Research Paper on Pharmacy

Research Paper on Pharmacy A pharmacist is a healthcare professional who is a expert on pharmaceutical drugs and how they act to fight disease and improve the heath of the patient. Pharmacists are responsible for the implementation of drug therapy with the intention of improving the quality of a patient’s life. Some examples of such improvements include curing diseases, reducing or eliminating a patient’s symptoms, slowing the process of a disease, and preventing disease. A pharmacist works with patients and other healthcare professionals in order to design, implement, and monitor a drug therapy plan specifically designed for that patient. Not only do pharmacists advise doctors and patients on prescription drugs, but they also provide information on the best medications that can be purchased â€Å"over the counter†. The most common goal of pharmacists is to move beyond their traditional role of simply dispensing medication and deal with patients more directly and on a more personal level. They strive to be a source of advice on medications for both heath-care professionals and patients. They also are dedicated to providing individualized services to patients. Such services include consultations and providing more understandable information about the side effects of the medications that the patient is receiving. More than 1,000 years ago, religious and magic practitioners controlled the medical aspects of people’s lives. They believed that many aspects of disease were beyond observation, explanation, and control. The oldest known application of pharmacy was in ancient India and China. They based healing on the belief that disease was caused by spirits in the body. In Babylonia, Assyria, Egypt, and parts of Greece the concept of purification from sin by a purgative existed. In second century Rome, Galen classified medicines by the affects that they had on the four humors of the body: blood, phlegm, yellow bile, and black bile. The systematic guide he created was, unfortunately, incorrect. Seventh century Arabs contributed a large amount of knowledge on the drugs available from that time through the Middle Ages. In 1240, the Holy Roman Emperor, Frederick II, made great advancements in pharmacy by: issuing three regulations that separate the profession of pharmacy, instituting government al supervision over pharmacy, and producing an oath that pharmacists had to take promising to prepare drugs reliably. The 19th century brought major pharmacy development throughout the United States. Pharmacy organizations, formal education of pharmacists, official pharmacy books (pharmacopoeias), and setting standards for the identity and purity of drugs are some examples of such developments. Some pharmacy unions that were developed during this time included the American Pharmaceutical Association (1852), the Pharmaceutical Manufacturers Association (1958), and the Federation Internationale Pharmaceutique (1910) which is a worldwide organization base in the Netherlands. Major advancement has taken place in this field in the past 100 years, and pharmacists have started applying scientific method and principles to their work. Beginning in the 1960’s, pharmacists started to practice patient oriented functions, such as drug use review. The job of a pharmacist consists of many roles. Specific duties vary according to the location of the job for example, community or retail pharmacists counsel patients, answer questions, provide information on over the counter drugs, make drug recommendations, provide advice medical equipment and home heath-care supplies, and, possibly, complete insurance forms and other paperwork. Community pharmacists may sell non-health related merchandise, and also hire and/or supervise other employees. Some community pharmacists provide specialized services such as helping patients with diabetes, asthma, smoking cessation, or high blood pressure. In hospitals and clinics, besides dispensing medications, pharmacists advise medical staff on selection of drugs, make sterile solutions, purchase medical supplies, counsel patients on drug use, and evaluate drug use patterns and outcomes. They are also responsible for assessing, planning, and monitoring drug therapy for patients. Pharmacists who partic ipate in home healthcare are responsible for monitoring drug regimens and preparing infusions and other medications for home use. Pharmacists are responsible for knowing how their patients manage their medication, they then analyze this regiment searching for problems. Next they determine and implement solutions for these problems and monitor their outcomes. Pharmacists are also responsible for dispensing drugs and providing information about them. Pharmacists must understand drug use, clinical effects, and drug composition (chemical, biological, and physical properties). The pharmacist’s role of making actual pharmaceutical agents is dwindling; and it is now a very small role due to pharmaceutical companies who make the drugs for them. Pharmacists are responsible for the accuracy of every prescription, lately they have been relying on pharmacy technicians and aides to assist them; pharmacists delegate tasks and supervise their outcomes. Finally, pharmacists are responsible for maintaining patient medication profiles in order to advise doctors on prescribing new medication. Students who desire pursuing a career in pharmacy should achieve scientific aptitude, have good communication skills, a desire to help others, and conscientiousness. There are two entry-level degrees available for such students: a Bachelor of Science degree (BS) in pharmacy, or a PharmD. The BS takes five years to complete and will be obsolete after 2005. The PharmD is a six year program that makes the pharmacists most knowledgeable on medications and their use. The PharmD degree was designed for students with more laboratory and research experience. Many pharmacists who hold their master’s degree or Ph.D. work in research for drug companies or teach at universities. Pharmacists who own and run their own pharmacy may also obtain their MBA. Pharmacy colleges require two years of general pre-pharmacy education. These classes include mathematics and natural sciences such as chemistry, biology, and physics. Another requirement is courses in humanities and social sciences. In 2000, the American Council on Pharmaceutical Education named 82 accredited colleges of pharmacy. Some of these colleges require that students take the Pharmacy College Admissions Test. All of these colleges offer courses in pharmacy practice in order to teach the dispensing of drugs, communication skills, and dealing with other health professionals. Such courses strengthen students understanding of professional ethics and practice managerial responsibilities. All pharmacists must know the drug laws, assessment skills, problem-solving approaches, and have managerial and communication abilities. Every pharmacist must obtain a license, however in order to do this they must serve under a licensed pharmacist, graduate form and accredited college, and pass a state exam. Some states require continued education for license renewal. For pharmacists there are many areas of graduate study such as pharmaceutics, pharmaceutical chemistry, pharmacology, and pharmacy administration. Some pharmac ists specialize in specific drug therapy areas. These areas include intravenous nutrition support, oncology, nuclear pharmacy, and pharmacotherapy. There are many different places where pharmacists are needed; community pharmacies, hospitals, long-term care facilities, pharmaceutical companies, mail service, managed care, and in government are a few. There are approximately 112,000 community pharmacists, 66,000 pharmacists in chain pharmacies and 46,000 in self-owned pharmacies. As for the rest of pharmacists, there are 40,000 in hospitals, 21,000 in consulting, government, academics, and industry (pharmacyandyou.org/about/pharmacyfacts.html). The median annual earnings for pharmacists in 2000 was $70,950. The middle 50% were between $61,860 and $81,690, the lowest 10 % earned less than $51,570, and the highest 10% made more than $89,010. Job location definitely effects earnings for pharmacists, the following are the median earnings in different locations: department store pharmacists earned $73,730, grocery store pharmacists earned $72,440, pharmacists in drug stores and proprietary stores made $72,110, and finally hospital pha rmacists earned $68,760. The average starting base salary for full-time pharmacists was $67,824. Further compensation comes in such forms as bonuses, overtime, and profit sharing. Working conditions for pharmacists are among the most favorable of all professions. Clean, well lit, ventilated areas are customary facilities. Pharmacists wear gloves and masks, along with other protective equipment on order to protect themselves. Although pharmacy may seem to be a good job with great benefits it does have its downfalls, for example, pharmacists are on their feet a lot, hours are unreliable, you may be required to work evenings, nights, weekends, and holidays, consultant pharmacists often travel on order to monitor patients, and the job of a pharmacist is mentally demanding. Pharmacists are required to know the properties of thousands of drugs and learn hundreds of new drugs which are introduced every year. One out of seven pharmacists only worked part time in 2000, full time pharmacists work approximately 40 hours per week. Pharmacists in privately owned pharmacies averaged 50 or more hours a week. Pharmacists held about 217,000 jobs on 2000. Six out of ten in comm unity pharmacies, 21 % in hospitals, and all others in clinics, mail-order pharmacies, pharmaceutical wholesalers, home health agencies, or in government. Room for advancement in the field of pharmacy is limited; it all depends on the location or site of each individual job. In community pharmacies, most new employees start on the â€Å"staff† level and can advance to the managerial, part owner, or owner status. In chain drug stores, pharmacists begin as staff, may become the pharmacy supervisor or manager at the store level, may obtain responsibilities at the district or regional level, and could possibly rise to an executive position within the headquarters of the company. The highest level of advancement for hospital pharmacists is supervisory or administrative positions. In the pharmaceutical industries, pharmacists can obtain positions in marketing, sales, research, quality control, production, or packaging. The job outlook for pharmacists is very hopeful. Currently there are more job openings than degrees being granted. This is the case due to the increased needs of a growing older population, scientific advances, new developments in genome research and medication distribution system, and more sophisticated consumers. Due to declining dispensing fees, pharmacists are trying to increase prescription volume; automated drug dispensing will be implemented which will raise the demand for pharmacy technicians and aides. Due to the increasing number of chain drugstores, the need for community pharmacies is dwindling, therefore retail pharmacies are expected to have faster than average employment growth. The need for pharmacists in hospitals is expected to grow as fast as average although their services are shifting toward long-term, ambulatory, and home healthcare. New opportunities for pharmacists are developing rapidly, such opportunities exist in managed care organizations (analyzing trends and patterns in medication use), research, disease management, and pharmacoeconomics (determining costs and benefits of different drug therapies). According to the California projections of Employment, the estimated number of jobs for pharmacists in 2005 is 18,550 (in California). The role of the dispensing pharmacist is in most danger. Due to automated filling and the use of pharmacy technicians these pharmacy jobs are becoming obsolete. Pharmacists play very important roles in the everyday lives of many people. From dispensing medications to advising consumers on the most effective products, pharmacists effect most every citizen’s life every day.

Is the ACT Getting Harder Over the Years

Is the ACT Getting Harder Over the Years SAT / ACT Prep Online Guides and Tips Is the ACT of today the same test that was given years ago? According to students and test experts, the ACT has gradually been getting harder over the years, both in the level of its questions and its fast pace. So what does the ACT have to say about these claims? Is the ACT hard now more than ever before? And what exactly do people think is getting more difficult on this already challenging test? The Times: Are They A-Changin'? So ACT, Inc. hasn't said the test has gotten more difficult over the years. But students and ACTexperts beg to disagree. Jed Applerouth of Applerouth Tutoring Services, for instance, says that the changes are so pronounced as to make the ACT, and especially the Science section, a completely different test. According to Applerouth, the Science section is much more time intensive and features multi-phase questions like never before. For instance, older questions would direct youto a specific piece of data within a graph, table, or chart. Newer questions, on the other hand, have additional steps. After finding the information, youthen have to apply it to a chart and use another value to determine youranswer. Rather than quick questions that get to the point on the Science section, there are a lot of these kinds of questions with multiple steps that require youto combine skills and concepts from various fields. While these questions used to stand alone and apart from one another, now there are lotsthat are intertwined. This style has mostly shown up in the Science section, making it harder to answer all the questions before time is called, but harder questions have also been seen in Reading. Some ACT Reading sections have featured double passages, similar to the ones on the SAT. Older ACT practice tests usually don't prepare youfor these paired passage questions, where you have to compare, contrast, and interpret authors' perspectives relative to each other. In addition to these increasingly complex questions, the ACT will feature some other changes soon. The optional essay will be 40 minutes long and will ask you to analyze different perspectives and present and support your own argument. The Science section may feature more data representation questions, or at least make the numbers of each question type unpredictable. The ACT used to always ask the same number of data representation, research summary, and conflicting viewpoints questions in Science, a consistency that helped a lot of students feel prepared. Future tests will be less predictable. Finally, the Reading section will incorporate paired passages, which feature questions that may take you more time to answer. So if, as most people agree, the ACT really has been getting harder and more fast-paced in the past few years, what would be the reasons behind this change? Hint: it has to do with the ACT getting super popular. Why Would the ACT Be Getting More Difficult? The main reason the ACT may have undergone changes in the past few years is its increasing popularity among students,both in the U.S. and internationally. Historically, more students in the Midwest took the ACT, and it usually lagged behind the SAT as the admissions test of choice. But for the first time in 2011, more students took the ACT than the SAT (of course, then the SAT added another test date to up its numbers). As more highly achieving students internationally and across the US (especially on the East and West coasts where test prep is especially popular) tookthe ACT, the score distribution was affected. The curve became steeper, meaning that missing just a question or two would bring down your score a lot more than it would in the past. To smooth out the curve, it seems that the ACT made the test more difficult and harder to finish. While these changes don't necessarily affect average scorers all that much, they make it more difficult for top scorers to place at a score of 31 or above. Another possible reason for making the ACT harder, as you'll see in ACT's official statement below, is to further align the test with college courses. The ACT is an admissions test meant to measure student ability and college readiness. If college classes are getting more challenging, then the ACT wants to increase its rigor to match them and ensure students' results are predictive of their success in college level courses. Let's take a look at how ACT has responded to the general consensus that the test has, in fact, gotten harder in the past few years. Spoiler: they don't say much. What ACT Says About Changes to the Test According to Brian Eufinger, the co-owner of Edison Prep, the ACT responded to his queries about the changes in the test in the following way (emphasis mine): "ACT continues to measure college and career readiness in a way that is consistent with the past. The ACT is designed to reflect the knowledge and skills that are taught in schools and deemed necessary for success in first-year college courses and workforce training courses. When those skills and constructs become more complicated and difficult over time, the ACT reflects that. Those changes tend to occur very gradually, however, not usually within a two to three year span. So we would disagree with the statement that the ACT has been slowly and steadily changing the difficulty level of the test over the past two to three years." The ACT says that the test hasn't been changing over the past two to three years, yet they also say that it will reflect when college "skills and constructs become more complicated and difficult over time." It seems like the ACT doesn't publicize big changes, like College Board is with the new SAT for 2016, but perhaps makes subtle, gradual changes over time. Apart from revealing a possible gap between what the ACT is saying and what the ACT isdoing, what does this apparent increase in difficulty level mean for your test prep? What ACT Changes Mean For Your Test Prep Since the recent ACT tests seem to be harder than those from five or so years ago, youshould be cautious with the pre-2010 practice tests that are in the Real ACT Prep Guide, or the "Red Book." They are still useful practice, but they might not be the truest representation of what you'll get or how you'll score on the real thing. Most ACT experts agree that they are easier than what you'll seetoday. Practice tests 4 and 5 will give you a more accurate sense of the test you'll be taking. The biggest changes have been seen in the Science and Reading section, so make sure to focus a good dealof yourtest prep, and especially your practice with time management, on these sections. Be discerning about the multi-step questions types and paired passage questions, and try out strategies for saving time and improving your efficiency. If you're deciding between the SAT and ACT, it's a good idea to note how you do on these sections, whether they'll be a boost to your score or a drawbackas compared to the SAT. If you're aiming for a top score, continue to be diligent about your test prep. Try to develop an intuition for how much time you spend on various questions, and make sure you're not wasting your time and energy on questions that should be answered quicklyor that won't earn youmany points. All questions contribute equally to your raw score, so focus on answering the questions you can and dividing up your time in a way that will maximize your score. Since difficulty level of questions vary, a lot of students benefit from mixing up the order of questions rather than answering them in the same order they're given. Again, practice testing will help you try out various strategies, like mixing up the order of the Reading passages, to figure out which ones are most effective for you. To sum up, let's quickly go over the most important takeaways for current and future ACT test-takers. What Are the Takeaways? Is the ACT hard? I think so. The ACT tests given today seem to be harder and more time intensive than ones given before 2010. (Lucky you.) Most of the changes are seen in the Science and Reading sections, where the questions are getting more complex and time-consuming. The ACT is not advertising any changes, so it's up to you to keep a discerning eye when you take practice tests from various years and adjust your test prep accordingly. Since the ACT is getting harder to finish, focus on trying out different strategies for pacing yourself and managing your time. Finally, if you're still deciding between the SAT and ACT, familiarize yourself with both tests and take practice tests to determine which one will help you achieve the stronger score for your college applications.Both tests are undergoing some serious changes now and in the near future. Get ahead of the game by staying on top of these changes and knowing what you, the test-taker, should expect and how you can prepare. What's Next? Not to brag, but PrepScholar has an exceptionally thorough and helpful series of study guides for the Science section of the ACT. Check out our Ultimate Study Guide to ACT Science for content review, strategies, and the overall structure you need to know. Since the ACT Reading section is getting more fast-paced, you want to show up on test day armed with a speed reading strategy. Check out our full guide on how to read the ACT Reading passages. Are you aiming for perfection on the ACT? This full 36 scorer shares his tips and inspiration for how he studied his way to a perfect score. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

The differences in educational attainment in class, gender and Essay

The differences in educational attainment in class, gender and ethnicity - Essay Example This discussion is in the context of ethnic groups, turns toward the socio-economic factors when one tries to find out reasons behind these differences. The Labour Force Survey( 2004/05) as in defined households poverty on the basis of income and presented the percentage of different ethnic groups. White British are 20% of the total with the lowest in income poverty. Compared to the Whites, 25% of Indian, 30% of Black Caribbean, 45% of Black African, 55% of Pakistani and 65% of Bangladeshi households are in income poverty. Strand and Lindsay (2009) reported an economic disadvantage on the basis of Free School Meal in the UK. They indicate that in 2005, 11% Chinese, 12% Indian, 14% White British pupils, up to 30% for the Black Caribbean, 34% for Pakistani, 44% Black African and 47% for Bangladeshi pupils.Patterns emerge between the achievement gap and socioeconomic disadvantage.The sociologist explains that such gaps are rooted in the economic backgrounds. Historically, as early as 19 60, it had been pointed out that poor children fell behind rich and middle-class during the early age and then stayed behind all school life. The most significant factor or factors had not been found. Sylva et al expressed that, in the early years, parenting practices and learning environment at home are crucial factors in educational attainment and progress.Hart and Risley conducted an intensive research project on language acquisition. The study continued for ten years and covered 42 families with newborn children in Kansas City.... Sylva et al, (2004) expressed that, in the early years, parenting practices and learning environment at home are crucial factors in educational attainment and progress. Hart and Risley(1995) conducted an intensive research project on language acquisition. The study continued for ten years and covered 42 families with newborn children in Kansas City. They families can roughly be divided into two classes naming ‘professional’ and ‘on-welfare’. During the first three years, they visited each family once a month. They recorded all communication between the child and the parents. The researchers then analyzed each child’s language development comparing the each parent’s communication style. They found the following amazing gaps Child Development Professional Families On-welfare Families Vocabulary by 3 years 1100 525 Parents Utterances per hour 487 178 Encouragement Expressions listened by 3 500,000 75,000 Discouragement Expressions listened by 3 80 ,000 200,000 Average IQ of the group 117 79 Table 1 developed on the data from Hart and Risley(1995) These findings from Hart and Risley(1995) expose some interesting and crucial relationships. The comparison of the vocabulary scores of each child correlated closely to the number of words the parents spoke to the child. Further, the child from lower socio economic class heard more discouragement and disapproval words whereas child from professional families heard encouragement and praise words most of the time. Children’s higher IQ , their higher vocabulary and the higher encouragement words by the parents have correlation among the professional families. On the other hand, Children’s lower IQ , their lower vocabulary and the lower encouragement words by their

Linguistic Opportunism and English in Moldova Essay

Linguistic Opportunism and English in Moldova - Essay Example The author’s interests are clearly developed and the audience to this piece of work is easy to identify. This paper presents a synopsis of the book, alongside the writer’s intent. This is further compared and contrasted to similar and related literature referenced in the book. The book presents an examination of English in Moldova. Specifically, the position of English in the country can be sated from different points of view. The writer’s procedural development of this book is a critical study of the specific components of English in Moldova. There are two major drivers of English in Moldova as identified by Matthew Ciscel. These are opportunism and imperialism (Ciscel, 2002, p.404). The writer follows revolutionary times across history to draw the trend of English in Moldova, with opportunism appearing superior to imperialism. A comparison of past and present social, economic and political trends in the local and international arena paves way to the actual cont ext of English in Moldova. Opportunism is a situation where individuals and /or groups take advantage of emerging opportunities without necessarily taking into account the consequences of those opportunities to others. In other words, these individuals and/or groups maximize their own benefits without prior consideration of the rest of the people. Imperialism on the other hand depicts a colonial-like aspect between one state and another. The author’s main argument is that the above two factors have shaped English in Moldova. This statement may stand challenged, but of course the author had taken this into account during the early stages of developing his book. Ciscel therefore undertook surveys, collecting and analysing relevant data to back up this claim. This was done in the light of world English trends. As aforementioned, the international language is predominantly English. This has suppressed other major world languages around the world. This trend was however expected r ight from the colonial times. This is because major colonies in the world were colonized by English states, for example Britain. The book Linguistic opportunism and English in Moldova therefore takes into account this and other world aspects to highlight linguistic concerns and interests in Moldova. The writer’s intent to the reader is to present how linguistics has constituted exploitation and beneficial opportunities for a few at the expense of many. In this regard, English in Moldova has been integrated into the same context, encompassing imperialism as well. This effort has not been pursued without the support of other works that have been referenced in Ciscel’s book. The investigation of the role of English in Moldova by Matthew Ciscel is backed up by Phillipson’s (1992) and Krachu’s (1985) works. Concepts of linguistic opportunism and linguistic imperialism are highlighted. The work of Krachu goes a step ahead and considers the world â€Å"Englishe s† in concentric circles. The works of these three writers converge to the point that English in Moldova among other states in the world is primarily based on the concept of linguistic opportunism. In this regard, linguistic dominance is realized and further enhanced by imperialism in the same context. The evidence used to back up this observation is common to all three. There is data collection, analysis and interpretation in relation to attitude and use of language in Moldova (Ciscel, 2002, p.412). The work of Matthew Ciscel alongside those of the

Confucian In Japan Essay Example for Free

Confucian In Japan Essay It is fundamental that anyone that wants to understand the Japanese understand their way of life, their cultural roots. To be Japanese is to be Confucian. In Japan, there is an order and a structure to every aspect of life from older brother to younger brother on up to emperor and military. There is a Confucian saying, a code of conduct that they live and die by. â€Å"Only when things are investigated is knowledge extended; only when knowledge is extended are thoughts sincere; only when thoughts are sincere are minds rectified; only where minds are rectified are the characters of persons cultivated; only when character is cultivated are families regulated; only when families are regulated are states well governed; only when states are well governed is there peace in the world† (Neo, â€Å"The Confucian Ethics of Raise the Red Lantern,† par. 1). Japan’s attack on Pearl Harbor was strategic let me explain why and how. The rise of militarism in Japan wasn’t just sparked by the imperialist West. Japan has a long history of militarist behaviors and relationships internally and externally. Japan’s foundations in Confucianism exemplify their loyalty to master. This loyalty is first and foremost because, according to Confucius, the emperor is a mandate of heaven, hence, deifying the emperor. Militarism in Japan began to show itself during the Yamamoto period and has continued to grow throughout time. Military structure can be seen through the samurai class and the emergence of the shogun. Japan had almost a 300 year period of time where they remained closed. No one was allowed to leave and no one was allowed to enter. During this time, there weren’t any wars internally or externally. The West re-opened Japan as a stopping point for trade with China. The re-opening of Japan would ultimately be the beginning of hostility between Japan and the West. For some time after Japan had to modernize so that they could keep up with the West and be considered a world contender. â€Å"The Meiji Restoration ultimately revolutionized Japan. Within three years the new government had abolished the domain, erased hereditary status distinctions, and allowed people to change their occupations and move about the country. Ironically for a government that owed its origins to the movement to revere the emperor and expel the barbarians, it invited foreigners to educate Japanese in things Western and launched a drive to bring modern industry and a modern military to Japan† (Walthall 44). During Japan’s modernization and fight for supremacy, the West issued them unequal treaties for their military. The West did this several times. This decision would prove to be fatal for the West. In September 1940, Japan signed the Tripartite Pact with Germany and Italy. â€Å"Germany insisted that any alliance would have to be directed against the United States and Britain† (Craig 123). Germany ultimately betrayed Japan and in an act of desperation, Japan attacked the United States. When you consider Japan’s deep roots in Confucianism and their desire for supremacy, ethnically and militarily, it is easy to understand their disdain for the West. Japan knew that they had to learn from the West, emulate what they do as seen during the Meiji Restoration, in order to defeat them. Japan had the ability to take what the West taught and make it better. If you think about it, it was a brilliant plan. Japan’s only downfall was that their military was to spread out between China and the United States. Had they actually not been, we might actually live in a very different world. To say that the attack on Pearl Harbor was merely a tactical move completely underestimates the Japanese. It is a foolish way to think and discredits their history. Japan has a history that the West can draw from. It’s like comparing an old wise person to a young person. The attack on Pearl Harbor was a strategic move, one that failed, but strategic indeed. Walthall, Anne. Modern Japan. United States of America: Scholarly Resources Inc. , 2002. Craig, Albert M. The Heritage of Japanese Civilization. New Jersey: Prentice-Hall, 2003. Neo, David. â€Å"The Confucian Ethics of Raise the Red Lantern. † Senses of Cinema. August 2004. 18 March 2009 http://archive. sensesofcinema. com/contents/cteq/04/33/raise_red_lantern. html.

Hiding Behind the Words :: Writing Education Self Analysis

Hiding Behind the Words As I look back at the first paper I wrote for this class, I see lots of things I needed to improve on. I was simple minded in many of my ideas that I wrote about. Throughout the paper I only elaborated on a few thoughts and ideas. It all could have been summed up in two paragraphs. My opening paragraph talked about my whole paper. "A university education is important to me. By getting a degree in geography I hope to improve my knowledge and increase my chances for a good job. Not only will I gain knowledge but also gain the experience of university life as a student. By receiving my education I will prepare myself for a job and improve my communication with other people." After the first paragraph I bullshitted through the rest of the paper. I had repetition over and over again. For example in paragraph three I wrote, "I have chosen my major in Geography because I find it interesting and hope to obtain a job in the field." This repetition can be seen in the opening paragraph above. It also is in the last paragraph, "Bemidji University will have prepared me with the knowledge I need to obtain a job in Geography." If I were to make a revision on the paper I would need to cut down on the repetition, this is not the only example throughout the paper. My first paper was also written in the official style and the five theme essay. I stated my theme in the first paragraph and everything form there on pertained to the theme. I did not elaborate on other things that make a university education important to me. I needed to reconstruct my thoughts and dig deeper to find the real meaning behind my university education. As I read this paper again it was plain, simple and not very interesting to read. It was simple in a way that everyone probably has the same thoughts and could write it just like I did. To make it more interesting I could leave the theme, and change the voice and style within the paper. The voice in the paper pertained to the normal student who wrote about their education. It was plain and did not express any real values I had toward my education. Sure I want to graduate, get a job, and have fun, but doesn't everyone want to do this? Hiding Behind the Words :: Writing Education Self Analysis Hiding Behind the Words As I look back at the first paper I wrote for this class, I see lots of things I needed to improve on. I was simple minded in many of my ideas that I wrote about. Throughout the paper I only elaborated on a few thoughts and ideas. It all could have been summed up in two paragraphs. My opening paragraph talked about my whole paper. "A university education is important to me. By getting a degree in geography I hope to improve my knowledge and increase my chances for a good job. Not only will I gain knowledge but also gain the experience of university life as a student. By receiving my education I will prepare myself for a job and improve my communication with other people." After the first paragraph I bullshitted through the rest of the paper. I had repetition over and over again. For example in paragraph three I wrote, "I have chosen my major in Geography because I find it interesting and hope to obtain a job in the field." This repetition can be seen in the opening paragraph above. It also is in the last paragraph, "Bemidji University will have prepared me with the knowledge I need to obtain a job in Geography." If I were to make a revision on the paper I would need to cut down on the repetition, this is not the only example throughout the paper. My first paper was also written in the official style and the five theme essay. I stated my theme in the first paragraph and everything form there on pertained to the theme. I did not elaborate on other things that make a university education important to me. I needed to reconstruct my thoughts and dig deeper to find the real meaning behind my university education. As I read this paper again it was plain, simple and not very interesting to read. It was simple in a way that everyone probably has the same thoughts and could write it just like I did. To make it more interesting I could leave the theme, and change the voice and style within the paper. The voice in the paper pertained to the normal student who wrote about their education. It was plain and did not express any real values I had toward my education. Sure I want to graduate, get a job, and have fun, but doesn't everyone want to do this?

Safety from the Inside Out: Rethinking Traditional Approaches

â€Å"Safety from the Inside Out: Rethinking Traditional Approaches† by Alfie Kohn aims to educate the public regarding the real threat of violence to children. While school shootings and other violent crimes that happen on school grounds gain a lot of media attention, it is far more likely for a child to become the victim of violence off school grounds (Kohn, 2004, 33). Further, children are more likely to suffer from violence at the hands of an adult rather than at the hands of their peers (Kohn, 2004, 33). However, the issue of school violence is analyzed along with the mistaken assumptions of how to respond to school violence. The problem the article tries to address is how to create policy that will be both effective as well as reduce violent acts committed against children while on school grounds. There are several terms that must be defined in order to present a clear picture of the issue. The first is violence which by definition means attempting to or engaging in actions with the goal of inflicting bodily harm or death. This definition is important when discussing violence both in schools and off school grounds. Technical fixes is another definition that directly relates to this article. Technical fixes are technologically advanced pieces of equipment designed to reduce violence and include such things as metal detectors and video cameras. The final term to be defined is zero tolerance. Zero tolerance is the idea that any type of violence or intent to become violent be dealt with swiftly according to a designated set of strict consequences. In response to these definitions, the author of the article assumes that the vast majority of Americans equate violence against students as being violence that happens at school. The author also assumes that Americans believe that technical fixes and zero tolerance policies will solve the problem of violence against students (Kohl, 2004, 34). The orientation of the article strives to make sense of the misguided assumptions that Americans have with regards towards violence against students (Kohn, 2004, 34). It builds upon existing research that proves that teaching anti violence skills to students isn’t enough. The author proposes that students must also be taught how to apply these skills if violence prevention is going to be effective (Kohn, 2004, 35). Further, the author discusses behaviorism and the tendency for humans to preoccupy themselves with behavior rather than looking deeper at the values, reasons and motives behind certain behaviors (Kohn, 2004, 35). Finally, the author argues that when skill based prevention does not work then technical fixes are the answer to the problem (Kohn, 2004, 36). The research the author completed for this article disproves many of these assumptions. Using research as his method, Kohn discovered several discrepancies between what Americans believe and what students actually report about violence. For example, Kohn’s research shows that zero tolerance policies have the opposite of their intended effect. Instead of making students feel safer, zero tolerance policies actually make them feel less safe (Kohn, 2004, 36). Additionally, zero tolerance policies don’t make schools any safer than they were before (Kohn, 2004, 36). As part of his research, Kohn suggests that the threats of zero tolerance policies can be replaced with safe school environment where students are taught to trust and protect one another (Kohn, 2004, 36). Kohn also discovered that teaching students anti violence skills is not as effective as creating schools that are committed to the value of peace so that the physical safety of students is protected (Kohn, 2004, 36). The solution to the article seems to be getting rid of zero tolerance policies that turn children into criminals and replacing them with policies that promote peace and trust among students (Kohn, 2004, 36). According to the author, the consequence of not doing so will ensure that school violence remains a problem. Personally speaking, I think Alfie Kohn has noble goals and ideas to keep children safe at school. However, creating peaceable schools is very difficult because it seems impossible to instill peace values into every single student. The reality is that there will always be a few students who do not care about peace and would rather cause trouble through violence. At the same time, Kohn raises some important questions that I think should be addressed and considered as schools continue to search for a solution to the problem of school violence.

Modern Family: Show Review

Barren Modern Family Is a popular television show that underlines family values and gender roles. The show centers on a divorced father, Jay, and his two adult children, Mitchell and Claire. Jay Is a wealthy, retired business man, who has remarried a younger Latino woman, with son from a previous relationship, and Is very close In age to Claire. Mitchell is an opening gay man who recently married his partner, Cameron. Together they are raising their adopted Vietnamese daughter, Lilly.Claire is married to Phil, and together they have three teenage children. This show does an excellent job of displaying traditional and non-traditional roles within each household. All three of these families represent diversity within a traditional setting. It is constantly pushing boundaries by switching mixed messages for gender roles, traditional family values, non-traditional roles, and stereotypes in today's society. For example, Mitchell is a full-time attorney, while Cameron is a stay-at-home dad .Cameron, who Is more feminine, has worked part-time Jobs in the past for extra money and self-worth. It can be said he Is portrayed as the â€Å"wife† In the relationship since he Is consistently shown doing the majority of the household duties and child rearing. Parts of the mixed messages that are gleamed from the show come In the form of comic relief. When Cameron goes home to the farm he was raised on, he is portrayed in a more masculine role, to include a more dominant tone in his speech.In these scenes, Mitchell is portrayed as more feminine. Another example of a non-traditional role is Claimer's family. At first glance, they appear to be very traditional; however, there have some non-traditional qualities. While they are a happily married straight couple raising three children together, they both work since Claire began running her father's company. The show follows Claire dealing with traditional challenges women face in the work place such as earning respect of her peers and gaining acceptance as a superior.The show Is a brilliant representation of how society has changed and what constitutes a traditional family. The dichotomy ranges from a big strong man, Ewing very friendly In demeanor and a stay-at-home dad, to the stereotype of an older man marrying an inappropriately younger minority woman. The woman being slightly portrayed as only interested in the older man for his wealth, to a daughter attempting to fill her father's shoes in the work place.As people have become more tolerant and accepting of different people, cultures, and ways of life, it has opened the door to new possibilities. From Cameron providing support work in his family dynamic, to Gloria subtly providing status production desperately needed in Jays life o Claire living up to the stereotype of the second shift routine, this show points out that as we look at a time diary of how gender roles in society have changed and how in our modern society we define family, the basic t hemes of domestic labor still plays an Impacting role to maintain a family.Modern Family: Show Review By k-barren Modern Family is a popular television show that underlines family values and gender and Claire. Jay is a wealthy, retired business man, who has remarried a younger Latino woman, with son from a previous relationship, and is very close in age to s a full-time attorney, while Cameron is a stay-at-home dad.Cameron, who is more can be said he is portrayed as the â€Å"wife† in the relationship since he is consistently shown doing the majority of the household duties and child rearing. Parts of the mixed messages that are gleamed from the show come in the form of comic relief. As a superior. The show is a brilliant representation of how society has changed and being very feminine in demeanor and a stay-at-home dad, to the stereotype of an an impacting role to maintain a family.

The eNotes Blog Writer Fight! Writer Fight! William F. Buckley, Jr. v. NormanMailer

Writer Fight! Writer Fight! William F. Buckley, Jr. v. NormanMailer Norman Mailer, that ever-so-macho author (The  Armies of the Night, The Naked and the Dead)  is almost as well-known for his physical fights as for his writing. He famously head-butted Gore Vidal in the green room before their mutual appearance on the Dick Cavett Show  in 1971.   Once on set, the altercation turned menacingly verbal, with Cavett getting in at least as many digs as Mailer: A less-famous incident of verbal sparring occurred between Mailer and  William F. Buckley, Jr. founder and long-time editor of the  National Review:   In this corner, in crisp, starched Brooks Brothers Boxers, the Venerable William F. Buckley, Jr! VS! In this corner! Wearing TIghtie Whities he picked up off the floor, Maulin Norman Mailer! William F. Buckley Jr. called Norman Mailer an egotist, â€Å"almost unique in his search for notoriety and absolutely unequalled in his co-existence with it.† Mailer called Buckley a â€Å"second-rate intellect incapable of entertaining two serious thoughts in a row.† In 1966 Buckley sent Mailer an autographed copy of  The Unmaking of a Mayor, the memoir of his unsuccessful run for mayor of New York City the previous year. Mailer turned to the index and looked up his own name. There he found, in Buckley’s handwriting, the words â€Å"Hi, Norman.†   (Source)

The Events of Septrmber 11, 2001

The Events of Septrmber 11, 2001 On the morning of September 11, 2001, Islamic extremists organized and trained by the Saudi-based jihadist group al-Qaeda hijacked four American commercial jet airliners and used them as flying bombs to carry out suicide terrorist attacks against the United States. American Airlines Flight 11 crashed into Tower One of the World Trade Center at 8:50 AM. United Airlines Flight 175 crashed into Tower Two of the World Trade Center at 9:04 AM. As the world watched, Tower Two collapsed to the ground at about 10:00 AM. This unimaginable scene was duplicated at 10:30 AM when Tower One fell.   At 9:37 AM, a third plane, American Airlines Flight 77, was flown into the west side of the Pentagon in Arlington County, Virginia. The fourth plane, United Airlines Flight 93, initially being flown toward an unknown target in Washington, D.C., crashed into a field near Shanksville, Pennsylvania at 10:03 AM, as passengers fought with the hijackers. Later confirmed as acting under the leadership of Saudi fugitive Osama bin Laden, the terrorists were believed to be attempting to retaliate for America’s defense of Israel and continued military operations in the Middle East since the 1990 Persian Gulf War.   The 9/11 terrorist attacks resulted in the deaths of nearly 3,000 men, women, and children and the injuries of more than 6,000 others. The attacks triggered major ongoing U.S. combat initiatives against terrorist groups in Iraq and Afghanistan and largely defined the presidency of George W. Bush. America’s Military Response to the 9/11 Terror Attacks No event since the Japanese attack on Pearl Harbor propelled the nation into World War II had the American people been brought together by a shared resolved to defeat a common enemy. At 9 PM on the evening of the attacks, President George W. Bush spoke to the American people from the Oval Office of the White House, declaring, â€Å"Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent the steel of American resolve.† Foreshadowing America’s impending military response, he declared, â€Å"We will make no distinction between the terrorists who committed these acts and those who harbor them.† On October 7, 2001, less than a month after the 9/11 attacks, the United States, supported by a multinational coalition, launched Operation Enduring Freedom in an effort to overthrow the oppressive Taliban regime in Afghanistan and destroy Osama bin Laden and his al-Qaeda terrorist network. By the end of December 2001, U.S and coalition forces had virtually eradicated the Taliban in Afghanistan. However, a new Taliban insurgency in neighboring Pakistan resulted in the continuation of the war. On March 19, 2003, President Bush ordered U.S. troops into Iraq on a mission to overthrow Iraqi dictator Saddam Hussein, believed by the White House to be developing and stockpiling weapons of mass destruction while harboring Al Qaeda terrorists in his county. Following the overthrow and imprisonment of Hussein, President Bush would face criticism after a search by United Nations inspectors found no evidence of weapons of mass destruction in Iraq. Some argued that the Iraq War had unnecessarily diverted resources from the war in Afghanistan. Though Osama bin Laden remained at large for over a decade, the mastermind of the 9/11 terror attack was finally killed while hiding out in an Abbottabad, Pakistan building by an elite team of U.S. Navy Seals on May 2, 2011. With the demise of bin Laden, President Barack Obama announced the beginning of large-scale troop withdrawals from Afghanistan in June 2011. As Trump Takes Over, War Goes On Today, 16 years and three presidential administrations after the 9/11 terror attacks, the war continues. While its official combat role in Afghanistan ended in December 2014, the United States still had nearly 8,500 troops stationed there when President Donald Trump took over as Commander in Chief in January 2017. In August 2017, President Trump authorized the Pentagon to increase the troop levels in Afghanistan by several thousand and announced a change in policy regarding the release of future troop level numbers in the region. â€Å"We will not talk about numbers of troops or our plans for further military activities, Trump said. Conditions on the ground, not arbitrary timetables, will guide our strategy from now on,† he said. â€Å"Americas enemies must never know our plans or believe they can wait us out.† Reports at the time indicated that top US military generals had advised Trump that a â€Å"few thousand† additional troops would help the U.S. make progress in eliminating the insurgent Taliban and other ISIS fighters in Afghanistan. The Pentagon stated at the time that the additional troops would be conducting counterterrorism missions and training Afghanistan’s own military forces.   Updated by Robert Longley

Answer one of three Assignment Example | Topics and Well Written Essays - 2500 words

Answer one of three - Assignment Example The purpose of the present essay is to show how such estrangement, or ‘Othering’, played out in the course of several centuries of history of political, economic and cultural ties between the Christian West and Islamic Orient. For the purposes of present discussion, the terms â€Å"West† and â€Å"Islam† will be used in generalized sense, with the former corresponding to the cultures and nations dominated or influenced by Western (Catholic and later Protestant) Christianity, while the latter encompassing the totality of political and cultural space for which the religion of Islam was the most fundamental unifying factor. The issues of relationship between the cultures influenced by Orthodox (Eastern) Christianity and Islamic civilizations are to be analyzed in this essay to the extent of their impact on the perception of Islam in the West and the attitude of Islamic cultures towards the Christians in general, respectively. The chronological boundaries of the research encompass the historic period ranging from 7 century CE to our times, with special attention being paid to the vicissitudes of change in the models and criteria of ‘Othering’ being employed by both parties. The rise of Islam as a religion of the new mighty world empire, which managed to destroy centuries-old powers of the Middle East, i.e. the East Roman Empire (Byzantium) and the Sassanian kingdom of Persia, from the very outset led to the increasing feelings of insecurity and dismay on the part of Christian scholars and theologians. Having been previously accustomed to the feeling of utter superiority and ultimate triumph of the Christian faith, they were immensely surprised by the fact that an initially ‘insignificant’ religious group from the Arabian Peninsula managed to assert itself as a viable proselytizing alternative to their own creed. At the same time, the direct connection between Islamic