The Rational Way Of Life - 843 Words

The Rational Way of Life Epictetus’ Stoic Recommendation of Freedom Freedom is an arbitrary concept that has been and will always be limited. The notion of freedom is possible among equals, however, equality itself is universally different. Arendt, a political theorist, believes political freedom manifests through action, her reliance on the ability to act implies that humans can tangibly live freely. Epictetus on the other hand, believes that all humans can be internally free if they had a stoic mindset in their way of life. He believes that human beings are in complete control of their happiness and should only worry about what they can control instead of what they cannot. The revolutionary treasure is the original spirit of individual freedom that has been lost through the principles of public freedom and public happiness. Freedom as Epictetus defines is an internal condition that only we ourselves possess control over, his stoic recommendation offers a simple yet rational approach of living life freely. Public opinion suffocates the original spirit of the revolutionary treasure because public opinion provokes a common opposition, thus killing true personal opinions of American citizens. Arendt states that the Founding Fathers of America equated law based on public opinion with tyranny; in this sense, democracy was to them a new form of despotism. â€Å"Paradoxical as it may sound, it was in fact under the impact of the Revolution that the revolutionary spirit in AmericaShow MoreRelated Kants Humanity Formula Essay1646 Words   |  7 Pagesconfirmed by the dignity and worth of the rational agency of each person. Since human beings are the only rational beings capable of decision making and reasonable judgement, humanity must be valued. Kant proposes a test that ensures that humanity is treated with respect, and not used merely as an instrument. To understand how he defines this test, we must first take a look at the foundation of his main principle, the Categorical Imperative. Kant’s way of determining morality of actions is quiteRead MoreKants Humanity Formula1647 Words   |  7 Pagesconfirmed by the dignity and worth of the rational agency of each person. Since human beings are the only rational beings capable of decision making and reasonable judgement, humanity must be valued. Kant proposes a test that ensures that humanity is treated with respect, and not used merely as an instrument. To understand how he defines this test, we must first take a look at the foundation of his main principle, the Categorical Imperative. Kants way of determining morality of actions is quiteRead MoreIs Life Sacred? Essay1217 Words   |  5 PagesIs Life Sacred? The phrase Life is Sacred serves an important part in arguments concerning the moral and legal permissibility of euthanasia (and abortion as well). Since this claim is so pivotal, we should take some care to see what it means. One way to uncover what the claim, life is sacred means is to ask: what is the source of lifes being sacred? What lives are sacred?   Ã‚  Ã‚  Ã‚  Ã‚   Some might think all living things are sacred; that the mere fact that something is alive makes it sacredRead MoreThe Rational Choice and Biological Trait Theories Essay1748 Words   |  7 Pagesthem with certain cases that are more difficult than the rest. The theories that the justice departments should use in their systems are the rational choice and biological theories of criminology. The rational choice theory comes from the classical theory which is based off of personal choice towards criminal behavior. Criminal behavior under the rational choice theory has been due to the free thinking of society and has always been because of a specific thought process of personal vendettas.Read MoreRational Emotive Behavior Therapy1605 Words   |  7 PagesRational Emotive Behavior Therapy Rational Emotive Behavior Therapy (REBT) is a form of Cognitive Behavior Therapy created by Albert Ellis. REBT was one of the first types of cognitive therapies and was first called rational therapy. In 1959 the name was changed to Rational Emotive Therapy and did not get its current name, Rational Emotive Behavior Therapy, until 1992. REBT is based on believing that feeling upset is not caused by an event but rather our beliefs toward the event that upsetsRead MoreRational Choice Theory Criminology1151 Words   |  5 Pages Boldt has either talked about or brought up a few dozen theories in just a few weeks. However one theory seems to show up more than the others, and is the more dominant explanation in describing criminal behavior. This concept is referred to as Rational Choice Theory. Over time theories have been produced to explain and help understand what leads to criminal behavior. The reason why people have studied these theories so closely is because of the helpful nature it provides to professionals. It allowsRead MoreRationality Vs. Rational Rationality1257 Words   |  6 Pagesknowledge that we have in our hands, which, in my understanding, like the way that Sherlock Holmes solving a case. When applying pragmatic rationality in planning, it comes to a set of model, which starts from goals and vision s and ends in implementation as well as evaluation, that are widely used in making (comprehensive) plans. This seemingly rational model, however, does not always guarantee that we make the rational choice. Argued by Ernest Alexander, rationality in planning implies that validRead MoreThe Impact of the Rationalization Process on Culture1283 Words   |  5 Pageshas gone the way of science, and what science has proven, rather than the traditions passed down. They, the youth of contemporary South Africa, believe in ideas based on science, and if science hasnt proven that which they should believe culturally then the cultural belief is dismissed, without second thought. And many believe that in order to achieve their goals one must think rationally, without the influence of beliefs in magic or religion, because religion interferes with rational thinking. TheRead MorePlato s Theory Of The Soul1125 Words   |  5 Pagesthree parts and how they are related with one another, what they are and what this division is supposed to tell us about the best life to live. Plato’s theory which ca n be referred to as justice in the individual, is split into three parts: appetite, spirit and reason. Throughout this essay, I will explore each part of this mechanism and how Plato believes this is the ideal way to live by being harmonious with these parts of consciousness, how I view them and how I interpret them to myself. To have aRead MoreHow Rational Choice And Deterrence Theory Around The World1547 Words   |  7 Pageschoice, but it’s up to the individual to the make a decisions on what they choice to do in a positive way, in every event that takes place in their life on an everyday basis. In today’s society dealing with Rational Choice a question always comes into play on why people engage in criminal behavior, but who really knows and most people wonder is it who they surrender their selves around in their social life or could it have been where they grow up and what they sense as a child with their parents or in

Understanding the Principles of Assessment Free Essays

1. Understand the principles and requirements of assessment 1. Explain the functions of assessment in learning and development. We will write a custom essay sample on Understanding the Principles of Assessment or any similar topic only for you Order Now Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body. The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that they have full understanding of the subject. 2. Define the key concepts and principles of assessment. Assessment has to remain fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment. An assessor cannot be swayed to give a learner an easier assessment because they favour the learner. The assessment process may have to be adapted to be suitable to the learner’s needs but, needs to eventually lead to the same outcome. 3. Explain the responsibilities of the assessor. The role of the assessor is to assess the learner’s knowledge and performance in a range of tasks. This includes, ? Ensuring that the learner has demonstrated competence and knowledge in the assessment to the standard of City and Guilds criteria. ? Assessments need to be planned between the assessor and each learner; the learner needs to be fully aware of his/her responsibilities in the collection and presentation of evidence. The assessor then needs to observe the learners performance in their workplace or similar environment and can ask questions to confirm a learners understanding. ? Accurate and constructive feedback needs to be given to the learner whether they have passed the assessment or not. If the assessment has not been achieved the learner needs to be aware of why they did not achieve and how they can rectify this for the next time they are assessed. ? Records of the learner’s achievement must be kept up to date and be available for the learner to see. 4. Identify the regulations and requirements relevant to assessment in own area of practice. As a tutor , I am required to discuss and set targets for the completion of tasks, units, skills development and observations to the City and Guild standards. This is to ensure the learner achieves their programme. I am responsible for the learners to complete the programme units with the time-scale stated by the awarding body, the time-scaled will initially be dictated by the Learning and Skills council but, learners will be assessed on an individual basis and time-scales adjusted to suit individuals. As an assessor I have to set challenging targets, record their progress against their targets in the learners individual learning plan (ILP), monitor their progress with every 4 or 8 week reviews in which progress is discussed and targets are agreed and set for learner to work towards. Once assessment begins I have to give learners clear and constructive feedback on their achievement and progress, learner progress is monitored through 1 to 1 .. Each learner has a portfolio logbook that records the learner’s competence against the standards for the qualification they are working towards. I have to ensure that the logbook is completed and kept up to date to show what progress has been made, and what areas of competence have yet to be achieved, this allows me, learner and visitor from the awarding body to easily track the learner’s progress. Once the learner has achieved their qualification, it is my responsibility to advise them of any further programmes they could do to develop their skills further. 2. Understand different types of assessment methods 1. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. | | | |Assessment Methods |Strengths |Limitations | |Observation of performance in the work |Authentic |Demanding on assessors time | |environment |Low disruption to candidates workplace |Travel | | |Assesses real life skills. Need co-operation from candidate’s | | |Could help in integrating assessment across|workplace. | | |outcomes and units. |Reliability may be hard to achieve. | |Examining products of work |Authentic |Time-consuming with large groups. | | |Showcases learner’s skills. | | |Clear feedback back can be given on the | | | |work | | |Questioning the learner |Can occur naturally out of an observation |Is difficult to manage with larger numbers | | |Non-threatening to the learner |of learners | |Can be offered to learners with additional |Due to the range of responses from | | |support needs |learners, reliability may be difficult to | | |May fill in gaps in the learners portfolio |achieve. | |of evidence | | |Discussing with the learner |Learner may feel less threatened. |Time-consuming with large numbers of | | |More one to one |learners. | | |Could help less confident learner. | |Use of others (witness testimony) |Others may see areas which are normally |Authenticity of testimony could be | | |difficult for assessors to observe |questionable | |Looking at learner statements |Builds confidence in the learner’s |Learners with additio nal learning needs may| | |capabilities. |find it difficult. | |Understand the standards they are working |Does not show the learners practical | | |to. |ability. | |Recognising prior learning |Gauge the learner’s knowledge of learning. |Prior learning could be to a higher/lower | | |Recognise if any additional learning needs |standard | | |maybe required. | | . Understand how to plan assessment 3. 1Summarise key factors to consider when planning assessment. Key factors that have to be taken into consideration when planning assessment are; †¢ Is learner ready? †¢ Suitable time †¢ Suitable model †¢ Convenient for workplace †¢ Suitable environment Is Learner Ready? To determine if the learner is ready for assessment, Assessment has to be planned between the assessor and each learner, together they must come up with a plan that will suit the learner’s employers and the unit the learner is to be assessed on. As an assessor you have to be flexible to accommodate the learner. Suitable model The learner has to ensure the correct model is selected for assessment the learner is planning to do. For the colour unit (GH9), all models must have been skin tested 24-48 hours before the application of colour; this is a requirement to ensure insurance is valid. The correct model must be chosen so the learner can be assessed on what they plan, for example; a short haired client would not be suitable for a long graduation assessment. Convenient for workplace. A good relationship has to be established between the assessor and the learners employers. The learners workplace needs to be aware of the learners progress throughout the course and when planning the assessment the assessor hs to contact the workplace to ensure it is a suitbale time for the learner to be assessed. Suitable place Observing the learner in their workplace is the most suitable place to assess the learner. Whilst in the workplace a holistic assessment is more likely to happen, as different units may also be assessed when the assessor only planned on one. . 2 Evaluate the benefits of using a holistic approach to assessment. An holistic assessment will make the learner feel comfortable and competent in their assessment as it gives the assessor the oppourtunity to see the learner in their workplace covering another unit or aspect of the learners course as it naturally happens. This could occur without the learner realising. An holistic approach will help the assessor to use their time more efficiently, as hopefully more assessment than planned will occur. . 3 Explain how to plan a holistic approach to assessment. The assessor has to take some responsibility for collecting and structuring evidence when planning an holistic approach to assessment, further evidence is collected through observation of the learner and questioning the learner. The learner can also collect evidence but, must be supported by the assessor. 3. 4Summarise the types of risks that maybe involved in assessment in own area of responsibility. The types of risks that maybe involved in assessment of my own area are high, it is important for the assessor and learner to ensure the assessment is carried out in a safe environment. Learners must adhere to their own salon procedures and insurance policies. When assessing a learner at their workplace the assessor would have to ensure it was safe to do so, before the planning of assessment the assessor would have to make sure the workplace had carried out a risk assessment, have health and safety certificates, liability insurance, a first aid box, fire extingushers and fire procedures. . 5Explain how to minimise risks through the planning process. Risks will be minimised through the planning process by making sure the learner is complying with the worksplaces in-house policies (each salons policies will differ) and local by laws. The assessor must follow their policy and procedures when planning the assessment. The learner can be questioned on any of the policy and procedures and t he learner has to be able to explain them. 4. Undertand how to involve learners and others in assessment. 4. Explain the importance of involving the learning and others in the assessment process. It is important to involve the learner and others in the assessment process so that the learners and employers know the progress of the learner and what the learner still has to achieve. If the employers know the learners know the learners progress they are more likely to encourage and motivate the learner, the employer may make time to train with the learner or let the learner observe other stylists work which will expand the learners skills and understanding. Knowing the learners progress, employers may be able to observe a specific piece of evidence that has not occurred when the assessor has been present, when the assessor does visit the workplace the employers could provide the assessor with a witness testimony of the evidence they observed. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Documentation Log books are given to each learner once registered on the course and are available to the learner and others and provide useful means of assessing the progress of the learners achievement and performance. The log book documents the learners ability to carry out a range of tasks. This document works well for the assessor to minitor progress and any areas the learner may require more guidance. Log books are alos checked by the internal verifier once a unit is completed, to ensure everything is completed to the standards, also the log book may be sampled by an external verifier. Policies Policies are necessary to ensure learners and others know what is expected and what they have to achieve to gain the qualification. All learners will work against the same policies so each learner has to meet the same requirements to complete the qualification. Procedure Procedures are in place for learners and others to follow, each assessment follows the same procedure and cannot be amended. Assessors work is sampled by IV’s to ensure each learner is being treat equally and fairly and that the assessment is following the standards procedure. Skills analysis Learners and others need to be aware of the learners skills, so guidance and further teaching can be given to the learner to pass assessment. If the learners has not passed assessment this is documented with constructive critism and help on areas the learner has missed. By keeping a record the learner can check and practice the skills. . 3Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. to promote learner involvement a tracking grid is used for each individual learner. The tracking grid is for the learner to keep a record of their own progress on what they have practiced in salo n, this encourages the learner’s development of skills as they can track what they need to practice and when they will be ready for assessment. Learners also reflect on what they have done, learnt and what they can learn from after each session by completing an end of day form. The learners have to state what they have learnt, what they enjoyed the most and least and anything they have achieved in the session, there is also spave for the assessor/tutor to make comment on what they learner has done, these forms are filed and can be used for learners to reflect on. Learners are to approach the assessor once they feel ready to be assessed, the assessor has to advise the learner to look through the criteria of the unit the learner wants to be assessed on and the learner is to decide if they feel they can meet the criteria. If the assessment id not achieved feedback is a must, by asking the learner ‘how they felt it went’ will encourage the learner to analyse their work and reflect on what they could do better next time to achieve the assessment. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. An assessor is the hairdressing sector would have to be flexible to fit in with the salons opening times. Many salons are closed Mondays but, open Saturdays. In order to assess a learner it may require the assessor to work when they normally have a day off, work later or start earlier. If a learner was particularly shy the assessor may have to go at quieter times in the salon to carry out an assessment, if it is a busy salon the assessor has to ensure they do not get in the way whilst doing assessment. 5. Understand how to make assessment decisions. 5. 1Explain how to judge whether evidence is:- Sufficient A performace criteria is stated in each learners log book for each unit within the NVQ qualification. The learner must achieve the stated outcomes to have sufficient evidence to meet the requirements. Authentic The learner is watched by the assessor from start to finish of the assessment to ensure outcomes are met and assessment is completed with the time scale stated by the standards. Current All assessments are recorded in the learners logbook, which is completed by the assessor dating and signing to confirm assessment has been achieved, the learner also signs the log book. Dating the log book ensures assessments are current. 5. Explain how to ensure that assessment decisions are:- Made against specified criteria The outcomes in the logbook for each unit ensure that the assessment decision is made against the specified criteria and that the learner is working to City and Guild standards. Valid To ensure the assessment is valid, the assessor has to ensure that the learner is being assessed against the correct standards. For example; if a learner was being assessed on styling hair (G H10), the assessor would not use change hair colour (GH9) standards to assess the learner against. Reliable By following the standards set by City and Guild for each assessment, it ensures that the same result will be achieved. Fair By following the standards all assessments are fair. An assessors personal feelings about the learners cannot cloud cloud the assessors judgement. 6. Understand quality assurance of the assessment process. 6. 1Evaluate the importance of quality assurance in the assessment process. A trainee assessor is observed by an internal verifier, at Woodspeen Christopher Pauls, assessors are given 5 days notice before the observation. The observations take place to ensure assessors are working to the same standards and that assessments are being completed correctly. The IV will also have interviews will the learners to see how they are learning and interacting with their assessor, this gives the learners to air any grievances they may have which they may have not wanted to discuss with their assessor. An IV will go through the learners logbook after the learner has been on the course for 6 months, this is to ensure that the assessors accupational competence is up to date. The IVwill give feedback to the assessor verbally and written. The IV can sample the log book at anytime and will go through the whole log book again once the learner has completed. At Woodspeen Christopher Paul all assessors attend a standardisation meeting in which the assessors are split into small groups and given the same unit to work through and assess. The assessors then discuss their findings and work together so all assessors come to the same outcome, so all assessors is working to the same standards. 6. Summarise quality assurance and standardisation procedures in own area of practice. To ensure trainee assessors are correctly assessing they will be observed by the IV every 3 months, trainee assessor also have 100% sampling/counter signing which takes place initially and all assessment decisions will be countersigned by qualified assessors. Any problems that are identified during sampling the IV will follow up with discussion/training with the assessor involed. All evidence sampled in the log book is initialled in red by the IV, all feedback will be kept and dated for EV’s. All these actions are taken to ensure every assessor is working to the standards set by the awarding body, ensuring there is standardisation within the assessors. 6. 3Summarise the procedures to follow when there are disputes concerning assessment in area of practice. Every learner has the right to a fair assessment process, if the learner feels that they have been treated unfairly they have the right to appeal the decision. There is a NVQ appeal procedure in line with the awarding body requirements and NVQ code of practice which must be followed. The learner must first approach the centre lead internal verifier, if not resolved then to the centre manager, if the learner is still not happy with the outcome it will then be referred to the awarding body who will pursue the matter with the external or lead verifier. Assessment decision unfair Report to the internal verifier within 10 days Internal verifier to investigate within 10 days If problem not resolved it will be passed to centre co-ordinator who will give a decision within 10 days or within a time scale that has allowed for full investigation of the complaint If still not resolved it will be passed to the awarding body within 10 days The final decision will rest with the awarding body. 7. Understand how to manage information relating to assessment. 7. 1Explain the importance of following procedures for the management of information relating to assessment. It is important to follow procedures when managing information relating to assessment to ensure all assessors are working to the NVQ standards. All information collected during assessment must be kept up to date and and follow the policies and procedures of the awarding body. This information should be available to learners and others to see at any point. Following procedures in the assessment process enables internal and external verifiers track the work of the learners and sample work of the assessor to ensure everything is being done to the company and awarding body standards. 7. 2Explain how feedback and questioning contribute to the assessment process. The assessment process is to plan, assess, give feedback and develop. Firstly, the assessor and the learner must come up with a plan for assessment, the assessor will write up the planned assessment plan before assessment begins, the learner is then assessed through observation and the assessor asking relevant questions, once assessment is completed feedback needs to be given to the learner from the assessor, if the learner has achieved the assessment feedback still needs to be given on what the learner did really well on anything they could still improve on and then a plan is made between the assessor and learner on what the assessor would like to see next assessment and how the learner can achieve and develop their skills for this. If the learner has not achieved the assessment constructive cristism is given to the learner, the feedback will be what they didn’t achieve on, what they did well and what they need to do to imporove, the learner will also be given a plan on what they need they need to complete to enable the learner to achieve asses sment next time. The learners are given a 2 week period before they are assessed again to develop their skills. 8. Understand the legal and good practice requirements in relation to assessment. 8. 1Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. How to cite Understanding the Principles of Assessment, Papers

Macbeth and R+J free essay sample

Shakespeare communicates many moods in Macbeth and Romeo Juliet; the main moods are love, and hate fuelled betrayal, and in my work these are the themes I will analyse. In Romeo Juliet and Macbeth, vital characters have had to betray in order to achieve love, for example; In Romeo and Juliet; Juliet has to betray the authority of her father in order to fulfil her affection for Romeo. In terms of love this would mean that: The Storge (unconditional love, shared amongst family) that Juliet once felt for her father was met by misogyny (Hatred for Women) upon his realisation of Juliet’s Eros (love between two people) towards Romeo. Despite her subdued character, Juliet is adamant on not marrying Paris and betraying her family for Romeo. A quote to support this is; If all else fail, myself have power to die This signifies that Juliet would rather die than enter something that it not right. We will write a custom essay sample on Macbeth and R+J or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A quote from Juliet’s Father; â€Å"How now, how now, chop-logic! What is this? † – His use of repetition emphasises his fury in response to Juliet’s new found aggression in character, and his rhetorical question presents his dominance and highlights the hierarchy that was in place at the time to allocate superiority to male’s in a family, in this scene; the breakdown of Juliet’s Father and Mother’s relationship is most apparent. Furthermore this is a point where Juliet is most isolated from her family and becomes closer to Romeo. My alternate interpretation is that Juliet did not betray her family, but her family were betrayed by there own pride, Pride was the cataclysmic barrier between acceptance and condemnation. The most potent character development is Juliet’s, throughout the play she matures and becomes a lot more retaliant to authority and starts to become herself rather than obedient to thers, this process is strengthened because of the speed she has had to become responsible; due to the mandatory pressures she is expected to comply with and the swift 7 day time period in which the story is conveyed, this development in character gives her the willpower to betray her family; which also ultimately supports my point. The dramatic techniques used in Romeo and Juliet create a hastily strong impact due to the play being condensed into a week and an ambience of anxiety. In Macbeth there are several similarities that also support my point; Macbeth has to betray King Duncan despite his loyalty and Philia (The love of Friendship) has to betray him in order to acquire the Eros from the ever superior Lady Macbeth, this situation contradicts all convention as society was heavily patriarchal which suggests that women should be submissive to men; however in this occurrence Macbeth conforms with Lady Macbeths demands to murder King Duncan, this is the main contrast between Macbeth and Romeo Juliet. A quote that coincides with this is; â€Å"But screw your courage to the sticking-place, and well not fail† – Lady Macbeth challenges Macbeth to murder King Duncan, presenting her dominance and ambition over Macbeth. A quote from Macbeth after when placing the blame on the guards for King Duncan’s murder; Here lay Duncan, his silver skin laced with his golden blood†¦ the murderers, steeped in the colors of their trade – This illustrates the betrayal that Macbeth has committed, as his use of alliteration strengthens the deviation of this line and the fact that he is further betraying King Duncan post his death by laying the culpability on the guards; simultaneously justifying there execution. Additionally an alternative interpretation of betrayal is explained using this quote; â€Å"Who can be wise, amazed, temprate, and furious† – Macbeths use of antithesis (underlined) displays how he has slowly become contradictory since his brutal murder of King Duncan which I believe indicates he has betrayed his own nature. The main dramatic technique used in Macbeth is dramatic irony, dramatic irony is where something that is indicated at the start of the play will either become true or change at the end of the play or furthermore could mean the opposite of hat might happen. An example of this is that; â€Å"This castle hath a pleasant seat; the air nimbly and sweetly recommends itself unto our gentle senses. † – This is a significant use of dramatic irony, the description of the environment is pleasant; however unbeknown to King Duncan, this is where he will be murdered, and this also links in to betrayal. Moreover, at the start of the play, Macbeth describes Banquo to be a â€Å"Friend† however later in the play we know that Banquo becomes his enemy and has to be killed due to the fact he is a great threat to Macbeth’s throne; which is a further deception that Macbeth has carried out. Conclusively; I believe Shakespeare’s whole use of dramatic irony links in to betrayal directly, because the constant use of dramatic irony means that the plot keeps changing; effectively displaying that the plot betrays itself continually. This constantly conveys a mood of false anticipation and an eerie sense of the unknown. Reading more in depth into both plays, there are further comparisons; Such as the use of fate, when Romeo and Juliet fall in love we know that because of their backgrounds; it will lead to death, and similarly in Macbeth the witches tell a prophecy in which Macbeth becomes king and then dies both plays contain different forms of tragedy however both plays meet the same end. Evidence to support this in Romeo and Juliet is: â€Å"A pair of star-crossd lovers take their life† – Meaning that two different sided (Montague/Capulet) lovers take their life. And for Macbeth: â€Å"All hail, Macbeth, thou shalt be king hereafter! † – This is the prophecy of Macbeth becoming king and then dying. Furthermore, in Romeo Juliet and Macbeth, death is a necessary price to be paid for peace, for example, Romeo and Juliet have to die in order for the Capulet’s and Montague’s to live in tranquillity, to support this, a quote from the beginning soliloquy: â€Å"What here shall miss, our toil shall strive to mend† – This means that where we have failed before we will strive to succeed now, signifying that Romeo and Juliet’s death were essential to the ‘Fair Verona’ achieving peace, likewise in Macbeth, Lady Macbeth and Macbeth’s death was also fundamental to harmony being restored to the ingdom, an additional quote to support this is: â€Å"The usurpers cursed head: the time is free† – the quote is about Macbeth’s severed head, and diverts attention to the fact that with his death ‘the time is free’ which implies it is peaceful. However contrary there are many differences, for example the types of love/relationship between the two couples in each play; In Macbeth there relationship is very unstable and Lady Macbeth is very domineering over Macbeth; also there love for each other is not through passion; but through the lust for greed and power as Lady Macbeth is desperate for Macbeth to become king by killing King Duncan and betraying his loyalty to him: â€Å"And take my milk for gall, you murd’ring ministers† – This suggests she will do anything to become Queen and accentuates her ruthless nature; it also underlines the imbalanced relationship in which the position of superiority continuously changes dramatically. At the start Macbeth is a brave and noble hero and he is superior however as the play goes on and when Macbeth’s manhood is questioned by Lady Macbeth â€Å"are you not a man? † he then becomes submissive and is dictated by Lady Macbeth. In Romeo and Juliet

The Unknown Rebel Essay Example

The Unknown Rebel Paper On the 5th Of June 1989 a single Chinese man stood up to a line of 18 tanks in Tiananmen Square. The image of him and his righteous act was broadcast all over the world as the image to forever illustrate one insignificant mans power to stand up to a virtually unstoppable force. Despite all efforts, Western Media Sources have been unable to discover his true identity so he has been dubbed The Unknown Rebel by Time Magazine and was included in their list of 100 Most Influential People of the 20th Century. This man is considered a rebel because he went against the man and refused to do as told by the tanks standing in front of him. For the previous two days there had been horrendous violence occurring between student protesters and the Chinese Government with incidents of people being shot in the back by soldiers for their pro-democracy protests in Tiananmen square. His act was intrinsically rebellious because he stood in the way of the tanks and even moved left and right with the tank to further block its path in a defiant way. He was even seen to climb on top of the tank and say to the driver Why are you here? My city is in chaos because of you. He then climbed back down and bystanders pulled him back into the crowd as he receded into anonymity. The Chinese government is a force to be reckoned with and this unknown rebel must have been aware of they were capable of killing as martial law had been declared and thousands just like him had been killed in the preceding days. Only a true rebel would risk his life to defy the government and stand up to a line of 18 tanks. We will write a custom essay sample on The Unknown Rebel specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Unknown Rebel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Unknown Rebel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His image has been adopted by many people in many countries as a sign that every man can make a difference and do something major that impacts a large, diverse amount of people. It has been said that he was seen in his glorious moment by more people than ever laid eyes on Winston Churchill, Albert Einstein and James Joyce combined. This alone is indicative of the significance his one act had compared with the lifetime achievements of some men considered to be relatively more famous. The fact that after his act of rebellion he majestically disappeared into the crowd further adds to his image of the rebel. No one knows who he was, let alone what happened to him after that day. A year later, when an American reporter asked Chinese leader Jiang Zemin what had happened to the unknown rebel and he replied I think never killed. This mystery that surrounds the unknown rebel is one attribute that contributes to his image as a rebel due to the image that has been created around his anonymity. In conclusion, the unknown rebel of Tiananmen Square is a rebel because he has become a symbol for standing up against the big power at the risk of everything for something you believe in.

Free Essays on Harry Potter

Harry Potter And Sorcerer Stone By Rowling Harry Potter and the Sorcerer's Stone by J.K. Rowling is a children's novel about a young boy, Harry Potter, and his adventures at Hogwarts, a school for wizards and witches. The novel is filled with humorous tales of exciting escapades in and around the school. There are many characters in the novel, and they do not always get along well. They make fun of each other and judge each other by a certain set of standards. Some of these standards include wealth, intelligence, family and athletic ability. These are all superficial ways of judging people. Being a children's author, Rowling shows her readers other, more important ways of categorizing others through less apparent methods. These true values that she emphasizes are judging others by their character and heart. The false values by which children judge each other are more blatant in the novel because they are illustrated through conversation instead of actions. The main ways that they judge each other are: financi al status, family background (Muggle or wizard), house affiliation, intelligence and athletic ability. Almost every character has some good values and some bad values in the novel. By illustrating the characters with faults, Rowling makes them more realistic and believable. The first skin deep value used to measure the status of a character is money. Just as in the real world, some people have more money than others. One character that seems to be very well off in the wizard world is Draco Malfoy. He has all of the newest and nicest books and school supplies on the first day. His owl is of the nicest breed. When the students receive mail at meals, Malfoy frequently receives packages of goodies from his family and he is not humble about it. He is quite a contrast to Ron Weasley and his family. Ron comes from a poor family. Everything he brings to school with him seems to be a hand-me-down. Ron says, "you never ge... Free Essays on Harry Potter Free Essays on Harry Potter Harry Potter And the Chamber of Secrets By Matt Carlson Harry returns from Hagwarts back to the Dursley’s home for another terrible summer. He returns home on his birthday and nobody even remembers. Harry has to stay upstairs all night because Uncle Vernon is having business guests over for a dinner party. Then, out of the blue, an house elf named Dobby sneaks into Harry’s bedroom and is becoming out of control because he’s so excited to meet Harry. He tells Harry that he must not go back to Hogwarts because something bad is going to happen there. Harry gets upset for one thing because he is too loud, and for another because he has been stopping Harry’s mail. Dobby tells Harry he can have them if he promises not to go to Hogwarts. Harry just becomes madder and so Dobby takes off downstairs right in the middle of the dinner party. Dobby escapes and Uncle Vernon becomes so angry with Harry that he locks him up in his room. That night Ron, and his two brothers, came to Harry’s rescue in a flying car that th eir dad built. They returned home to an angry mother who didn’t know they took the car. The Weasley boys get yelled at while Harry is treated with the up most respect. The next day Harry and the Weasleys all went shopping for the new coming year at Hogwarts. While shopping, Harry bumps into Gilderoy Lockhart, a kind of wizard celebrity. Lockhart instantly recognizes Harry and they have pictures taken together. A couple days later they were getting ready to go back Hogwarts on the train through the train station. Harry and Ron were the last ones to go through and then all of a sudden, crash! They didn’t make it through. It was solid. So Ron and Harry decide to take the flying car to Hogwarts. They make it there and crash into a tree called a Whomping Willow. This kind of tree can move and cause damage which was exactly what happened. They car escaped barely before it was completely crushed. Harry and Ron barely made it out... Free Essays on Harry Potter 1) My first book I read over the summer was Harry Potter and the Sorcerer’s Stone, which was written by J.K. Rowling. The Copyright date of the book is 1998 and the book contains 309 pages. 2) Harry Potter and the Sorcerer’s Stone is about a boy named Harry Potter who found out he was a wizard who as a baby drained the powers of the most dangerous wizard Voldemort. Potter was sent to a wizardry school named Hogwarts, where he studied magic. There strange things happened to him and he realized that someone wanted to expose of him. At the end of the story he finds out that one of his professors Mr. Quirrel was actually sharing his body with the evil wizard Voldemort in which no one has heard from since Harry was a baby. Harry found out that Voldemort was looking for the Sorcerer’s Stone, which is a stone that allows wizards to have infinite powers. Harry ends up restraining his professor in a dungeon room, which contains the stone until the school’s master Dumbledore stops Quirrel. Voldemort ends up escaping but once again Harry defeated him. 3) The significance of the title Harry Potter and the Sorcerer’s Stone is that the book is about Harry Potter and Harry learns about a stone which makes Wizards more powerful than you can imagine. Harry ends up stopping the evil wizard Voldemort in taking the stone. 4) My first impression of Harry Potter was that he was a young boy who never got anything in his life but in some way he was different. He never got anything because he lived with his aunt and uncle who knew that he was a wizard and they disowned him. They never through birthday parties for him or even gave him a bedroom, he just slept in a little cupboard. 5) Harry changed in many ways during the course of the story. First of all in the beginning of the story Harry didn’t know that he was a wizard and that he had special powers. He grew up lot during the story and became more brave and mature. 6) I cite from... Free Essays on Harry Potter Harry Potter And Sorcerer Stone By Rowling Harry Potter and the Sorcerer's Stone by J.K. Rowling is a children's novel about a young boy, Harry Potter, and his adventures at Hogwarts, a school for wizards and witches. The novel is filled with humorous tales of exciting escapades in and around the school. There are many characters in the novel, and they do not always get along well. They make fun of each other and judge each other by a certain set of standards. Some of these standards include wealth, intelligence, family and athletic ability. These are all superficial ways of judging people. Being a children's author, Rowling shows her readers other, more important ways of categorizing others through less apparent methods. These true values that she emphasizes are judging others by their character and heart. The false values by which children judge each other are more blatant in the novel because they are illustrated through conversation instead of actions. The main ways that they judge each other are: financi al status, family background (Muggle or wizard), house affiliation, intelligence and athletic ability. Almost every character has some good values and some bad values in the novel. By illustrating the characters with faults, Rowling makes them more realistic and believable. The first skin deep value used to measure the status of a character is money. Just as in the real world, some people have more money than others. One character that seems to be very well off in the wizard world is Draco Malfoy. He has all of the newest and nicest books and school supplies on the first day. His owl is of the nicest breed. When the students receive mail at meals, Malfoy frequently receives packages of goodies from his family and he is not humble about it. He is quite a contrast to Ron Weasley and his family. Ron comes from a poor family. Everything he brings to school with him seems to be a hand-me-down. Ron says, "you never ge... Free Essays on Harry Potter Harry Potter and the Sorcerer’s Stone, written by J. K. Rowling, is a modern fantasy whose title alone brings the anticipation of magic. The cover illustration and the chapter headings, as well as the illustrations at the beginning of each chapter, will make the reader anticipate excitement and intrigue. The size of the print and the length of the book seem to deem the age range for this book is mid grade school to junior high, yet people of all ages enjoy it. The opening page ends with one sentence that will leave the reader waiting for more and anticipating an extraordinary story. Harry Potter and the Sorcerer’s Stone tells a great story that children especially will enjoy because there is so much action and the plot is original and different. This story is not realistic yet it is believable and credible. The plot in this story goes in logical order and leaves no room for guessing because the author gives more than enough preparation for the events to come. The story as a whole has cause and effect and this makes the story easier to understand. There is an identifiable climax in this story and it occurs when Harry finds out about the Sorcerer’s Stone and the events that lead up to the climax make it extremely exciting. Over all the plot in this story is incredibly well constructed. Harry Potter and the Sorcerer’s Stone takes place outside of London in modern times. The time is indicated by the use of modern inventions (such as cars, toasters, and televisions) yet time seems to be distorted to add elements to the story that make it more interesting (for example, old fashioned uniforms are worn to boarding schools). The setting makes the story more interesting to the reader and it also affects the characters by placing them into a whole different world than that we are used to. This story has universal implications and could take place just about any time and any place. The theme of Harry Potter and the Sorcere... Free Essays on Harry Potter Website Review: â€Å"The Great Harry Potter Debate† I reviewed a website entitled, â€Å"The Great Harry Potter Debate.† (elycia-webdesign.com/harrypotter/debate/) The website discussed the censorship of children’s literature. It focused on the Harry Potter series. The series tells the story of a young boy, Harry Potter, whose parents are killed by the evil sorcerer Voldemort. He narrowly escapes Voldemort's attempt to kill him also, and carries a lightning shaped scar on his forehead from the battle. In the series of books, Harry goes to a magical land and learns how to become a wizard. He attends the Hogwarts School of Witchcraft and Wizardry. In the books, he encounters many adventures. (Arendt) As I said before, the website discussed the censorship of the Harry Potter series. I chose to focus on the Anti-Harry Potter portion of the site because it dealt with this touchy subject of censorship. According to the website, some conservative Christian parents have openly called for the banning of the Harry Potter books in schools. Many parents who object to the Harry Potter books base their objections on the teaching of the Christian church. â€Å"The fears and misconceptions about anything having to do with ‘magic’ or ‘wizards’ being directly linked to Satan has helped cause this parental panic (Arendt).† There have been formal attempts to ban the books made in New York, Michigan and Minnesota. Censorship is a serious subject. People have always tried to censor books in schools. They have done this due to religious or political reasons. They also want what is best for their children. The website told me that many communities have taken action against books that they feel will have negative effects on their children's development. I have a hard time understanding why they believe the Harry Potter series will have negative effects on their children’s development. I have since found that there is... Free Essays on Harry Potter Harry Potter and the Sorcerer’s Stone was a film based on J.K. Rowling’s top selling novel. The novel and the film are very similar in content. The film however takes away from the reader’s own imagination of the way they want to portray each character and the events throughout the story. Even though the novel and film are very similar, there are a few differences; some are more minor than others though. The way the novel was writing it shows each event in very strong detail and characteristic. It seems like it would be a children’s book, but I believe that the story can be seen from all different views and age groups, and also that the movie was good as well. To story of Harry Potter is Harry’s parents have died in a car crash when he was still a baby, and he is being brought up by his Uncle Vernon and Aunt Petunia. For some reason unknown to the oblivious ten-year-old, his aunt and uncle let him live in the small chamber under the stairs, and treat him more like a nobody than like a family member. His fat cousin Dudley, his aunt and uncle’s real son, keeps bothering Harry all the time. On his eleventh birthday, Harry Potter finally receives a mysterious letter from a certain Hogwarts School of Witchcraft and Wizardry, telling him that he is chosen as one of the future students of that supposedly renowned school. Hagrid, who is half giant, who brought the letter, finally introduces Harry into the real circumstances of his life: His parents were a wizard and a witch; they were killed by the evil wizard Voldemort while protecting Harry from being killed. Harry still has a lightning-shaped scar on his forehead from that ev ent. Since he survived the attack as a baby, and also somehow deprived Voldemort from his powers, he has been famous in the wizard world ever since. Harry’s aunt and uncle are very strong disbelievers in that magical crap, never told Harry anything about his true self. So, Harry is very surprise... Free Essays on Harry Potter At some point in everyone’s life they have felt lost and helpless without anyone to turn to. We have all been picked on and wished that things could get better. Harry Potter always wished that things were better and one day they were. Harry Potter is a small and skinny eleven year-old boy that lives with his Aunt Petunia and Uncle Vernon. His parents were killed when he was only one year old. I can not imagine what it would be like for my parents to be dead so I bet that it was hard for Harry to deal with. Harry’s Aunt and Uncle really do not care much about him. They are completely in love with their son Dudley. They shower Dudley with presents and give him what ever he wants whenever he wants. Harry does not even get his own clothes. He has to wear what ever Dudley does not want any more. Harry has to live in the cupboard under the stairs, while Dudley has two bedrooms. Dudley is allowed to sit around, play games and be lazy. Harry has to cook, clean and get the mail. When their birthday’s come around Harry is lucky to get a pair of socks. Dudley throws a fit if he only gets thirty-seven presents. Dudley is basically your typical spoiled little brat and Harry is a shy person that is bullied around. Dudley and his friends are terribly mean to Harry. They have nothing better to do than to pick on him. His glasses are broke from all of the times that Dudley hit him in the nose. They play games like Harry Hunting. Sometimes Harry gets so upset that he runs away and hides. Harry tries to just keep to himself so he does not get hurt by the other children. Harry is continuously abused by his Aunt and Uncle. They make him live in the cupboard and do not let him get out very often. They send him to bed and do not let him eat. He has to wait until they are asleep and sneak into the kitchen to get food. There are pictures of Dudley all over the house, but not a single one of Harry. Harry had no role model t...

Conjugation of the Spanish Verb Jugar

Conjugation of the Spanish Verb Jugar Jugar is a common verb usually meaning to play. Its conjugation is irregular in two ways: The -u- in the stem changes to -ue- when stressed.Oà ­rLike other verbs that end in -gar, the -g- changes to -gu- when it comes before an -e- in order to maintain the standard pronunciation. Jugar is unique in its conjugation. The few other verbs ending in -ugar do not follow its pattern. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Jugar jugar (to play) Gerund of Jugar jugando (playing) Participle of Jugar jugado (played) Present Indicative of Jugar yo juego, tà º juegas, usted/à ©l/ella juega, nosotros/as jugamos, vosotros/as jugis, ustedes/ellos/ellas juegan (I play, you play, he plays, etc.) Preterite of Jugar yo juguà ©, tà º jugaste, usted/à ©l/ella jugà ³, nosotros/as jugamos, vosotros/as jugasteis, ustedes/ellos/ellas jugaron (I played, you played, she played, etc.) Imperfect Indicative of Jugar yo jugaba, tà º jugabas, usted/à ©l/ella jugaba, nosotros/as jugbamos, vosotros/as jugabais, ustedes/ellos/ellas jugaban (I used to play, you used to play, he used to play, etc.) Future Indicative of Jugar yo jugarà ©, tà º jugars, usted/à ©l/ella jugar, nosotros/as jugaremos, vosotros/as jugarà ©is, ustedes/ellos/ellas jugarn (I will play, you will play, she will play, etc.) Conditional of Jugar yo jugarà ­a, tà º jugarà ­as, usted/à ©l/ella jugarà ­a, nosotros/as jugarà ­amos, vosotros/as jugarà ­ais, ustedes/ellos/ellas jugarà ­an (I would play, you would play, he would play, etc.) Present Subjunctive of Jugar que yo juegue, que tà º juegues, que usted/à ©l/ella juegue, que nosotros/as juguemos, que vosotros/as juguà ©is, que ustedes/ellos/ellas jueguen (that I play, that you play, that she play, etc.) Imperfect Subjunctive of Jugar que yo jugara (jugase), que tà º jugaras (jugases), que usted/à ©l/ella jugara (jugase), que nosotros/as jugramos (jugsemos), que vosotros/as jugarais (jugaseis), que ustedes/ellos/ellas jugaran (jugasen) (that I played, that you played, that he played, etc.) Imperative of Jugar juega tà º, no juegues tà º, juegue usted, juguemos nosotros/as, jugad vosotros/as, no juguà ©is vosotros/as, jueguen ustedes (play, dont play, play, lets play, etc.) Present Perfect Indicative of Jugar yo he jugado, tà º has jugado, usted/à ©l/ella ha jugado, nosotros/as hemos jugado, vosotros habà ©is jugado, ustedes/ellos/ellas han jugado (I have played, you have played, she has played, etc.) Pluperfect (Past Perfect Indicative) of Jugar yo habà ­a jugado, tà º habà ­a jugado, usted/à ©l/ella habà ­a jugado, nosotros/as habà ­amos jugado, vosotros habà ­ais jugado, ustedes/ellos/ellas habà ­an jugado (that I had played, that you had played, that he had played, etc.) Future Perfect Indicative of Jugar yo habrà © jugado, tà º habrs jugado, usted/à ©l/ella habr jugado, nosotros/as habremos jugado, vosotros habrà ©is jugado, ustedes/ellos/ellas habrn jugado (I will have played, you will have played, she will have played, etc.) Present Perfect Subjunctive of Jugar yo haya jugado, tà º hayas jugado, usted/à ©l/ella haya jugado, nosotros/as hayamos jugado, vosotros hayis jugado, ustedes/ellos/ellas hayan jugado (that I have played, that you have played, that he has played, etc.) Past Perfect Subjunctive of Jugar yo hubiera/hubiese jugado, tà º hubieras/hubieses jugado, usted/à ©l/ella hubiera/hubieses jugado, nosotros/as hubià ©ramos/hubià ©semos jugado, vosotros hubierais/hubieseis jugado, ustedes/ellos/ellas hubieran/hubiesen jugado (that I had played, that you had played, that she had played, etc.) Conditional Perfect of Jugar yo habrà ­a jugado, tà º habrà ­as jugado, usted/à ©l/ella habrà ­a jugado, nosotros/as habrà ­amos jugado, vosotros habrà ­ais jugado, ustedes/ellos/ellas habrà ­an jugado (I would have played, you would have played, he would have played, etc.) Progressive Tenses of Jugar The many progressive tenses use the appropriate form of estar followed by the gerund, jugando. Sample Sentences Showing Conjugation of Jugar Los nià ±os espaà ±oles quieren jugar ms con sus padres. (Spanish children want to play more with their parents. Infinitive.) Es el partido ms importante que he jugado en mi vida. (Its the most important match Ive played in my life. Present perfect.) Los nià ±os juegan al escondite. (The children are playing hide-and-seek. Present indicative.) Me estoy jugando la vida profesional. (Im playing the professional life. Present progressive.) Ayer juguà © todo el dà ­a sin problemas. (Yesterday I played all day without any problems. Preterite.) Muchas veces jugamos mejores que ustedes. (We often play/played better than you. This sentence could be in either the present or the preterite tense, depending on the context.) Mis hijos jugaban en la calle mientras yo limpiaba la casa. (My children were playing in the street while I cleaned the house. Imperfect.) Yo estaba jugando en el parque central de la universidad. (I was playing in the universitys central park. Imperfect progressive indicative.) Si hubià ©ramos tenido ms tiempo, habrà ­amos jugado mejor. (If we had had more time, we would have played better. Conditional perfect.) Sers emparejado con un compaà ±ero con el que jugars durante la duracià ³n de la ronda. (You will be paired off with a companion with whom you will play for the length of the round. Future.) Lo habrà © jugado mil veces, y nunca me cansa. (I will have played it 1,000 times, and I never get tired of it. Future perfect.) Su madre me garantizà ³ que à ©l siempre jugarà ­a a fondo. (His mother guaranteed me that he would always play his best. Conditional.) Busco un videojuego que juegues con otras personas. (Im looking for a videogame that you play with other people. Present subjunctive.) Tenà ­a un proyecto para desarrollar programas de cà ³mputo que jugaran ajedrez. (She had a project for developing computer programs to play chess. Imperfect subjunctive.)  ¡Juega a tope! (Play your best! Imperative.) Los nià ±os habrn estado jugando en el bosque. (The children will have been playing in the forest. Future progressive perfect.)

The advantages and disadvantages of E-recruiting Research Paper

The advantages and disadvantages of E-recruiting - Research Paper Example The study involved employees and human resources personnel in various categories of companies in order to establish the experiences of employees and employers with this process (Schmesser, et.al, 2011, p. 26). In the study, forty-five companies were sampled randomly and in each business the human resource personnel were required to respond to the question and five employees were issued with questionnaires randomly to respond to a similar question. The question was open-ended in order to give the respondents an opportunity to discuss in details personal opinion about online hiring of workers and possibly suggest the necessary actions for improving the online hiring process. The objectives of this investigation were to examine the benefits and challenges of online hiring process, identify the weaknesses of online recruitment process and examine the areas that need improvement in order to increase efficiency of online recruitment process. Although online recruitment of workers is becomi ng the most common method in the modern society, it is not necessarily very accurate because it has other drawbacks that prohibit the jobseekers and employers to achieve their goals. Online recruitment is a process in which companies choose their prospective candidate via internet to fill job vacancies in the business. The candidate posts their curriculum Vitae and cover letter electronically to the company’s or recruiter’s website (Kapse, et.al, 2012, p.2269). The recruiter will retrieve the applicants CVs and screen them using special software in order to select those who qualify for the job advertised. The online advertisements for the jobs can reach all the jobseekers irrespective of their locality. This gives the companies an opportunity to reach as many potential employees as possible thus creating potential for the employers to get the best candidates for the advertised position (Schmeser, 2013, p. 35). Furthermore, the advertisement posted online is

Forensic Psychology and Serial Murders Term Paper

Forensic Psychology and Serial Murders - Term Paper Example Whether it is fiction or truth, the serial killer has always found a place in modern society. Eventually serial killers are caught and it is often forensic evidence that puts them in prison. Once they are captured, they give the police who capture them important information to use into how to find others who commit these crimes. The purpose of this research is to examine the forensic psychology that may go into gaining a conviction of some of the most famous serial killers. The challenge is that this information is not always available and the researcher must examine what they can find and see how forensic psychology fits into it. In the cases of most of the famous serial killers, they did something that put the police on their trail. As an example, John Wayne Gacy and Jeffrey Dahmer had police come to their homes after someone escaped from their grasp. When the police entered their living quarters, they found evidence out in the open (though Gacy's was buried in his crawl space) tha t eventually led to their conviction. In this paper, I will examine some of the most famous serial killers: John Wayne Gacy, Ted Bundy, Stephanie Wernick, Jeffrey Dahmer and David Berkowitz. Each of these killers hunted other humans and they were subsequently hunted by the police, the FBI and forensic teams. Each was eventually found through something that they did, but forensic psychology had a hand in establishing their guilt and finally putting them in prison where they belonged. 1. Defining Forensic Psychology Although many people may think that forensic psychology is only about profiling criminals, there is more to it than profiling. In reality, forensic psychology blends several areas. It combines the civil and criminal sides of the justice system with the clinical and experimental aspect of psychology (Roesch, Zapf and Hart 3). Because of this blending, it has been difficult for experts to find an exact definition of this science. Instead, different organizations have created their own definitions. According to the American Board for Forensic Psychology, the definition for this science "is the application of the science and profession of psychology to questions and issues relating to law and the legal system" (as qtd. in Roesch, Zapf and Hart 4). This is a very vague definition and there are none that are more specific. In this paper, this definition will be used. 1.1 The Beginnings of Defining Serial Killers The term serial killer is not as old as people may think. It was actually coined during the David Berkowitz ("Son of Sam") hunt by an FBI Agent, Robert K. Ressler, who was an expert on serial murders (Simon 252). According to the FBI there are only about 200-500 people who are committing serial murders and they kill approximately 3500 people a year (Simon 19). The most heinous seem to be the ones that most people hear about in the news. There are many categories of serial killers. Some kill for sexual pleasure, some are mentally ill, and others are considered psychopaths. To convict serial killers, forensic evidence must be used to attach information that the police have found to the individual charged with the crime. 2. The Common Characteristics of Serial Killers All serial killers have similarities especially when they are categorized into the type of serial killing they do. According to Forensic Psychiatrist Robert Simon, serial

Crime Rates Essay Example for Free

Crime Rates Essay What we usually have in mind when we talk about the crime rates is a well known fact that crime rates are increasing. So,people who are related to this issue should try to find a solution so as to solve the problem .Up to now many countries have tried to decrease crime rates. However,many of them have failed .Everybody has a significant roles so as to decrease the crime rates such as parents and governments. First of all, it is worth bearing in mind that parents should train their children so children will not change the crime rates . Thus,crime rates will not increase . Parents should raise awareness their children because according to research conducted children who are conscious about crime do not commit a crime besides parents should not leave unattended their children because generally rambling children have amount of influence on the crime rates.Also parents should be interested in their children .Experts said that slummy person involve in a crime easily .Therefore parents take care of their children. Read more:Â  Increasing Crime Rate in Todays Society in India It is last but not least governments should make provision as fight with crimes because researchers believe that only if governments attach importance to crime rates , can they decrease the crime rates .Governments should provide equipments so as to overcome to crimes.Thanks to more equipments , governments can reduce the crime rates .Governments should be in contact with other governments because increasing of the crime rates are not seem just one government.So, they can help each other about this situation. To sum up Ä ±t should be noted that parents have a considerable amount of effect as decrease the crime rates .Nowadays every segment of society is looking for a way to solve as decrease the crime rates.

The Place of Stunted Ironwood Trees Essay -- Literary Analysis, Freder

Second Simple Quiz In the book, The Place of Stunted Ironwood Trees, by Dr. David P. Crandall, the Himba's world structure is manifested through detailed information of their ideals and their social world, where the reader can truly see their lives. These ideals and cultural background that the Himba have explain and define their families and marriages, structure of government and politics, religion and spiritual life, and their place in the social structure. Himba just like any societies have expectations and social norms that they are used to. The author uses individuals and their actions to describe the collective imaginary world that the Himba live and are accustomed to. The ideals and beliefs of the Himba, relating to their collective world, is based on their god Mukuru, their ancestors, and Omiti, which is the center and the basis of governing and maintaining the Himba society. The imaginary world of the collective Himba applies to the people of Himba and their individuals' perception, actions, and interpretations. They are however all different perceptions of their world and how they deviate from the social norm. The same ideas of different perception and deviance can be seen in the student of BYU away from the imaginary world of our society in the United States. The imaginary world of the collective Himba can be described and defined by their deity, Mukuru, and his interaction and guidance of the Himba people. They believe that Mukruru is the Supreme Being that guide them and assist them in their lives. "We live because Mukuru gives us life, and when we die we are not lost" (Crandall 24). The Himba believe that it is the will of Murkuru that they live and they will be saved when they are dead. "The Himba believed that ... ... away from the norm. Himba’s collective world revolves around Mukuru, the ancestors, and omiti. Most people in the Himba society try to follow the system in their society; some diverge and deviate away through different interpretations and perspectives. The Himba society, like other societies in our world has expectations and contributions that each individual makes in the society. Each individual in the society contributes through their own perspective of the world. Although, people have different opinions and deviance, they live and work together through the common belief of the Himba Society. The individuals in the Himba society that have personal views and opinions of the world reinforce individualism and the different traits that all human beings share. In any society in our world we see individualism and traits that distinguishes us as individuals.

History of Christianity Within the Roman Empire

History of Christianity Within the Roman Empire Religion, one of the most important and controversial topics of all times, but where exactly did it come from? What obstacle did it have to go through to be come known? Who made it known? These are a few questions that are often asked but not always answered. There are many religions known today but in this paper I will focus on only one, Christianity. I will discuss the events, hardships and some of the important people that are valuable to make up this history of this now popular religion, in a very popular place, Rome.Like almost successful thing its starts out a little rocky but finally comes out of top. Christianity was like no other religion the Roman empire had ever seen before. It challenged all its values and morals in every way possible and because of that was not a positive thing to be. Rome looked at anyone in the religion as an enemy of Rome and was a criminal who should be put to death if pronounced themselves a Christian. It all started around the year 30C. E. with one man named Jesus Christ from Galilee.When he was around 30 he spoke about a kingdom in heaven and not on Earth, conservatives called him a false profit who undermined the Jewish religion, by calling himself the son of God. Jesus went to the land to spread his simple teachings that were based upon to love God and one another, to care for each other and help those in need. The Roman saw him as revolutionary and decided to keep a close watch over him, scared that he might would cause a problem due to his such large base of followers. It wasn't long until the Sadducees, who had control over Judea where Jesus did most of his teachings, could’t take much more.The fear of Jesus and his followers turning into a revolt against them, lead the Sadducees to turn to the Romans for help to get him out and take away the threat he may propose. They ask the Romans to arrest Jesus Christ and execute him because he was committing blasphemy, saying he was the son of God and that was prohibited. Since they couldn't condemn anyone to death, they wanted the Romans to do it from them because they on the other hand could and so they did. Jesus was arrested on Holy Thursday and had he trial the next day on Friday.Pontius Pilate, the Roman governor was over his trial and even though Pilate did not agree with the Sadducees on the execution of Jesus, he still with through with it. When he announces the execution of Jesus Christ to the public he lets them know as well that this was not his order and has nothing to do with it but what he’s doing is simply carrying out what the Sadducees wanted to be done. Executing someone because of their religion couldn't be done so in order for it to be done they executed him under insurrection and labeled him enemy of the state.His death began the rise of Christianity all around the land including with in the Roman Empire. Another important person in the spread of Christianity was Saul of Tau ses, who later became Paul when he became a Christian. His played a great role in preaching the gospel, planting churches and establishing Christianity through out the land and around the Mediterranean Basin. He was naturally a Roman citizen and for a long time was against Christians helping in the prosecution of the church of God and cooperating in the killing of early Christians.Paul reached out to everyone including the Gentiles who were not of Jewish decent, trying to inform them of his new found religion and beliefs. After the end of his third missionary journey he was arrested and brought to Rome to have trial for his alleged crime. For two years he waited for his trial and during that time he preached from his home about the gospel but not too long after it was said that he was beheaded in Rome under the reign of Nero. At this time Christianity began to spread through Rome like a wild fire. The summer after the deaths of Jesus Christ and St.Paul Christianity began to become e ven more popular amongst the poorer people in Rome in 64. That year Rome had a horrible fire that lasted six days, destroying most of the city. It was rumored that the emperor of the time Nero, was to be blamed for the fire. That he did it for his own personal amusement. To take the focus and blame off of him, he placed the accusations on the Christians saying they started the fire and was to blame. This event in start of many horrific deaths of Christians, having them tortured, and treating them being killed as a sport all for the pleasure of Nero and the Roman citizens.This lasted for about the next 100 years or so and throughout this time many Christian churches were destroyed, meetings held for Christians were forbidden and those who refused to follow the rules lost their legal rights. The Romans believed that Christianity was to be disturbing a mans mind in such a way that he is really going insane and causing him to loose humanity. After years and years of Negativity and Hosti lity by the Roman empire things finally started to turn around with the emperor Constantine and his new enforced reform.Before the battle of Milvan, Constantine saw the Christian symbol and put it all over him and his armies battle gear and because they win the battle he in 313 he makes the Edict of Milan. The Edict of Milan legalized Christian worship by removing all discriminating legislation against them from the statute book and making the church to be recognized by civil authorities. Constantine officially stared the acceptance of Christianity in the Rome and even after his death the spread and acceptance of Christianity didn’t stop.Once the church obtained its freedom, it became more structured and stable within itself. Around 323 Christianity was made the official religion of Rome and by the end of the fourth century, the majority of the Roman citizens had converted over to the religion. Christianity played a huge role in Roman history and there are many more influenti al people and events that took place during this time. Although the rode for Christianity to be come accepted was long and rough, that helped make put its making history like it did. It has become one of the biggest religions known today.

What Is Idiom?

What is idiom? According to Oxford Dictionary idiom can be defined as â€Å"group of words established by usage as having a meaning not deducible from those of the individual words†. In another word, the meaning of idioms cannot be figured out from its shown words. Each language has its own idioms that used in every day speeches and conversations. Al-Shawi & Mahadi describe idioms as â€Å"idiomatic expressions are colorful, dramatic, lively, closer to the way people really feel and near to the local culture†. Although idioms give color to conversations, they consider a serious problem to students in translation. Translation defined as â€Å"the process of translating words or text from one language into another† (en.oxforddictionaries.com, n.d). Many Saudi students encounter difficulty while translating idioms from Arabic into English language. These difficulties occur because of different reasons. The aim of this study is to identify the difficulties that faced by students and to know the reasons for these problems. Also, this study provides strategies that may help students in translating idioms from Arabic into English.Statement of the ProblemMany Saudi junior level students at Yanbu University College face problem in translating idioms from Arabic into English language. These problems occur because of various reasons. The differences between source language and target language, the lack of knowledge of the TL, the absence of equivalents of the idiom in the TL, and the lack of knowledge of translation strategies. This problem affects students' efficiency in translation. Purpose of the StudyThe purpose of this study is to identify the difficulties that faced by Saudi students in translating idiom from Arabic into English language, to find the reasons behind these difficulties and to suggest some strategies that may help students to avoid these problems in translating. Research QuestionThis research answers the following questions: What are the difficulties faced by Saudi junior level students in translating idioms from Arabic into English? Why are students making these kinds of problems? MethodologyThe participants of this study will be Applied Linguistics junior year students from Yanbu University College. Participants will be given a translation test that includes ten Arabic idioms and they will be asked to translate them into English language. Then researcher will take the responses and analyze them individually. Then the research will present the responses in a table. Literature ReviewThis chapter presents a definition of the key concepts. Also, the chapter presents the previous studies.Definition of Key ConceptsIdiom. An expression with a meaning that you cannot guess from the meaning of the separate words. Translation. The process of translating words or text from one language into anotherPrevious Studies The first study was conducted by Alrishan and Samdi (2015), about the difficulties that face EFL Jordanian University students in translating English idioms into Arabic language. The research was a qualitative research. The researchers used a translation test to collect the data. The participants of the study were 90 M.A translation students at Yarmouk University and the University of Jordan. The participants had given a translation test that included 16 idioms from different semantic categories. They were asked to translate them into Arabic language. The results showed that the students have a problem in translating idioms from English into the Arabic language where students could not find the correct equivalent in Arabic, also students were unfamiliar with translating idioms. Second study was written by Al Mubarak (2017). It was about the barriers that faced by students while translating idiom from Arabic into English language. The participants of the study were 40 B.A students in Al Imam Al Mahdi University in Sudan. The participants' first language is Arabic and they are an advanced level in English language. The study was qualitative and quantitative research. The tools that used in the study were a translation test that included 12 Arabic proverbs and an interview. The findings showed that most students faced trouble in translating idioms and that based on some reasons, such as the differences between Arabic and English system and students do not know how to use literal translation approach. Third study was done by Mezmar (2010), about the problems of idioms in translation. This study was conducted at Mentouri University, Constantine. The participants of the study were 21 first year Master degree students at Mentouri University. The participants' mother tongue language is Arabic and they are an advanced level in English. This study was quantitative study and the tool that used in the study was a test included twelve idioms in English and ten in Arabic language. The researcher chose the idioms depending on the four categories of idioms, transparent, semi-transparent, opaque and semi-opaque. The participants of the study were asked to translate the idioms into Arabic and English language. The results showed that the students did well in translating transparent and semi-transparent idioms. However, they faced trouble in translating opaque and semi-opaque idioms.The differences between this study and the studies above. Fist, all the studies above have been done outside Saudi Arabia, in Jourdan, Sudan, and Constantine. However, this study conducted in Yanbu, Saudi Arabia. Secondly, two of the previous studies involved participants from Master degree where this study involved participants from Bachelor degree. The participants of the studies above were an advanced level in English, but in this study, they were in an intermediate level. The similarities between this study and the previous studies that all of them investigated the problem faced by students in translating idiom, either in Arabic, English or both. Also, the tool used to collect data was a translation test and the participants were asked to translate them. ReferencesAl Mubarak, A. A. (2017). The Challenges of Translating Idioms from Arabic into English a Closer look at Al Imam AL Mahdi University–Sudan.  International Journal of Comparative Literature and Translation Studies,  5(1), 53-64.Retrieved from http://www.journals.aiac.org.au/index.php/IJCLTS/article/view/3167/2625Alrishan, A., ; Smadi, O. (2015).Difficulties EFL Jordanian University Students Encounter in Translating English Idioms into Arabic.  Journal of Education and Practice,  6(10), 124-133. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081685.pdf Al-Shawi, M. A. ; Mahdi, T.S. (2012).Strategies for translating idioms from Arabic into English and vice versa.Journal of American Arabic Academy for Sciences and Technology, 3(6), 139-147. Retrieved from HYPERLINK â€Å"LING324_Assignment_3-172.docx† http://www.amarabacmagazin.com/fileadmin/images/pdfs/AMARABAC_3-6_139-147.pdf Idiom. (n.d).In Oxford Dictionary. Retrieved from https://en.oxforddictio naries.com/ definition/idiom Translating. (n.d). In Oxford Dictionary.Retrieved from https://en.oxforddictionaries .com/definition/translation Meryem, M. (2010). Problem of Idioms in Translation. Case Study: First Year Master. Retrieved from https://goo.gl/PyRcDp

Asthma Control and Treatment in Racial and Ethnic Minorities Essay Example

Asthma Control and Treatment in Racial and Ethnic Minorities Essay Example Asthma Control and Treatment in Racial and Ethnic Minorities Paper Asthma Control and Treatment in Racial and Ethnic Minorities Paper Abstract Asthma is the most common chronic diseases in the world. Economic and racial/minority disparities in the prevalence and extreme of asthma are researched well, with people belonging to low socio-economic status and racial/minority are more prone to have this chronic disease. It has been noticed that even after trying to control this disease, minorities and people from low socio-economic status are more likely to be hospitalized and yet still not treated fully. There is constant recurring of the same patients coming in for treatment of asthma. This tendency is particularly observed in the urban areas, where racial and ethnic minority who are normally economically disadvantaged people are exposed to asthma-related factors such as poor housing conditions, environmental tobacco smoke, crowding, air pollution, and other allergens. Additional research into these pathways is critical for the design of interventions to reduce the income and racial/ethnic discrepancies in the prevalence and ef fect of asthma as a leading cause of childhood morbidity. This paper discusses the prevalence, morbidity, mortality, factors contributing to a higher prevalence of asthma in racial and ethnic minorities. In the end the disparities in the asthma treatment in minorities is discussed. Asthma Control and Treatment in Racial and Ethnic Minorities Introduction Although asthma cannot be cured, effective treatments have been available for many years. Practice nurses can help to ensure these treatments are used effectively Asthma is defined as a chronic inflammatory disease of the airways that presents as diffuse airways obstruction and is reversible either spontaneously or with treatment. Prevalence, Morbidity, Mortality of Asthma In Racial And Ethnic Minorities Asthma is the most common chronic disease especially in children, and thus prevailing in approximately 4.8 million children in the United States. Asthma is one of the major reasons for hospitalization. Different researches have found out that there is comparatively greater prevalence of asthma in people who belong to urban, racial and ethnic minorities, and low-socioeconomic backgrounds. Prevalence rates of asthma belonging to these backgrounds are found to be 10 percent to 20 percent while the prevalence for US children is 6 percent. These outcomes show that there is increased difference in the prevalence of asthma by racial/ethnic group: in Hispanics, Puerto Ricans have the highest asthma prevalence rate (19.6%), which is three times the prevalence for Mexicans (6.1%). Other racial/ethnic minorities include non-Hispanic Blacks whose prevalence of asthma is (13.8%) and non-Hispanic Whites (11.1%). (Homa, Mannino, Lara, 2000) In the US in 2000, asthma’s morbidity was 474,000 a sthma hospitalizations and 11.9 million medical visits for the disease. Among the diverse U.S. Hispanic population, Puerto Ricans have the greatest annual asthma mortality (40.9 per million) followed by Cuban Americans (15.8 per million) and Mexican Americans (9.2 per million). In comparison, non-Hispanic whites had an annual asthma mortality of 14.7 per million, and non-Hispanic blacks had a rate of 38.1 per million. (Carr, Zeitel, Weiss, 2002) In the US today, patterns of childhood asthma prevalence vary greatly according to socioeconomic status and racial/ethnic background. The highest prevalence and morbidity have occurred among Black children, particularly children of low socioeconomic status residing in large urban areas. It is argued that these racial/ethnic and economic asthma patterns are largely accounted for by social and environmental characteristics). Not often addressed are differences in asthma prevalence within low-income, urban, minority racial/ethnic groups. (Gent, Holford, Leaderer 1996) In particular, epidemiological studies of childhood asthma prevalence have found significant differences among Hispanic subgroups, with Puerto Ricans having the highest rates and Mexican Americans the lowest rates. In the United States, asthma prevalence, hospitalization, and mortality are higher for Black/African American   (racial/ethnic minority) compared to White Caucasian (majority) children and adults. In a Southfield, Michigan, cross-sectional study of childhood asthma in an integrated middle class population, the lifetime prevalence of asthma was twice as high for racial/ethnic minority compared with children from majorities; this finding suggests that even in middle class communities unmeasured socioeconomic factors (e.g., racial discrimination, differential access to medical care, differential access to housing, differential patterns of medical care use), and perhaps biologic factors, may contribute to these disparities. (Chen, Fisher, Bacharier, Strunk, 2003) The disparity in asthma morbidity is greater than the disparity in asthma prevalence, which suggests that once asthma is established, many factors converge to make asthma worse for children and adults who are from racial/ethni c minority. Factors Contributing To A Higher Prevalence Of Asthma In Minorities Environmental Factors After taking into account exposures including cigarette smoke, body-mass index, air-conditioning use, city of residence, parental respiratory illness, parental education, only-child status, and single-parent household. Younger maternal age, residence in the central city, family income, low birth weight, and measures of overweight or obesity partially, but not fully, explain the increased prevalence of asthma among racial/ethnic minority compared with majority children. (Chen, Fisher, Bacharier, Strunk, 2003) Children from the racial/ethnic minority do not seem to have higher rates of asthma, but living in an urban setting, regardless of race or income, increased the risk of asthma. Housing Conditions and Indoor Environmental Exposures Including Allergens   The degree of housing disrepair has been associated with increased cockroach allergen levels, which has been demonstrated to increase childhood asthma morbidity in sensitized children. (Homa, Mannino, Lara, 2000) Certain allergens, such as cockroach, mouse, or rat, may be more potent sources of allergic or non-allergic airway inflammation, or environmental cofactors such as community stress may increase vulnerability to the effects of these exposures in sensitized individuals and since mostly people having such living conditions are likely to belong to urban areas and also minorities (as explained earlier). Maternal Cigarette Smoking The respiratory health effects of smoking have been well documented. Maternal cigarette smoking is associated with high risk of asthma prevalence in early childhood, and with high risk of asthma morbidity, wheeze, and respiratory infection in children. Cigarette smoking varies by ethnicity and by national origin, and cigarette companies have targeted minorities in an attempt to increase smoking where rates have traditionally been low. Disparities in Asthma and Somatic Growth (Low Birth Weight, Pre-maturity, and Obesity) Smoking and other environmental factors influencing both fetal growth and asthma are more prevalent in many (but not all) socio-economically disadvantaged populations in the United States. Pre-maturity and low birth weight adjusted for gestational age can be influenced not only by maternal smoking, but also by placental insufficiency, maternal fetal nutrition, infection, and maternal psychological as well as physical stress. (Waser, 2002)The risk of all these environmental influences on adverse fetal growth may be higher in many socio-economically disadvantaged U.S. groups, increasing the risk of pre-maturity and low birth weight. Underweight and obesity may both be risk factors for wheeze or asthma, and paradoxically, they may even have similar origins in fetal life or early childhood. (Holgate, Price, 2005) The circumstances of urban living and socioeconomic disadvantage, as well as cultural factors, may contribute to obesity. Stress There is a renewed interest in the influence of psychological stress on asthma. Various socio-demographic characteristics (e.g., lower social class, ethnic minority status, gender) may predispose individuals to particular pervasive forms of chronic life stress, which may, in turn, be significantly influenced by the characteristics of the communities in which they live. (Busse, Kiecolt-Glaser, 1994) Minority group status may predispose individuals to pervasive chronic stressors (e.g., discrimination, racism) and societal factors that link minorities. Disparities In Asthma Control And Treatment Asthma is one of many chronic diseases in the United States in which disparities in treatment and access to care have been documented. Even those with apparently equal access to the same health care system may experience disparities in care, and communication with the medical system is far more subtle than expressions of overt racism. (Freidhoff, Togias 1996). Substantial disparities in children’s health and use of health services persist across racial, ethnic, and economic groups in the United States. Disparities in care for Hispanics and African Americans with asthma are well documented. Unfortunately, many patients with asthma suffer because of inadequate care provided by healthcare professionals. (Schaafsma, Raynorr 2003) Poor adherence by the patient to prescribed management, lack of access to care, or a combination of these problems are some the other key factors that result in increased morbidity and mortality. Difficulty in English language proficiency has been reported to have a significant impact on multiple aspects of the health care experience of Hispanic children, including access to care, use of services, and health outcomes, with some studies finding that English language proficiency explains much of the impact of Hispanic origin on barriers to care and on differences in pediatric care. (Sullivan, 2003) For parents with limited English skills, the availability of medical providers and office staff with whom they can clearly and comfortably communicate may be indispensable for ensuring adequate access to health care for their children. Race/ethnicity, language, and family economic status are closely associated with each other and with other factors that may influence health care experiences. Owing to this interrelatedness, it is important for understanding health care disparities and policy recommendations to evaluate these factors simultaneously to see their independent effects. Oth er related factors may include insurance coverage, child health needs, and geographic location. Access to health care is limited for children with no medical insurance coverage. (Weiss, Sullivan, 2001) Black and Hispanic children are more likely to lack health insurance, with Hispanics consistently found to be the most uninsured ethnic or racial group of children. Health insurance can have an important buffering effect on access to care among disadvantaged children, with public insurance helping to bring poor children closer to the levels of non-poor children with private insurance. However, disparities in care and the location of care can remain despite the provision of insurance. Children from different race/ethnic and economic backgrounds differ in the locations where they reside and in their health status, each of which can impact available options for care and interactions with medical providers.   (Britton, 2003) Secondhand cigarette smoke is documented to negate the benefit of inhaled corticosteroids in inner-city children. Unfortunately, many patients with asthma are smokers, including adolescents. It is generally found that people belonging to low socio-economic status are usually from the minorities and thus do not have enough income to afford the expensive medicines for treatment. (Clark, Brown, Joseph, 2002) Physicians normally know their economic status and avoid prescribing expensive medicine which is actually required to treat the patient of asthma effectively. At this point in time, the physicians prescribe those medicines which are easily available and easy to buy even for the poor family. This results in in-effective treatment of poor asthma patients and thus they tend to get hospitalized again and again which no output. Poor environmental control contributes to bad outcomes for inner-city children, while reduced exposure to aeroallergens improves outcomes. Significant racial disparities in asthma treatment have been found among patients in analyses of several state Medicaid programs. While Hispanics and blacks had a significantly higher rate of visits to the emergency department for asthma as compared to whites, the number of filled prescriptions for inhaled corticosteroids and visits to asthma specialists were more common in whites as compared to Hispanics and Blacks. (Britton, 2003) Although the mental health of the parents is not usually considered in analyses of pediatric asthma control, one study found that an independent risk factor for emergency department visits among minority children with asthma was the presence of depression in the mother. Conclusion Income, which is associated with race/ethnicity, explains some but not all of the disparity. Economic disadvantage is an important factor in the racial/ethnic readmission gap; however, the analysis shows that the observable economic factors do not fully explain the gap. The simple ability to afford health care does not fully explain outcomes. Health insurance plays an important role in the proper management of asthma. Medicaid patients have readmission rates that are 50% higher than privately insured patients, which show that improvements must be made in the discharge and follow-up of Medicaid patients. (Britton, 2003) Yet again, the racial/ethnic gap in readmission is not explained by Medicaid coverage. There are racial/ethnic differences in the prescription and the use of preventive medications within the Medicaid population. The effects of individual environmental factors on asthma morbidity and asthma development are likely to be modified by other environmental factors and by genes. (Freidhoff, Togias, 1996) With the exception of cigarette smoking cessation, policy makers should be cautious when recommending global solutions for protection against development of early-life asthma, given the lack of certainty regarding factors influencing asthma development and the likelihood that individual responses to environmental interventions will be significantly modified by genetic and other environmental factors. It is not trite to say that â€Å"more research is needed† to improve our understanding of factors responsible for disparities in asthma prevalence. However, where community-level or individual-level interventions have been demonstrated to decrease asthma morbidity with reasonable certainty, policy makers should develop the means to apply the lessons learned through changes in governmental and social policy as well as through recommendations to individuals. Subsequently, the outcome of changes in policy should be systematically evaluated. In the United States, effective reduction in disparities in asthma morbidity will be dependent only in part on specific measures like establishment of smoking cessation programs, home allergen reduction in sensitized asthmatic children, physician feedback, and/or health education. The long-term success of any of these specific measures is likely to depend, in great part, on more general improvements in living conditions and life opportunities . References Britton J. 2003. Parasites, allergy, and asthma. Am. J. Respir. Crit. Care Med. 168:266–67. Busse W, Kiecolt-Glaser J, 1994. Stress and asthma: NHLBI Workshop Summary. Am. J. Respir. Crit. Care Med. 151: 249–52 Carr W, Zeitel L, Weiss K. 2002. Variations in asthma hospitalizations and deaths in New York City. Am. J. Public Health 82:59–6. Chen E, Fisher EB, Bacharier LB, Strunk RC. 2003. Socioeconomic status, stress, and immune markers in adolescents with asthma. Psychosom. Med. 65:984–92. Clark NM, Brown R, Joseph CL. 2002. Issues in identifying asthma and estimating prevalence in an urban school population. J Clin Epidemiol:55: 870-881. Freidhoff LR, Togias A (1996). Inadequate outpatient medical therapy for patients with asthma admitted to two urban hospitals. Am J Med 1996; 100:386–394. Gent JF, Holford TR, Leaderer BP. 1996. Asthma among Puerto Rican Hispanics: a multiethnic comparison study of risk factors. Am. J. Respir. Crit. Care Med. 154:894–99. Holgate S, Price D, 2005 Asthma out of control? A structured review of recent patient surveys. BMC Pulmon; 6 (Suppl 1): S2. Homa DM, Mannino DM, Lara M.2000. Asthma mortality in U.S. Hispanics of Mexican, Puerto Rican, and Cuban heritage, 1990–1995. Am J Respir Critical Care Med; 161:504–509. Schaafsma ES, Raynorr DK, 2003. Accessing medication information by ethnic minorities: barriers and possible solutions. Pharm World Sci; 25(5): 185-90.   Sullivan S. Asthma in the United States: recent trends and current status. J Manag Care Pharm. 2003; 9(suppl 5):3-7. Waser M. 2002. Environmental exposure to endotoxin and its relation to asthma in school-age children. N. Engl. J. Med. 347:869–77. Weiss K, Sullivan S.2001 The health economics of asthma and rhinitis, I. Assessing the economic impact. Journal of Allergy Clinical Immunology;107:3-8.