Does a specific score on a fall risk scale identify patients at risk Research Proposal

Does a specific score on a fall risk scale identify patients at risk for falls in an acute hospital stay - Research Proposal Example In an ideal world, when patients realize a high score on the fall risk scale and nurses fail to put up prevention strategies, then the patients frequently end up falling. On the other hand, the inhibition tactics habitually come in handy in averting the falling of the patients whenever nurses employ them. This research proposal aims to provide a universal outline on how to carry out a survey to determine whether the scores managed by patients on a fall risk scale is a pointer to whether they will fall or not. It primarily covers the complete research procedure, including the research design, the roles of the researchers and the participants, as well as the methods of data collection and those of data analysis. In as much as, there are several inherent reasons such as previous history of falling and chronic illnesses that may lead to a patient falling, a myriad of extrinsic factors can similarly be to blame. This includes the failure of the patient to call for help, the event that the patient is on high-risk treatment, as well as late reaction from the nurse or any other healthcare provider on sight. Cases of patient falling can similarly be brought about by inadequate assessment procedures, particularly the failure of a nurse to go with the scores from the fall risk scale. As mentioned in the abstract, those patients who have over time been subjected to high-risk fall prevention plans, have always avoided falling. This research proposal employs an inclusive research process, to establish that the precise score of a fall risk scale pinpoints patients who are in danger of falling in the course of acute hospital stays. This research proposal aims to make available more insight on the concern as to whether the specific score that the patient attains in the fall risk scale, can be an element in determining whether he or she can be a victim of

Walker Evans Essay Example for Free

Walker Evans Essay Walker Evans was born on November 3, 1903 to Walker Evans II and Jessie Crane. He belonged from a well to do family who had a good earning back ground. He was best known for his documentation on the Great Depression. Most of his work was done from a 810 inch Camera. He died on April 10, 1975. Walker Evans was both an excellent art photographer and a great documentary photographer when he was working for the FSA photography unit in the 1930s. Perhaps this resemblance between documentary and modernist art photography can be explained by an analogy: modernists apply the documentary impulse to the world of nature, objects, and architecture by finding fresh visions of things that have been ignored, devalued, or taken for granted just as documentary photographers present new insights about people who have been ignored, devalued, or taken for granted. (Rachleff, Melissa, 7-8) Of all the documentary photographers, Walker Evans attracted the greatest attention. The issue his critics were most concerned with was that of the style less style. This was appropriate because Evans strove for the appearance of stylelessness. It was a concept he had gotten from reading Flaubert during his time in Paris in the mid-twenties. Evans said he admired Flauberts realism and naturalism both, and his objectivity of treatment; the non-appearance of the author, the non-subjectivity. (Rachleff, Melissa, 9) He did not take Flauberts apparent objectivity literally, however, nor did he have any pretense to objectivity himself. What Flaubert showed Evans was that art could adopt a style that mimicked the objective manner of strictly utilitarian documents without sacrificing aesthetic taste? Evans could adopt a documentary style without giving up his standards of formal design. I cant stand a bad design or a bad object in a room, (Rachleff, Melissa, 11) he said, and when something was wrong, he changed it. He also occasionally arranged people into what appear to be candid compositions, and when shooting interiors, he often used a flash, although he disguised its effects in his prints. Evanss critics in the thirties were fooled. They were ready to believe that he had achieved a truly style less style. Lincoln Kirstein, who helped organize a major show of Evanss work at the Museum of Modern Art in 1938 and who also wrote the after word for the accompanying book, American Photographs, led the way in establishing the myth of Evanss stylelessness? The greatest photographers, Kirstein said, achieve a large quality of eye and a grand openness of vision that, rather than giving their work the mark of individual distinction, gives it a generalized look as if it were all the creation of the same person or even, perhaps, the creation of the unaided machine. (Lincoln Kirstein, 192) In Kirsteins estimation, Evans was precisely this kind of great photographer. He recognized the futility of developing emotional response for its own sake, and he saw the significance of focus matter. In fact, said Kirstein, it is the creative selection of subject matter that really counts in photography, and in Evanss work, the wave-length of his Kirstein went on to discuss the frontality that gives Evanss work such a powerful sense of objectivity: The most characteristic single feature of Evans work is its purity, or even its puritanism. It is `straight photography not only in technique but in the rigorous directness of its way of looking. All through the pictures in this book you will search in vain for an angle-shot. Every object is regarded head-on with the unsparing frankness of a Russian ikon or a Flemish portrait. The facts pile up with the prints. (Lincoln Kirstein, 192) In fact, there are a few angle shots in American Photographs, but the point is well taken. Evanss frontal views appear clinical. Other reviewers of American Photographs echoed Kirsteins assessment. Thomas Dabny Mabry, an associate director at the Museum of Modern Art who had helped organize Evanss show there, wrote, Seemingly he arranges nothing, changes nothing, implies nothing. . . . The purity of Evanss work is not only apparent in the straight, unadorned technique, but in the point of view. . . . [The photographs] are never staged. He shows in all his work a reverence for the inviolable history of the object before him. Martha Davidson described Evans as almost always coldly objective and his pictures as free from falsification, exaggeration or distortion. (Thompson, J. , 149) Kirstein acknowledged, in passing, the influence on Evans of Stendhal, Flaubert, Degas, and Seurat, and in so doing he hinted that Evans had deliberately created his style. But the brief suggestion of an artistic personality was quickly obscured by a return to the theme of unvarnished truth: The pictures of men and portraits of houses have only that `expression which the experience of their society and times has imposed on them. (Thompson, J. L, 192) Kirstein also saw a moral component in Evanss work. He described Evans as a member revolting from his own class, who knows best what in it must be uncovered, cauterized and why. The societal sores Evans saw were the same wounds of industrialization that Stieglitz and his circle had protested. Kirstein wrote of the exploitation of men by machinery and machinery by men, (Lincoln Kirstein, 193) and of the vulgarity of mass culture. Although this tone of social criticism is unmistakable in Evanss pictures, his book is not a call to action; it is not a book that points to problems that can be solved by abolition of the sharecropper system, the establishment of work projects or migrant labor camps. It is rather suggested a book that testifies to waste, selfishness, and internal cultural rot. Testifying to these ills was, in itself, a moral act. This was not a view shared by everyone. For Edward Alden Jewell, Evanss testimony appeared so clinically detached as to be purely aesthetic and not moral at all. Jewell apparently saw in Evans something akin to the aesthetic vision described by Roger Fry, a vision that takes in everything with complete equanimity, without moral responsibility, completely freed from the binding necessities of our actual existence. Any moral implications drawn from Evanss pictures, said Jewell, are the spectators, not Evanss. (Blinder, Caroline, 149) Lionel Trilling also addressed the issue of Evanss moral vision in a review of Let Us Now Praise Famous Men, a book of photographs by Evans and Agee that presented Evanss photographs without any captions, followed by Agees lengthy text detailing the lives of three families of white, Alabama tenant farmers. Trillings review of the book is one of the few that gives equal weight to Evanss photographs and Agees text. The question he asks regarding both is how is the middle class to feel about the underprivileged? Trilling concludes that Agee, motivated by guilt, ennobles and thus falsifies the image of his subjects. He is able to acknowledge some of their very obvious faults, such as their racism, but he cannot acknowledge any of the more subtle manifestations of meanness of spirit that Trilling is certain are present in these people, just as they are present in any group of people. Trilling does not suggest that Evans does reveal the sharecroppers meanness, but he judges Evans to be more truthful than Agee and more tasteful, by which he means more tactful, just, aware, and respectful. Trilling is unusual in that he claims no objective detachment for Evans: You cannot be cool about misery so intense, (Blinder, Caroline, 150) he writes. Unlike other critics, he sees that Evanss rendition of the truth is a product of his intense interaction with his subject and not the result of a clinical eye. Trilling confesses that he cannot analyze Evanss taste and cannot say what the morality of his vision is made of in technical and aesthetic terms, but he does, nevertheless, point out one significant aspect of Evanss moral vision. Referring to the portrait of Mrs. Gudger, which impressed him more than any other, Trilling explains that by allowing his subject to compose herself before the camera, Evans allowed her to defend herself against itas she would not have been able to do had the picture been candid-and in so doing, she gained dignity. Trilling wrote, With all her misery and perhaps with her touch of pity for herself, [she] simply refuses to be an object of your `social consciousness; she refuses to be an object at alleverything in the picture proclaims her to be all subject. (Blinder, Caroline, 151) Evans enhanced the sense of truth in his art not through the illusion of the style less style, but by acknowledging his presence, by showing his hand. In addition to the morality of clear vision, one can recognize in Evanss pictures a set of permanent symbols of the culture. Kirstein was not claiming for Evanss photographs the transcendent universality that Stieglitzs critics claimed for his pictures, but he did see Evanss work as transcending the moment. Evanss pictures as quintessential examples of synecdoche such that the single house, the single street, strikes with the strength of overwhelming numbers. The work is a monument to our moment. (Lima, Benjamin, 102) The pictures in American Photographs showed bumps, warts, boils and blackheads of the American physiognomy, and that these were the characteristics of a submerged fraction of the culture rather than representative of the whole. Williamson did not question the truthfulness of any of the individual pictures Evans published, but he did imply that Evanss choices of subjects revealed a political bias. But Williamsons has been a minority view. As John Szarkowski wrote in 1971, Beyond doubt, the accepted myth of our recent past is in some measure the creation of this photographer, whose work has persuaded us of the validity of a new set of clues and symbols bearing on the question of whom we are. Whether that work and its judgment was fact or artifice, or half of each, it is now part of our history. (Lima, Benjamin, 103) Bibliography †¢ Rachleff, Melissa, Scavenging the Landscape: Walker Evans and American Life. Journal Title: Afterimage. Volume: 23. Issue: 4. Publication Year: 1996. Number: 7+.

Leo :: essays research papers

Leonardo sped from one creative experience to another his reach as for his grasp. His career was vagrant and unfocused; in fact, he never had a career. He seemed to have had no civic loyalty. Nor devotion to church or Christ. He willingly accepted commissions from the popes or their enemies. He lacked the sensual worldliness of a Boccaccio or a Chaucer, the recklessness of a Rabelais, the piety of a Dante or the religious passion of a Michelangelo. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios. While most of the script is clear, and legible if viewed in a mirror, it is almost all in "mirror writing," written "backwards." Since Leonardo was probably left-handed, this way of writing might have come quite naturally to him. It could hardly have kept the contents secret or deceived the censors since his texts were copiously illustrated. Perhaps Leonardo only wished to make trouble for any who dared to read his private jottings. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios. Leo :: essays research papers Leonardo sped from one creative experience to another his reach as for his grasp. His career was vagrant and unfocused; in fact, he never had a career. He seemed to have had no civic loyalty. Nor devotion to church or Christ. He willingly accepted commissions from the popes or their enemies. He lacked the sensual worldliness of a Boccaccio or a Chaucer, the recklessness of a Rabelais, the piety of a Dante or the religious passion of a Michelangelo. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios. While most of the script is clear, and legible if viewed in a mirror, it is almost all in "mirror writing," written "backwards." Since Leonardo was probably left-handed, this way of writing might have come quite naturally to him. It could hardly have kept the contents secret or deceived the censors since his texts were copiously illustrated. Perhaps Leonardo only wished to make trouble for any who dared to read his private jottings. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios.

Essay --

Income inequality can be defined as the difference of distribution of assets, wealth, and income between the populations. The term income inequality refers to the inequality among persons within a society. The topic is commonly debated, and the liberties and rights of people are often brought into the debate being made. In America, it has been said that â€Å"The 400 richest people in the United States have more wealth than the bottom 150 million put together† leading the reader to believe there is a huge inequality problem that is only growing wider. There is no doubt that the income gap in America is growing, with the middle class taking home 9% less than they had in 1999, but I feel that the government does not have the obligation to lessen the gap between rich and poor. There is no doubt that the economic ladder is growing farther and farther apart and the rungs of this ladder are becoming harder and harder to climb, however, the government does not hold the obligation to lessen the gap. The UN’s Universal Declaration of Human Rights states that equality and liberty will be protected...

Swimming: An Important Life Skill

An Important Life Skill Swimming is a very important and necessary life skill to have; for this reason it should be included in part of the wellness curriculum at Negotiation High School. If a person has the proper knowledge of life saving skills/techniques, he or she will be able to save his or her own life as well as other people. Swimming is also an abundant way of exercise. Lastly, it is a pleasurable activity. Did you know that 3,400 people drown in the US per year? Imagine being one of those people.Even if it may not be fast, competitive swimming, basic skills are necessary for survival. If you have the ability to be resourceful and can float for a couple minutes you have the power to save your own life. Lifesaving is another crucial skill to have. When someone is close to drowning, he or she might only have a few moments to live. Within those moments, if a person who has been trained in lifesaving skills, he or she would be able to save the drowning victim. When doing so it is important not to make physical contact with the victim or else he or she might take the rescuer down with him or her.The swimming unit in wellness teaches us how to do so. It also instructs us on the cautions one should take while saving an unconscious victim so it does not result in the victim's neck snapping. Swimming is also a great way of exercise. It does not wear out the Joints so people can use this as a method of exercise even when they become elderly. It is an excellent way to stay in decent physical condition throughout the years. With other sports, people tend to have to give up playing since it often results in Joints starting to ache and wear down. This leads to people having to get urge.With swimming, this is a factor that people are not concerned with since joints are never strained. It can also be a pleasurable activity. If your friends all decided to go to the beach and you were the only one who did not know how to swim, most likely, you would not end up having a g reat time. Learning Just the basic skills of swimming can prevent you from having a bad time at the beach, for instance. There are many sports you can play in the water if competitive swimming is not an enjoyable activity in your opinion. This list of sports include: water polo, volleyball,Frisbee, etc. It can be inferred that swimming is a very imperative skill to know. It can be used to save another person's life or your own life with a few simple techniques and strokes. Swimming, correspondingly, is an amazing way to exercise and stay in shape through the course of a lifetime since it does not wear out Joints like most other sports do. In conclusion, it is also a great leisure activity. These are Just a few of the ample amount of reasons why swimming is a very important course and should be part of the wellness curriculum at Negotiation High School. By Mauritania

President James Monroe Fast Facts

President James Monroe Fast Facts James Monroe (1758-1831) was a true American Revolution hero. He was also a staunch anti-federalist. He was the only person to have served as the Secretary of State and War at the same time. He easily won the election of 1816 with 84% of the electoral vote. Finally, his name is forever immortalized in Americas foundational foreign policy code: The Monroe Doctrine.   Following is a quick list of fast facts for James Monroe.For more in depth information, you can also read the: James Monroe Biography Birth: April 28, 1758 Death: July 4, 1831 Term of Office: March 4, 1817-March 3, 1825 Number of Terms Elected: 2 Terms First Lady: Elizabeth Kortright James Monroe Quote: The American continents . . . are henceforth not to be considered as subjects for future colonization by any European powers. - From the Monroe DoctrineAdditional James Monroe Quotes Major Events While in Office: First Seminole War (1817-1818)Convention of 1818 (1818)Florida purchased from Spain - Adams-Onà ­s Treaty(1819) Missouri Compromise (1820)Cumberland Road Bill (1822) Monroe Doctrine (1823) States Entering Union While in Office: Mississippi (1817)Illinois (1818)Alabama (1818)Maine (1820)Missouri (1821) Related James Monroe Resources: These additional resources on James Monroe can provide you with further information about the president and his times. James Monroe BiographyTake a more in depth look at the fifth president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. War of 1812 ResourcesThe fledgling United States needed to flex its muscle one more time to convince Great Britain it was truly independent. Read about the people, places, battles, and events that proved to the world America was here to stay. War of 1812 TimelineThis timeline focuses on the events of the War of 1812. Revolutionary WarThe debate over the Revolutionary War as a true revolution will not be resolved. However, without this struggle America might still be part of the British Empire. Find out about the people, places, and events that shaped the revolution. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the Presidents, Vice-Presidents, their terms of office, and their political parties. Other Presidential Fast Facts: James MadisonJohn Quincy AdamsList of American Presidents

Alchemist essays

Alchemist essays Learning real life lessons and finding your place on Earth through your actions and thoughts is believed to be one of the most important things in life. For example, in the book The Alchemist written by Paulo Coelho the excerpt whoever you are, or whatever it is you do, when you really want something, its because the desire originated in the soul of the universe. Its your mission on Earth. The main point of the quote is too allow the reader to think about ones life and apply his/hers thoughts, feelings and actions to the characters in the book. The issue which must be focused on, which has been presented in the book, is of finding ones inner self, and finding ones place on Earth and the reasons why the individual has been put on this planet. This book isnt only a piece of writing, literature or a bunch of letters on a piece of paper. This book teaches an individual about life and helps an individual learn about life by teaching valuable lessons. Many people believe that they lose control over their lives and themselves. In the Alchemist, the boy asked the old man what is the worlds greatest lie, the old man answered; Its this: that at a certain point in our lives, we lost control of whats happening to us, and our lives become controlled by fate. Thats the worlds greatest lie.(Author 20). This is important because many people in todays society believe that at some point in their lives they hit a brick wall and are not able to move forwards with their lives so they decide to let fate take over. Thats where they mistake is made, the only reason some individuals believe that they lose control is because their will power isnt as strong as needed or that they dont believe in themselves ...

The Great Dictator essays

The Great Dictator essays The Great Dictator made in 1940 by Charlie Chaplin was at the time a controversial film because it exposed Nazism and anti-Semitism with both humor and horror. In his film, Chaplin plays the two main characters: Adenoid Hynkel, the tyrannical dictator of Tomania and a Jewish barber persecuted by Storm Troopers in the ghetto. The movie begins in 1918, at the end of the First World War. The Jewish barber is fighting on the franco-german front and in the thick of the battle, inadvertently rescues a pilot and both fly away to safety. Unfortunately, due to their catastrophic landing, the barber looses his memory of the war. Then he is released from the hospital in the late thirties and goes back to work in his barbershop in the ghetto. However, he doesn't know that the soldiers of the Double Cross (instead of a swastika) who persecute and terrorize people are now controlling his town. At one point, he stands up to them and is almost hanged. Fortunately, by a twist of fate, the pilot whom the barber saved in the war becomes one of Hynkel's top men and out of gratitude, orders the Storm Troopers to leave the ghetto alone. Due to his courageous act the barber wins the admiration of a pretty neighbor girl, Hannah. Meanwhile, Hynkel demands the wealthy Jews to fund his invasion on Osterlich and when the Jews refuse, he launches an attack on the ghetto. The barber is then thrown into a concentration camp. Tomanias dictator also holds a meeting with the Dictator of Bacteria, Benzino Napaloni, to discuss the territorial situation in Osterlich. Napaloni holds troops at the border and agrees to remove them only if Hynkel signs the treaty, which he does. When the attack on Osterlich is ready to begin, the barber escapes and is mistaken for Hynkel, leading up to the final and powerful speech. Many of the characters in the film were clearly not entirely fictional, which was one of the main objections from certain political groups in America...

Fruit Fly, Drosophila melanogaster, genetic cross Research Paper

Fruit Fly, Drosophila melanogaster, genetic cross - Research Paper Example This basic level of research upholds the future of genetic research and leads into exciting new discoveries for the future. Introduction: The insect species known as Drosophila melanogaster, or the fruit fly, is an extremely valuable model for genetic research. Both current and historical discoveries have been made using fruit flies. Research on gene function all the way up to the Nobel Prize-winning level has been performed using these insects (Mummery, Wilmut, Stolpe, & Roelen, 2010). One famous example of historical research is that of Thomas Hunt Morgan of Columbia University in the early 20th century. Morgan had been hoping to study spontaneous mutation, but instead found something far more useful: he was the first to understand sex-linkage in hereditary traits (Kandel, 2000). Fruit flies are so valuable as research models in part because of the peculiarity of animal evolution that resulted in the genetic structure of the fruit fly being similar to much more complex animals such as humans (Mummery et al., 2010). Because of this, developmental and cellular growth activities are very similar, and results learned from Drosophila melanogaster can be extrapolated into research potential for other organisms. Their rapid generation time and small size mean that while other organisms could be extrapolated in the same way, fruit flies are ideal for laboratory work in a way that rodents or larger mammals are not. They are also commonly used because the sequencing of their genome is functionally complete, making research into gene function more efficient. Once a gene sequence is known, it is easier to follow that gene through breeding and determine its function (Celniker et al., 2000). The most basic level of fruit fly genetic studies involves crossing and observing the results of visible phenotypic mutations. The most obvious of these phenotypic mutations involve the wings, as these are easily seen under low levels of magnification. Of these obvious wing mutations, the most easily identified is the apterous phenotype. Flies possessing the apterous phenotype completely lack wings and are flightless. Examples of the various wing mutations can be seen in Figure 1 below. Fig. 1 Drosophila melanogaster wing mutations. 1 = notch, 2 = delta, 3 = vestigial, 4 = antlered, 5 = curled, and 6 = apterous (Shevchenko, 1968) Since this mutation is so easily identified, it reduces the chance of observational error when counting the results, and so the apterous mutation is the one being studied in this experiment. The apterous phenotype is recessive, and a cross between these apterous flies and the wild-type is a simple monohybrid cross. Therefore, using Mendel's laws as a guide, the F2 generation of this cross is hypothesized to produce a ratio of wild-type to apterous flies of 3:1 (Flagg, 1981). This is the null hypothesis. Conversely, the alternate hypothesis is that the ratio will be something other than 3:1. Materials and Methods: The materials used in th is experiment were pure-bred wild-type Drosophila melanogaster, pure-bred apterous Drosophila melanogaster, plastic culture vials and stoppers, food media made from Formula 4-24 Instant Drosophila Medium, used for fly growth, breeding, and storage. For the counting and observation portions of the experiment, the materials needed were an ice water bath, petri

Policy Research Paper Example | Topics and Well Written Essays - 750 words

Policy - Research Paper Example Additionally, the health and safety compliance policy should be monitored closely in all organizations because it is more likely than other compliance policies to cause a lot of problems. The health and safety officers ensure that organizations are able to resolve their health and safety issues, inspections are carried out on time and fewer accidents occur. The policy requires employers and employees to cooperate with the health and safety officers during inspections. To avoid the increase of accidents and other cases that are related to ill health among workers, an organization’s manager or the management team have to follow the health and safety control measures. According to Bohle and Quinlan, (2000), companies may have a positive or a negative impact on the environment. To avoid having a negative impact on the environment, Bohle and Quinlan, (2000) assert that regulatory control measures need to be part of an organization’s activities. A manager has to ensure that an organization has the right provisions to control new issues that are related to health and safety. A manager has to make sure that the control measures taken by employees can be implemented based on standards provided by the International Organization for Standardization (ISO). The management team and all the staff members in an organization have to be engaged in day-to-day consultation between each other. These will be consultations on health and safety conditions at the company. It is crucial for an organization’s management team to supervise and provide ideas to employees on occupational health issues. Other management team members in an organization have to promote good working conditions and make sure that the machinery in a firm are regularly serviced (Stranks, 2010). To make sure that there are good working conditions, the management team has to embark on training activities which are beneficial to all

To-Be Process Flowchart and Paper Essay Example | Topics and Well Written Essays - 500 words

To-Be Process Flowchart and Paper - Essay Example Mind Tools (1996-2015) talks about the effects of waste in relation to cost. From this site it is affirmed that "Waste costs you and your customer’s money", which is an implication that is nothing is done about it soon enough then the consumers might consider finding a much better place. Anything adding no value to the final product can be termed as waste. Mind Tools (1996-2015) goes ahead to list some of the most common wastes in organizations (businesses) that end up increasing the production costs for no good reason. They include; overproduction, waiting, inefficient transportation of materials, over-processing, and production mistakes/defects, and inefficient use of workers. All is these can bring about unnecessary expenses in the production process and that explains why the to-be process focuses on selling credible ideas to the Boeing Company to help it get rid of waste and minimize production costs in the long run. Let us take for instance transportation in the Boeing Company. The company has to implement the to-be process effectively in order to manage the manner in which it transports its products. This will help the company determine whether its manner of transportation is efficient or not. Inefficient transportation in this case means the company is probable transporting production materials more frequent that the materials are being used perhaps due to fear of exhaustion. This could also lead to another waste problem as damage of the materials due to lack of proper storage and in the end more will have been spent due to poor planning. Therefore, managing wastes is as good as managing costs. This can then be achieved by first identifying the waste, analyzing it to find the root cause, and then solving the root cause. This cycle goes on and it is therefore imperative to acknowledge that the to-be process for the Boeing Company is very appropriate as it contains the as-is process flowchart w hich is

The disscussion of the conceptual framework Essay

The disscussion of the conceptual framework - Essay Example The IASB’s main role is to assist international users to design an international framework for the preparation and presentation of financial report, a role that has over the years faced major criticism due to the weaknesses in the objectives and the concepts that it is based on. The Framework is developed to address the fundamental reason for the presence of the financial statements, which is to provide useful financial information about the reporting entity to all the related parties (investors, lenders, other creditors) for making decisions about providing resources to the entity. The contents of the Framework are central around the five elements from which financial statements are constructed. This paper aims at identifying and discussing the implementation of the IASB’s conceptual framework based on its hands-on objectives mainly that of providing a basis for administrative standard-setting and resolving accounting controversies in deliberation outline to the accoun ting concepts, principles and focus. The paper is organized into three sections; the first section explains the concepts, objectives and focus of the IASB’s conceptual framework, the second section describes the weaknesses and the basis of the criticism facing the IASB framework while the third section is a conclusion, summary and a discussion of the criticism facing the current IASB’s discussion paper. As stated, the IASB’s framework sets concepts that shape how financial statements are prepared and presented for external users. The IASB framework lacks accounting standard status in comparison to the statement of principles derived from the United Kingdom Accounting Standards Board (ASB). The IASB framework contains seven segments that cover areas such as; objectives of financial reporting, the underlying assumptions, Qualitative features of financial information, the fundamental rules of financial

Teaching Project Paper Essay Example | Topics and Well Written Essays - 1000 words

Teaching Project Paper - Essay Example Engaging in violent behaviors increases the risk of death among drug addicts. Another cause of death is deterioration of the users’ health. Continued usage of the substances leads to addiction, which is one of the causes of morbidity among the substance abusing people. Morbidity caused by substance abuse can be categorized into social, psychological and physical. Long-term usage of substances leads to poor social health such as isolation. It makes it difficult for the users to interact with other people in the society by making it difficult for them to create relationships with others. This may result into other health complications such as depression (Nora 1). In addition, it may lead to poor psychological health. Substance abuse has also been associated with other chronic illnesses. For instance, long-term usage of tobacco may cause serious illnesses such as lung cancers. Other illnesses associated with drug addiction are diabetes and cardiovascular illnesses. The poor healt h among the people addicted to substances includes poor eating habits. Since substance addiction changes priority, food become less important compared to the substance. The situation may cause other illnesses associated with poor eating habits. The multiple disorders caused by substance abuse are referred to as co-morbidity (Nora 1). The risk factors associated with substance abuse include availability of the substance and peer influence. Many people start using alcohol because it is readily available. Young adults are also likely to start abusing drugs in order fit in their peer groups. Economic problems also increase the chances of abusing alcohol. Other risk factors include poor management of problems in families. Studies also show that ADHD also increases the risks using drugs among children and adults. It is important to note that mental health disparities are also recorded among the substance users. Individuals who lack

The disscussion of the conceptual framework Essay

The disscussion of the conceptual framework - Essay Example The IASB’s main role is to assist international users to design an international framework for the preparation and presentation of financial report, a role that has over the years faced major criticism due to the weaknesses in the objectives and the concepts that it is based on. The Framework is developed to address the fundamental reason for the presence of the financial statements, which is to provide useful financial information about the reporting entity to all the related parties (investors, lenders, other creditors) for making decisions about providing resources to the entity. The contents of the Framework are central around the five elements from which financial statements are constructed. This paper aims at identifying and discussing the implementation of the IASB’s conceptual framework based on its hands-on objectives mainly that of providing a basis for administrative standard-setting and resolving accounting controversies in deliberation outline to the accoun ting concepts, principles and focus. The paper is organized into three sections; the first section explains the concepts, objectives and focus of the IASB’s conceptual framework, the second section describes the weaknesses and the basis of the criticism facing the IASB framework while the third section is a conclusion, summary and a discussion of the criticism facing the current IASB’s discussion paper. As stated, the IASB’s framework sets concepts that shape how financial statements are prepared and presented for external users. The IASB framework lacks accounting standard status in comparison to the statement of principles derived from the United Kingdom Accounting Standards Board (ASB). The IASB framework contains seven segments that cover areas such as; objectives of financial reporting, the underlying assumptions, Qualitative features of financial information, the fundamental rules of financial

Issues in the Global Economy Essay Example | Topics and Well Written Essays - 2000 words

Issues in the Global Economy - Essay Example India is one of the fastest growing economies and moreover, globalisation in the Indian market has led to new opportunities with more challenges and responsibilities. Since the inception in the year 1995, India joined WTO for governance of international trade with augmented opportunities with the member countries and to challenge policies of other developing countries. Advancement in science and technology in the field of transportation and communication in recent years due to globalisation in the economy with more liberalised policies and on-going requirements made the entire world market as a local market for India along with facilitating it to think beyond its territories and trade goods and services across the border. However, trade in services is far different from trade in goods, in terms of inherent nature of both. Services or the commercial services are categorised as invisible, intangible, transience and non-storable. Nonetheless, all such characteristics are not applied in all the services simultaneously. Commercial services are the set of services that the member countries of WTO or the business organisations provide for others commercial applications. For example, hotel service can be ensured to be attainable where the customer wishes to stay it could be beyond there geographical location. Commercial services mainly include transportation, travel and other commercial services such as communication, telecommunication, construction, financial, insurance, computer services, and other personal services.

Liberation Theology Essay Example for Free

Liberation Theology Essay Liberation Theology is a notion born out of the painful colonial legacy of Latin America. Despite gaining evidence from their colonial masters, the Spanish, the new leaders behaved like the former colonial masters. This is the legacy left behind the the colonizers. The tactic of divide and conquer where they favored the local elites and marginalized the majority who are shunted to the lower strata of society, thereby creating a caste system of sorts that saw an unequal distribution of wealth made even worse by American intervention through â€Å"Dollar Diplomacy† and at the height of the Cold War, supported right-wing dictatorships which they saw as the â€Å"lesser evil† as opposed to local communist movements in the name of containment. Whether working with Marxist guerrilla movements or acting independently, Liberation Theology in name began around the 1950s though it had been around much longer. This concept combined Christian teachings with Marxist doctrine. As the name suggests, it is meant to â€Å"liberate† the poor, not only spiritually but materially from their plight (Petrella vii). Liberation Theologists put forward the idea of Jesus Christ as a â€Å"real† liberator who came to free the masses from their plight since is stated in the Bible that â€Å"Blessed are the lowly; they shall inherit the land. † (New American Bible, Matt. 5:5). It can be inferred here that there is more to Jesus in his role as the Savior or Messiah. Liberation Theologists encouraged many to read the Bible but at the same time â€Å"read between the lines† to see that Christ empowers or encourages believers to fight for social justice and give preference to the poor for they are the ones who have less in life. In a way, Christianity is empowering the masses since the elite-backed regimes will not. As a result, the Bible is therefore interpreted in a different way and clerics who subscribe to Liberation Theology end up siding with armed rebel groups in a rather awkward partnership that puts them in a very comprosing situation as far as their vocations are concerned. The rationale is that the governments, supported by the elites represent the hypocrites Christ rebuked in the Bible and His notion that the â€Å"kingdom of heaven is at hand† is seen in a Marxist context as the time to rise up and be truly free from poverty and oppression. However, Liberation Theology was not without its critics. The Catholic Church itself, led by the Pope (John Paul II), strongly ctiricized Liberation Theologists for hijacking Christian teachings to serve political purposes, especially Marxism. They criticize its rather ironic collusion with Marxism which opposes any form of religion, calling it an â€Å"opiate† of society in giving false hopes or a vehicle of deceit to keep the masses poor. The Church has not forgotten the â€Å"sins† of Marxism in persecuting religion and therefore regards it as â€Å"evil† and those who subscribe to Liberation Theology could be considered being on the wrong side of history, if not faith. The Bible again is used to disprove the notion of Liberation Theologists when Christ rebuked Peter by saying, â€Å"Get out of my sight, Satan! You are not judging by Gods standards but by mans† (Matt. 16:23). Furthermore, Christ also said to â€Å"Give to Caesar what is Caesars, but give to God what is Gods† (Matt. 22:21). It can be inferred here that the Church hierarchy does not approve of the supposed â€Å"well-meaningness† of clerics subscribing to this notion of Christ as a revolutionary for the Church as always upheld that Christ came to save mankind from the wages of sin which is death, not to lead a revolt and become a king in a temporal sense (Petrella 121-122). It also did not help with the fact that socialist regimes began collapsing in Eastern Europe following the collapse of the Berlin Wall which symbolized the separation between democratic and non-democratic regimes, culminating with the collapse of the Soviet Union, the â€Å"heart and soul† of Marxism. With the lose of their chief sponsor, Marxist regimes, even those in Latin America, fell and along with it the loss of credibility of Liberation Theology. In addition, the Church itself has adapted liberationist notions that are pro-poor and even created councils and commissions that address the needs of the margnialized peoples of the world, further emasculating Liberation Theologists and taking away what ever power or influence they have in stirring up the masses (Petrella 2, 121-122). At this point, one would wonder where would Liberation Theology go from here. According to Ivan Petrella, Liberation Theology must reinvest itself to ensure its continued relevance and not become an anachronism. He further stated that the present is the opportune time to begin, especially in this day and age of globalization. Much of the world is trying to be competitive to meet world-class standards but the flaw seen here is that this competitiveness would leave behind those who cannot keep up and will therefore be marginalized. However, he pointed out that the current approach they are taking to reinvent themselves are incorrect or improper and in his work, The Future of Liberation Theology, he showed the shortcomings of Liberation Theologists in their attempt to reinvent itself. One attempt to reinvent itself is to reassert its core ideas but at the same time distancing itself from Marxism where it is often associated, especially the growing inequality caused by globalization makes it even more relevant than ever (Petrella 3). One of the mistakes in this approach is that Liberation Theologists seem to have difficulty spearating itself from its Marxist ties as it still continues to see things through the prism of Marxism in their pursuit of social justice. It still maintains its antagonistic stance towards capitalism, thereby becoming more of a hindrance on the ideal essence of Liberation Theology which truly views it from a Christian perspective (Petrella 69). Furthermore, Liberation Theologists have not provided their own model society which is still tied to Marxist utopia – a classless society. In their attempt to reassert their ideas, Liberation Theologists fail to come up with an approptiate response to the cooption of their ideas by democratic institutions and even by the Church. It further contributed to the cooption by eliminating the dichotomy created by the â€Å"old school† Liberation Theologists but unfortunately failed to capitalize on it as it was seized by its perceived â€Å"enemies† especially in the part where the distinction between reform and revolution becomes blurred and its â€Å"enemies† realize that the ideas of Liberation Theology are â€Å"useful† to their purposes without worrying about revolution which is anathema to them and emphasizing the reform component (Petrella 122-123). What is proposed is that Liberation Theologists should reorient their way of thinking where they should stop regarding the concept of liberation as a theme but a guiding principle and must be politically neutral. This way, it can be employed by any political ideology that has social justice in its agenda and is not strictly limited to Marxism or socialism for that matter (Petrella 4). Petrella also encourages an open-minded appraoch for Liberation Theologists in order to remain relevant. He argued that democracy and especially capitalism, is not one-dimensional as they usually regard it to be but rather multi-dimensional. Capitalism in the United States is different from that of Germany and Japan and should not be generalized or viewed in absolute terms. Another point Petrella raised that supports Liberation Theologys continued relevance is that it can still transform society though not in a sweeping manner but in a methodical manner by changing the laws of society rather than calling for defiance or revolution, let alone activism (124). It can be surmised that what Petrella is suggesting is that Liberation Theology do away with revolution and even â€Å"civil disobedience† as the approach but rather work within the system. Liberation Theologists should find allies in mainstream politics whose ideology and platform are attuned to theirs and create an alliance with them. By doing this, they not only scored a moral victory but a political victory as well, something that has eluded them for decades of trying with revolutionary movements. Borrowing ideas from noted Liberation Theologist Leonardo Boff, Liberation Theology is all about mediation – to know and understand oppression and societys ills, reorienting it in a Biblical context without trying to intertwine it with Marxism and through this purview come up with appropriate measures to address these problems short of fomenting unrest and revolution. In conclusion, by looking at Petrellas proposed solution, Liberation Theology stands a chance of living up to its true billing. But as he warned, it must really distance itself from Marxism, the first challenge and really look at problems from Christian context free of any ideology. Rather, it political ideologies must be assimilated by it rather than the other way around and by doing do, become part of mainstream politics in the pursuit of real social justice as Christian teachings define it. Works Cited Petrella, Ivan. The Future of Liberation Theology. Hampsihre: Ashgate Publishing Limited, 2004.

The Over-diagnosis of ADHD

The Over-diagnosis of ADHD A simple way to describe Attention Deficit Hyperactivity Disorder is that it is a brain based condition where there is an imbalance of the brains chemicals dopamine and noradrenaline, these chemicals being responsible for self-control and slowing down of impulses (Green and Chee, 1997: 3). Because of the slight imbalance of these important chemicals, people with ADHD will experience impulsive, hyperactive behaviour as well as inattentiveness with short term memory and in some cases, learning difficulties. Although doctors and scientists have more information about the causes and treatment of ADHD today, there is an interesting history around this disorder which had many different theories and beliefs. Discovered over one hundred years ago, Attention Deficit Hyperactivity Disorder is not a recent medical discovery. It was first described in about 1902 by George Still, an English paediatrician, who had observed a group of patients and recognised them as being inattentive, over active and suffering from a lack of moral control (Green and Chee, 1997: 10). After George Stills discovery, many controversies followed. It was believed that ADHD was a result of brain damage, but when doctors realised that most children with ADHD had no brain damage, that idea was discarded. ADHD was then called Hyperactive Child Syndrome, where all the focus was on hyperactivity. In addition to this, Dr Ben Feingold researched a link between ones diet and hyperactivity, but this controversy was soon proven to not have much effect. Today, it is known that ADHD is strongly hereditary and is, as mentioned before, believed to be caused by the imbalance of dopamine and noradrenaline chemicals in ones brain. This subtle difference in the brain causes ADHD, as inattentiveness and hyperactivity, and can display itself through a number of different symptoms. There is not one definite test for ADHD, but rather a series of steps to go through which help to make the final conclusion in diagnosing ADHD. As ADHD is a common condition, doctors need to be certain when assessing a child for ADHD. Some simple symptoms of the disorder are; disorganisation, restlessness, fidgeting, clumsiness, forgetfulness and being easily distracted. Although every person does experience at least one or more of these symptoms, it does not necessarily mean that they have ADHD. People with ADHD will experience these symptoms, but at a far greater level of severity than those without the disorder would, and with negative outcomes because of the severity (Green and Chee, 1997; 227).Therefore, focusing on the simple symptoms of ADHD is what often leads to an over diagnosis of the disorder, such as if a child has a lot of energy and doesnt like to sit still, the child may just be an active child and will not necessarily have ADHD. As Dr Sam Goldstein says, just as not every sneeze is indicative of a cold, so too not every restless, impulsive and inattentive behaviour is indicative of ADHD. (Goldstein, 2004: 7) shows how easily one can confuse normal behaviours with the simple ADHD behaviours, leading to an overdiagnosis of the disorder. When observing a child for ADHD, tests must be done and observations will be made according to the DSM-IV criteria to make a correct diagnosis of ADHD. There are two main features of ADHD, these being inattention and hyperactivity-impulsivity. Under each feature there are diagnostic criteria which need to be addressed when assessing a child who possibly has ADHD. These criteria are called DSM-IV, which stands for Diagnostic and Statistical Manual of Mental Disorders, fourth addition. Under the inattention feature, DSM-IV symptoms include; not paying attention to detail, difficulty focusing and keeping attention on tasks, not listening or following instructions, poor organisational skills, being easily distracted, very forgetful and often losing important items. The hyperactivity-impulsivity feature is arranged under two different subheadings but these are both very closely linked. Hyperactivity DSM-IV symptoms include fidgeting with hands and feet, often leaving ones seat, excessive running and climbing in inappropriate situations, difficulty engaging quietly in relaxing activities, always has endless energy and talks excessively. T he impulsivity criteria include blurting out answers, difficulty being patient and interrupting and intruding on others. Using these criteria, further steps are then taken to make a diagnosis of ADHD. When making the diagnosis of ADHD, there are a number of steps to follow to make sure of an accurate diagnosis. Dr Christopher Green (1997: 61) states that there are four simple steps to diagnosis; firstly to look for alarm signals any behaviours or symptoms that could indicate ADHD. Secondly, to exclude ADHD lookalikes- the behaviours or disorders that are often confused with ADHD. Thirdly, to use objective pointers towards the diagnosis, such as tests and questionnaires, and lastly, to take a detailed history of the child being assessed and link it to ADHD subtleties, discover if the child had any noticeable signs of ADHD growing up. The DSM-IV criteria to determine ADHD can only be used to make a diagnosis if six or more of the symptoms under each subheading (inattention, hyperactivity and impulsivity) are experienced or displayed consistently for six or more months, and are not at an age-appropriate developmental level. From this observation, a series of tests will be done to he lp make the diagnosis. Children believed to have ADHD must take a series of tests once the DSM-IV criteria have been observed appropriately, starting with the standard intelligence test. The standard intelligence test will then be followed by specialised subject tests, for example maths, reading and writing, just to name a few. These tests will be monitored by a psychologist who will observe restless or inattentive behaviour. This observation can sometimes be misleading though, as some children are able to focus in a quiet environment, but cannot focus in a noisy classroom environment (Green and Chee, 1997: 67). After ADHD has been identified from this test, children will take a test of attention and persistence to indicate the main areas of weakness caused by ADHD. This final test will help make the final diagnosis of ADHD and will help indicate the right medication to give. Although these tests are the most accurate in diagnosing ADHD, there is still some controversy around whether ADHD is in fact being overdiagnosed. There is a common belief that ADHD is over diagnosed (Sciutto and Eisenberg, 2007: 106). For ADHD to be classified as overdiagnosed the number of false positives, people diagnosed with ADHD who should not be, must be far more than the number of false negatives, people with ADHD who are left undiagnosed and untreated. ADHD is one of the most common childhood disorders (Sciutto and Eisenberg, 2007: 106),with three to seven percent of school children meeting the ADHD criteria. A CNN online poll in 2002 showed that seventy six percent of the people who responded to the poll believed that ADHD is an over diagnosed disorder (Sciutto and Eisenberg, 2007: 106). A recent study in 2007 (Sciutto and Eisenberg, 2007: 108,109) focused on looking at evidence for and against the overdiagnosis of ADHD. An area of this study looked at factors that could contribute to a false diagnosis of ADHD, the first factor being comorbidity, many children diagnosed with ADHD also meet the criteria for another psy chiatric disorder and these symptoms overlap with ADHD symptoms, therefore resulting in an incorrect diagnosis. Another factor is diagnostic inaccuracy. Many children are given a diagnosis of ADHD after an initial, brief assessment, but then when evaluated properly on a second occasion, only a few children are given a final and accurate diagnosis of ADHD. A reason for this diagnostic inaccuracy is that some psychologists do not follow the correct diagnostic program and only briefly take in to account the DSM-IV criteria. The other area of this study focused on factors that could contribute to false negatives in ADHD, people with ADHD who are undiagnosed and untreated for it. The key area was aimed at gender differences, which showed that girls with ADHD are more commonly under diagnosed. The reason for this is because girls with ADHD are more likely to internalize their symptoms and are less hyperactive and disruptive but struggle more with inattentiveness. The conclusion of this st udy showed that there is not enough evidence to claim that ADHD is overdiagnosed, so is therefore not classified as overdiagnosed. Although this is just one study, there are other controversies around if ADHD is over diagnosed or under diagnosed and this applies to both children and adults. In earlier years, research shows that ADHD was mostly found in children but more recent studies show that adults can suffer from the disorder too. One of the most common statements made about ADHD is that children with ADHD will outgrow the disorder by the time they reach adulthood. But most children do not outgrow their ADHD (Marsh and Wolfe, 2007/2010: 136). Although the symptoms and signs may be worse as young children and then lessen with age, they do not disappear completely (Green and Chee, 1997: 192). In some cases noticeable signs of ADHD may be present during infancy, however one cannot be certain as there are no valid methods of identifying ADHD before the age of about three years old. Symptoms often become more evident as children move into preschool, at about three or four years old. These include acting without thinking, working and moving fast, roaming around and disrupting other children. If children display these symptoms for one or more years then they will more than likely continue with these difficulties as they grow older. When children move into higher grades at school, inattentive symptoms will start to become more evident. The early grades of junior school are the most common years in which diagnosis of ADHD occurs. The hyperactive behaviours experienced in preschool normally continue for a few years but gradually lessen. As previously mentioned most children with ADHD do not outgrow this disorder, about fifty percent of children display ADHD characteristics into adolescence (Marsh and Wolfe, 2007/2010: 136). In some cases, the problems as a result of ADHD get worse, and most ADHD teenagers present problems in emotional, behavioural and social spheres of development. These problems are often carried on to adulthood and present problems later on in life. The impairments in developmental areas during childhood and adolescence present themselves as problems in adulthood life. Some children can grow out of ADHD, although the majority do not and therefore learn to cope with it as they become older. Some symptoms of ADHD in adults include; restlessness, being easily bored, constantly seeking exhilaration, may experience work difficulties, depression, low self-esteem, substance abuse and personality disorders (Marsh and Wolfe, 2007/2010: 136). Many adults who have ADHD have never been diagnosed with the disorder and consequently feel there is something wrong with them, leading to frustration and additional problems mentioned above. If undiagnosed or left untreated, adults with ADHD will more than likely have negative health and mental problems, work and financial problems and relationship stability problems (Smith and Segal, 2012). There is still on-going research around the controversy about ADHD in adults. There are a number of ways for people with ADHD, both adults and children, to help deal with the disorder, which leads to the next controversy how to treat ADHD. There is no cure for ADHD; however there are various approaches to treating people with the disorder which enables them to live an easier life (Mash and Wolfe, 2010: 149). Although highly controversial, stimulant medication proves to be the most common way of treating ADHD (Robinson, Smith, Segal and Ramsey, 2012) and as it was the first type of medication to treat children with ADHD, it is the most trusted (Barlow and Durand, 2012: 490). Two stimulants are proven to be the most common and effective, one being Methylphenidate, for example Ritalin and Concerta, and the other being Dexamphetamine. Stimulants, otherwise known as psychostimulant drugs, are effective because they regulate the slight imbalance of dopamine and noradrenaline in an ADHD childs brain. This therefore allows the children to be able to focus on tasks that they could not focus on when untreated and shut out distractions as well as thinking before acting (Green and Chee, 1997: 125). Another positive about stimulant s is that they can be used on children and adults of any age, but should only be used on very young children if extremely necessary (Green and Chee, 1997: 161). Although the proven short term benefits of using psychostimulant drugs are positive such as reducing restlessness and allowing children to listen better, which evidently show the reasons for using these drugs, there are arguments against using the drugs which, for example, arise from the negative side effects which are likely to be experienced when taking the medication. There are many controversies around using psychostimulant drugs to treat ADHD but one of the most understandable reasons for any controversy around using these drugs is because of the negative side effects. These side effects are explained by Eric Mash and David Wolfe as reduced appetite, weight loss, slowing of expected gains in height or weight, increase in heart rate and blood pressure, or problems falling asleep. (Mash and Wolfe, 2010: 144). Comprehending that these are only the proven short term side effects of the drugs, the other controversies arise because there are unknown long term side effects that could be a consequence of using these psychostimulant drugs. A common area of concern for parents and another of the controversies surrounding the use of stimulant medication is the possibility of children becoming addicted to the drugs. Dr Christopher Green and Dr Kit Chee responded to this concern by saying that when a stimulant is effective it brings the child into harsh real ity. No one ever got addicted to reality. (Green and Chee, 1997: 160). This quote gives one an understanding that the possibility of becoming addicted to the stimulant medication is unlikely, but this only refers to the people who are actually prescribed by a doctor to the medication. However these stimulant drugs are becoming increasingly available to the public for anyone to purchase, and in this regard are being used and abused by many adolescents and young adults who do not need the medication, as they help enhance academic performance. In this case, where medication is used when not needed, the topic of addiction becomes a reality (McCarthy, 2010). Even with the negative aspects, psychostimulant drugs still remain the most popular in treating ADHD today. The other medication to take into account when looking at treatments for ADHD is the non-stimulant medication. Although not as commonly used as the psychostimulant drugs are, non-stimulant medication can also be considered for the treatment of ADHD. Often non-stimulant medication is only considered when the stimulant drugs are not effective (Green and Chee, 1997: 125). Atomoxetine, with the brand name Strattera, is the first non-stimulant ADHD treatment drug to be FDA (Food and Drug Administration) approved (Low, 2009). The reasons why many people believe that the non-stimulant medication is better than using psychostimulant medication is because Atomoxetine does have any indications of becoming addictive, whilst many believe that stimulant medication has the characteristic of becoming addictive. It is also believed to have a longer lasting effect than stimulant medication (Low, 2009). The other non-stimulant drug which is commonly used is the tricyclic antidepressant, Tofranil. This medication may be used when the person being treated does not react well to stimulant medication, or has signs of depression combined with ADHD. This non-stimulant medication may take longer to take effect on the patient, but also has a longer lasting effect than stimulant medication does (Low, 2009). Both of these non-stimulant medications have similar side effects, but debatably not as severe as the side effects of stimulant medication. For the majority of people affected with ADHD, non-stimulant medication does not work and they therefore resort to using psychostimulant drugs. Using these psychostimulant drugs, combined with behaviour development, is possibly the most helpful treatment of all. This combined treatment of stimulant medication and behaviour development is known as multimodal treatment. It is believed that before medication is prescribed, therapy and help should be given to the areas in which children with ADHD are struggling. After the weaknesses are found, the family should be educated about ADHD so that they are aware with what they are exposed to and how to deal with tough situations as a result of their child having ADHD when faced with them, such as helping their child work through a task that they are struggling with. Once the ADHD child is getting the help he or she needs, then medication will be prescribed in order to help the child focus (Green and Chee, 1997: 230). The one negative aspect about this progress of treatment is that it is quite expensive and therefore not everyone will be able to benefit from it. With all of the possibilities of treatment taken into account, it is evident to conclude that although highly controversial, psychostimulant d rugs remain the most efficient medication to use when treating children and adults for ADHD. Taking into account all of the controversies surrounding Attention Deficit Hyperactivity Disorder it is clear that there are definite sides to arguments in the areas of diagnostic criteria and whether ADHD is underdiagnosed or overdiagnosed, ADHD in children as well as adults, and the treatment of the disorder. Looking at the diagnostic criteria and studies around overdiagnosis, research confirms my opinion that ADHD is not overdiagnosed, but in some cases it is misdiagnosed as many other psychiatric disorders share the same symptoms as ADHD which leads many people into believing it is overdiagnosed. Researching the occurrence of ADHD in adults as well as children concludes that ADHD in adults is very common, but is not recognised as much as ADHD is in children. Regarding the treatment of ADHD, my side taken in the debate leans towards the use of multimodal treatment, therefore supporting the use of psychostimulant drugs. Research in the area of psychostimulant drugs has shown that t hey have the most effect with helping children and adults focus on tasks and to restrain hyperactive behaviour, without endangering the patients life. Personal experience with psychostimulant drugs also accounts for my reasoning in supporting these drugs for the treatment of ADHD. The controversies surrounding ADHD all have valid points, and each individual has motives to stand behind their belief in a side of an argument. I have looked at all debates around each controversy and made a decision of where I stand based on my views around each controversy, which have been explained above.

Discrimination in America Essay -- essays papers

Discrimination in America Prejudice is the negative attitude based on false generalizations about members of different racial and ethnic groups. From prejudice, discrimination is born. We all are guilty of discriminating other people, but one can only speculate the factors that bring about this hatred towards one another. Although a single cause cannot account for the presence of racism, factors such as socialization, self-justification, and competition are a few human attributes that lead to acts of racial discrimination. At an early age, children begin the process of socialization. In order for one to be able to communicate with others, it is essential for one to learn to socialize with the people around them. One cause of racism is what a young child learns from his or her parents. Parents become the sole teaching source in terms of the values and beliefs that are picked up by their young and impressionable children. Vincent Parrillo, a chairperson of the Department of sociology at William Paterson College, suggests that individuals are molded by the people around ...

Electoral Systems :: essays research papers fc

From my limited studies of comparative government I have come to the conclusion that a plurality type of electoral process where winner takes all is a superior compared to proportional representation for several key reasons. Proportional representation is based on having an election based on census instead of consensus. In other words, ask the masses which party they feel will do the best job on a ticket where there may be several political parties running which intern will select its own leader from a list based on an individual's faithfulness to the party. The pros of proportional representation includes increase voter turnout based on the premise that every vote counts for a particular party, so you may not get all of the representation as in the plurality, but you may get some representation, so it gives more choices to the voter. Proportional representation would increase the amount of women in office because they make up 50 percent of the population, and this form of election would decrease the amount of negative campaigning, because the competition shift from all or nothing to all or something (http://www.britannica.com/bcom/eb/article/6/0,5716,63126+1+61565,00.html). An example of this would be if a politician gets 51% of the vote, this would garner 100% of the representation. There is no reason for a political party with less then 45% of the vote to make an effort as a party. Why spend the money?   Ã‚  Ã‚  Ã‚  Ã‚  Plurality on the other hand is a vote of consensus rather then census in other words, the party with the most votes will be elected. It's easy to understand by voters, allows quick decisions and it is less costly to run. The only significant drawbacks include low voter turnout and the party that has the less amount of voters usually gets removed, so the winner takes all. The drawback to this is there may not be significant representation among the masses, but at least there is a constraint in the number of parties (http://www.ask.com/main/metaanswer.asp?metaEngine=directhit&origin.html). Plurality is ideal for us Americans who are accustomed to a simple yuppie lifestyle with the most complicated decision in our daily existence is what will eat for dinner.

Issues of Wider Professional Practice and Professionalism Essay

In this assignment I will be examining some of the main issues I believe impact on teachers’ professional practice and I will look at the way they impact on my employer Inclusive Access (IA). IA is a social enterprise independent specialist training organisation in the Post compulsory education and training (PCET) or Lifelong Learning Sector (LLS). I will attempt to show how some of these issues impact on individual teachers in the organisation and the impact on a teacher’s professional image and status. I will go on to state that the political and economic landscape make it very difficult for organisations like Inclusive Access and for freelance tutors to meet the professional standards required when compared to other PCET organisations in both FE (such as colleges) and HE (such as universities). In conclusion to this assignment, using some of the current influences and changes in government direction and policy, I will reflect on the way I can improve my own wider professional practice and that of my team in my area of responsibility. As Training Manager at a social enterprise there are wide reaching pressures on the organisation that impact on our practice as professional teachers in LLS and on the organisation as a professional training body. In fact these pressures are currently on the whole education system. The political economic social technical, legal and environmental (pestle) factors impact greatly on the question posed for this assignment as we enter possibly one of the most challenging phases for education and particularly PCET in last few decades. At IA there are recurring issues affecting the professionalism of the courses run, the professional nature of the teachers and support staff employed, and the values underpinning the company’s social aims. For example, funding is ever harder to source and the funding streams accessed are varied and fluctuating, originating from a number of sources. This can lead to inconsistency of provision and fitting the courses to the fund rather than the learners thereby impacting on our perceived professionalism. Another example would be the â€Å"rules† on pots of funds from the public sector creating demands for more learners on courses, impacting on class size, or selecting people for courses based on numbers – not suitability, which in turn impacts on drop out rates and dissatisfied learners, potentially affecting our perceived professionalism. There is a move towards contracts being payment by results to drive value for the public purse. This could force smaller organisations like our own, who are less cash and asset rich out of the market. However, on the positive side, it does mean a culture of collaboration (that has not existed for some time) is being resurrected, which in my view is a good thing. In the long run this should raise standards of outcome and a more seamless journey for learners to experience through the LLS. During the development of PCET from the 1980s until present, it is evident that teaching in post compulsory education had to keep up and look beyond today towards the future requirements of the skilled workforce of the future. Further and higher education has become more regulated and scrutinised in a bid for it become better placed to meet the needs of learners and employers. Indeed in the evolution of FE and the LLS during the 1990s saw great change driven politically with economics at its heart, FE teachers contracts were changed, strikes, funding centrally severed so the new regime shaping the way PCET is delivered today and the view of the professional status of teachers in this sector. Shain, 1999 in her research paper said then that â€Å"Teacher’s work in the UK Further Education (FE) sector is undergoing reconstruction through processes of â€Å"marketisation and managerial control†. I would agree with her and can see that this process is even more evident today, witnessed through competition for funding, student numbers, targets, league tables and scrutiny driving the ethos of the sector. I would ask how can the FE teacher be a true professional in their work with this culture around them? Tedder;1994, defines professionalism from his experience of teaching in FE and says that the term professional can convey a range of meanings covering teaching practice, a set of vocational standards, values and a code of conduct for teachers plus a remit for continual monitoring and improvement. This early view (was expressed in 1994) in my opinion has been the way that the sector has consequently developed from within, attempting to drive internally in response to the external pressures to conform to the pressurising pestle factors. In 2007 the Institute for Learning (IfL) was set up in response to the XXX report, and (until recently) endorsed by the government to represent and act as a compulsory body for Lifelong Learning teachers of adult education defining the code of conduct and embedding as compulsory requirements membership to the professional body and requiring evidence of current competence to teach via 30 hours continuous professional development (CPD) per annum, submitted and vetted by the IfL. By the IfL making teacher training and CPD compulsory this has overturned the reluctance of teachers to become dual professionals. Norman Lucas 1996 has argued that this duality of professionalism, i.e. that of being at one and the same time a teacher and an expert in a professional or craft/trade area has dogged the development of a statutory qualification structure. He says that historically lecturers in FE had seen their expertise as sufficient for teaching thereby putting their specialist knowledge above pedagogy. He says that by becoming professional teachers this will narrow their specialist expertise. I disagree with this view. Everyone can remember the good and bad teachers at college / univeristy, and those that not only knew the subject but knew how to teach got the respect and results from their students. Randle and Brady (1997) argue that although they believe teaching in FE has been deskilled and deprofessionalised professional teachers retain a commitment to ‘public service’ values of altruism and teacher autonomy that are fundamentally opposed to managerialism. They believe this is the essence in FE of professionalism and that its paramount to FE. Appendix xxx is an extract to depict the polarisation they described. I believe this point is important and is where individual personal professionalism collectively adds up to professionalism per se in the organisation or the LLS. Elliott (1996) rejects the notion of professionalism in favour of a concept of the ‘reflective practitioner’ for understanding teacher’s work. I believe this is a vital factor in professionalism, but cannot be the only way that a professional improves their practice – what if the teacher is not as self aware or receptive to personal feedback – how can this improve teaching and learning in isolation? Hodkinson (1995) argues for the retention of professionalism without accepting the exclusivity of a profession. He explores the uses and limitations of competence attributes towards a redefinition of professionalism based on notions of ‘personal effectiveness’, ‘critical autonomy’ and community. These to me are self actualisation goals re: Maslow – higher order. But I fear people need a structure, framework and a method to achieve these – why then is a professional body to belong to such a bad thing? The Institute for Learning and Teaching in Higher Education (ILTHE) was an established body that ceased to exist in 2004 and then in 2007 the IfL was set up, reinventing the wheel is a theme of politics I fear. Appendix xxx explains the history of the ILTHE and the HEA. Successive governments and reports including Kennedy in 1998, Tomlinson 2004, Leitch date Wolf 2009, Lord Lingfield 2011/12 continue to change the way education is structured and delivered and depending on which political party is in power depends on the swing between regulation and market forces affecting the culture in lifelong learning. By the very nature of the way the PCET sector is being forced to be accountable it could be seen that it has become de-professionalised, de-characterised and education is becoming de-valued as the accountants take over the establishments to drive value for the public purse. Ofsted scrutiny and league tables shape the way education in FE is delivered as tutors â€Å"fear† for their grade and managers drive for results, where does this leave a professional tutor room to develop as a professional? Illustrating this polarisation of managerialism and professionalism – ref app xxx Many authors reference this including John Lea. John Lea observes that managers and scrutiny of teachers introduced to make them more professional and drive value for the taxpayer and the learner actually have led to teachers becoming de-professionalised per se. He states that by introducing accountability through layers of funding and scrutiny bodies that this has meant the sector has to adopt more of a business approach with colleges becoming more like retail outlets. P75: where learners choose their learning opportunity from a range of providers for the one that markets itself the best. On the negative side this could be students â€Å"consuming† education in the same way they purchase items from a discount shop demanding high quality low prices. He goes on to say: â€Å"of colleges come heavily under this sway we might expect them to seek to eliminate any downside to their students purchase – customer satisfaction or your money back. Will we see a time when students cannot fail a course?† I would ask – is this de-valuing and watering down the status of PCET courses so that anyone can achieve OR does it widen participation and standards leading to a more highly skilled workforce which then reflects well on the professional standards and values of teachers and organisation in the sector? Whichever way it is seen, the reality is that it is happening and the future PCET organisations are moving in this direction. Lord Lingfield in his review – the final report, amongst many recommendations, suggests that the future of PCET will not distinguish between further and higher education and it should merge. This trend is current and set to continue – a great example if here and now – West Cheshire college – my course – the awarding body is Chester University and progession for my cohort is clearly into HE. The simpler the learner journey the more professional it feels for learners too. I believe that in the modern world, standardisation, comparability and the learner journey should be seen as crucial by decision makers and that it will drive development in the sector. To be professional tutors rely on quality time to prepare to keep teaching practice current, incorporating new and innovative teaching methods. This is a difficult task, especially as many tutors are paid sessionally and planning is often not paid for by employers. Similarly professional development and CPD is expected but not often provided by employers. As professionals, tutors are expected to complete 30 hours per annum of continuous professional development (CPD) to reflect and choose the right development. Under the IfL this was implicit and required for membership; this requirement is now voluntary as membership of the IfL rules have changed following Lord Lingfields review of the sector. The best and most forward thinking providers will support their staff to improve; it cannot be left to individuals to choose entirely their own CPD. Since the Institute for learning was set up in 2007 I believe it has not achieved what it set out to do and I concur with many elements in the Lingfield report. I think it little impact in raising the sectors professional status although it has had some impact in raising the standards of teaching. For example after 2007 Neighbourhood colleges were forced to employ only tutors with a preparing to teach in the lifelong learning sector (PTLLS) qualification to lead courses in these centres. Previously anyone could have taught a course in their local community or Neighbourhood College. Insisting on PTLLS has improved the quality of provision but on the downside has meant that local talent and enthusiasm has been lost from those who handed down skills and shared knowledge on a more universal basis. Taking a different view of core professional values that is not about OFSTED or anything other than the traditional role of a teacher – Sue Cross in her book Adult teaching and Learning talks about the professional character of the teacher means assuming the a specific set of obligations and standards but one within which an individuals background expertise and creativity are free to flourish. Sue Cross definition: â€Å"Professional teachers seek to communicate their field of knowledge to the learner with fidelity and accuracy, within the context of their professional ethics and in such a way that the learner is nurtured, supported and able to develop† p 161 She says that a professional teacher has three principal characteristics : that a teachers acts with professional agency, a teacher acts ethically and a teacher exercises professional judgement. And she believes that to be a teacher really means to be a learner yourself. Therein lays the crux of being a professiona l – exercising professional judgement and being allowed to. Society doesn’t allow mistakes nowadays, does being a professional suddenly make a person infallible? Other definitions of professionalism and professional include Marian Wollhouse – teaching the post 16 learner. Marian suggests that there are seven key areas of teaching defined as underpinning the competence that supports and informs all other processes†¦ and the learner is put at the centre of all that teachers do. In that way the context of the teacher as a professional is prescribed and this amongst other influenced the development of the Professional domains written by the sector skills council and published in 2007. In the foreword the Bill Rammell, the then Minister of State for Lifelong Learning, Further and Higher Education, said that the new professional standards were a direct response to Ofsted’s plea for clearer standards. Accountability for teaching and learning and being a specialist in own area was paramount. This was a precursor to the IfL being launched in September of that year. And again more depth and scrutiny in a bid to make the profession of teaching accountabile in September 2012 another new set of Ofsted regulations were put into place this time as well as for all education a specific set for the FE sector. As a direct consequence of Lingfield, Wolf etc and the drive from the government to make organisations more locally accountable this Ofsted framework now puts teaching and learning as the most important factor refocusing the Common Inspection standards. See appendix xxx CIF. Prue Huddleston and Lorna Unwin 3rd edition Teaching and Learning in Further education Diversity and change in chapter 8 talk about Professional development and here I believe is a central factor in the issues of professional conduct and accountability. To be an educator in the PCET sector I believe teachers should embrace all it is to be a teacher. The breadth of skills, the patience, the planning, the innovation and the ability to keep on a personal learning journey can mean it is difficult to fulfil this multi-faceted and demanding role. To do this teachers need to approach their work as â€Å"professionals† and undertake in depth and varied professional development. Without it teachers will become stale, one dimensional not just in their teaching but in their ability to fulfil this role and inspire their learners to achieve. The goals they set for their learners will become less stretching as do then the goals they set for themselves. â€Å"every FE teacher has to make plans to ensure he or she has access to relevant and appropriate professional development opportunities† p 209. Inclusive Access is an independent provider of adult training and education across a myriad of disciplines/ subjects. As my role is multi-faceted I project manage, line manage, develop new business, recruit tutors, in charge of quality for awarding bodies, teach myself. It is a role that I believe requires a hands-on approach and therefore still to teach to keep up my professionalism. This can be a challenge as the role moves towards sometimes more of a managerial overview role. One of IA’s unique selling point is its people. The tutors, assessors and teaching support staff most of who are not directly employed. That relationship is an interesting one to manage; aiming to keep their individual professional values in tune with that of the company. In order to engender the ethos and professional standards required I do have to lead by example, share CPD knowledge and enthuse the teachers to try new teaching methods. IA does not have the IT resources and budgets for example that FE colleges can access. The courses must still be of high quality (or higher) than the competition. Often I think we achieve this through personality of the teachers, their in depth subject knowledge and the way we assist the learners on their journey with signposting and employability skills. Interestingly this is now a key factor that OFSTED will be seeking from FE so I will need to keep a step ahead and look for way to continue to improve our learner experience and our teacher support. I will need to ensure our literature and marketing is standardised with the LLS sector to maximise our visibility and professional image in a competitive environment. My own personal CPD journey will be the vital. I realise there is a lot at stake in the way I view professionalism and being a professional. Not only will these views affect my personal development but because of my role it affects the organisation and the teachers employed. Extrinsic factors that cannot be changed will continue to impact on teacher’s professionalism – pestle factors, ofsted, government papers and reports leading to changes in scrutiny, standards and regulation. But intrinsically the notion of being a consummate professional, loving being a teacher, being honest, reflecting and improving, sharing best practice, keeping always learner-centred and choosing challenging CPD as a lifelong earner yourself, in my view you won’t go far wrong!

Islam Worksheet Essay

When studying Islam, it is important to understand the essential elements of the faith, how they are practiced, and the distinctions among the three branches: Shiite Islam, Sunni Islam, and Sufism. Write a 1- to 2-paragraph response for each of the following directives and note where there are differences among the three branches of Islam. 1. Explain the meaning of the name, Islam. The literal translation of the word Islam is surrender or submission. The name Islam implies a complete surrender to Allah, and those who practice Islam are referred to as Muslims. The word Islam is derived from the Arabic word salam, which means peace or safety. Muslims believe that the reason for human existence is to surrender to the One True God, Allah (Molloy, 2010). 2. Explain the basic concepts of Islam. Islam teaches it followers (Muslims) that the Holy Quran is the literal word of God is an all-encompassing book and includes everything about Islam. One of the most fundamental concepts of Islam is the belief that only one God exists. Islam teaches many aspects about God that are similar to the teachings of Judaism and Christianity. Islam teaches that God has always existed, cannot be destroyed, knows everything, created the universe. Another basic concept of Islam is that God never had a son (Jesus); however, Islam does teach that Jesus was a prophet as was Muhammad, but Muhammad is believed to be the last of a number of profits, and he was sent to Earth by God to confirm the word of God to the world. The most fundamental beliefs or concepts of Islam are: †¢ There is only one True God †¢ No other being or thing is worth of worship, only the True God †¢ Muhammad is God’s messenger and the last prophet †¢ Every human who has ever existed will face God on Judgment day to account for his or her deeds and at this time, God will grant or deny admittance into Heaven. 3. Describe the practices of Islam. The main practices of Islam are concentrated in what are known as the Five Pillars of Islam. The Five Pillars of Islam, as outlined in the Quran are thought to be mandatory practices that each Muslim must practice. The Five Pillars of Islam are: 1) Shahada (Profession of Faith) – Muslims must verbally acknowledge the existence of only one God and Muhammad is God’s messenger. The creed, â€Å"There is no God but Allah, and Muhammad is his messenger,† is spoken daily in prayer, and inscribed on and in Mosques (Molloy, 2010). 2) Prayer – Muslims are required to pray five times every day of the week; the prayers are required every day before dawn, at midday, at midafternoon, at sunset, and at nighttime. Muslims typically undergo a ritualistic cleansing of the hands, arms, face, and neck before prayer, and face toward Mecca when praying (Molloy, 2010). 3) Zakat (Charity to the Poor) – Muslims are required to give a percentage of the total of everything they own to the poor each year. In addition to giving to the poor, Muslims are expected to be generous and charitable toward the poor when they encounter an opportunity in their daily lives (Molloy, 2010). 4) Sawm (Fasting during Ramadan) – Ramadan is the ninth month of the year according to the Muslim calendar and the month during which it is believed that Muhammad began receiving revelations from God. As with various other religions, fasting is thought to bring spiritual growth; for Muslims the month-long fast help to form a bond and unite Muslims. During Ramadan, Muslims abstain from food, liquids, tobacco, and sexual activity from dawn until dusk. Ramadan ends with a feast to celebrate the Revelations given to Muhammad (Molloy, 2010). 5) Hajj (Pilgrimage to Mecca) – Every Muslim is required to visit Mecca (Hajj) at least once in their lifetime. A pilgrimage, as with other religions, is believed to bring about new understanding and personal transformations based on the spiritual goals of the religion. Only Muslims are permitted to enter the city of Mecca (Molloy, 2010). 4. Describe the goals of Islam. The goals of Islam are similar to the goals of other religions in that the religion is believed to be a moral and ethical authority in a world that is in a constant struggle between good and evil. Framing the world as in constants peril and painting itself as the moral and ethical authority, Islam (like other religions) seeks to regulate human life through rules, rituals, and other dogma (Molloy, 2010). Staying in the realm of regulating human life, Islam attempts to provide guidelines to enable Muslims to life a life as close to perfection (God) as possible. Islam also has developed controls and bans on specific activities, things, actions, etc. as a means of creating and maintaining social order and increase the happiness of Muslims (Molloy, 2010). 5. Describe the view of authority in Islam. The Islamic view of authority began with Muhammad; Muhammad combined political (civil) authority with spiritual authority, which is essentially a theocracy. However, modern Islam has split into two main branches that differ on their view of authority. Sunni’s, which accounts for the largest percentage of the world’s Muslim population, recognize a real difference between religious and civil authority. The Shiite Muslims; however, maintain the belief that both religious and civil authority should be centralized. Shiite Muslims place give all spiritual and religious authority to one person (Flesher, n.d.). The Qur’an serves as the primary source of information and authority for Muslims, much as the Bible does for Christians. With this in mind, evaluate Islam’s historical influences on law, philosophy, and the arts in the Muslim world. Write a 1- to 2-paragraph response for each of the following questions. Provide examples to illustrate your thinking. 1. What is the legal ideal in Islamic law? How does the Qur’an inform and guide Muslims in attaining this ideal? The legal ideal of Islamic law, which is known as Sharia, are laws that continually bring day-to-day life into closer coherence with the rules set forth in the Quran. The Quran provides numerous rules and rituals that must be followed by Muslims and lays the groundwork for Sharia. Muslims believe that the Quran is the literal word of God; they also believe that God cannot be separated from any aspect of human life. Therefore, traditional Islam is theocratic and seeks to impose the laws and rules of God upon everyone to help ensure human spiritual fulfillment (Molloy, 2010). 2. What is the relationship between philosophy and theology within Islam? Is it acceptable for Muslims to hold separate philosophical and theological beliefs? The relationship of philosophy and theology within Islam is as complicated as it is old. Many of the early philosophic questions had to be answered to ensure a uniform understanding of the Quran and its laws. However, these early philosophical questions were not truly philosophical because the question mixed religious revelations with human logic and reasoning. Aside from the philosophical questions that were asked during the emergence of Islam, most of the philosophical and theological questions that have emerged have been the result of the expansion of Islam and its contact with other religions (Molloy, 2010). There is no clear answer to the question of whether or not it is acceptable for Muslims to hold separate philosophical and theological beliefs, because throughout the history of Islam the discussion if philosophy and theology changes from a liberal to a conservative approach, and back again. Generally speaking, Islam has two philosophical schools; a liberal view that values human reasoning and sees it as a gift from God, and a conservative view that believes reason is false pride and favors intellectual submission. Although Islam does have a somewhat liberal faction that values reason and logic, for the vast majority of Muslims it is not acceptable to hold different philosophical and theological views. The majority of Muslims reject rationalism and promotes complete submission to God, which includes intellectual submission (Molly, 2010). 3. What artistic themes are regularly expressed in Islamic art and architecture? How are these themes explored? How has the Qur’an influenced the development of art in the Islamic world? Several themes are apparent in both Islamic art and architecture, such as the serious and simplistic style and the use of negative space to direct an individual’s attention to a specific area. Mosques can be large or small, grandiose or modest, bur regardless of the specific mosque or building, Islamic architects place a high value on space. The shaping of a building and the space symbolizes God, who is invisible but everywhere (Molly, 2010). Islam prohibits images of humans or animals, but despite that restriction, Islam has a vibrant artistic past. As with architecture, negative space is also used in art, but the theme that is most apparent in Islamic art is paradise. Most Muslim art includes some aspect of paradise as it is described in the Quran. One can find images or symbols of paradise on prayer rugs, paintings, and building architecture (Molloy, 2010). References Flesher, P. (n.d.). Exploring Religions. Islam Religious and Political Organization. Retrieved November 18, 2012, from http://uwacadweb.uwyo.edu/religionet/er/islam/iorg.htm Molloy, M. (2010). Experiencing the world’s religions: Tradition, challenge, and change (5th ed.). New York, NY: McGraw-Hill.