong back to go in after it. Soon Aladdin and Jafar, still in disguise, have escaped from the dungeon and arrive at the Cave of Wonders. Proceed! the tiger-god commands when Aladdin states his name. Touch nothing but the lamp. When Aladdin and Abu arrive at the treasure chamber, they cant believe their eyes. Everywhere, piled high, are thousands of jewels and mountains of gold dazzle their eyes. Just a handful of this would make me richer then the sultan! exclaims Aladdin. Then he reminds Abu, Dont touch anything Behind Aladdin and Abu, a gold-tasseled carpet comes to life. At first they dont notice it floating behind them, but soon they realize they are in the presence of a magic carpet. Maybe you can help us, Aladdin says to the carpet. Were trying to find this lamp. The magic carpet is happy to show the way to where a battered old oil lamp stands on a high pedestal. Aladdin slowly reaches out to take the lamp into his handWhile Aladdin is collecting the lamp, Abu is overwhelmed by temptation. Surely the cave wont miss one little gem. The moment he grabs the stone, a rumbling and shaking begin. Aladdin almost falls into a pool of boiling lava as the carpet rushes in to save him. Just in time, Aladdin pulls Abu aboard. Outside the cave, Jafar look on in alarm as thunder booms and lighting flashes around him. The tiger-god roars in anger. The carpet is caught under a falling rock and Abu and Aladdin are thrown off. A huge chasm opens between them as Abu and Aladdin scramble for the cave opening. Abu escapes, but the ground gives way and Aladdin is left hanging by his fingers The old man, whom Aladdin still does not know is Jafar is disguise, leans into the cave. Throw me the lamp! he demands. I cant hold on, cries Aladdin. Give me your hand! But Jafar insists. First, give me the lamp! â€Å"Yes! cries Jafar, when Aladdin has handed over the lamp. Its mine at last! While Abu is helping Aladdin out of the cave, Jafar drawn his dagger. Aladdin has been betrayed! Aladdin struggles with Jafar and Abu does what he can, but Jafar manages to push the two back into the cave. They tumble down a long chute. The magic carpet frees itself just in time to break their fall. When Aladdin wakes up, he realizes that he and Abu are stuck in the cave, and that Jafar has taken the lamp. Abu chatters excitedly, and reveals that he has the lamp! Aladdin studies the lamp and trying to make out some writing on the side of it, wipes away the years of dust. The lamp begins to glow. Pooof! colored smoke fills the cave and forms itself into a huge genie. Say, youre allot smaller then my last master, declares the genie, Im your master? gasps Aladdin. The Genie announces to Aladdin that he can have three wishes for anything he desires. To prove it, the genie conjures up an ever-changing parade of dancers, gourmet food, treasure, camels and horses. There are a few previous, a couple of quid pro quo cautions the genie. I cant kill anybody I cant make anybody fall in love with anyone else I cant bring people back from the dead. Other than that, you got it. Aladdin doesnt know what to wish for and asks the genie what he would wish for. Freedom the genie replies. Genies are prisoners. We have phenomenal cosmic powers, itty bitty living space. The only way out is for my master to wish me free. Aladdin considers. Ill do it. Ill set you free, he tells the genie. The genie looks doubtful. Really, I promise- after me first two wishes, Ill use my third wish to set you free. Suddenly Aladdin knows what wants. Theres this girl, he says, but shes the princess. To even have a chance, Id have to be Hey! Can you make me a prince? The genie raises an eyebrow. Say the magic words, he says. In no time, Aladdin is outfitted with the most glorious robes a prince has ever owned. Looking at his own elegant reflection, he hardly recognizes himself. Still needs something, muses the genie. Mode of transportation! Enlisting Abu, the genie transforms the startled monkey into a camel, then a stallion and several other things. Finally he settles on a magnificent riding elephant. Back at the palace, Jafar and Iago are hatching a wicked plot. If Jafar cant have the lamp, he will have to gain power another way. Iago has an idea. What if Jafar were to marry the princess? Then he could get rid of the sultan and Jasmine and have all power in the kingdom. Floating down from his elephant on the magic carpet, Aladdin introduces himself to the sultan as Prince Ali Ababwa, and announces that he has come to seek Princess Jasmines hand. Jafar is not pleased to see Prince Ali. This might be then end of his plan to marry the princess and take over the kingdom. He tries to get Aladdin to leave, but the sultan is anxious to try out the magic carpet. The sultan enjoys his carpet ride and is very impressed with Prince Ali. Jafar tries to damped the sultans enthusiasm but Aladdin is confident. Just let her meet me, I will win your daughter, he boasts Princess Jasmine hears Aladdins boast that he will marry her, and is not pleased. How dare you! she snaps. All of you! Standing around deciding my future!†I am not a prize to be won! She turns on her heel and storms form the room. Aladdin is upset that he has made Princess Jasmine angry. This isnt how it is supposed to go. The sultan, too, is disappointed, but reassures Aladdin that the princess will calm down. That night, Aladdin walks in the garden under Jasmines window and asks the genie for advice. He has lost confidence in his prince act. The genie recommends that Aladdin tells the princess who he really is, and just be himself. Princess Jasmine has still not cheered up. She is sitting alone in her room when Aladdin startles her by appearing on the balcony. She tries to send him away, but just as he turns in the light, she thinks theres something familiar about him. Jasmine and Aladdin begin to talk. It looks like things are going well until Jasmine suddenly turns and accuses Prince Ali of being a swaggering peacock like all the other princess shes met. Disguised as a bee, the genie repeats his advice to Aladdin. Be yourself! When Aladdin agrees that the princess should be allowed to make up her own mind, Jasmine begins to soften a little towards him. Aladdin invites her on a magic carpet ride, and Jasmine quickly agrees. Shes a little nervous, but when Aladdin asks, Do you trust me? Jasmine and Aladdin fly across the sky on the magic carpet. Its a wonderful ride and they see magnificent sights. Aladdin swoops down into an orchard and picks Jasmine an apple. Again, she thinks of the boy she met in the marketplace. The carpet comes to a rest on a roof where Aladdin and Princess Jasmine stop to watch a wonderful fireworks display. Jasmine casually remarks that Abu should have been with them, and Aladdin falls right into her trap. You are the boy from the marketplace! Jasmine exclaims. But Aladdin isnt ready to reveal who he really is, and pretends that Aladdin was Prince Ali in disguise. Finally, Aladdin flies princess Jasmine back to the palace. Jasmine steps onto the balcony, then turns toward Aladdin. They smile at each other over the railing. The carpet, impatient for the romance to get started, bumps Aladdin so that he kisses Jasmine. Its a wonderful kiss, and Aladdin realizes he is in love. Good night, my handsome prince, Jasmine says, backing into her charmer. Sleep well, Princess, Aladdin replies. Aladdin has sooner floated down from Jasmines balcony that he is grabbed by the palace guards. Abu too, has been captured, Jafar order the guards to tie and gag Aladdin and cast him into the ocean. As Aladdin sinks into the sea, turban where he hid the lamp, slips from his head. Fighting for air and growing dizzy, Aladdin tries to get to the lamp. Finally, he reaches it and is able to give it a feeble rub. The genie, disturbed from his bath, is ready to joke with Aladdin until he sees that his young master is drowning. I cant help you unless you make a wish. Aladdin is barely conscious, but the genie gets him to respond and lifts him to safely in the nick of time. At the palace, Jasmine rushed to tell her father about the wonderful evening she has spent with Aladdin. She arrives to find that Jafar has put his plan into action and has hypnotized the sultan Jasmine vows angry that she will never marry Jafar. Just as jafar is telling that Prince Al i has left like all the other princes, Aladdin appears in the throne room and accuses Jafar of trying to kill him. As soon as the sultan comes out of his trance, he understands what has happened. Guards! he commands. Arrest Jafar at once! Jafar yells as he is dragged from the room, This is not done yet, boy! He throws a smoke pellet and vanishes into thin air. Although the sultan is angry at Jafars treachery, he is overjoyed to find out that Jasmine is in love with Aladdin. Finally she has chosen a suitor! The sultan is so happy he announces they will be wed at once. â€Å"Youll be happy, prosperous, â€Å"he says, â€Å"and then you, my boy will become sultan!† Aladdin is worried about becoming a sultan. He knows he doesnt have a fine moral character. Hes just a street rat, and a lying one, too. He isnt Prince Ali, hes just plain Aladdin. If only he could tell Jasmine the truth. Now he cant even fulfill his promise to free the genie. He just might need one more wish†¦ Jafar tells Iago that they can still win if they can get the lamp, so Iago disguises his voice as Jasmines to lure Aladdin out of chambers. The wily bird hurries into the empty room and quickly steals the lamp. Now that Jafar has possession of the lamp, the genie must grant his every wish. The genie doesnt want to work for the sorcerer, but he must. Jafar is his new master now. Jafar makes his first wish: he wants to be sultan. Reluctantly, the genie transforms him. Jafar now wears the white robes of the sultan. He is delighted to be the most powerful man in the kingdom! When the genie makes a new sultan, he unmakes the old one. The old sultans disappear, and the castle is move to a high mountain peak. I am your sultan now! declares Jafar. Bow down to me. But Jasmine and her father refuse. We will never bow to you, they swear. Jafar is ready to make his next wish: to become the most powerful sorcerer in the world. The genie grants him his wish. Jafar uses his new skills to expose Prince Ali for his he really is a street rat named Aladdin. Jafar uses his power to turn a palace tower into a rocket. He fires Aladdin and Abu to the ends of the earth, where they will never trouble him again. Aladdin and Abu are shivering, and nearly killed by a rolling tower, but they still have the magic carpet. I made a mess of everything. Aladdin tells the monkey. Ive got to go back and set things right. Together they fly on the carpet back to the palace at Agrabah. A the palace, Jafar rules. The genie and Princess Jasmine are his slaves, and the sultan has been reduced to the court jester. Jasmine is the only one who notices Aladdin slipping in through the window. To distract Jafar, so that Aladdin can get the lamp, she pretends to be in love with him. Jafar is delighted at the unexpected turn of events. Jafar suddenly notices Aladdin;s reflection in Princess Jasmines polished crown. Turning sharply, he barks You! How many times do I have to kill you, boy! Jafar aims a blast from his staff at Aladdin, and traps Jasmine in an hour glass. He uses all of his sorcery to create walls of flame and falling swords around the lamp. Are you afraid to fight me yourself, you cowardly snake? challenges Aladdin. Jafar instantly turns himself into a snake and lunges at Aladdin. Aladdin fights back with his sword. Tim is running out for Princess Jasmine, who is being buried alive by the sand in the hourglass. Soon, Jafar has Aladdin trapped in his coils. If only Aladdin had freed the genie he had the chance, Jafar would never have had all this power! Youre not so powerful, Aladdin taunts Jafar. The genie has more power than youll ever have! The genie is alarmed. What is Aladdin up to? Jafar takes the bait. Im ready to make my third wish, declares Jafar. I wish to be an all powerful genie! The genie must grant the wish. In an instant, Jafar is a genie. For a moment, he exults in his new power. Then gold cuffs clamp themselves to his wrists, and Jafar begins to realize what is happening. A lamp appears to suck him in and he takes Iago with him at the last moment. Aladdin grins. Phenomenal cosmic powers itty bitty living space.† When the genie tosses the lamp into the Cave of Wonders for a few millennia Jafars magic comes undone. The sultan and Princess Jasmine are free, and all their friends return to normal. Aladdin and Jasmine stand together on the palace balcony. Im sorry I lied to you, says Aladdin. I guess this is goodbye, That stupid law, storms Jasmine. This isnt fair. I love you. The genie cant bear it. Youre got one more wish left, he reminds Aladdin. Just say the word and youre a prince again. Aladdin knows what he has to do. He loves Jasmine and wants to be a prince so he can marry her, but he has promised the genie. He has learned how important a promise is. Genie, he says. I wish for your freedom. The genie can hardly believe it when his cuffs melt away. †Youll always be a prince to me, the genie says to Aladdin. Thats right, agrees the sultan. Youve certainly proven you worth. What we need is a new law! And the sultan, who is after all the sultan, pronounces a new law then and there. The princess can marry whomever she chooses! Princess Jasmine instantly chooses Aladdin. She is thrilled to finally have control over her own life. Aladdin is thrilled too, and lifts Jasmine high in the air. Now that Genie is free, hes off to see the world. He has big plans, and plenty of places to go. But first, its time for a big hug for the only master who ever wanted to do something for him. As the genie sails off into the sky, Jasmine and Aladdin wave goodbye. They stand side by side, holding hands, knowing they will always be together.

Counterculture Analysis: Triads

Counterculture Analysis: Triads Caprian Kan What are countercultures? Countercultures are groups that reject the major values, norms, and practices of the larger society and replaces them with a new set of cultural patterns (Thomas). A counterculture found primarily in china, but also globally are the Triads. Initially, the purpose of the triad group started off as a patriotic movement, but later turned into a counterculture. Somewhere along their fight for patriotism the lines of justice blurred and the Triad groups turned to crime (Blundy). Origins of the Triad societies date back to the 17th century. Martial artists (Hung Muns) desired to restore the Ming dynasty so, they sought their solution by attempting to overthrow the Qing dynasty (Blundy). However, their coup ended in vain. According to the Wing Chun Kung-Fu Association this movement started because the Mings political and economic power began to wane through continuous border warfare. The Qing, former allies of the Ming, had grown so much political power that they controlled most of the provincial territories held by the former Ming Emperor. Remaining survivors of the Ming dynasty either fled or relocated in different provinces, especially for 5 youths: 4 boys and 1 girl that would train at Fukien Si Lum Temple. The five youths would later be known as the Five Elders of Sil Lum. The Five Elders secretly trained loyalists in the art of Kung-Fu, leading to the onset of secret notorious societies, which we now know as the Triads. During this time the Qing had an i ncreasing awareness of partisan attacks; soon thereafter, in their impatience, the Qing armies burned and destroyed monasteries and temples including the Sil Lum Temple. The Five Elders traveled in disguise after the destruction of the Sil Lum Temple for a year and a half however, discord grew among the elders and they soon fought each other. As frustration grew Jee Shin challenged Bak Mei to a martial arts duel, but in the end Jee Shin died. Shock rippled amongst the other elders, in fury, Mew Hin also fought with Bak Mei, but met the same fate as Jee Shin. Fung Doe Duk was next to challenge Bak Mei. Despite being closely matched Doe Duk delivered a compound fracture to Bak Meis foot which would later kill him. After the fighting, Fung Doe Duk and Ng Mui, the last remaining elders, parted on different paths to teach their own forms of martial arts; Ng Mui who would teach the Dragon-Tiger system (Wing Chun Kung-Fu Association). Practice of the crouched Dragon-Tiger system also led t o representation of one of the Triad symbols: the red dragon. Ethnocentrism is characterized by the belief or attitude that ones own group is superior (Mish). Ethnocentricity applies to the Triads because society (the norm) sees this group as a counterculture due to the type of relationship between the members and the type of rituals, rules, etc to make and maintain that relationship between one another. According to Rachel Blundy in the Law and Crime section of the South China Morning Post as groups started to form, members were expected to view each other as blood brothers. Significance of calling each other blood brothers led to the thought process that the bond between strangers was just like that of family if not superior because loyalty was both being given and received. This was augmented by the structure of hierarchy in the Triads; which, also led to the enforcement of rules, expectations, and conducts for each member to follow (Blundy). In the Illuminating Lantern, Nepstad wrote thata famous rule for new members was an initiation oath known as 36 oaths. During initiation each member would recite the 36 oaths, pledging their respect and loyalty only to each other and the Triad group. If, in any way, any of the oaths are broken then that member shall face punishment by 5 thunderbolts or a myriad of swords (Nepstad). Sacrifices are also apart of initiation ceremonies, a chicken is typically slaughtered and its blood is drained into a cup for drinking (Nepstad). If other cultures or people were to look upon this ceremony they would be disgusted, but this is how the Triads display and elicit ethnocentrism; through the strict rules of conduct, which is specifically stated in the oaths and their overwhelming rituals. Although this is not of the norm in in the culture of the larger society it is a practice that helps define the Triads as a counterculture and augments this practice as something that is common only to their culture and behavior. Cultural relativism is the belief that a culture should be judged by their own standards and not by the standards of other cultures (Thomas). In this case, although the Triads are a subculture they are better known as a counterculture because they reject the practices of the larger society and replaces them with a new set of cultural patterns by participating in criminal behavior. Due to an increase of Triad members there has also been a rise in criminal activities; Hong Kong has dedicated a police division specifically for Triads known as the Organized Crime and Triad Bureau in order to take care of this problem (Blundy). Three main Triad groups that have the largest amount of followers or influence, especially in Hong Kong, are Sun Yee On, 14K, and Wo Shing Wo (Blundy). In an estimated membership of 20,000 Triad members about 2000 would actually be active in criminal behavior (Nepstad). According to Blundy from South China Morning Post such behavior includes drug trafficking, which is a major source of income for the groups. Most of the drug being trafficked are opium, heroin, and cocaine. Other criminal activities that the Triad groups engage in are fraud, extortion, gambling, money, laundering, and prostitution (Blundy). In recent years Triad members have turned to credit card fraud, minibus concessions, call-girl rings, and computer software and CD pirating (Hays). Personally, I do believe that the Triads are a counterculture because cultures in todays society, although they vary, do not participate, in any way, in criminalist behavior like the Triads do. A general or main goal for the culture of the larger society is to have a career job, which helps provides a steady income. However, in the view point of cultural relativism the Triads are a counterculture that displays ethnocentrism because they have no jobs and they spend their free time participating in criminal activities to gain dirty money based on chances and risks while risking their First Amendment rights and liberty. Also, the fact that Triads are willing to risk their rights shows ethnocentrism because they have the belief that they are above the law. Whereas, lawful citizens would not be able to perform such actions because they value their rights and freedom. The Triad groups have been a counterculture since the start of the Qing dynasty to our present date; their actions that def ines them as a counterculture do not seem to be getting better if not worse and will continue their reckless, criminal behavior. References Blundy, Rachel. A Brief History of Hong Kongs Triad Gangs. 4 February 2017. Website. 5 March 2017. Hays, Jeffrey. Facts and Details: Triads and Organized Crime in China. April 2012. Website. 9 March 2017. Mish, Frederick C. Merriam-Websters Collegiate Dictionary: Tenth Edition. Merriam-Webster, Incorporated, 2000. Book. Nepstad, Peter. Triads. 15 March 2015. Website. 5 March 2017. Thomas, W. LaVerne. Sociology: The Study of Human Relationships. Austin: Holt, Rinehart and Winston, 2003. Book. Wing Chun Kung-Fu Association. History and Lineage: The Five Elders. 2004. Website. 6 March 2017. GOOD SAMARITAN ACT: MUNTINLUPA GOOD SAMARITAN ACT: MUNTINLUPA Chapter 1 Introduction People have different perception when it comes to generosity, some are selfish some are not and others are hesitant. For us nurses, we are obliged to help people in terms of their medical needs but how are we going to do that when we are not in the actual scene? When it comes to an accident, life and death is just a string apart and every second is very crucial to the victim. Here in the Philippines, any person who is around the crime scene is not allowed to help or to touch the victim if he is not a trained medical professional. The by-standers can only activate the emergency system for help and wait for the authorities response that is why survival rate drops. In other country, they are able to help victims of an accident without being afraid to be sued for any unintentional injury or wrongful actions that they commit in helping a victim. This is because they are protected by the Good Samaritan Law, it is a law that prevents a rescuer who has voluntarily helped a victim in distress from being successfully sued for wrongdoing. Its purpose is to keep people from being reluctant to help a stranger in need for fear of legal repercussions if they were to make some mistake in treatment (Devereaux, 2007). Statement of the problem The researchers will study the a number of medical professionals or those who have completed Red Cross training whom Good Samaritan Law may only apply. Specially, it seek to answer to the following questions: What is the profile of the health care professional in terms of: 1.1 Age 1.2 Sex 1.3Length of service 1.4 Civil status 1.5 Religion 1.6 Area of affiliation How do health care professionals perceived? 2.1 Perceived Severity 2.2 Perceived Barrier 2.3 Perceived Benefits 2.4 Cues to Action 2.5 Other Variables 2.6 Self Efficacy Does the profile of the respondents related to the perception of the good Samaritan Act? Hypotheses The researchers formulated the following hypotheses: H1: There significant relationship between perception and application of Good Samaritan Act. H2: The profile of the respondents differ from the application of Good Samaritan Act Significance of the Study The purpose of this study is to determine the significant relationship about the perception and the application of Good Samaritan Act of the Healthcare professionals practicing in the Philippines. This study may provide ideas and could view Healthcare professional belief about Good Samaritan Act whether this could provide improvement in medical and emergency cases. In Nursing Practice this may provide as help to develop their nursing skills and knowledge in providing first aids and basic life support. This study could benefit clients by giving information and knowledge which can be obtained through out the research process and by the end of the research. The clients could acquire knowledge and awareness about the Good Samaritan Act, their rights and the dos and donts of the Healthcare professionals. In Nursing Education this may impart knowledge to the people in nursing field about their duties and obligation in providing care to an emergency situation. This study could benefit students in giving information and knowledge about the Healthcare professionals belief on Good Samaritan Act and as well as the Act itself. It is also beneficial for students to give importance to any person that they will render help to know there is obligation that to be careful. The students could also have a chance to relate this research to their education. This study could benefit the Nursing practice through proper acknowledgment how to respond in emergency cases and its implication. Future Nursing Researchers may also be benefited by this study as it may be a reference material for further studies. Scope, Limitations, and Delimitations This study was intended to discuss Good Samaritan Act in medical fields. The researchers will focus their investigation on the survey of the health care professionals belief and application with regards to Good Samaritan Act in Muntinlupa City. This study was confined to Healthcare Professionals particularly Registered Nurses, Physicians, Midwives and Red Cross Volunteers regardless of age, sex and race. The researchers focused on the applications and beliefs of the healthcare professionals in practicing Good Samaritan Act with regards to their exposures to different hospitals and community particularly in Muntinlupa City. Individuals may feel the need to present themselves in a more socially acceptable light, and may report to be more informed than they really are. Thus, the findings of this study rely solely on the respondents responses. This study is not applicable to those who are Undergraduate, Medical Technologists, Pharmacists, Dentists, Psychologists and other non healthcare professionals. Conceptual Framework Figure 1. The Paradigm shows the flow of the Profile of Health Care Professional and the Perception of Good Samaritan Act. This relationship is enclosed with a square figures. The relationship is viewed as continuous. Continuous block process was used to show a progression or sequential step in a task, process or a workflow. The first box is about the profile of healthcare professional, the middle box is the process of input and output , and the last box is about the perception of it. Each box can influence and be influenced by other box of the diagram. The continuous process of the box, is the beginning of the analysis of the perception of the Health Care Professional and Good Samaritan Act. Definition of Terms The following terms were define conceptually and operationally in relate to the study. Affiliation- A person, organization, or establishment associated with another as a subordinate, subsidiary, or member. 1 Age- The length of time that one has existed or simply the duration of life. 2 Application of Good Samaritan Act- The act of directing or referring something to a good Samaritan act to discover or illustrate agreement or disagreement, fitness, or correspondence. 3 Consent- To consent means to give approval and to agree by free will. Both parties must be fully conscious and have clearly communicated their consent and in the end signed a legal document. 4 Emergency medical services These are services dedicated to providing out-of-hospital acute medical care and/or transport to definitive care, to patients with illnesses and injuries which the patient, or the medical practitioner, believes constitutes a medical emergency. 5 First Aider- First aiders are the one who gives initial care to an illness or injured person. It generally consists of a series of simple and in some cases, potentially life-saving techniques that an individual can be trained to perform with minimal equipment. 6 Good Samaritan Act- laws or acts protecting those who choose to serve and tend to others who are injured or ill. They are intended to reduce bystanders hesitation to assist, for fear of being sued or prosecuted for unintentional injury or wrongful death. 7 Health Care Professionals- Health care professional means a person who is legally competent to diagnose and/or treat the particular medical condition or conditions which are the basis of the accommodation request. 8 Liability- Means something that is a hindrance or puts an individual or groups at a disadvantage or something that someone is responsible for. 12 Midwives- A person, usually a woman, who is trained to assist women in childbirth. 9 Negligence- It is the quality of being negligent or a failure to act. It means that someone was careless and as a result of that someone was injured. 10 Obligation- The state, fact, or feeling of being indebted to another for a special service or favor received. A social, legal, or moral requirement, such as a duty, contract, or promise that compels one to follow or avoid a particular course of action. 11 Perceived Benefits- Something that promotes or enhances well- being; an advantage that an individual may received. 16 Perceived Barriers- Anything that prevents or obstruct passage, access, or progress. 172 Perceived Severity- The act or an instance of severe behavior, especially punishment. 13 Physicians- A physician is a person who has studied in the medical field. They are educated and taught to take care of patients in a certain field or specialty. A person licensed to practice medicine. 14 Registered Nurses- A registered nurse is a licensed nurse who works in hospitals and doctors offices assisting patients. 15 Self Efficacy- Variety of ways; as the belief that one is capable of performing in a certain manner to attain certain goals. 16 Volunteers- It is an individual willing to sacrifice his/her time under international humanitarian organization which aim is to protect the human life and health without any discrimination based on sex, nationality or race. 17 Notes 1. Gulam H, Devereaux J (2007). A brief primer on Good Samaritan Law for health care professionals 2.http://chcr.umich.edu/how_we_do_it/health_theories/healththeories2/chcr_document_view Chapter II CHAPTER 2 Review of Related Literature and Studies This chapter presents a review of related literature and studies which helped the researchers pursue the study. Foreign Literature: The Good Samaritan law is not found on the statute books, but has been a concept that courts have applied as public policy. However, this has recently changed in all the states and territories in Australia with the codification of Good Samaritan law. This paper is a timely reminder for health practitioners of the doctrine of the Good Samaritan, as well as the relative legal uncertainty of rescue at common law. The doctrine of Good Samaritan is a principle that works to prevent a rescuer who has voluntarily assisted a person in distress from being successfully sued for a wrongdoing. Despite no case law directly addressing the liability of a health care professional for failing to render assistance in a Good Samaritan situation, there are medical practitioners being found liable for damages and/or guilty of professional misconduct for failing to respond to requests for assistance. There has been no known case where a Medical practitioner (or health care professional) has been held liab le for providing emergency care in good faith to a stranger. The codification of the doctrine of Good Samaritan law in the various jurisdictions in Australia goes some way towards providing protection from legal action for those persons (including health care professionals) who act in good faith to assist those in danger. There is no doubt that this legislative codification is a social good we must be willing to help others who are injured or in distress, without risk to ourselves, including from a legal perspective. 1 Most Good Samaritan statutes rely on the concepts of ordinary negligence and gross negligence. Ordinary negligence means that the individual providing aid did not act as a reasonable health care provider would under similar circumstances. Contrast that with gross negligence, which generally means not only that the individual did not conform to the accepted standard of care, but also that his or her actions rose to the level of being willful, wanton or even malicious. Although there has never been a successful case against a physician who claimed Good Samaritan protection after providing emergency care outside a hospital, many physicians feel concerned about the legal consequences that might befall them in these situations. The fact is that all 50 US states have some type of law that seeks to encourage medical professionals to act as Good Samaritans by offering certain protections. 2 What can be said about what nurses ought to do in terms of truth telling and caring? The essence of caring, at least in this article, is found in the story of the Good Samaritan. Nurses care when they are present with another with a closeness that evokes compassion. Hence, the caring nurse is focused on the other so that the others welfare is paramount. This other regardingness to which the caring nurse gives precedence means becoming emotionally involved to an extent that the nurse strives to be like the Samaritan. Nurses ought to respond in a caring way that is reasonable rather than exact. Strict adherence to a principle or rule of obligation may mean acting in a way that is indicative of the holy men, as described in the parable of the Good Samaritan. A caring nurse responding virtuously acts by being compassionate, which may mean for a time accepting the prima facie nature of the rules or principles of truth telling. 3 Although there has never been a successful case against a physician who claimed Good Samaritan protection after providing emergency care outside a hospital, many physicians feel concerned about the legal consequences that might befall them in these situations. The fact is that all 50 US states have some type of law that seeks to encourage medical professionals to act as Good Samaritans by offering certain protections. The purpose of this article is to explain the basics of these laws, as well as physicians ethical duties, so that when they encounter opportunities to act as a Good Samaritan, they will have a better understanding of what theyre getting into. The odds of being successfully sued for malpractice as a result of providing Good Samaritan care are stacked well in their favor, so much so that the fear of litigation should not be a factor in their decision about whether to help when the situation presents itself. 4 Random acts of kindness are always impressive. They let people know that there are good people in the world who care about others. Good deeds also give a sense of security; they tell that everyone lives in a world where at least people look out for others. People helping other people is what any civilized society is all about. If you do your share selflessly, the world would be a better place. Helping others is a sign of strength and decency and it is what makes one a better person. 5 Foreign Studies: Global Good Samaritans looks at the reasons why and how some states promote human rights internationally, arguing that humanitarian internationalism is more than episodic altruism-it is a pattern of persistent principled politics. Human rights as a principled foreign policy defies the realist prediction of untrammeled pursuit of national interest, and suggests the utility of constructivist approaches that investigate the role of ideas, identities, and influences on state action. Brysk shows how a diverse set of democratic middle powers, inspired by visionary leaders and strong civil societies, came to see the linkage between their long-term interest and the common good. She concludes that state promotion of global human rights may be an option for many more members of the international community and that the international human rights regime can be strengthened at the interstate level, alongside social movement campaigns and the struggle for the democratization of global governance. 6 The Good Samaritan and the registered nurse both respond in a manner that is fitting. This caring response, as an ethic of the fitting, acknowledges that rules alone do not guarantee the most ethically justifiable outcomes. Rather, within this ethic of the fitting, at times the nurse ought to respond with a sense of compassion that befits the moment rather than adhere to a rule at all costs. The holy men in the parable of the Good Samaritan concern themselves with the external goods of policy and status. In subordinating themselves to the external goods, they care less. However, the Samaritan recognizes what is due to a fellow human being and takes action to alleviate anothers suffering. It is clear that the caring depicted here is founded on the virtue of compassion. Hence, the caring nurse is focused on the other so that the others welfare is paramount. This other regardingness to which the caring nurse gives precedence means becoming emotionally involved to an extent that the nurs e strives to be like the Samaritan. Nurses ought to respond in a caring way that is reasonable rather than exact. Strict adherence to a principle or rule of obligation may mean acting in a way that is indicative of the holy men, as described in the parable of the Good Samaritan. A caring nurse responding virtuously acts by being compassionate, this may mean for a time accepting the prima facie nature of the rules or principles of truth telling. 7 Benjamin S. Abella, MD, MPhil, Clinical Research Director of Penns Center for Resuscitation Science and Assistant Professor of Emergency Medicine, says bystanders can play a critical role in saving lives by performing cardiopulmonary resuscitation during the 150,000 cardiac arrests that occur each year outside of hospitals in the United States. Studies show that only 15 to 30 percent of sudden cardiac arrest victims receive bystander CPR before emergency personnel arrive, Abella says. But chances for survival plummet as minutes tick by without any blood circulating through the body. Early bystander CPR, however, doubles to triples survival rates. 8 Notes Hyder Gulam, John Devereux. Australian Health Review. Sydney: Aug 2007. Vol. 31, Iss. 3; pg. 478, 5 pgs Robert J Dachs, Jay M Elias. Family Practice Management. Leawood: Apr 2008. Vol. 15, Iss. 4; pg. 37, 4 pgs Anthony Tuckett, NURSING PRACTICE: COMPASSIONATE DECEPTION AND THE GOOD SAMARITAN Robert J Dachs, Jay M Elias. Family Practice Management. Leawood: Apr 2008. Vol. 15, Iss. 4; pg. 37, 4 pgs Charles S Lauer. Modern Healthcare. Chicago: Sep 13, 2004. Vol. 34, Iss. 37; pg. 30, 1 pgs .Alison Brysk, Global Good Samaritans:Human Rights as Foreign Policy 7.http://proquest.umi.com/pqdweb?index=9did=800156321SrchMode=1sid=11Fmt=6VInst=PRODVType=PQDRQT=309VName=PQDTS=1278353293clientId=72710 8.http://www.news-medical.net/news/2008/01/15/34307.aspx Chapter III Survey Questionnaire for Health Care Professionals with Completed Red Cross Training The researchers are conducting a study on Health care Professionals with completed Red Cross Training in Muntinlupa City about their perception on Good Samaritan Act. It will measure the respondents perception about Good Samaritan Act and the extent of their knowledge about this and their application. To enable the researcher to make the necessary conclusions and recommendations for this study, it would be very much appreciated if you answer all the items in this questionnaire. Information given will be treated in strictest confidence. Thank you, Part I: Name :____________________________( optional) Age: [ ] 20-25 [ ] 36-40 [ ] 51-55 [ ] 26-30 [ ] 41-45 [ ] 56-60 [ ] 31-35 [ ] 46-50 [ ] 61 and above Gender: [ ] Female Civil Status: [ ] single [ ] Male [ ] married [ ] widowed Religion: [ ] Roman Catholic [ ] Baptist [ ] Christian [ ] Protestant [ ] Muslim [ ] others: __________ Location of Affiliation: [ ] public [ ] private [ ] hospital [ ] clinic [ ] health center [ ] self employed Part II: ALWAYS SOMETIMES OFTEN TIMES SELDOM NEVER If you see a patient in critical condition, are you willing to help? Do you prefer in helping a victim with a higher survival rate than those who is more critical? Do you expect anything in return for your help? Do you believe that Good Samaritan act will improve persons survival in emergency case? Do bystander is a hindrance in helping in an emergency situation? Do you feel nervous when there is an emergency situation? Is the gender of the victim contributes to be a rescuer when there is an emergency situation? Are you willing to help whenever there is an emergency situation? In rendering care, do you prioritize your safety before doing such actions? Does your mood affect your ability in rendering care to a victim? Does the place of the emergency affect you in rendering help? Are you prepared in an emergency situation? Do you believe that you are well equipped? PART III ALWAYS SOMETIMES OFTEN TIMES SELDOM NEVER Do you prefer to help a family member or friend when there is an emergency situation? Is there a difference in level of care in rendering a help to a relative and to a mere stranger? Do you secure consent before rendering care? Does a consent form will excuse you for being liable to your actions? In case of an emergency, are you willing to help those in need? Are you willing to help a victim without expecting anything in return? Does the place of the emergency affect you in rendering care? Do you secure your safety when rendering help? Do you familiarize yourself in the laws applied in the area of emergency case? Do you apply your actions in rendering help from the statue of constitution? PART IV: ALWAYS SOMETIMES OFTEN TIMES SELDOM NEVER Do you apply your health beliefs in giving care? Does your belief affect your application of rendering care? PART V: ALWAYS SOMETIMES OFTEN TIMES SELDOM NEVER Does the competency of a health care provider deteriorate as aged? After a long period of rest in practising, does the competency of a health care provider deteriorates?

The Road to Becoming a Teacher Essay -- Careers Jobs Teaching essays r

Teachers bear the heavy responsibility of molding the minds of our nation’s most precious resource, its children. The road to becoming a teacher is a long one, involving post-high school education, people skills, and a desire to change lives. These traits, when accompanied by experience and good techniques, form the foundation for an effective, life-altering educator.   Ã‚  Ã‚  Ã‚  Ã‚  Before anything else, teachers must have a desire to impact the lives of their students (Education). Some teachers teach because they want to help children learn and grow and would like to make a contribution to society. Others have an intellectual fascination with a certain subject (such as math or history), have been inspired by one of their own teachers, or feel they have a sense of commitment to their country (Recruit). One thing is certain, teachers that go into the profession for selfish reasons will find it hard to commit to their career. The salary for a teacher is not likely to make a person rich, so their motives must be based on helping improve the minds of future generations (Kizlik).   Ã‚  Ã‚  Ã‚  Ã‚  If there is a desire to be a teacher, it must also be coupled with education, training, and preparation. To serve as a public school educator, one must have obtained at least a bachelor’s degree, completed an approved teacher education program, and be licensed (School Teachers). These qualifications are universal for all fifty States and the District of Columbia. Instructors may be licensed to teach the early childhood grades (usually nursery school through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades K through 12) (School Teachers).   Ã‚  Ã‚  Ã‚  Ã‚  The requirements for licensing differ from state to state. However, it is a necessity to complete an approved teacher-training program with a prescribed number of subject and education credits as well as practiced teaching, supervised by an official. In addition, nearly all States demand applicants for teacher licensure to be tested for competency in basic skills such as reading, math, teaching, and subject matter proficiency (School Teachers). Most states use a standardized version of this test, known as the PRAXIS exam (Recruit).   Ã‚  Ã‚  Ã‚  Ã‚  It is recommended that prospective te... ...ear alone, experts estimate there will be 150,000 to 250,000 openings in the nation’s elementary and secondary schools. It is also predicted that there will be a need for 2.2 million teachers over the next ten years (Recruit). The greatest need for teachers occurs in rural and urban areas. There is also a great shortage of teachers in specific subjects, such as math, science, bilingual education, and English as a second language (Recruit). Despite this need, teaching is still considered to be one of the most underpaid professions for college-graduates. The average salary for a teacher in the United States in 1998 was $39,347.00 per year. California, however, is the eighth-highest paid state for teachers, receiving an average of $44,585.00 per year (Salary). Though the pay is not high, the rewards of being an instructor are like no other. Teaching provides a person with the opportunity to give back to their community and to impact a significant number of lives. Teachers have a great responsibility laid at their feet. But, with a desire to change lives, a likeable temperament, and the proper education there is now doubt that one can find true success in the field of education.

Homeless Essay -- essays research papers

â€Å"The weather seems to be getting a bit chillier around here lately† Charlie Houser proclaims. â€Å" Living homeless is not so bad as long as you understand that you are homeless and make it your every day life.† implies Charlie. Charlie is a man that goes around thinking of things to do from day to day. On Vine Street in Coryville, a thin, short, black man stands between two buildings fighting off another Cincinnati winter. He is unshaven with a scraggly beard. His skin is rugged looking and tough. His outfit consists of a tannish-brown jacket, which clashes with his turquoise pants that are short in length. Charlie wears a pair of black, puppy dog chewed up shoes. It is winter and he is shuffling back and fourth to keep warm. His steps are as timid as that of a mouse trying to sneak something to eat. The aroma of his alcoholic breath pollutes the frosty breath coming from his lips. Along with his breath, his eyes are glazed over, watery, and red. It is clear he has had been drinking. His hygiene is deteriorated to the point of him smelling like a dirty pair of socks, which had not been washed for quite some time. The teeth he had left are bright yellow and caked with plaque. His mouth is a nightmare for a dentist. It is a disturbing sight to see, but many passes by take no notice o f him. Charlie says, â€Å" I tried to find employment, but was unable to afford a haircut and employers would not even talk to me because of my looks.† Charlie lives his days by just getting through e...

Examining for Aphasia Essay -- Language

Introduction Examining For Aphasia was created in 1954 by John Eisenson in New York (Eisenson, 1954). It was one of the first tests for assessing language impairment (Benson & Ardila, 1996) and provides a guided approach for evaluating language disturbances and other disturbances closely related to language function (Eisenson, 1954). The materials and procedures were developed originally for use with a group of patients in an army hospital who had aphasia and related disturbances (Eisenson, 1954, p. 32). Continued use of the original inventory resulted in refinements and improvement and testing of civilian patients has ‘shown the applicability of various parts of the test as well as of the examination as a whole’ (Eisenson, 1954, p. 32) Purpose The purpose of Examining for Aphasia (EFA) is to examine adolescents and adults whose language abilities have become impaired after normal language functioning had been established, with its main purpose being to ascertain the type and level of the language dysfunction (Eisenson, 1954). It aims to help the clinician discover what abilities remain, and to form the basis of a program of retraining. Eisenson (1954) states that results of the examination 'enable the clinician to obtain an overall view of the patient's strengths and weaknesses, as well as determine the 'level of ability within a given area of language function' (Browndyke, 2002). Construction The examination is divided into two main parts. The first includes items to test abilities and to reveal disturbances in the patient’s capacity to deal with concrete materials, visual representation, and symbols which are presented to the patient for simple recognition or for evaluations (Benson & Ardila, 1996); that is their ability ... ...yke, J. (2002). Aphasia Assessment Retrieved 9 May 2012, from http://www.neuropsychologycentral.com/interface/content/resources/page_material/resources_general_materials_pages/resources_document_pages/aphasia_assessment.pdf Eisenson, J. (1954). Examining for aphasia : a manual for the examination of aphasia and related disturbances. New York: Psychological Corporation. Kagan, A., Simmons-Mackie, N., Victor, J. C., & Aphasia Institute. (2010). Assessment for living with aphasia (pp. 1 instructional manual (26 p.), 25 record booklets (24 p.), 21 pictographic booklet (43 p. on easel), 21 rating scale card, 21 probe question card, 25 score sheets, and 21 instructional DVD). Toronto: Aphasia Institute. Skenes, L. L., & McCauley, R. J. (1985). Psychometric review of nine aphasia tests. Journal of Communication Disorders, 18(6), 461-474. doi: 10.1016/0021-9924(85)90033-4

Advocacy: Special Education Essay

In this article it speaks about how teachers within the Atlanta Public School System have become the greatest advocates for their students. The author says that one of the greatest blessings of his professional life is the opportunity that he has to speak with hundreds and hundreds of his Special Education colleagues. Before and after his seminars, Lavoie has had conversations and discussions with countless teachers from coast to coast and everywhere in between. These conversations have truly been a joy, and these on-the-fly exchanges has given  him an updated perspective on the changes and challenges in America’s classrooms. These conversations are an ongoing source of information and inspiration for Lavoie. They have confirmed his long-held belief that some of the finest people on the planet are toiling daily in America’s classroom and particularly within Special Education programs. Most of the conversations amongst the teachers are reassuring and reinforcing, but occasionally there are conversations that are troubling and disheartening. The disturbing  conversations remind Lavoie that the inclusion battles of the 1970s continue in many American school districts and that the rights of struggling kids continue to be violated and ignored. Lavoie worked as a school administrator for thirty years and has always felt that teachers’ willingness to defend and advocate for students should be encouraged and reinforced not discouraged and criticized. One of the most sacred responsibilities of a Special Education teacher is to advocate for his/ her students and their needs. We need to be voices for the voiceless. Regardless of grade level. For the past several years, Lavoie have delivered a seminar entitled â€Å"Other People’s Kids: The Ethics of Special Education. † In this workshop, he outlines a dozen basic ethical tenets that must be understood and followed by those of us who toil in the vineyards of Special Education. advocacy 2 These tenets involve confidentiality, collaboration and parental interactions. But the main emphasis of the workshop is the premise that â€Å"The professional’s PRIMARY loyalty and commitment is to the CHILD. † Be an advocate for your students. If you don’t who will. In a perfect world, no teacher should be criticized for defending, protecting, or advocating for a child. But, the world is imperfect and teachers often find that they are asked to compromise students’ services in order to maintain budgets and other real-world constraints. Teachers face this conundrum daily. But as we all know some things that are simple are not always easy. Teachers are encouraged to please be the number one advocate for your students. advocacy 3 References Lavoie, R. (2014). Fighting The Good Fight. How to Advocate for Your Students without losing your job.

Art Forgeries Essay

When one enters into an art museum, one would expect all of the pieces of art to be that of the original. However, when an art lover does not know the difference between an original from a forgery, then they may have been fooled by both the museum and by the forger. No one can really look at a painting and distinctly know whether it is a forged piece of work or an original piece of work. Art forgeries may seem like an artist copying a well-known artists work, but it depends on how one looks at a particular piece of art. There are multiple reasons as to why art forgeries can be seen as something positive in the artistic world. Crispin Sartwell discusses about Jerrold Levinson’s definition of art from Levinson’s article, â€Å"Refining Art Historically,† in the Journal of Aesthetics & Art Criticism of 1990. To Levinson, art is something that is made to be intended to be â€Å"regarded† as a work of art (Sartwell). Luise Morton and Thomas Foster discuss Nelson Goodman’s definition of art from Languages of Art in Journal of Aesthetics & Art Criticism of 1991. Goodman says that it is about how one looks at an original and a forged art depends on the way we look at it (Morton and Foster). Both Levinson and Goodman make good points because they are both saying that all depends on the person’s perspective. Not everyone sees the same piece of art the same way another person does, so given a choice between an original or a forged piece of art, some may be able to tell the difference and some may not. The idea of having different perspectives on what is real art or what is not depends solely on an individual. Levinson and Goodman both see art by how the person intends it to be. According to Jonathon Keats who writes in The Daily Beast, art forgery helps take us out of our comfort zone, while the real art keeps us within our comfort zone. Keats writes that forgers credit their work to the original artist. In doing so, the artist’s work is more accessible to more people and that the artist who forged an original should be appreciated (Keats). Blake Gopnik writing in the New York Times says that the forgers can make recreate art with their hands; however, great art depends on the idea of the artist. The idea of the forger comes from the original artists, like Pollock and Rothko, setting up procedures and ideas for making art (Gopnik). The forger is able to recreate a work of art because of the way a particular artist wanted their art to be seen. On the other hand, Ross Bowden writing in the Journal of Aesthetics & Art Criticism of 1999 about Alfred Lessing’s essay titled, â€Å"What Is Wrong with a Forgery? † In Lessing’s essay, he disapproves of art forgery when talking culturally. Lessing believes that forgeries do not have that artistic integrity and lacks creativity. He continues to say that one can recreate an amazing artwork, but it will lack the imagination it takes to create the original piece of work (Bowden). Forgeries in the opinion of Lessing lack imagination and creativity, however, Gopnik and Keats see that an artist has the imagination and creativity to recreate a famous piece of work. If one lacks that imagination and creativity then they would not be able to get away with forgery. These forgery artists are capable of pulling off century old paintings and able to sell them to museums as originals. That takes imagination and creativity. W. E. Kennick brings up in the Journal of Aesthetics & Art Criticism of 1985 that every copy of an original piece of work is a forgery. Artists make their work in the style of others, but still make it their own. One is not actually forging a real piece of art, much less than copying or imitating that person’s style (Kennick). Gopnik also says that Andy Warhol’s works were sometimes made by him or sometimes made by his assistant. Warhol even attributed some of his work to other artists. An artist by the name of Marcel Duchamp made art out of bicycle wheels, urinals, already made sculptures, and other reusable items. Duchamp encouraged others to do the same and copy his style (Gopnik). Every artist can imitate or copy someone else’s work, although that artist who made the original work may no longer be alive, their work is still living on. Art forgeries can be looked at as some sort of crime because someone is recreating masterpieces and selling them to museums. However, if one stops to think about the fact that art forgeries are actually artists bringing masterpieces back, one would not think it was a crime. These artists are creative enough to be able to recreate an artwork and give art lovers the feeling of having a masterpiece in their home or be able to look at it in a museum. Art forgeries are a lucrative past time for those who love art and want to be able to see â€Å"their art† in a museum. It is a win-win situation for both the artist and the art lovers. Works Cited Bowden, Ross. â€Å"What is wrong with an art forgery? : An anthropological perspective. † Journal of Aesthetics & Art Criticism (1999): 333-343. Gopnik, Blake. â€Å"In Praise of Art Forgeries . † The New York Times 2 Novemeber 2013. Keats, Jonathon. â€Å"Why Forgeries Are Great Art. † The Daily Beast Kennick, W. E. â€Å"Art and Inauthenticity. † Journal of Aesthetics & Art Criticism (1985): 1-12. Morton, Luise H. and Thomas R. Foster. â€Å"Goodman, Forgery, and the Aesthetic. † Journal of Aesthetics & Art Criticism (1991): 155-159. Sartwell, Crispin. â€Å"A Counter-Example to Levinson’s Historical Theory of Art. † Journal of Aesthetics & Art Criticism (1990): 157-158.

Favorite Restuarant

My Favorite Restaurant Every year for my birthday we go out as a family to my favorite restaurant, Benihana! For those of you that are ready to have a good time with family or friends this place is definitely the place to go, but it is best to book a reservation ahead of time it isn’t a secret to society. Benihana is an all-time favorite restaurant of mine, with great location, unforgettable entertainment and an excellent menu choice. Benihana is an all-time favorite restaurant of mine because it is located in the heart of downtown, in the midst of all the city lights and city life.When we go to Benihana we park around the block and get a horse & carriage to take us to the door. Parking is free the carriage is extra. This is an excellent idea for any special occasion or just a date night on the town. The location is convenient to any of the major freeways (I-45, I-10 and 59). Aside from the location, Benihana is an excellent place to go for a fun filled night of entertainment. I can assure anyone that after an experience at the original Benihana it will be easy to see why I am declaring it to be my favorite restaurant.Benihana has unforgettable entertainment from the moment you walk in. Walking into the restaurant the guest will be greeted by the amazing aroma of some of the best food, laughter and fun for all! The server will take drink orders from each guest and when they come to bring the drink orders, the fun decorated souvenir glass starts out as a unique conversational piece, as the cook prepares the table for even more unforgettable entertainment. At Benihana the food is not only cooked it's choreographed.The chefs will have you craving for more as they slice and dice and chop your meal before your eyes, very skilled and trained, in the art of entertainment or â€Å"eater-tainment† as they call it themselves. Each table’s personal chef will perform a uniquely amazing presentation as they cook each guest personal favorites. Everything is cooked right in front of the guest on a Japanese style on a hibachi table. The best entertainment is the entertainment your taste buds get from the outstanding menu.The menu has anything from sushi to steak. Everything is fresh no frozen, no canned, no additives! Each guest will be brought a hot towel to clean their hands. Then served a hot onion soup, as well a huge favorite to many; the salad with the Benihana dressing over the top! You can use chop sticks or the regular silver ware, it’s fun to learn how to use chop sticks, and in case you may not know how to use them, the server will be glad to give quick, fun lessons!One of my personal favorite items from the menu is the â€Å"Sea and Meadow† or better known as steak and shrimp, is served to perfection with vegies, fried rice and sauteed bean sprouts over extra more shrimp. Anything from the menu is to die for and all ranges in price from $10. 75-19. 95 not bad for steak, chicken, and shrimp, or lobster and sc allops. Don’t forget to order dessert from the menu, maybe a tempura banana or rainbow sherbet. After dessert the guest have had the most memorable night in a while entertained and full to the brim.For those looking for a new favorite restaurant I would recommend Benihana or even if you are just looking for something outside the norm, or maybe a special someone is having a birthday or anniversary, this is definitely a restaurant that will leave the guest wanting to come back time and time again. Benihana is conveniently located in the heart of downtown, it’s full of surprises, and extreme diner entertainment and everything on the menu is delicious and healthy! Book your reservations and enjoy the experience that will leave a lasting memory and bring home some uniquely designed souvenir cups.

An integrated critique of kozols and dawkins Essay

AN INTEGRATED CRITIQUE OF KOZOL’S AND DAWKIN INTRODUCTION Richard Dawkins was born on March 26, in 1941. He is an ethnologist, an evolutionarily biologists and a popular writer in science. He also holds the Simonyi Chair, which is designed to promote the understanding of science to public at Oxford University. The first time Dawkins come into the limelight and became popular was after writing his book ‘The Selfish Gene’ in 1976. This book introduced the term ‘meme’ and consequently helped discover memetics fields. It also made ‘gene-centered view of evolution’ popular. Around 1982, he made significant contributions toward evolution science. THE SELFISH GENE BY RICHARD DAWKINS Richard Dawkin’s ‘The selfish Gene’ was a very popular reading and to some extent controversial on evolution. The book elaborates and goes deeper to discuss more about the theory of William’s first ever book to write ‘Adaptation and Natural Selection’. The theory discussed on this book is principal to William’s book. Richard introduced, ‘Selfish Gene’ to provoke and express his views on gene’s evolution. This view states that evolution acts on genes and when we select some organisms or a population, this selection is normally based on the type of genes. According to his book, an organism must evolve since it is the only way of maximizing its ‘inclusive fitness’, which refers to the total number of the genes which are transmitted globally, rather than the genes passed on by a particular individual. Consequently, a population tends to learn towards ‘Evolutionarily Stable Strategy’. (Richard, 1990) This ‘selfish gene’ came up with the term ‘meme’. ‘Meme refers to a single unit of human’s culture evolution which is analogous to genes. It suggests that this is a ‘selfish’ replication of human genes, and it can affect the culture of human in a totally difference sense. There is no doubt that ‘memetics’ evoked a discussion of meme since he published his book. ‘Meme’ is cultural information units, which can be transferred from one mind to another. Examples of memes are tunes, clothes fashion, catch phrases, pot making or building arches. â€Å"Meme’ is properly defined in the theory of memetic, which is comprised of information on culture in a unit theory; how evolution of culture or diffusion is blocked, how it propagates form mind to mind and the way a gene propagates from one person or from an organism to an organism. Where memes are multiple, they propagate as â€Å"memeplexes’. Meme complexes act as cooperative groups. (Richard, 1990) A ‘gene’ on the other hand, is a region that can be located and has a sequence called ‘genomic sequence. This corresponds to an inheritance unit that is closely associated with regions that play a regulatory function, the regions, which are transcribed, and other regions with functional sequence. The phenotype and physical development of organisms is believed to be productivity of genes, which interact among themselves and with their environment. Genes are generally inheritance units. A gene generally defines human or organism’s characteristic and the functionality of potential products. Genes do not define products but rather they contain regions. Eukaryotic organisms contain regions, which do not have coding regions and are called introns. These are taken away from RNA, which acts as the messenger in a process referred to as ‘splicing’. Exons are regions, which encode the products of gene. A total number of genes, which make a set, is called ‘genome’. The genome size of an organism is usually low in prokaryotes, which come in base pairs and the gene’s numbers. The theorists of meme state that meme evolve through natural selection, this is similar to biological evolution of Darwin through competition, inheritance, variation and mutation. THE ROLE OF CULTURAL EVOLUTION Cultural evolution and socio-evolution fall under the umbrella called ‘socio-cultural evolution’. It describes how societies and cultures have come into being over time. Cultural theories provide us with models to enhance our understanding on the relationship between our social structure, technologies and society values; and give reasons why and how they change gradually. They change to a degree to which specific mechanisms of social change are described. (Richard 1990) Around 20th and 19th century, there were approaches, which were aimed to give models for humankind evolution. The argument is that the social development of different societies is not in the same stage. The recent approaches of the 20th century emphasize on changes, which are specific to a society as an individual and turn down social progress and directional change. Archeologists and anthropologists use modern theories as the framework of socio-cultural evolution. Sociobiology and neo-evolutionism are some of modern approaches employed to cultural evolution. Richard Dawkins, the ethnologist discovered ‘meme’. According to his book, â€Å"TheSelfish Gene’ 1976, likened human’s cultural evolution unit to a gene. His argument was that replication happens in the culture, through in a different sense. Dawkins contends that meme, which resides in the brain represents units of information and it is the replicator that controls mutation in cultural evolution of humans. This forms a pattern, which has the power to influence surroundings, that is, it can propagate and possesses causal agency. However, his theory caused a heated debate among biologists, sociologists and scientists from other disciplines. Dawkins failed to given adequate explanation about the information units replicates, in organism’s brain, how it can control the behaviour of a human being and finally culture. It is apparent that it was not Dawkins intention to give the theory of memetics. Comprehensively in the selfish gene, he coined the word meme in a kind of speculative spirit. In the same sense, ‘unit of information was given different definitions by different scientists. (Richard 1990). MEME AND EDUCATION It is not entirely impossible though it is hard to debate the subject matter of the functions of emotions in education system if we are lacking the right words to sufficiently discuss the topic. This is the scenario when we reach a point of discussing the functional role of ‘emotional intelligence’ because it has got to do with the needs of our younger brothers and sisters as well as great grandchildren and become stochastically and mathematically proficient so as they can exist and fit in the competition which is characterized by technological advancement. Many educators are failing because they lack words such as ‘eipiphiny’ and ‘mehme’ and hence do not have words, which play an important role of ‘emotional intelligence,’ and how it relates to stochastic and mathematical literacy sufficiently and appropriately address attempts that can be made. The outcome is a system of education that is believed to be failing. If the kids can experience and feel eipiphinies and MEHMES, kids will definitely love maths, and see its relevance to their lives daily. It also contributes a feeling of self-confident. The key here is to create the terms mehme and eipiphiny. Introduction of mehme and eipiphiny may have a positive effect if incorporated in the meme selection process.