Self Directide Learning Term Paper Example | Topics and Well Written Essays - 2750 words

Self Directide Learning - Term Paper Example In the period of 1960s, increased concentration was focused on the reason and ways behind the learning of adults. The notion of SDL was stated to arise during this specific period of time. It requires to be stated in this context that this particular notion was traced back to the period of 1961. It was during this year when the typology related to goal, compass readings related to the activity as well as learning within the adults were structured by Houle (1961). The purposes and activities related to learning with regard to numerous adult learners was delineated by Houle (1961) who had selected to chase their respective process of learning without the need and requirement of institutional encouragement with respect to affiliation. This particular aspect called for the attention of further assessment during that particular time period. During the period of 1980s, Knowles (1980) re-narrated the development of SDL with the suggestion of an idea called â€Å"andragogy† which was widely referred as the ability and science related to assisting adults for learning. This particular notion was considered in comparison to all the prevalent theories related to learning during that definite phase of time and which were supposed to be reliant on the facet of pedagogy. Pedagogy referred to the science as well as the art related to providing assistance to the child learners. This was again considered to be dependent on five basic suppositions regarding the adult learner. The initial supposition stated that the self-concept with regard to an adult was observed to shift from the perception related to dependent personality towards a self-directing individual with maturity. The other... This paper approves that an individual concerned with the process of SDL was found to indulge alone in that activity, but from the explanation of the concept in the literature, it has been found that individuals seldom indulge themselves in the process alone. The other paradox has been stated regarding the process of SDL referring it to be something that was usually carried out remotely from the formally structured activities which was found to be guided by other individuals. The process related to SDL was not regarded as a lone act which was capable of carrying out alone by any individual. The foremost scholars with regard to this particular subject comply with the fact of SDL being a relational activity or behavior but the relevant literature was considered to be heavily inclined towards the fact of SDL being an individualized behavior. This paper makes a conclusion that the above discussion helps in providing a lucid comprehension regarding the concept of SDL and adult learning. It has been mentioned with regard to this notion that majority of the activities related to learning is believed to be triggered and promoted with the help of a learner’s inventiveness irrespective of its availability with the aid of formal settings. Furthermore, the concept of SDL was found to be perceived as a particular structure of study where individuals are supposed to possess the principal responsibilities with regard to planning, practicing and also assessing the endeavors related to adoption of the skills associated with learning. Certain paradoxes as well as contradictions were however identified in this regard, but the degree of significance and viability of SDL still cannot be completely refused.

The pathology, physiology and biochemistry of hypertension Essay Example for Free

The pathology, physiology and biochemistry of hypertension Essay Hypertension is a condition in which the individual’s blood pressure rises to an abnormal level.   In this condition, the systolic blood pressure is persistently above 140 mm of Hg and/or the diastolic blood is persistently above 90 mm of Hg.   The quantity of blood pumped by the heart, and the size of the blood determine the blood pressure (blood pressure = cardiac output * peripheral vascular resistance).   Besides this, the quantity of water present in the body, the salt levels, kidneys, nervous system, hormone levels, etc, also play a very important role in determining the blood pressure (Najafian, N., 2006). The blood pressure tends to increase with age, and is about 160/95 at the age of 50 years.   There may several causes related to hypertension.   However, in 95 % of the cases a single underlying cause is not found, which may be due to interplay of several factors.   This type of hypertension is known as ‘essential hypertension’.   In more than 70 % of such individual, a pattern of inheritance is observed.  Ã‚   Several ethnic groups such as Jews, African-American and Japanese, develop hypertension more often (Mayo Clinic. 2006). Studies have demonstrated that the important cause for essential hypertension is an increase in the peripheral resistance of the blood vessels.   This disorder can develop due to sympathetic nervous activity or from narrowing of the blood vessels.   The remaining 5% of the cases are caused due to certain disorders such as cardiac disorder (corarctation of the aorta), renal disorders (glomerulonephritis and chronic pyelonrphritis), endocrinal disorders (such as pheochromocytoma, primary aldosteronism, Cushing’ syndrome), drug usage (such as corticosteroids, certain birth control pills) and sometimes during pregnancy. Excessive hormones are released in pheochromocytoma, which cause an increase in the cardiac output and rise in the peripheral vascular resistance.   In the renal disorder, the kidneys do not function efficiently, resulting in sodium retention in the body.   In some conditions, excessive rennin is produced by the kidney resulting in activation of the angiotensin II (that has great vasoconstrictor action).   Angiotensin II encourages release of aldosterone which causes sodium retention.   In primary aldosteronism, the mineral sodium is retained in the body, along with changes in the vascular smooth muscles of the blood vessels (Boon, N.A. and Fox, K.A.A. 1996). In individuals with essential hypertension, the large arteries experience changes in the vessel wall.   The inner elastic lamina gets thickened; the smooth muscles increase in size and fibrous tissues gets deposited.   In an effort to normalise the blood flow, the arteries dilate and become tortuous.   In such circumstances, due to the damage of the inner-lining tissues of the blood vessels (endothelium), the deposition and retention of lipoproteins in the sub-epithelial wall develops.   Along with this, other substances such as connective tissue matrix, smooth muscles, the mineral calcium, inflammatory cells and newly-developed blood vessels are formed.   (Shah, P.K., 2001).   Smaller blood vessels get narrowed, and aneurysms are formed. Due to these anatomical changes in the blood vessels, the blood flow and the peripheral vascular resistance is increased.   The process of atheroma is also hastened.   If the blood supply to the kidney is affected with the narrowing of the blood vessels, rennin and angiotensin are activated, and sodium and water are retained.   Sometimes the associated narrowing of the blood vessels to the organs are so severe that the organs began to function abnormally.  Ã‚   The kidneys produce proteinuria and microscopic haematuria.   Besides, the blood supply to the brain is also affected as the arteries begin to narrow (Boon, N.A. and Fox, K.A.A. 1996). In the body, multiple mechanisms may be involved in elevating the blood pressure.   In arterial hypertension, the relationship between cardiac output and the total vascular peripheral resistance is distorted.   Blood pressure is affected by several variables including genetic, environmental and demographic, which affect both the cardiac output and peripheral vascular resistance (includes age, sex, gender, body mass index, etc).   Cardiac output has an effect on the blood volume which is influenced by sodium levels in the body.   The peripheral vascular resistance is affected by hormonal and neuronal factors.   Vasoconstrictors that reduce the lumen for blood flow include Angiotensin II, catecholamines and the endothelium. The vasodilatation factors include kinin and prostoglandins.   Several auto-regulatory mechanisms also take part in regulating the peripheral vascular resistance.   They automatically increase the blood flow when vasoconstriction occurs.   The local factors that adjust the blood pressure include pH, hypoxia, alpha and beta-adrenergic mechanisms that affect cardiac contraction, vascular tone, heart beat, etc.   The kidneys adjust the blood pressure in several ways.   The rennin-angiotensin system (RAS) affects the metabolism of sodium and peripheral vascular resistance.    Renin is released by the juxtaglomerular cells that transform angiotensinogen present in the blood to angiotensin 1.   This is later transformed to angiotensin II by the angiotensin converting enzyme (ACE).   Angiotensin increases the blood pressure by inducing vasoconstriction (action on the smooth muscles present in the blood vessels) and increasing the blood volume (by encouraging aldosterone release).   The kidneys also increase the blood pressure by reabsorbing sodium from the proximal tubules.   In this way the sodium levels increases in the body and thereby there is an increase in the blood volume (Schoen, F. J. 2002). The kidneys manage about 170 litres of blood filtration every day.   This amount of blood contains about 23 moles of salt.   More than 99.5% of this is reabsorbed back into the blood through ionic channels, exchange and transporter, etc.   Certain changes in the proteins that involve sodium reabsorption may be expressed through genetic defects.   This condition is known as ‘Liddle’s syndrome’.   Likewise, several other components of the RAS system are affected by genetic defects.   The kidneys may release reduced amounts of sodium leading to increased blood volume and increased cardiac output, leading to a rise in the blood pressure (Schoen, F. J. 2002). The blood vessel wall may be directly stimulated by chronic vasoconstriction.   This can lead to thickening of the blood vessel wall, which further narrows the lumen and raises the peripheral vascular resistance.   Large and medium-sized blood vessels have associated changes in the blood vessel wall.   Aortic dissection and haemorrhage can occur due to increased vascular resistance.   In small blood vessels, hyaline arteriosclerosis and hyperplasic arteriosclerosis can result (Schoen, F. J. 2002). Genetic defects can cause rare forms of hypertension.   Deficiency in enzymes of aldosterone metabolism leads to increased release of aldosterone, and increased salt and water reabsorbtion (Schoen, F. J. 2002). Aldosterone is present in the cells of adrenal zona gloemerulosa.   Angiotensin II helps to activate it through the RAS system.   When the sodium levels decrease, and the blood pressure drops, the alodsterone gets activated.   Angiotensongen is combined with renin.   Angiotensin I is formed which is converted to Angiotensin II by the ACE enzyme present on the surface of endothelial cells located in the kidneys and the lungs.   Aminopeptidase converts Angiotensin II to Angiotensin III by the enzyme aminopeptidase (Schmidt, T.J. Et al. 2006). Several enzymes such as caboxypeptidases and aminopeptidases produce a number of subtacnes related to angiotensin such as angiotensin I, II, III, IV, etc.   Each has their own physiological function.   Several alternative pathways may be present mainly associated with angiotensin II production.   Angiotensin I can be converted to another form known as ‘Angiotensin-(1-9) by the enzyme carboxypeptidase (associated with ACE).   This later gets converted to Angiotensin II.   Further studies need to be conducted on the exact mechanism by this conversion takes place.   Clinically, ACE and angiotensin I receptor are significant, although a lot has to be studied about these alternate pathways (Kramkowski, K. Et al. 2006). The diagnosis of hypertension is made based on the history, symptoms, signs, and the results of several diagnostic tests such as urine tests, blood tests, Electrocardiogram (ECG), chest X-rays, etc.   Urine tests are required to determine the level of proteins, glucose, and the presence of blood in the urine.   Blood tests are required to determine the level of urea, creatinine, cholesterol, triglycerides and hormones in the blood.   Chest X-rays, angiograms and MRI scans of the heart are required to determine the activity of the heart and the lungs. ECG is required to determine the electrical activity of the heart and abnormalities such as ischemia and left ventricular hypertrophy.   The National Heart, Lung and Blood Institute (2003) have classified hypertension based on the severity of the blood pressure.   These include normal blood pressure (120/80 mm), pre-hypertension (120-139/80-89 mm), stage 1 (140-159/90-99 mm), and stage 2 (150/100 mm).   In pheochomocytoma a specialised test to determine the 24 hour urinary cathecholamine output may be performed.   In Conn’s syndrome the blood rennin and aldosterone activity is determined (Boon, N.A. and Fox, K.A.A. 1996). The main aim of treatment is to relieve the symptoms, reduce the effects of the disease process and prevent further complications.   Once hypertension is detected, the individual has to take care and follow certain measures in diet, lifestyle, physical activity and consume certain medications.   Studies have demonstrated that timely and appropriate treatment can help reduce the occurrence of several complications such as stroke, renal failure and others.   Besides, the fatalities due to cardiovascular events are significantly reduced (Boon, N.A. and Fox, K.A.A. 1996). The individual has to consume a low-sodium diet, and reduce consumption of alcohol.   Individuals, who smoke, may gain significantly if they stop the habit.   Exercises can also be very beneficial to hypertensive individuals, and can drastically help reduce the blood pressure.   Regular consumption of medications has ensured that the individual’s blood pressure is within normal limits.   Drugs are administered as a single or a combination therapy.   The problem in hypertensive individuals is that they tend to stop the medications once the symptoms reduce.   However, the disease can remain silent, and the individual may experience the complications, later.    Hence, it would be advisable to continue the medications as prescribed, with appropriate control of the side-effects.   Several agents such as beta-blockers, angiotensin II receptor blockers, ACE inhibitors, thiazide diuretics, calcium channel blockers, vasodilators are available which are administered appropriately.   The first-line drugs use varies from one individual to another depending on the severity of the condition. Combination therapy is also available to treat refractory cases (or when hypertension cannot be controlled by drug doses at which side-effects do not develop).   During emergency treatment of hypertension, the blood pressure should not be brought rapidly down as it can lead to brain damage, cardiac insufficiency and renal problems.   The blood pressure has to be brought down to 150/90 level over a period of one hour to ninety minutes.   In an emergency situation, sodium nitroprusside is mode ideal bring down the blood pressure.   Labetalol, oral nifedipine and hydralazine are also ideal to bring to bring down the blood pressure reduced (Boon, N.A. and Fox, K.A.A. 1996).    References: Boon, N.A. and Fox, K.A.A. 1996, â€Å"Diseases of the Cardiovascular System.† In: Edwards, C.R.W., Bouchier, I.A.D. and Haslett, C., Davidson’s Principles and Practice of Medicine, 17th ed, Churchill Livingstone, Edinburgh. 191-311. Kramkowski, K., Mogielnicki, A. and Buczko, W. 2006. â€Å"The physiological significance of the alternative pathways of angiotensin II production.† J Physiol Pharmacol, vol. 57, no. 4, pp. 529-539. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmedcmd=Retrievedopt=AbstractPluslist_uids=17229979query_hl=3itool=pubmed_docsum Mayo Clinic Staff. 2006, High blood pressure (hypertension). [Online], Available:   http://www.mayoclinic.com/health/high-blood-pressure/DS00100/DSECTION=1, [Accessed: 2007, January, 30]. Schmidt, T.J. and Litwack, G. 2006, Biochemistry of Hormones, in: Devlin, T.M., Textbook of Biochemistry with Clinical Correlations, Wiley-Less, New jersey. 895-946. Schoen, F.J. 2002, Blood Vessels, in:   Kumar, V., Abbas, A.K., Fausto, N. (eds), Robins and Cotran: Pathologic Basis of Disease, 6th ed, Saunders, Philadelphia. 2002. 423-444. Shah, P.K. 2001, Pathogenesis of arthrosclerosis, in: Rosendorff, C., Essential Cardiology: Principles and Practice, W.B. Saunders Company., Philadelphia. Tweedie, D. (2006). The Pathology of Hypertension (Heart/Circulation). [Online], Available:   http://72.14.235.104/search?q=cache:izxWLiHy3tUJ:www.uwo.ca/pathol/MedsII/Notes/CVS-Hypertension.rtf+hypertension+pathologyhl=enct=clnkcd=4, [Accessed: 2007, January, 30].

In Depth Analysis Of Euthanasia

In Depth Analysis Of Euthanasia Euthanasia, also called Mercy Killing and Physician Assisted Suicide; is a term in medical ethics for the practice of interfering or intervening in a natural process towards death. In other words it is accelerating the natural course of death in terminally ill patients, when all treatments become ineffective or much too painful for the patient to bear. In short Euthanasia is ending a human life with the intention of relieving the person from an unbearable pain. Haris (2001) precisely defines Euthanasia as a deliberate intervention undertaken with the express intention of ending a life to relieve intractable suffering. The issue of Euthanasia has always remained controversial and still has failed to carry legal and constitutional support in most parts of the world. Suicide in any form and by any means is either punished or at least disapproved in human history. There is no permissibility of such a killing/suicide in Islam so Euthanasia can never be the part of Muslim law in Islamic world. Therefore the origin and development of this concept can be historically located in the non Muslim countries especially of the west. Back in 400 BC when the father of medicine Hippocrates formulated the oath still taken by the fresh medical graduates dictates I will give no deadly medicine to any one if asked, nor suggest any such counsel., speaks against physician assisted suicide. Even in the 19th century, the US legislation proclaimed that if a suicide is committed on the advice of another person, the adviser would be guilty of a murder. In the early 20th century, the Supreme Court reevaluated its judgments concerning living will and focusing how best to ensure the dignity and the independence for the end of life with considerable changes in the health laws. In 1920 the book Permitting the Destruction of Life not Worthy of Life was published, in which the author Hoche advocated the death assistance be given under very controlled conditions. In 1935 Euthanasia society was formed in England to support mercy killing. 1939s Nazis Euthanasia became very popular when Hitler ordered mercy killing of the sick and disab led. From 1995 to 2008, Euthanasia has been legalized in countries like parts of Australia, Netherland, Belgium and few states of the United States of America. There are several forms or kinds of Euthanasia; each form has its own ethical issues. Active Euthanasia: is the one which causes immediate death of the patient, by the direct and deliberate action of the physician. For example when a lethal injection is given to the patient or an overdose of a pain killer when the physician knows the after effects of such a dose. Passive Euthanasia involves an indirect action by the physician for the death of the patient. This may include withdrawing or withholding the required treatment. For example switching off the life supporting machine like ventilator or not doing the required surgical procedures that can keep the person alive though for a short time. Voluntary Euthanasia:- takes place with the will of the patient, usually on his request to the physician. Non-Voluntary Euthanasia occurs when the patient is unconscious or in comma for a long time, or unable to make decision for example a very young child, or a mentally retarded person. Therefore someone else related to the patient makes the decision of ending the patients life. Involuntary Euthanasia:- is oftentimes equated to murder because in this case the patient does not opt for death but he is killed as the doctor thinks it to be in his benefit. Indirect Euthanasia: does not involve the intentional killing by the physician, but the side effects of the treatment, usually given to reduce the pain accelerate the death of the patient. Assisted Suicide:- includes cases when the patient seeks help from his physician to die. This can include making the lethal drugs available for the patients. The most common argument given by the proponents of Euthanasia is its effective way of relieving excruciating pain. To this one argument there can be two counter arguments. Firstly the advancements made today in the field of medicine, especially in pain management weakens the justification for Euthanasia. Secondly research shows that terminally ill patients choose suicide not because of the physical pain but because of depression. A study of terminally ill patients published in The American Journal of Psychiatry in 1986 concluded: The striking feature of [our] results is that all of the patients who had either desired premature death or contemplated suicide were judged to be suffering from clinical depressive illness; that is, none of those patients who did not have clinical depression had thoughts of suicide or wished that death would come early. Researchers believe that a person diagnosed with terminal illness should be given time and support to pass through the five stages of the process denial, anger, bargaining, depression and acceptance, and killing them before they come to terms with the situation is nothing less than a murder. Boston Globe survey of 1991 shows that patients with incurable illnesses who see suicide as an option are mostly those who are neither tired of pain or of restricted life style, nor the fear of machine dependency but rather the feeling of being a burden on their family. Sometimes its the family who advocate Euthanasia for the terminally ill patient, considering his life unworthy, and therefore a burden; which in turn throws the patient in the abbeys of depression. One should be afraid of the day when legalization of the right to die will become duty to die, pressurizing the already tormented patients to select Euthanasia as an only option. If we look at Euthanasia from another angle it is not a right to die but gives someone a right to kill. A right given to doctors and the relatives of a person to intentionally end his life. There is a need to differentiate between suicide and killing. Suicide is an individual act, whereas Euthanasia is not a private act. It involves the will of the person or the relatives and action of the physician, and known by everyone around. It is therefore more close to public killing than suicide. Such a power to kill can be abused for the most vulnerable people in the population. There should be a public realization that if all forms of treatments fail or become ineffective or continuation of any medical or surgical procedure would increase the pain rather than alleviating it, the suffering soul should be given support in all possible ways and all efforts should be directed toward minimizing his agony and making whatever little time he has, comfortable. As followers of Islam such an option as Euthanasia can never cross our minds for ourselves or for our dear ones. I have a personal experience of accompanying a close kin of mine to the dialysis sessions, where patients were not only dependent on machines for their lives but were not even allowed to drink water during the warmest summers, but never did I once heard a patient or any of his relative praying for a quick demise. They would seek Allahs blessings during the hardest of times and a kind of hope would get them going. I saw doctors trying to look for options to improve the quality of life of such patients but any thought of eliminating the patients pain through killing them was out of question and option. As Muslims it is our firm belief that every life is sacred and Allah never creates and sustains anyone without purpose. In the holy Quran He says And if anyone saved a life, it would be as if he has saved the life of whole people. (Quran 5:32). Allah further commands take not the life which Allah made sacred otherwise in the course of justice. If we equate voluntary Euthanasia with suicide, then again none of us has a right to take his own life. How can we have this right when we have not created ourselves, in fact how can we destroy something of which we are not the owners. Our bodies and souls belong to the Almighty and have been entrusted to us to be taken care of in the best ways possible. Suicide is a crime which is not only punishable in this world but also unforgivable sin in the hereafter. Prophet Mohammad warned the people against suicide by saying Whoever kills himself with an iron instrument will be carrying it forever in hell. Whoever takes poison and kills himself will forever keep sipping that poison in hell. Whoever jumps off a mountain and kills himself will forever keep falling down in the depths of hell. Our religion Islam not only emphasize on seeking all possible medical help during illness but further consoles the patients in pain by giving him the happy tiding for reward if he endures the pain with patience. In one of the hadith it is mentioned that when a true believer is afflicted with pain, even a prick of a thorn and he bears it with patience, then his sins will be forgiven and his wrongdoings will be discarded as the tree sheds off its leaves. Such words by the Holy Prophet can be a huge support for a sufferer of a terminal illness or of incurable and painful disease. Euthanasia cannot therefore be a part of the dictionary of a true believer. The weak value system of the west has come up with the idea of deserting the old, weak and the sick by leaving them in the old houses and hospitals. These so called facilities also sometimes cost them huge amounts, which make them claim that people who become unproductive for the society and a burden on the productive fellows should die for the good of the people around and for their own ease. But the east has still kept its value system strong. Our religious and social values dictate us to take care with respect and dignity of the old, weak, sick and the helpless. Allah has specially stressed upon respecting and serving the parents specially when they become old. and that you be kind to your parents. Whether one or both of them attain old age in your life, say not to them a word of contempt but address them in terms of honor. And lower to them the wing of humility out of compassion, and say: my Lord, bestow on them your mercy even as they cherished me in childhood (Quran 17:25- 25). As far as the issue of heavy cost is concerned to keep a terminally ill patient alive, Islam makes it a responsibility of the state and the society as a whole to cover the health care needed. Euthanasia might be categorized into several kinds but Islam emphasizes the intentions involved in the act. If for example physician intents to alleviate the pain of the patients but the dose somehow kill him, the doctor cannot be accused of murder, or cannot be said to have practiced Euthanasia. The doctor is expected to help the patient in the process of life and not in process of death. Important enough is to consider the relative nature of the terms like pain, suffering and agony. It really depends on the patience and tolerance level of each individual, which of course varies. What is suffering for one person might not be the same for the other, similarly excruciating pain for one can be bearable for someone else. Conclusion: Humans might be the wisest form of Gods creation but still not wise enough to be given a right to decide for their own death or for the death of another of their own kind. All lives are precious and sacred and only such value system can be the basis of a human society, where the sanctity of life is maintained. Euthanasia in any of its forms, involves the intention of killing or finishing a still living human weakens the fabric of the society and gives an altogether a different lens to the members to see death as the only solution for all pains and torments, which blurs the vision to see other possibilities to fight the situation. Euthanasia should therefore be discouraged in all its forms and in all parts of the world.

Pesticides: Feeding the World Essay -- Farming Food Science Papers

Pesticides: Feeding the World Every day, new worries arise concerning over-population and the future of earth. People are afraid of starvation and endemic diseases. The problem with present food production is not of land shortage, but of yields too low to feed a doubled world population. Plant geneticists are creating hybrid plants that have higher yields and more resistance to unwanted and harmful organisms. Even with the new plants, pesticides must be applied to reap the hybrid's full potential. What follows is some common misconceptions about pesticides and their use. Humans ingest about 10,000 times more naturally occurring pesticides than they do man-made ones. In fact, the risk you expose yourself to by drinking a daily glass of apple juice from fruit treated with the pesticide Alar is 58 times less than the hazard of consuming natural carcinogens in one mushroom. Pesticide residues remain only on the surface of produce. They are not absorbed by fruits or vegetables. Rinsing with clear running water will remove most of any trace residues. Organic food growers often use pesticides derived from natural sources to protect their crops. Many man-made pesticides are less toxic than naturally-occurring ones. Without the availability of crop protection products, it is estimated that current world fruit and vegetable production would decline by as much as 40% and fruit and vegetable prices would increase by up to 70% (Crop Protection Institute, 1997). Even with today's technology , food production would be considerably lower and the number of individuals suffering from malnutrition would be dramatically increased if pesticides were not used. Changes in Farming Farming has changed and advanced incredibly in the last tw... ...Agriculture and Agri-Food Canada. (1997). The Pros and Cons of Pesticides [Online]. Available: http://www.ns.ec.gc.ca/epb/factsheets/pesticides/pro_con.html [1997, September 28]. Avery, Dennis T. (1995, June). How Pesticides Help Prevent Cancer. Consumers' Research Magazine, pp. 11-12. Byrd, John D. Jr., Ph.D., David R. Shaw, Eric P. Webster (1997). PesticidesBenefits and Risks [Online]. http://www.ces.msstate.edu/pubs/pub1962.htm [1997, October 7]. Crop Protection Institute. (1997). Facts & History of Pesticides [Online]. http://www.cropro.org/history.html [9/16/97]. Hastings, John. (1993, September). Do Pesticides on Fruits and Vegetables Threaten Children?. Health, p. 12. Riviere, Jim E. (1994, August 8). Stop Worrying and Eat Your Salad. Newsweek, p. 8. Spencer, Leslie. (1993, October 25). Ban All Plants-They Pollute. Forbes, pp. 104-108.

Promote professional Development Essay

1.1Explain the importance of continually improving knowledge and practice The importance of continually improving my knowledge and working practice is to make sure that I am aware of and adhere to all the current Health and social care standards, legislations and guidelines for good practice in my work place. Professional development refers to the acquisition of skills and knowledge both for personal development and for career enhancement. Improving my personal development benefits not only me, but the company I work for, my staff and the Customers for who I care for. It enables me to keep up to date and change proactively to make sure that the service I offer is relevant and appropriate to care for my customers. The customers must be confident that they can trust the people that they receive the care from and that they know what they are doing and do it well. This should be an ongoing activity which is the â€Å"norm† for a care organisation which will enhance the quality of their work, make staff happier which can only make for positive outcomes for the care service, customers and the staff. As the Care Team Leader of the care service I am responsible for others such as staff, customers, the customers families and visitors etc. so it is imperative that I am knowledgeable in all areas of management to enable me to manage effectively and within the legislations set out by CQC Continuing my professional development has been important for my career and has and will continue to help me progress throughout my chosen career. 1.2Analyse potential barriers to professional development Potential barriers to continuing professional development could be †¢Lack of budget from the organisation – an adequate training budget should be in place and agreed each year to keep up to date with ongoing and new training courses. †¢Lack of supportive staff – staff that are only concerned with earning their wage each month without caring about the knowledge and  training to care for customers properly. †¢No time to train – adequate time needs to be set aside for each staff member so that they understand and are confident it what they are learning and can put it into practice. †¢No encouragement from management/senior staff – Management suggesting and encouraging suitable/mandatory training courses and supporting staff through these. †¢Inadequate regular supervisions – Monthly supervisions to talk privately with staff regarding any help or training requirements is imperative. Staff need to be able to talk openly with management to be able to continue their professional development. It also helps for management to have an open door policy so that staff do not have to wait for the monthly supervision and can continue to improve daily from management experience. These are all Organisational barriers but we can also have personal barriers which prevent professional development. These could be †¢Low self-esteem – If an individual lacks confidence, this can affect how much they are willing to learn †¢Transport issues – If a company are not able to offer in house training or training courses on site and have to go to other training venues it could involve costs that the individual is not willing/able to pay so this needs to be discussed with management. †¢Childcare issues – If a training course is not during normal working hours this could lead to no childcare and can prevent the individual from attending essential training courses, therefore not being able to continue to work. †¢Sick/holiday time – If an individual is unable to attend training due to arranged holidays or unexpected sickness can impair their learning or possible promotion in the work place through lack of qualifications. 1.3compare the use of different sources and systems of support for professional development We all have a world of knowledge and resources. This can be channelled in either a formal and structured approach or by observations. It all depends on the individual’s motivation. Different ways in which professional development can be carried out can be in formal methods such as appraisals and supervisions. I conduct these to assess staffs performances. I look at future goals and identify the needs of the staff member on an individual basis according to the organisations policies and objectives. This will create a plan for them to move forward and identify their training needs to allow them to grow and evolve. This in  turn, in the long run helps not only the individual but the organisation. Shadowing or mentoring is a huge support tool. It is used mostly when employing new members of staff and allows them to see how a more long standing member of staff works. It allows them to pass on their knowledge and expertise and guide them through policies and procedures and allows the new member of staff to find a way in which to work which is in line with these guidelines. The mentor can work with this member of staff throughout their working time; however shadowing/mentoring can be carried out by numerous members of staff on different shifts. This gives the new member of staff different ideas on ways in which to work so that they can find a way of working which is comfortable for them. Within the organisation they can carry out in house training courses to enhance the workers knowledge. This is ongoing throughout the workers time with the organisation. The simplest form of development is the staff communication book. This can be about any aspect of achieving the highest standards in the care setting. All staff have access to this and can share their knowledge of what has worked well throughout the shift to pass over to the next member of staff working. It can also say what has not worked. This can also be expanded upon in regular staff meetings. It can be discussed in depth and at length with everyone having their say. Within our organisation we also have a policy hub in which the carers can access at anytime if they need to read up on something or are unsure of what is expeted of them. Beyond the organisation external agencies can help the company and individuals with professional development. These can include CQC, social services, other health professionals buy offering support and their extensive knowledge. External training agencies can offer free training (NVQ’s) or a more specific training course, which can differ to the in house training an organisation can offer and maybe more beneficial to the employee. They may develop more from a group training session rather than a question and answer knowledge paper. By working alongside all staff members on different shifts it allows me to assess the staff member’s knowledge and experience in an informal way. I can then pass on my knowledge and ability in a practical setting rather than the formal setting of an appraisal/supervision. 1.4Explain factors to consider when selecting opportunities and activities  for keeping knowledge and practice up to date. Prioritising important elements can assist in highlighting what training should be selected. What goals need to be achieved for the customers we have? What training do the staff team want? What training courses are mandatory for a staff team? All these factors need to be considered and then compared to the training budget the organisation has. Cost has to be weighed against what the consequences entail if professional development is not followed through. For example if your customers require lifting/hoisting and the training is missed this could lead to them being left in a very vulnerable position. The management team being up to date on new policies can help them prioritize what training is needed and when. Time is also a consideration. If you have a large staff team it can be difficult to organise training to which they can all attend. This is also true of the place the training is to be held. Is it more advantageous for the training to be held on site rather than all have to travel to a training facility as travelling can create extra cost. We are just going through the process of rearranging all our training to reduce where it being held. Since starting this position the training has been held at different courts within the organisation and can be up to 10 miles away. This has now been reduced so all training is to be held either in house or the next nearest court. I have found this had has a positive effect within my workplace, more carers are turning up to training session and are enquiring about non mandatory training sessions. It may be wise for a manager to look at just sending 1 or 2 members of staff on a course to be trainer trained in several important courses so that they can train other staff in these topics. Although it may be a high cost to start off with it can work out more cost effective in the long run, especially if the organisation has a high turnover of staff. These trainers can then train in house as and when required at times suitable for all staff and at times suited to the rota as to not leave the customers in a vulnerable position due to lack of staff on shift. 2.1 Evaluate own knowledge and performance against standards and benchmarks I have worked in the care sector for 6 years. Before I began my career in care as a support worker I was a stay at home mom. Before choosing my career path I did some research on learning disabilities, autism and challenging behaviour. A lot of this research was done on the internet getting a snap shot of how to care for the service  users. When I began work I started by doing shadowing shifts which involved shadowing an established member of staff so that I could get to know how things were run and to get to know the service users. On these shifts I also read through my company’s policies and procedures. I was given the opportunity to advance my knowledge by attending training courses provided by the company. I found that I could learn more when the course was as part of a group. Learning the codes of practice ensures that I promote and uphold the privacy, dignity and rights of the clients I care for and that I strive to improve the quality of healthcare, care and support through continuing professional development. I achieve this within my job role by ensuring that the customers and their families are informed and included in all aspects of their care planning. The codes of practice state that I am accountable for the quality of my work and take responsibility for maintaining and improving my knowledge and skil ls. This means that if there is a course I could benefit from (which in turn benefits the company) then I should be attending it. By obtaining my NVQ 3 qualification and all in house training courses I was promoted to Senior carer and then between myself and the proprietors we set up a home care business from the care home I was working at and got the position of care coordinator. In this position I have to made sure that my staff and I were up to date on the national standards which are set out by CQC. This means that I had to make sure that there were enough members of staff on shift at all times to keep the service users safe and to meet their needs. That I made sure that all members of staff were trained and had the appropriate knowledge, skills and experience needed to meet their health and welfare needs. To ensure that my staff were well managed and had the correct knowledge, skills and experience through training to meet the service users’ health and welfare needs. If I failed at this then it means that the service I managed would not meet the essential standards set out by CQC which in turn could mean that the service I ran was shut down meaning all employees out of work and vulnerable adults being let down and left in an extremely vulnerable position. I now work as a care team leader which is a similar role but with a larger establishment. 2.2 Prioritise development goals and targets to meet expected standards We have an extensive training programme which covers a range of topics which is ongoing for staff. These include Emergency first aid, food hygiene,  equality, dignity and inclusion, diet and nutrition to name a few. All staff have attend all mandatory courses before they start their shadowing shifts and these are updated as and when required. We also have a lot of non mandatory courses in which the carers attend and can request to atttend. All staff employed (including relief) all have the opportunity to work towards their NVQ level 2, 3 or 5 All employees files have a record of training showing that there is an ongoing programme of development to make sure that they have undertaken training in key areas such as health and safety, person centered approaches, communication and how to safeguard vulnerable people. Training is monitored to make sure it is kept up to date. Specialist training is completed as and when necessary. I also have a training tracker which enables me to see at a glance who is due for training. 3.1 Select learning opportunities to meet development objectives and reflect personal learning style As well as training that is delivered by someone we also have workbooks. These are questions on a specific topic. This is a very specific style which does not suit everyone but due to training budget this is a very cost efficient way to train a staff team on all key essential training standards. It is also used as a refresher if I notice a carers standards are slipping. I am a mix between a visual learner and auditory learner, I like to see pictures or watch DVD’s and visualising an outcome and also like to learn as a group so that I can discuss the topic and to ask questions as and when I need. This involves the use of seen or observed things including pictures, demonstrations and hand-outs. This is why external agencies coming in or me attending training courses is far more beneficial for me than sitting on my own and learning from a book or doing knowledge papers. 3.2 Produce a plan for own professional development, using an appropriate source of support I start my personal development plan by taken a self evaluation, focusing on my strengths as follows: Motivated person Eager to learn new skills Team builder Interested in the care sector Caring I then decide on my goals in my job and where I want to be or what I want to achieve in my job: Now I am a Care Team Leader I want to fully read up on all the essential standards set out by CQC. As I am still fairly new to this post I want to learn everything I can about this job and everything around this. This can not only benefit me but my staff, customers and the business. Keep up to date with the ongoing training. Book my staff any additional/relevant training courses as and when they require them. I then set my goals/plan out. Part of my development as a Care Team Leader is also gaining my level 5 qualification. This expands on my NVQ level 3 and can only benefit me and the business in the long term. What is my goal? What do I need to do? What resources do I need? Who can help me? What is my timescale? Read up and understand all essential standards set out by CQCRead ‘guidance of compliance – Essential standards of quality and safety’ Sign up for email alerts to keep up to date on any changes Download and print out a copy of the booklet. (not only for myself but for staff also) Keep up to date on all training that is available for me Make sure training is completed on time Keep up to date on all policies and procedures set out by the business Complete my level 5 qualification by August 2015 Keep up to date on completing my units Gain more knowledge and experience Become a NVQ assesor. Goals will be added to the development plan as and when 3.3 Establish a process to evaluate the effectiveness of the plan I will evaluate and amend my professional development plan regularly using the SMART technique which is outlined as followed †¢Specific – target a specific area for improvement †¢Measurable – quantify or at least suggest an indicator of progress †¢Assignable – specify who will do it  Ã¢â‚¬ ¢Realistic – state what results can realistically be achieved, given available resource’s †¢Time-related – specify when the results can be achieved By doing this I will be able to identify any problems or obstacles which may delay my progress and find ways in which to find the time to get back on track or find alternative ways if I am having trouble achieving them in my current way. At my regular supervisions my PDP will be discussed with my manager and the plan can be added to at any time with suggestions from them and additional ideas from myself. With regular meetings I can see how much I have achieved which will make me strive to achieve so much more but can also identify if the time allocated to a goal is in fact achievable and if not amend the time scale. This is not seen as a failure if not completed when originally said but just adjusting the reality. By completing my level 5 qualification I am setting myself a specific target and my knowledge of the care sector will only expand as I complete each unit. Perhaps learning something I would not of been aware of or looking at a topic in far more depth than I would of done before. I will have outside support from my assessor who will also review if I am setting myself the realistic targets taking into account my day to day role as Care Team Leader and also my personal/family life. 4.1 Compare models of reflective practice Reflective practice is â€Å"the capacity to reflect on action so as to engage in a process of continuous learning†, which some believe is wrong .[1] According to one definition it involves â€Å"paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight†.[2] Edgar schon an influential writer on reflection, described reflection in two main ways: reflection in action and reflection on action. Reflection on action is looking back after the event whist reflection in action is happening during the event. I have explored these terms and have found the following: Reflection in action means â€Å"To think about what one is doing whilst one is doing it; it is typically stimulated by surprise, by something which puzzled the practitioner concerned† (Greenwood 1983) Reflection in action allows the person to redesign what they are doing whilst they are doing it. This approach can be used to improve practice by supporting individuals to question their routine work as they carry it out. They may measure their behaviour against their values and values of the organisation to ensure that these are consistent or to try a new approach to an activity and evaluate its success Reflection on action means â€Å"The retrospective contemplation of practice undertaken in order to uncover the knowledge used in practical situations, by analysing and interpreting the information recalled† (Fitzgerald 1994) I can see with reflection on action that it involves turning information into knowledge, by conducting a cognitive post mortem. This approach allows the worker to look at a specific incident, write a report about it and analyse what happened so they can see what additional knowledge or practical support would have been needed to prevent or give the incident a different outcome. It allows the person to establish what they can do to be better prepared when faced with a similar experience in the future, as well as providing an opportunity to identify shortcomings in knowledge or skills which can be rectified by themselves or passed onto management to provide specific training to that individual or as a team. Graham Gibbs discussed the use of structured debriefing. He presented the stages of structured debriefing as follows after the initial experience: Description – What happened? Feelings – What were your reactions and feelings? Evaluation – What was good or bad about the experience? Analysis – What sense can you make of the situation? Conclusion (general) – What can be concluded, in a general sense, from these experiences and the analyses you have undertaken? Conclusion (Specific) – What can be concluded about your own specific, unique, personal situation or way of working? Personal action plans – What are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learnt? 4.2 Explain the importance of reflective practice to improve performance Reflective practice can be an important tool in practice-based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement. Further, it is also an important way to be able to bring together theory and practice; through reflection you are able to see and label schools of thought and theory within the context of your work. Reflective practice is important for my growth, to self-evaluate my working practice and so that I can recognise my weaknesses and strengths. Reflective practice enables me to learn from real events and to learn from any mistakes I may have made to help me improve in the future. This can only help in my professional development throughout my career. 4.3 Use reflective practice and feedback from others to improve performance I use reflective practice on a regular basis in my job role. This comes in many different ways. For example; †¢From my staff – they have a very good working knowledge of the care sector and often make suggestions on how things can work better with ways in which we look after our service users. Suggestions on what did not work for them and how we can help make their lives more fulfilled †¢CQC – They visit our establishment for their checks and they can advise how we can improve our service. Not because we are necessarily doing something wrong but because they can advise on a better way. †¢From customers family and friends – These are the people that know the customers the best and although we as an organisation may do things one way they can advise that this may work a different way for their loved ones. I need to learn to use my reflective practice to adapt and learn new ways. Some of the outcomes in using reflective practice may include making changes to my personal opinions or attitudes, undertaking further training to learn new ways of working or to understand a topic better, listening and seeking advice and help form external sources, colleagues etc, also learning from my own mistakes. 4.4 Evaluate how practice has been improved through: †¢Reflection on best practice †¢Reflection on failures and mistakes Reflection on best practice Reflection on best practice helps me think about my own efforts and successes or achievements. Reflection is a critical thinking strategy in which i review and analyse my work, making connections between what I have learnt and my efforts. If I find something that works better than it did before I can then pass it on to the staff also vice versa. Reflection on failures and mistakes Stating what the failure/mistake was, writing an account of why things went wrong, how it could be avoided, who was at fault can only mean that this will not happen again in the future. It will high light how the incident has changed working practices so that this knowledge can be passed on to other staff members and can be improved upon.

Asboville tells the story of JB, a sixteen year old verging on delinquency Essay

Asboville tells the story of JB, a sixteen year old verging on delinquency. After warnings about stone-throwing, keying cars (scratching a key on the car body work) , breaking windows and making children’s play parks a no go zone for the under 14s and the over 17s alike, he is caught vandalising property. He is served with an ASBO, his likeness is pasted up on posters all over his estate, and he is sent to live with his uncle in a quiet seaside town. His punishment is to work at painting the beach huts. At one hut each day, it will take JB the entire summer. However is-this what it is always going to be like for JB? Or is there a ray of hope? The book opens on the estate where JB, Scooby, Carla and Dicko are kicking around. We also learn that ‘JB’S court case was just two days away. ’Already the book has started off with in a negative state. In addition his behaviour is like the other teenagers in this novel, he doesn’t think about consequences until it’s too late. In chapter two JB is on the train, heading to Haycliffe. He’s missing his friends. There’s a moment where JB stares out of the window at the backs of houses and eventually sees a reflection of himself. He doesn’t like what he sees. ‘JB punched the window. A blast of pain shot up his arm.’ Furthermore he feels that they are making an example of him. ‘Stuck the ASBO on him. Made an example of him.’ JB takes a taxi to Lowes Field where his Uncle lives. He sees the town from the taxi and the driver complains about how the place has changed. Eventually they arrive at a broken down caravan park and JB is left there in the place that is to become his home. Even when he moves to the beach it seems broken and unfriendly, also the driver of the taxi feels sympathy for JB when he gives the driver ‘a tenner out of his pocket and handed it over†¦ then gave JB a fiver back. â€Å"Looks like you need it,† he said.’ This shows that he knows what lies ahead for JB is going to be difficult. This further proves that this novel is pessimistic In chapter seven JB is starting to make changes as JB is introduced to his new life of painting beach huts. There’s a brief flashback to an event in his childhood and then we’re back on the beach again. He challenges his uncle briefly and is defeated. Boredom sets in. This shows a slight change from vandalism to work that helps himself rebuild. ‘†its’ only a beach hut!† his uncle turned to face him â€Å"never `only`, jay. Not when it’s your living.†Ã¢â‚¬â„¢ This shows that his Uncle is trying to teach him. This shows a ray of hope for JB. In chapter eight it seems as that ray of hope is short lived as JB has joined up with a new gang. Our first meeting with Moey’s gang. JB hides from them as they kick a tin of paint over his newly painted huts. Later they return and make fun of him. They argue about tagging. A short look at life on the estate with nobody taking responsibility and then JB thinking of his friends as another day comes to an end, his mobile silent and lifeless.’ The gang of lads passed by the crack. One of them spotted the tin of paint on the trestle. The fattest took a run at it, kicked it into the air.’ JB’s life gets harder as this gang will make things difficult for JB. After that on chapter eleven JB meets Sal for the first time. She asks his name. He tells her. She mentions the ships ’graveyard and then she’s gone. Sal becomes the mystery girl and therein lays the attraction. Sal tells us a little more about the ships ‘graveyard; how her friend Emma found it by accident; how her father doesn’t believe in its existence. ‘JB got a look at her now, curled brown hair hanging in front of her eyes, legs long and tanned. She was beautiful.’ This shows a great ray of hope as JB has made a new friend and has someone to talk to. However Sal has problems with her dad. To add in chapter twelve JB finds the gang at the Lifeboat Memorial on carnival day. He meets Moey and the girls, including Moey’s girlfriend, Lisette, for the first time. Moey infiltrates the parade and causes trouble with one of the lifeboat men who forces the gang to disembark and disperse into the alleyways. They arrive at the harbour where Moey demonstrates his nerve by lighting a banger and holding it in his fingers until the very last second. JB does the same. It’s a test of his nerve, a challenge. The noise from the bangers attracts the same man from the parade and once again he moves them on. Moey offers JB some cannabis. JB refuses to begin with but, in the end, he takes it on credit. After he’s left the gang he thinks about throwing the cannabis into the sea, but keeps it just in case. JB is being influenced by the gang, mostly Moey, to do bad things. ‘When it was JB’s turn he lit the banger and watched it burn while the gang watched him.’ This is supporting that this novel is pessimistic. In chapter fifteen Sal visits JB at the beach huts. JB lies about his age. It’s clear that there’s a connection between them. This is giving a ray of hope for not only JB but Sal also as JB has something positive has happened to him. Five chapters after that a new social worker arrives at the caravan park. His name is Tristan Bellows. He’s unsympathetic, the opposite of Swallow, and reminds JB of the rules he must follow. Next in chapter 21 JB’s positive luck ends as JB and Sal have an argument. She tells him what people think of his uncle and why. A clue to his uncle’s past. We learn that somebody made a hoax call to the lifeboat station on the night of the storm. JB is visited and questioned by the police. They discover the body of Sal’s father. JB stops Moey and his gang from torturing a kitten. Moey accuses him of making the hoax call. ‘† what like you? Making a hoax call and killing you girlfriend’s dad?†Ã¢â‚¬â„¢ This supports the fact that this novel is pessimistic; however in chapter twenty six on his way back to the caravan, he’s confronted by some of the members of Moey’s gang. They accuse him of making the hoax call. He stands up to them. This shows there is a ray of hope for JB as he starts to make changes. In addition he meets a smell boy on the beach and he made a new friends, someone who he can talk to and ‘He felt strangle relaxed with the boy’. This shows he has made a new friend and this novel may have a ray of hope. In chapter thirty-four, after completing the final hut and silently delivering some lyrics to Sal, JB spots two police cars at the caravan and Moey’s gang on the beach. Forced to make a choice, he approaches Moey’s gang who are sitting around a camp fire and to follow (in chapter 35) the first real climax to the novel. JB and Moey face up to each other. JB wields a knife. Moey’s gang scatter. JB takes up a flame from the fire and sets the beach huts alight. This is pessimistic and good at the same time as JB has realised that Moey was doing wrong and tries to stop him however the way he tries to stop him is negative, with a knife. Finally in the last two chapters JB sneaks back to the caravan then resolves to stay and face his punishment. JB’s decision is to stand and hold his ground. This is an important moment, for as we are well aware, there was a time when all he’d think of doing was running away. This is a major sign that JB has changed his ways and offers a ray of hope. And in the last chapter two months have passed. JB and his family have moved to a new house on the edge of the town. Sal calls from university. JB takes his phone to the beach where he lets Sal listen to the sound of the waves. They promise to see each other the following Christmas. This is where we know that JB has changed. So far my argument has been biased going towards the pessimistic side of the book however there aren’t many up’s to the book. This novel was over all negative and JB faced hard challenges to overcome, however in the end there is a ray of hope for the characters as once JB had stopped running away from things, like the police and real life he got back on track. Over all Asboville is a negative book from the start but towards the end offers a ray of hope to its characters.

A Cry From the Heart essays

A Cry From the Heart essays What is Justice? Who follows Justice? What kind of peace is the United-States and Israel declare they want? Who are the ones that instigate violence? For the Americans and the Israelis, those questions are answered in the following manner: Palestinians want war; they are the instigators of violence; they refuse to go to the negotiating table; they refuse peace. However, reality is completely in contrary to what they claim. Answer those questions and u will have a clear image of the truth. Who are the ones with the bulldozers? Who are the ones with F-15s? Who are the ones with the guns and missiles? Who are the ones that came in 1948 and expelled more than 860,000 Palestinians out of their homes? Who are the ones who killed 3,500 Palestinians refugees in the camp of Sabra and Shatila in 36 hours? Who are the ones raping young girls and woman with broken bottles? Who are the ones skinning off the face of innocent Muslim alive? Who are the ones killing children in the arms of their mothers? Who are the ones who killed a young boy and his father, circled in a corner, after they surrendered? Who are the ones who planted a mine in a schoolyard killing 5 young children? Who are the ones destroying Palestinian homes for no reason? Who are the ones killing mothers in front of their children? Who are the ones assassinating fathers in front of their wives and children? Who are the ones imprisoning 500 Muslims in a cave, torturing them and killing them all at once? The United States of America and Israel refuse to answer and admit the answers to these questions. They allege that the Palestinian are declaring war and that any mean of resistance are acts of terrorism. There is one thing Sharon and Bush must know. The Palestinian people do not have bulldozers, F-15s, missiles and guns. The only weapons in their possession are their hands and their strong faith ...

The Saxons Were a Germanic People

The Saxons Were a Germanic People The Saxons were an early Germanic tribe that would play a significant role in both post-Roman Britain and early medieval Europe. From the first few centuries B.C. up until about 800 C.E., the Saxons occupied parts of northern Europe, with many of them settling along the Baltic coast. When the Roman Empire went into its long decline in the third and fourth centuries C.E., Saxon pirates took advantage of the reduced power of the Roman military and navy and made frequent raids along the coasts of the Baltic and the North Sea. Expansion Across Europe In the fifth century C.E., Saxons began to expand fairly rapidly throughout present-day Germany and into present-day France and Britain. Saxon migrants were numerous and dynamic in England, establishing along with several other Germanic tribes settlements and power bases in territory that until recently (c. 410 C.E.) had been under Roman control. Saxons and other Germans displaced many Celtic and Romano-British peoples, who moved westward into Wales or crossed the sea back to France, settling in Brittany. Among the other migrating Germanic peoples were Jutes, Frisians, and Angles; it is the combination of Angle and Saxon that gives us the term Anglo-Saxon for the culture that developed, over the course of a few centuries, in Post-Roman Britain. The Saxons and Charlemagne Not all Saxons left Europe for Britain. Thriving, dynamic Saxon tribes remained in Europe, in Germany in particular, some of them settling in the region that is today known as Saxony. Their steady expansion ultimately brought them into conflict with the Franks, and once Charlemagne became king of the Franks, friction turned to out-and-out war. The Saxons were among the last peoples of Europe to retain their pagan gods, and Charlemagne became determined to convert the Saxons to Christianity by any means necessary. Charlemagnes war with the Saxons lasted 33 years, and in all, he engaged them in battle 18 times. The Frankish king was particularly brutal in these battles, and ultimately, his ordered execution of 4500 prisoners in one day broke the spirit of resistance the Saxons had displayed for decades. The Saxon people were absorbed into the Carolingian empire, and, in Europe, naught but the duchy of Saxony remained of the Saxons.

The Quality of Leaders Assignment Example | Topics and Well Written Essays - 250 words

The Quality of Leaders - Assignment Example The other leader who is least admired is the managing director of a local restaurant in the United States. This leader has been in position for about four years in what may generally be referred to as a static restaurant business. Among other things, this latter leader is autocratic, unapproachable, secretive, intemperate and unable to stick to a common plan. The two leaders achieved their levels of power and influence through different means. For example the admired leader rose through the ranks of the sporting club of which he is presently the Chief Executive Director. This is because the company that runs the club has an organizational structure or system that rewards hard work by promoting employees through the ranks of positions. With the type of diligence, hard work and submissiveness that is described by Ancona et al (2007 p. 96), the leader easily won the hearts of the Board of Directors to win promotional status whenever there was vacancy above his rank. As Andreu and Rosanas (2012) opine, leaders are at times able to buy their ways to the top by influencing the judgmental thoughts of the people who are responsible for their endorsement. It has therefore been reported of how the least admired leader managed to influence several people who had voting powers to vote for his promotion to the office in which he currently

Making Morality and Making Community Essay Example | Topics and Well Written Essays - 750 words

Making Morality and Making Community - Essay Example Development and existence of Community in society is a bridge to human relationship and removing the notion of isolation from individuals within the community. It is only in community that the love of God and his grace can be extensively developed and experienced. There should be positive relationships to thrive in the community to enable individuals to be themselves being free to develop into what God wants us to be. Most societies promote individualism for the purpose of quick successes, but the reality is that humanity should work collaboratively to beat the fear of loneliness and isolation. There are various morals existing within the Christian community influencing its functionality in the environment. The moral system living within the Christian community has diverse influence within the community circle and the society as a whole. The Christian community morals would affect the environment by inculcating new thoughts and culture to existing lifestyles within the society. The M aking of morality and community In the making of morality within the Christian community, there is a domain of regular unlimited players in the community. The transformation of a Christian takes place through God’s love and the notion of constant faith by Christian individuals. Basic commandments guarding the members of the Christian community include loving God with all our heart, soul, and might. The idea would direct Christian community and the society around them to exercise love so that they keep the society conducive to life.

Promoting healthy nutrition among school children in UK Essay

Promoting healthy nutrition among school children in UK - Essay Example Particularly, it will be analyzing gathered data and information with Tannahill Model that will facilitate in better understanding of different aspects of nutrition. Moreover, consideration of Tannahill Model will allow effective development of programme for health education and teachings. Furthermore, it is observed that the local educational authorities and other related institutions advocate the current nutritional health policy, and thus, it will be discussed as well, followed by discussion related to interventions that can be used by teachers to play a contributive role in promoting healthy foods to schoolchildren. Lastly, the intervention will provide an overview of evaluation methodologies used for analyzing the effectiveness proposed educational programme, and will wrap up the paper with conclusion. Now the paper will identify and discuss some of the aspects of Tannahill Model has been chosen for the development of proposed nutrition health programme for schoolchildren in the United Kingdom. Health is a system that is regarded by both the professionals, as well as nonprofessionals as a way of life rather than it being an objective of living. Throughout the history of medical research and pharmacy, several models have been launched and hypothesized; however, none has been effective enough to resolve the plethora of public health deficit that plagues the entire globe. With the rapid globalization, it seems that even health issues have run to an outreached level, which needs to be resolved with proper planning, policies, and right form of protection provided to the society as a whole. â€Å"Health promotion, then, is the active process of disease prevention encompassing educational components, including individual and group change and social influence techniques which, together with environmental, legislative and organizational interventions, make up a range of strategies for

Essay 3 Example | Topics and Well Written Essays - 250 words - 1

3 - Essay Example â€Å"Liberalism also holds that international politics can be a non-zero-sum game, that it is possible to have win-win situations in which gains of one or more countries do not have to come at the expense of others† (Rourke & Boyer 20). For example, the establishment of the United Nations was meant for all countries to cooperate for mutual gain with each other. Liberalism believes humans have a mutual bond that they can draw on to identify with and forge ties with people around the world. Realism sees that international politics is moved by an ever competitive agenda of self-interest among nations. Realists believe that the decisive dynamic among countries is a struggle for power in an effort by each to preserve or, preferably, improve its military security and economic welfare in competition with other countries (Rourke & Boyer 16). Realism views human beings as naturally divided by a form of national allegiance to their nation or to another focus of national identity such as cultural heritage or religious beliefs. A good example is Chancellor Otto von Bismarcks’s unification of Germany during the 19th century. Bismarck unified the once shattered German nations not for the sake of the spirit of unity, but to form a single and powerful imperial nation as a great power in Western

Pick a time in your life that was greatly significant to you, one that Essay

Pick a time in your life that was greatly significant to you, one that marked a change in your life and perspective and one tha - Essay Example This mass shooting incident churned my insides because for the first time I experienced the meaning of death and the sense of loss executed by it. Before that ominous day of December, I attached no value to the idea of life being a hotheaded nonconformist that I was. I was engaged in an endless search for happiness and sense of purpose. That search took me to different places but I never got any answer. But after 14th December 2012, I realized that sometimes answers to fundamentally important questions of life can be embedded in witnessing the tragic demise of someone you dearly love. Yes, that is true. I realized the importance of my life after experiencing the tragic death of someone I had stayed close to for 5 long years. The person who died after the mass shooting occurred at the hospital because of fatal wounds was the little brother of my dearest friend. It seems like I have known this family forever and after I arrived in the US from Asia about 6 years ago, my friend’s family has been my family in its most literal sense. I have known these people forever and I adore them as fiercely as my own family. In my friend’s mother, I see the unbelievable generosity of my mother and in his little brother’s innocent tricks, I used to witness the youthful cheekiness of my own little brother living in Asia. I several times played the role of a big brother for that little man accompanying him to super stores whenever my friend was unavailable or assisting him in other chores. When I first heard the news of the tragic incident, I was sitting hopelessly bored at a cafe thinking about what interesting task could I engage in to make my life a little worthwhile. After I was told that my friend’s little brother had also got severely wounded amidst shooting, I acutely remember the whole scene literally darkened for some moments. And after his death, everything happened so quickly, watching my friend and his mother shell-shocked over their irrecove rable loss inculcated an overpowering respect for life in my heart in that same instant. I acknowledged the unique power of life and dark loss of death due to that unfortunate social event which depressed the entire society beyond possibility and is still making headlines. That event changed me as a person forever. Before that, I had minimal respect for life and the associations shared by me with significant others struck no chord in my heart for long. Now, I have a thriving passion for life and essentially attach considerable importance to every moment I spend with the people I love because one never knows what tomorrow might bring. That time of my life also compelled me to think about certain serious issues of the society in which I had no interest before due to lack of awareness. But, such an intense experience helped me to understand the validity of the anti-gun sentiments in the US. Considering myriad lives and families destroyed by such deadly mass shootings, I believe now tha t every college’s administration in every state should go all the way through to prohibit students from bringing guns. My perspective about the whole issue is also same as that of the majority’s according to which guns simply do not belong in a college classroom. Research also stresses that gun control is strongly related to sound societal values (Wilson 9) and inability of colleges to become major front in fight over carrying

Alzheimers Disease Essay Example | Topics and Well Written Essays - 500 words

Alzheimers Disease - Essay Example As the discussion highlights, stage 1 has symptoms like losing way, asking something repeatedly, taking longer to perform daily tasks, having trouble in decision-making, putting things in weird places, and withdrawing from social life. Stage 2 shows symptoms like requiring assistance in performing daily tasks, forgetting recent happenings, mixing up distant past with recent past, having language problems, depression, insomnia and eating troubles. Stage 3 has symptoms like being unable to feed one, control bowel and urinary movements, speak, or recognize members of the family. Memory vanishes away. Objective findings include: Neurofibrillary tangles (NFTs) which are unusual clumps or tangles of a protein, known as tau, and are present within neurons and result in the malfunctioning of neurons; and, Amyloid plaques which are anomalous collections of a protein, known as beta-amyloid, inside the neurons, and may form due to abnormal processing of this protein. When an inflammation occurs in the region of these plaques, it causes the death of the neurons. Tangles and plaques make neurons lose connections with one another. This causes their death. The affected brain areas and brain tissues begin to shrink. Alzheimer’s disease does not have a specific treatment; however, measures can be taken to help patients maintain their mental health and normal behavioral patterns to slow down the progress of the disease. The treatment is based upon the study of the causal process. Although there are drugs available which are helpful for Alzheimer’s patients but those can only slow down or delay the process and cannot stop or reverse it.

Essay 3 Example | Topics and Well Written Essays - 250 words - 1

3 - Essay Example â€Å"Liberalism also holds that international politics can be a non-zero-sum game, that it is possible to have win-win situations in which gains of one or more countries do not have to come at the expense of others† (Rourke & Boyer 20). For example, the establishment of the United Nations was meant for all countries to cooperate for mutual gain with each other. Liberalism believes humans have a mutual bond that they can draw on to identify with and forge ties with people around the world. Realism sees that international politics is moved by an ever competitive agenda of self-interest among nations. Realists believe that the decisive dynamic among countries is a struggle for power in an effort by each to preserve or, preferably, improve its military security and economic welfare in competition with other countries (Rourke & Boyer 16). Realism views human beings as naturally divided by a form of national allegiance to their nation or to another focus of national identity such as cultural heritage or religious beliefs. A good example is Chancellor Otto von Bismarcks’s unification of Germany during the 19th century. Bismarck unified the once shattered German nations not for the sake of the spirit of unity, but to form a single and powerful imperial nation as a great power in Western

Alzheimers Disease Essay Example | Topics and Well Written Essays - 500 words

Alzheimers Disease - Essay Example As the discussion highlights, stage 1 has symptoms like losing way, asking something repeatedly, taking longer to perform daily tasks, having trouble in decision-making, putting things in weird places, and withdrawing from social life. Stage 2 shows symptoms like requiring assistance in performing daily tasks, forgetting recent happenings, mixing up distant past with recent past, having language problems, depression, insomnia and eating troubles. Stage 3 has symptoms like being unable to feed one, control bowel and urinary movements, speak, or recognize members of the family. Memory vanishes away. Objective findings include: Neurofibrillary tangles (NFTs) which are unusual clumps or tangles of a protein, known as tau, and are present within neurons and result in the malfunctioning of neurons; and, Amyloid plaques which are anomalous collections of a protein, known as beta-amyloid, inside the neurons, and may form due to abnormal processing of this protein. When an inflammation occurs in the region of these plaques, it causes the death of the neurons. Tangles and plaques make neurons lose connections with one another. This causes their death. The affected brain areas and brain tissues begin to shrink. Alzheimer’s disease does not have a specific treatment; however, measures can be taken to help patients maintain their mental health and normal behavioral patterns to slow down the progress of the disease. The treatment is based upon the study of the causal process. Although there are drugs available which are helpful for Alzheimer’s patients but those can only slow down or delay the process and cannot stop or reverse it.

Did Charles I Succeed in Implementing Royal Absolutism Essay Example for Free

Did Charles I Succeed in Implementing Royal Absolutism Essay I succeed in implementing royal absolutism during the period of Personal Rule? Royal absolutism is a state of government whereby the monarch rules supreme, with virtually no legislative power placed in other organisations such as Parliament. For the people of England in the 1630s, it was a very real threat. After the dissolving of Parliament in 1629, Charles I embarked on his Personal Rule. Without analysing whose fault the breakdown in relations was, it was probably the only thing Charles could do in the circumstances. Certainly, no dialogue with Parliament was possible. After 1629, the country became particularly distrustful of the King. Charles problem was he was an inept ruler whose belief in such ideas as the Divine Right of Kings and Royal Prerogative meant that he did not moderate his beliefs publicly. England needed stability, the Continent was a very real threat at the time, and England needed a monarch to represent England and its peoples principles. Unfortunately, Charles was not the right person. There is much debate over the legitimacy of the image Charles attempted to portray during Personal Rule. Evidence suggests Charles was simply a ‘collector of fine arts’, and simply wished to add lustre to his monarchy. The counter-argument is that paintings of Charles, the most famous of which were created by European artist Van Dyke, were presenting Charles as a ‘divine king’, implementing absolutism with images of the King atop large horses, looking out over his kingdom. Did Charles use these artworks to transform his public images, lend majesty to his physical attributes and glorify Monarchy? His clothes were often flamboyant, portraying wealth and royalty. His face, calm and relaxed, implying that the King is laid back and in control. This lack of emotion can also portray Charles a s a cool, calm and collected person, who has no trouble maintaining his vast Kingdom. The Court was the central point for Charles’ rule, a model for a reformed government and state. It was a microcosm of the Kingdom Charles intended to create and maintain. An example of uniformity and conformity at its finest. In his Court, Charles had made significant changes; the Court was now a completely different place to that of his father’s, James. James allowed his court to be free, letting people goes wherever and whenever they wanted. Charles kept a suppressive rule over his using strict discipline. The court was disorganised under James. Charles replaced it with a formal regime, a model for moral restraint. Following a predominantly Revisionist view, Charles’ Court was simply a reflection of his strongly developed aesthetic sense. It portrayed an insistence on virtues of peace, despite the war. Possibly more than anything else, Charles’ government during the Personal Rule revealed his absolutist intentions more than anything else, starting with the privy Council, a group of the Kings selected advisors, who’s key job was to shape the Monarch’s wishes into policy. Despite Revisionists (such as D. L Smith) believing that Charles â€Å"wished to use the council to implement a far reaching reformation of government†, it was used for a much greater purpose. It was used to remove the need for Parliament, leaving him in full control. He ruled this council with an authoritarian temperament, implying that he even strived for complete control in his own Council. The more powerful courts (also known as the Prerogative courts) were made up of the Star Chamber and the Chamber of High Commission were more powerful than the local or royal courts that would deal with the day to day matters of the Kingdom. These courts would allow Charles to bypass regular laws and decisions made by lower down courts, in order for him to get his own way. Charles had complete control over the Government during his personal rule, and was blatantly portraying the characteristics of an Absolutist monarch. Charles’ financial innovations during his personal rule were an attempt to gain independence, No longer needing money from Parliament would be one step closer to becoming absolute. People may argue that Charles simply needed the money to pay off large debts, also an attempt to neutralise the on-going feud with Parliament. His policies during this time were extremely absolutist. A good example of this is ship money, making it mandatory for all citizens to pay a tax that goes towards funding ships to protect the coasts. The problem was that as well as the people living on the coasts paying this tax, people living in central England were also forced to pay it. This was surely an unfair venture, and caused mass resentment throughout the country. Religion was a key issue during the personal rule, with some believing Charles’ decisions regarding Catholicism and the newly discovered ‘Armenianism’ to be somewhat controversial. Right from the start of his reign, Charles had displayed Catholic sympathies as expressed in Arminianism, which some people called Catholicism under another name. But now with Parliament gone, there was seemingly no-one to keep the Kings beliefs in check and to remind him that England was a Protestant country. The Kings religious beliefs were of special concern thanks to the rapid promotion of William Laud, eventually to Archbishop of Canterbury. Laud was an unpopular figure even by the Kings own supporters. Those opposing the King detested Laud for his Arminian reforms in the Church of England. Unfortunately for Charles, this did tend to unite people against him. The problem was that Puritans and Calvinists who opposed the Arminian innovations had good reason to be concerned. Lauds changes were very Catholic in nature, including repositioning the altar so that staunch Puritans would say that the minister is blocking the route to God. Laud tried to raise the status of the clergy so that they were equal to any gentleman in England. He ordered that the private pews of the gentry that set them apart from the rest of the congregation be removed. This humiliated them. Arminianism was such an ambiguous idea that, while it was clear that it had many similarities with Catholicism, it was not clear whether it could be compatible with the Church of England. This question was raised directly in 1634 when the Pope offered Laud the position of Cardinal. Of course Laud refused (if he had accepted, there is no doubt that England would have been thrown into turmoil), but his refusal was not strongly enough worded; he said that he could not accept Rome as it is. This seemed to suggest too many Puritans that Laud was intent on moving towards Catholicism, or at least Catholicism independent of Rome. It is important to realise that Laud was a key supporter of Charles and that any criticism levelled at Laud was also at Charles. Laud was the Kings instigator of his religious beliefs. If the King did not believe completely in the principles of the Church of England, this was not a problem that would threaten to bring down the Kings rule. The trouble was the nature of Charles religious eccentricity. As already mentioned, it was very Catholic. And Catholicism was widely feared and hated in England. Charles’ rule was not confined to England. It could be argued that Charles’ rule of Ireland and Scotland were even more problematic than the tensions created in his other kingdoms would, ultimately have dramatic damaging consequences on his rule in England. Through Wentworth, Charles intended to rule in the manner in which he hoped to eventually govern England, absolutely, efficiently and without regard to any interest but that of the crown; in how own word ‘thoroughly’ (Clarke. A). Charles also attempted to extend religious reform to Scotland, which was, in conclusion, rather unsuccessful. After implementing his changes, it was clear to see that Charles was a threat to Scotland’s power, and Scotland knew this too. In an extremely absolutist manner, Charles had attempted to revoke many titles to Scottish crown and church lands that Scottish nobles had acquired since 1540. To conclude, Charles was most definitely an Absolutist leader. He strived for financial independence during his rule, following countless feuds with the English Parliament. His councils and chambers were able to bypass common law, therefore rendering him all powerful in that aspect. A second aspect was his court, which was a direct microcosm of what he believed his kingdom should be, a place of conformity and uniformity. Had Charles been successful in his reforms in Ireland and Scotland, he may have pursued to become more powerful, though the revolution soon ended his reign of mediocrity. Most monarchs labelled as absolutist had no greater power to those who were non absolutist. Was absolutism simple a label used to emphasise difference between the rhetoric of monarchs and the realities of the effective use of power by these monarchs? Perhaps. The on-going question of Charles’ absolutist intentions will be never have a definitive answer.

Harmful Traditions in Nigerian Society

Harmful Traditions in Nigerian Society UKWAMEDUA LAWRETTA IFUNANYA WHAT IS META COGNITION IN SOCIAL STUDIES? USING 3 EXAMPLES EXPLAIN THE SOCIAL STUDIES PROBLEM SOLVING PROPCESSES Meta cognition is the higher order thinking which involve active control over thinking processes involved in learning. It refers to the process by which people’s knowledge controls their thinking and learning activities (It involves â€Å"thinking about thinking†). It can also be defined as thinking about one’s thinking i.e. it involves the process of stepping back to see what you are doing, as if you were someone else observing it. Meta cognitive activities helps people especially students to reflect on what they know, care about and are able to develop an awareness of themselves, and it gives them opportunity to reflect on their learning because it is often difficult for them to realize what they are doing. Meta cognition is also the ability to manage one’s own thinking processes. Problem solving refers to the process by which difficult issues are tackled and solved whereby doing this the causes, solution and prevention to the problems are known. Inn problem solving, we need to use THE RARE CONCEPT as a guide for us to know what we are doing. For instance, the present fuel scarcity; the government need to think of what they can RAISE up in order for the productivity of petrol to be constant; the need to think about what they can ADD in order for the refineries to be in good conditions and work effectively which can make life easier; they also need to think of what they can REDUCE i.e. those things that are not relevant to the production of fuel, they need to think of those factors that leads to time wasting and finally they need to think of what to ELIMINATE in terms of bad habits, the bad habit of hoarding fuel for personal use or the habit of using the resources meant for the production of fuel. If all these factors are put in place, the problem of fuel scarcity will be averted. LIST AND EXPLAIN WITH EXAMPLES 5 NEGATIVE BEHAVIOUR AND 5 HARMFUL TRADITIONAL PRATICES THAT NEED TO BE CHANGED IN THE PRESENT DAY NIGERIAN SOCIETY 5 NEGATIVE BEHAVIOUR ARE: CULTISM: Cultism has to do with belonging to a secret cult and practicing cult activities which involves performing rituals, killing, fighting, strange oath talking, rape, etc. Cultism is a negative behavior which is rampant in tertiary institutions today, they usually attack, intimidate and kill both lecturers and students, destroy school property. Members are mainly truants that do not take their education seriously, thereby performing poorly and expecting to pass by intimidating lecturers and students. Therefore, in order for us to be alive, productive and useful in life, we should not indulge or belong to secret cults. DISREGARD FOR TIME: This is another negative behavior of our people. Nigerians do not keep to time. They disregard time. No matter how important a program, meeting or event is. For instance, if a meeting is scheduled for 9.00am, by 10:00am or 10:30am, the meeting may not have started because they believe in their so-called â€Å"African Time†. This is bad because lateness leads to inefficiency in our activities. DRUG TRAFFICKING: This is a globally illicit trade involving the cultivation, manufacture, distribution and sale of substances which are subject to prohibition. Drug traffickers are many in Nigeria and many of them peddle hard drugs like cocaine, heroin and marijuana. These drugs contribute to many crimes because as traffickers increase in numbers, users and abusers also increase. Many of our youths have been made useless and some wasted as a result of drug trafficking. ETHNICISM OR TRIBALISM-DISCRIMINATION AMONG ETHNIC GROUPS: Our country, Nigeria is made up of many ethnic groups and these ethnic groups have different languages but all these ethnic groups makeup the nation called Nigeria. Nigeria adopted a common language known as English from her colonial master to be used as a common language by all the ethnic groups as one country. The three major tribes which are Igbo, Yoruba and Hausa, discriminate in the offer of employment, appointment, admission, distribution of resources, governance (who produces the president). Some believe they are born-to-rule and be in power all y=the time, that’s why they choose and rotate leadership among families, the same tribe and religion. EXAMINATION MALPRATICES: This is seen in the behavior of all categories of students (primary school to tertiary institutions). There are cases where primary school pupils are given assistances in form of cheating to pass their examinations e.g. common entrance, by their teachers due to the money paid by their parents. Secondary school students do not register for external examinations in most public schools, instead, they register with huge sums of money in special centers. These centers are known as ‘miracles centers’ where examinations are made easy; parents, principals or proprietors of schools, invigilators and officers of examination bodies collide and perpetrate the crime for money and this has now become a culture in our society. 5 HARMFUL TRADITIONAL PRATICES ARE: a. MALTREATMENT OF WIDOWS: In most communities in Nigeria, widows are given harsh treatment and conditions. When a woman lose her husband, she may be made to cut her hair, put on white cloth or black cloth for a year after the death of her husband, made to remain indoors and should not visit friends or go to market for some months. She may be forced to drink water used in bathing the dead body of her husband. Besides, the property of the husband i.e. land etc. is sometimes taken away from the widow by relations of the dead husband leaving the widow and her children to suffer. Sometimes, they are forced out of their husband’s house but all these depends on the custom and community in place. b. PREFERENCE FOR MALE CHILDREN: In the olden days, female children were not recognized because they believed training her in school was a waste because she will still have to end up in the kitchen, so only male children were given preference and recognition in the family. Discrimination in training of children in our communities is harmful, so therefore equal education should be given to both sexes (male or female). c. CIRCUMCISION: This refers to the removal of some parts of the body organ either male or female circumcision is practiced in most communities of their world but female circumcision is common. Some part of the female genital organ removed, is believed to be the most sensitive and sensational part of female sexual organ and that by circumcision females sexuality will brought under control. This practice brings about a lot of health problems e.g. fibrosis, Hiv/Aids due to the instruments involved in the act. d. SLAVERY: This is the illegal trade of human beings for the purpose of commercial, sexual exploitation or forced labour. It is also the transportation, transfer, harboring or receipt of persons by means of threat or use of force or deception in order to receive payment or benefit. Slavery also involves deals with the transportation of women, men or children. e. INFANT BETROTHAL AND EARLY MARRIAGE: In some communities, marriage formalities are fulfilled for the couple before their maturity, whereby parents betroth their female children to older men or to their friends either for money or in order to achieve a goal. This early marriage leads to poor sexual and reproductive health of the victim, in some cases leads to the lickage of vagina due to child bearing, as well as depriving the girl the joy of youth or going further in her education. This affects the girl socially, psychologically, physically and emotionally. WHAT ARE VALUES IN SOCIAL STUDIES? Values are attitudes or beliefs which people should do, the standards they should live by, or the things they should endorse or maintain. Values are the principles we hold as important and worthwhile and which possess quality or merit. Values helps to direct our behavior and relationship with other people. Right values we should possess are as follows: Having belief in hard work. Performing selfless service in our community. Showing commitment towards the security of life and property of the people and society. Being punctual at all times. Honesty or truthfulness. Having patience. Co-operation and willingness to share with others. Being dedicated to work etc. EXPLAIN WITH 5 EXAMPLES WHAT THE RIGHT ATTITUDE TO WORK MEANS INTERGRITY: This is the quality of being honest and having good moral principles and uprightness. Having integrity means doing the right thing in a reliable way. It’s a personality trait everyone should have, it literally means having â€Å"wholeness of character†, being unbiased always i.e. always standing by the truth. DELIGENCE: This means careful and persistent work or effort. It is determination and perseverance when doing something; it is also the act of being hardworking in order to achieve a certain goal or goals. It involves being meticulous in duties, showing care and steady effort in discharging our duties in our life activities. PUNCTUALITY: This is the act of arriving or doing something at the expected or planes time. This also means attending to any duty assigned to us to do at the right or appropriate time. COMMITMENT AND DEDICATION: This is showing interest and good sense, responsibility in carrying out our duties. This is about having passion for the work we do and we are committed to our work, it brings success. It also means committing ourselves to something special. For instance, Mandela was committed and dedicated in bringing his country justice and democracy, he had great passion for what is right. REGULARITY: This involves being in our place of work always and doing our work as supposed. This involves always in order and all constant. EXPLAIN WITH 5 EXAMPLES OF PROMOTING POSITIVE BEHAVIOUR IN OUR SOCIEETY. EDUCATION: Educating people about positive behavior and making them know the benefits of behaving right. Also through public enlightenment which have to do with the public aware of the dangers associated with negative behavior. PUNISHMENT: This is using sanctions and punishments to discourage negative behaviors in order for them to know that negative behavior is bad. ENFORCEMENT OF LAWS: The government should make strict laws against negative behaviors and make sure the laws are enforced tom the letter i.e. enforced on anyone going against the law. REWARDS: Rewards should be given to people who portray positive behavior in order to encourage them and serve as motivation. EMPHASIS ON GOOD MORALS: Lecture on good morals should be made in order to let people have discipline and abstain from negative behaviors. EXAMINE CRITICALLY THE CONCEPT OF CULTURAL PATTERNS. Culture is the way of life of people. It is a set of people grouped together having common accessories (linage) or parenthood; it includes the totality of people’s beliefs, their modes of worship, their occupation, ways of thinking etc. Culture varies from place to place and it is passed down from generation to another through learning. It grows and changes with time and through contact with people from outside our own groups. In Nigeria we have over 370 ethnic groups of which the three major and largest are the Hausa-Fulani, Igbo and Yoruba, and these people have different culture, for instance, the culture of the Yoruba’s is different from that of the Hausas and Igbo culture is different from those of the Hausas and Yoruba’s. Examples of the various cultural patterns are language, music, religion, art and craft, food, trading, occupation, traditions, architecture etc. EXPLAIN WITH EXAMPLES THE NIGERIAN CULTURAL PATTERNS DRESSING: Among the different ethnic groups in Nigeria, their dressing is also a common factor. For instance, a Yoruba man is known for wearing agbada and Abeti-Aja Cap, while an Igbo man is known for wearing awka-ochie and a red cap. They dress differently because of their tribes and culture. MUSIC: Different ethnic groups have different music they listen to. This songs are sometimes in their different languages or traditions. For instance, an igbo music and meaning is different from that of an Ijaw man or that of an Hausa man. There are different music have different meanings to them and they appreciate it according to their traditions or culture. LANGUAGE: in Nigeria different ethnic groups speaks different languages. For example, A Yoruba man calls plate Abo while an Igbo man calls plate Efere, this is because they are from different tribes and the way they think and view the world is determined by their cultural language differences. FOOD: The food of ethnic groups are different. This ethnic groups enjoys different delicacies according to their culture or tradition. For instance, Yoruba enjoys Amala and Ewedu While Igbos enjoys Fufu/pounded yam with Egusi or oha soup, likewise other ethnic groups have their own special delicacies. RELIGION: Religion is the belief in of people, therefore, different ethnic groups have their own different beliefs and religions. For instance, some Yoruba religion is Christianity while some are Muslims likewise Hausa are mainly Muslims. They have different religions because of what they believe to be sacred and of great value and moral standard. MYTHOLOGY: Different ethnic groups originated from different places and source. For instance, the Yoruba came from ododuwa in ile-ife while the Igbos also came from another source. This different historical backgrounds shows the different in their way of life and traditions. MARRIAGE: Different ethnic groups have different ways of marriage process and system. For instance, the traditions and ways a Yoruba person will get married is different from the way an Igbo person will get married. They have specific traditions which they must follow when performing marriage rites. CITING APPROPRIATE EXAMPLES, EXAMIN 5 COMMON TERMS IN CULTURE. LEVEL OF POLITICAL INTEGRATION: This refers to the general types of political systems used to organize and manage societies. As a society increases in population size and territory, it must develop new political solutions to keep or avoid them from splitting apart. CHIEF-DOM: This is when a society has more or less permanent political leader i.e. a chief but has no division of governing tasks into specific categories. The chief provides direction and authority for the society as a whole. KINDRED: This is a family group bound together by their kinship ties to one person i.e. relationships between individuals who are commonly thought of as having family ties. An individual’s kindred consists of all the people whom are related to him or her biologically and sometimes spouses. DIFFUSION: This is the movement of cultural traits and ideas from one society or ethnic group to another. While the form of a trait may be transmitted to another society, the meaning may not be used. For instance, Chinese foods are seen as normal delicacies in china but are seen as special foods in Nigeria. ACCULTURATION: This is defined as the process by which a culture is transformed due to the massive adoption of cultural traits from another society. This is when particular culture is changed from the different one it has. It can be seen as an individual moving to a new society and adopting their culture. WHAT IS MEANT BY SOCIAL INTERACTIONS IN INDIGENIOUS SOCIETIES? Social interaction can be defined as the process by which we act, relate and react to people around us. It is also those acts, actions or practices of two or more people mutually oriented towards each other, i.e. any behavior that tries to affect or take account of each other’s experiences or intentions. It includes those act people perform towards each other and the response they give in return. For instance, it is the way an ethnic group relates with another ethnic group. In relating with people, we must know their do’s and don’ts I.e. respecting them knowing what they like and do not like. In other words, parties in social interaction must be aware of each other’s self in mind. Social interaction can involve smiling, talking, winking, debating, negotiating; they can also be active or passive, brief or long-lived, organized, unorganized or disorganized, direct or indirect, shallow or intense etc. FIVE FACTORS THAT PROMOTE SOCIAL INTERACTIONS IN THE INDIGENIOUS SOCIETIES INTER-MARRIAGE: When people marry from different tribe and culture, they tend to know more about each other and then they respect and interact with themselves effectively. It enables them meet people and express themselves without segregation. AGE GRADE: When people belong to the same age grade, it helps makes them free and allows them to interact with one another. For instance, children when playing with each other, interact and mingle up with themselves irrespective of their different families and tribe. It gives them a sense of belonging in sharing things because of their age grade. FAMILY: Members of family who experience the security of other family members and have strong attachment to them, are better able to reach out to relate with others. Family members use this relationship as a support to venture out and explore their environment. They are able to use the image of each of them when interacting with others. MUSIC: When people listen to songs together irrespective of the language used, they interact well. For instance, at an occasion where a song is played, people of different tribes can just fall in love with the particular song and everyone will dance and sing to it. The song here has brought about love and enjoyment in their mist and it helps them interact with one another. OCCUPATION: When people of different skill meet just with the sole aim to work and achieve a certain goal, it builds their abilities and interaction among them. People have the chance to learn more from each other and by doing so their friendship and interaction increases. It helps them in understanding each other better and also in building of the society.