Richard 3rd Comparison - 1485 Words

Richard III Act questions Act III 1. Compare Hastings speech in III, iv, 48-53 with his speech in III, iv, 95-100. What has Hastings realized by the end of the scene? Hastings speeches compared show Hastings realizations that of Richards plan. In lines 48-52, Hastings believes he can read Richard like a book, as he is in a good mood, he says â€Å"I think there’s never a man in Christendom Can lesser hide his love or hate than he, For by his face straight shall you know his heart†. By this we see that Hastings is in belief that him and Richard are great friends, and that nothing is ‘on his mind’. By lines 95-100, Hastings has been ordered to be beheaded by Richard as he believes him to be a traitor. As Hastings is about to be gone, he†¦show more content†¦He asks for the earldom of Hereford, to which Richard changes the subject. 4. Do you agree or disagree with Margarets idea of retributive justice and why? Must death be answered by death or is there another way justice can come about? In modern times, I do not believe in retributive justice. I believe that death can be solved by jail time, these people who are in jail may rather be dead, so why give them the satisfaction? Justice can now come about by the perpetrator being put into a jail cell and the victims family being greatful they’re locked away to think about that they have done. Although, I do believe in the times Margaret lived, death may have been a form of justice as the jails may not have been as secure, or the penalties not as harsh. 5. Do you think Richards arguments to get Elizabeth to woo her daughter in his name work? Why or why not? Richard III significant quotes Act III 1. Sweet Prince, the untainted virtue of your years Hath not yet dived into the worlds deceit; Nor more can you distinguish of a man Than of his outward show, which, God he knows, Seldom or never jumpeth with the heart. (III, i, 7-11) Richard is talking to the prince about how he is only a child, and his eyes are not open to the trickery of the world. He explains to the prince that what someone shows or says to you, may not be whatShow MoreRelatedEssay about Richard Iii + Looking for Richard Comparative Speech834 Words   |  4 PagesGood morning/afternoon Throughout my comparative study of texts and context, I have explored various connections shared between William Shakespeare’s ‘Richard the 3rd’ and Al Pacino’s ‘Looking for Richard’. As both of these items are based on the same character, King Richard the 3rd, they share a lot in common. The connection that I have chosen to concentrate on though is the idea of power, and how both texts explore this theme. William Shakespeare is an extremely famous EnglishRead MoreDesigning a New Programming Language718 Words   |  3 Pagesbasic common qualities from two different programing languages. This presentation should illustrate the features of the various programing languages currently used in the industry and this common capabilities. The constant of this experiment is the comparison and use object oriented programing languages. After analysis create a programing language with the same structures and variables. Further define the classes of the language such as its attributes and characteristics. The language executed basicRead MoreComparison Of First And Second Language Acquisition1332 Words   |  6 PagesComparison of First and Second Language Acquisition This paper gives a comprehensive comparison of how acquiring a first language differs from acquiring a new or a second language. It provides the similarities and differences of the two analogies and gives a critical appraisal of the strengths and weaknesses of these two issues. Finally, the paper provides personal suggestions and insights for future research on the same topics. Moreover, the paper will detail the differences between first languageRead MoreEssay on Performing Dark Arts1089 Words   |  5 Pages In comparison to text-based performances, those of a non-text based nature can illustrate the unity between cultures with less difficulty due to universally understood practices and semiotics in an increasingly globalised world. Non-text based performances provide both beneficial and critical elements when compared to text-based performances and this will be analysed and demonstrated with the example of ‘performing the dark arts’. The will ensue performances of ritualised purposes, conjuringRead MoreLeadership Styles1063 Words   |  5 PagesRyanair, Sir Richard Branson Being the Leader and Founder for Virgin and Michael O’Leary for Ryan Air. This Essay would look at how different Leadership, Management and Motivation style and theories they can adopted for their respected companies. The second part of this essay covers how these theories have impacted their companies externally and internally. Comparison and Contrasting Elements Leadership Qualities, Management amp; Motivation. There is no denying that both Sir Richard Branson andRead MoreAnalysis of â€Å"the Story of an Hour† Written by Kate Chopin1697 Words   |  7 Pagescare of their house. No time for their personal needs, hobbies, interests and work. Women lived all their lives in the shadow of their husbands. â€Å"The story of an Hour† begins with sad news. Mrs. Mallard’s sister Josephine and her husband’s friend Richards try to inform her husband’s death. During the next hour she experiences discrepant feelings. Eventually something comes to her and she realizes the fact that now she is free, she becomes a personality. But sudden appearance of her husband ruins herRead MoreMajor Findings From The Campus Equity Audit1702 Words   |  7 PagesWhat were the major findings from the Campus Equity Audit? Richard J Wilson Elementary School has 576 students. The population consists of students that are 96.5% Hispanic, 0.9% African American, 2.4% white, and 0.2%. The school employs 33 teachers that have been with the school an average of nine years. Altogether, the teachers average 10 teaching years of experience. The student-teacher ratio is 17.3 students for every teacher. The special education division has two assistant teachers. In additionRead MoreMajor Findings From The Campus Equity Audit1714 Words   |  7 PagesDiscussion Major findings from the Campus Equity Audit Richard J Wilson Elementary School has 576 students. The population consists of a student body that is 96.5% Hispanic, 0.9% African American, 2.4% white, and 0.2%. The school employs 33 teachers that have been with the school an average of nine years. Altogether, the teachers average 10 teaching years of experience. The student-teacher ratio is 17.3 students for every teacher. The special education division has two assistant teachers. In additionRead MoreThe Manhattan Project National Historical Park1471 Words   |  6 Pageswhether it may be embarrassing to humanity or not. Same logic applies for the Manhattan Project. The Manhattan Project National Historical Park is important for historical preservation. The aforementioned is what Richard Rhodes conveys to his audience in his speech Preserving a Common Past. Richard Lee Rhodes is an American Historian, journalist, and author of both fiction and nonfiction novels. Born on July 4th, 1937 in Kansas City, Kansas, United States; he was the second child (a year and a half youngerRead MoreHow Psychology Helps Us Understand the Concept of Language and Intelligence as Related to Human Beings1269 Words   |  6 Pagesinformation can be used in planning individualized instruction programs. To help us understand the nature side of intelligence versus the nurture side Psychologists Bouchard McGue (1981), and Harrell et al(1955) provided us with correlations and comparisons . In the case of Bouchard and McGue the correlations thus provided were: Identical twins reared apart .72 Identical twins reared together .86 compared to Non-identical twins reared together .60 Siblings reared apart .47 Then child

Battle of Loos in World War I

The Battle of Loos was fought September 25-October 14, 1915, during World War I (1914-1918). Seeking to end trench warfare and resume a war of movement, British and French forces planned joint offensives in Artois and Champagne for late 1915. Attacking on September 25, the assault marked the first time that the British Army deployed poison gas in large quantities. Lasting nearly three weeks, the Battle of Loos saw the British make some gains but at an extremely high cost. When the fighting ended in mid-October, British losses were around twice those suffered by the Germans. Background Despite heavy fighting in the spring of 1915, the Western Front remained largely stagnant as Allied efforts in Artois failed and the German assault at the Second Battle of Ypres was turned back. Shifting his focus east, German Chief of Staff Erich von Falkenhayn issued orders for the construction of defenses in depth along the Western Front. This led to the creation of a three-mile deep system of trenches anchored by a front line and second line. As reinforcements arrived through the summer, the Allied commanders began planning for future action. Reorganizing as additional troops became available, the British soon took over the front as far south as the Somme. As troops were shifted, General Joseph Joffre, the overall French commander, sought to renew the offensive in Artois during the fall along with an assault in Champagne. For what would become known as the Third Battle of Artois, the French intended to strike around Souchez while the British were requested to attack Loos. Responsibility for the British assault fell to General Sir Douglas Haigs First Army. Though Joffre was eager for an assault in the Loos area, Haig felt the ground was unfavorable (Map). The British Plan Expressing these concerns and others regarding a lack of heavy guns and shells to Field Marshal Sir John French, commander of the British Expeditionary Force, Haig was effectively rebuffed as the politics of the alliance required that the assault proceed. Reluctantly moving forward, he intended to attack along a six division front in the gap between Loos and the La Bassee Canal. The initial assault was to be conducted by three regular divisions (1st, 2nd, 7th), two recently-raised New Army divisions (9th 15th Scottish), and a Territorial division (47th), as well as to be preceded by a four-day bombardment. Field Marshal Sir John French. Photograph Source: Public Domain Once a breach was opened in the German lines, the 21st and 24th Divisions (both New Army) and cavalry would be sent in to exploit the opening and attack the second line of German defenses. While Haig wanted these divisions released and available for immediate use, French declined stating they would not be needed until the second day of the battle. As part of the initial attack, Haig intended to release 5,100 cylinders of chlorine gas towards the German lines. On September 21, the British began a four-day preliminary bombardment of the assault zone. Battle of Loos Conflict: World War I (1914-1918)Dates: September 25-October 8, 1915Armies and Commanders:BritishField Marshal Sir John FrenchGeneral Sir Douglas Haig6 divisionsGermansCrown Prince RupprechtSixth ArmyCasualties:British: 59,247Germans: around 26,000 The Attack Begins Around 5:50 a.m. on September 25, the chlorine gas was released and forty minutes later the British infantry began advancing. Leaving their trenches, the British found that the gas had not been effective and large clouds lingered between the lines. Due to the poor quality of British gas masks and breathing difficulties, the attackers suffered 2,632 gas casualties (7 deaths) as they moved forward. Despite this early failure, the British were able to achieve success in the south and quickly captured the village of Loos before pressing on towards Lens. In other areas, the advance was slower as the weak preliminary bombardment had failed to clear the German barbed wire or seriously damage the defenders. As a result, losses mounted as German artillery and machine guns cut down the attackers. To the north of Loos, elements of the 7th and 9th Scottish succeeded in breaching the formidable Hohenzollern Redoubt. With his troops making progress, Haig requested that the 21st and 24th Divisions be released for immediate use. French granted this request and the two divisions began moving from their positions six miles behind the lines. Corpse Field of Loos Travel delays prevented the 21st and 24th from reaching the battlefield until that evening. Additional movement issues meant that they were not in position to assault the second line of German defenses until the afternoon of the September 26. In the meantime, the Germans raced reinforcements to the area, strengthening their defenses and mounting counterattacks against the British. Forming into ten assault columns, the 21st and 24th surprised the Germans when they began advancing without artillery cover on the afternoon of the 26th. Gas attack on the Hohenzollern Redoubt, October 1915. Public Domain Largely unaffected by the earlier fighting and bombardments, the German second line opened with a murderous mix of machine gun and rifle fire. Cut down in droves, the two new divisions lost over 50% of their strength in a matter of minutes. Aghast at the enemy losses, the Germans ceased fire and allowed the British survivors to retreat unmolested. Over the next several days, fighting continued with a focus on the area around the Hohenzollern Redoubt. By October 3, the Germans had re-taken much of the fortification. On October 8, the Germans launched a massive counterattack against the Loos position. This was largely defeated by determined British resistance. As a result, the counter-offensive was halted that evening. Seeking to consolidate the Hohenzollern Redoubt position, the British planned a major attack for October 13. Preceded by another gas attack, the effort largely failed to achieve its objectives. With this setback, major operations came to a halt though sporadic fighting continued in the area which saw the Germans reclaim the Hohenzollern Redoubt. Aftermath The Battle of Loos saw the British make minor gains in exchange for around 50,000 casualties. German losses are estimated at around 25,000. Though some ground had been gained, the fighting at Loos proved a failure as the British were unable to break through the German lines. French forces elsewhere in Artois and Champagne met a similar fate. The setback at Loos helped contribute to the downfall of French as commander of the BEF. An inability to work with the French and active politicking by his officers led to his removal and replacement with Haig in December 1915.

Death Of A Salesman, By Arthur Miller - 1569 Words

Transference: Revealing True Thoughts While reading Death of a Salesman, many readers become intrigued with the relationships of the Loman family. One relationship in particular is Willy and his son, Biff s. In the play, Death of a Salesman, written by Arthur Miller, Willy Loman exemplifies the psychological theory of transference onto his son, Biff, because he is unable to accept his own reality. There is an underlying meaning to the behavior of these two characters. The topics of transference, communication, and how a parent s infidelity affects their children show how this statement is proven to be true. Arthur Miller s own life also contributes greatly to the father-son relationship within this literary work as well. Transference is a large part of this play: it is a transference of Willy s feelings of himself onto Biff. As defined by Psychiatrist Mark Dombeck: Transference is a simple appearing idea that has to do with the way people understand one another and form relationships with one another. As its name suggests, it involves the idea of transferring something from one place to another. What is being transferred in this case is an understanding of a person. Where it is being transferred to is onto another person. When transference is occurring, basically what is happening is that we are trying to understand someone (usually someone we don t know very well) by making an assumption that they are similar to someone else, and will thus feel and behave inShow MoreRelatedDeath Of A Salesman By Arthur Miller1387 Words   |  6 PagesAmerican play-write Arthur Miller, is undoubtedly Death of a Salesman. Arthur Miller wrote Death of a Salesman in 1949 at the time when America was evolving into an economic powerhouse. Arthur Miller critiques the system of capitalism and he also tells of the reality of the American Dream. Not only does he do the se things, but he brings to light the idea of the dysfunctional family. Death of a Salesman is one of America’s saddest tragedies. In Arthur Miller’s, Death of a Salesman, three major eventsRead MoreDeath Of A Salesman By Arthur Miller888 Words   |  4 PagesDeath of a Salesman† is a play written by Arthur Miller in the year 1949. The play revolves around a desperate salesman, Willy Loman. Loman is delusioned and most of the things he does make him to appear as a man who is living in his own world away from other people. He is disturbed by the fact that he cannot let go his former self. His wife Linda is sad and lonely; his youngest son Biff is presented as a swinger/player while his eldest son Happy appears anti-business and confused by the behaviorRead MoreDeath Of A Salesman By Arthur Miller1573 Words   |  7 Pagesrepresents a character with a tragic flaw leading to his downfall. In addition, in traditional tragedy, the main character falls from high auth ority and often it is predetermined by fate, while the audience experiences catharsis (Bloom 2). Arthur Miller’s play Death of a Salesman is considered to be a tragedy because this literary work has some of the main characteristics of the tragedy genre. In this play, the main character Willy Loman possesses such traits and behaviors that lead to his downfall, and theRead MoreDeath of Salesman by Arthur Miller972 Words   |  4 PagesIn the play Death of a Salesman by the playwright Arthur Miller, the use of names is significant to the characters themselves. Many playwrights and authors use names in their works to make a connection between the reader and the main idea of their work. Arthur Miller uses names in this play extraordinarily. Not only does Miller use the names to get readers to correlate them with the main idea of the play, but he also uses names to provide some irony to the play. Miller uses the meanings of someRead MoreDeath Of A Salesman By Arthur Miller1628 Wo rds   |  7 PagesArthur Miller wrote the Pulitzer Prize winning play Death of a Salesman in 1949. The play inflated the myth of the American Dream of prosperity and recognition, that hard work and integrity brings, but the play compels the world to see the ugly truth that capitalism and the materialistic world distort honesty and moral ethics. The play is a guide toward contemporary themes foreseen of the twentieth century, which are veiled with greed, power, and betrayal. Miller’s influence with the play spreadRead MoreDeath Of A Salesman By Arthur Miller949 Words   |  4 PagesDeath of a Salesman can be described as modern tragedy portraying the remaining days in the life of Willy Loman. This story is very complex, not only because of it’s use of past and present, but because of Willy’s lies that have continued to spiral out of control throughout his life. Arthur Miller puts a modern twist on Aristotle’s definition of ancient Greek tragedy when Willy Loman’s life story directly identifies the fatal flaw of the â€Å"American Dream†. Willy Loman’s tragic flaw can be recappedRead MoreThe Death Of A Salesman By Arthur Miller846 Words   |  4 PagesA Dime a Dozen The Death of a Salesman is a tragedy written by playwright Arthur Miller and told in the third person limited view. The play involves four main characters, Biff, Happy, Linda, and Willy Loman, an ordinary family trying to live the American Dream. Throughout the play however, the family begins to show that through their endeavors to live the American Dream, they are only hurting their selves. The play begins by hinting at Willy’s suicidal attempts as the play begins with Linda askingRead MoreDeath Of A Salesman By Arthur Miller Essay2538 Words   |  11 PagesSurname 1 McCain Student’s Name: Instructor’s Name: Course: Date: Death of a Salesman Death of a salesman is a literature play written by American author Arthur Miller. The play was first published in the year 1949 and premiered on Broadway in the same year. Since then, it has had several performances. It has also received a lot of accordances and won numerous awards for its literature merit including the coveted Pulitzer for drama. The play is regarded by many critics as the perfectRead MoreDeath Of A Salesman By Arthur Miller2081 Words   |  9 Pages#1 â€Å"Death of a Salesman† by Arthur Miller is a tragedy, this play has only two acts and does not include scenes in the acts. Instead of cutting from scene to scene, there is a description of how the lighting focuses on a different place or time-period, which from there, they continue on in a different setting. The play doesn’t go in chronological order. A lot of the play is present in Willy’s flashbacks or memories of events. This provides an explanation of why the characters are acting a certainRead MoreDeath Of Salesman By Arthur Miller1475 Words   |  6 Pagesto death to achieve their so- called American dream. They live alone and there is no love of parents and siblings. They may have not noticed the America dream costs them so much, which will cause a bigger regret later. In the play Death of Salesman, Arthur Miller brings a great story of a man who is at very older age and still works hard to achieve his desire, which is the American dream. Later, he no tices that his youth is gone and there is less energy in his body. Willy Loman is a salesman, who

What Makes a Hospital a Top 100 Hospital Essay - 979 Words

What Makes a Top 100 Hospital Ronald Regan UCLA Medical Center – What Makes a Top 100 Hospital Castellanos, Juan Manuel DeVry University What Makes a Top 100 Hospital? Since 1993, the Truven Health 100 Top Hospitals program has used both independent and objective research to guide hospital and health system performance. In this process, they analyze public data sources to compare hospitals to similar organizations. The 100 Top Hospitals program uses a balanced scorecard that incorporates public data, proprietary, peer-reviewed methodology and key performance metrics to arrive at an objective, independent analysis of hospital or health system performance. This research measures performance, organizational alignment, progress†¦show more content†¦Well, the sitting on 4 acres the hospital encompasses Ronald Regan UCLA Medical center, Stewart and Lynda Resnick Neuropsychiatric Hospital at UCLA and Mattel Children’s Hospital UCLA. Some key features I found extremely helpful is their organization. Every floor of Ronald Reagan UCLA Medical Center is devoted to a specific specialty and equipped with all of the essential support equipment a nd supplies. Every floor has its own satellite pharmacy, dialysis storage, respiratory therapy workrooms, and resident doctor sleep rooms. Additionally; each patient room has the ability to convert into an intensive care unit (ICU) to allow for the continuous care of a critically ill patient in one room. This makes caring for patients extremely easy as everything they need is made available to them at the exact moment of a potential emergency. (Ronald Regan UCLA Medical Center, 2013) One other element that seems to help with its rating is their â€Å"Healing by design† architectural concept. Renowned architects I.M. Pei and C.C. Pei of Pei Partnership Architects designed Ronald Reagan UCLA Medical Center, with the firm of Perkins amp; Will serving as the executive architect. Their vision was to construct an environment that enhances healing. The design is open and light-filled, organized in pavilions with glass walls facing outdoors, and includes gardens and gathering places. Patient rooms feature panoramic views and bring in an abundance ofShow MoreRelatedWhat Makes a Top 100 Hospital825 Words   |  4 Pagesâ€Å"What Makes a Top 100 Hospital† Kerri Williams Intro To Health Services Management What Makes a Top 100 Hospital. Your assignment is to visit one of the websites of one of the 20 top 100 hospitals on the list in this link: Top 20 out of Top 100 Hospitals. After reviewing the hospital and health system, and analyzing its services and organizational structure, you are to write a 500 to 1,000 words (2 to 4 pages) paper on what you feel has made this facility a top 100 hospital. All papers mustRead MoreMonetary Interests And Proeconomics874 Words   |  4 Pagessufficient data on hospitals and doctors to determine their value. As a matter fact, most of the people working in the healthcare system don’t know the costs of most procedures, tests, or drugs. In consequence, patients don’t really get to see what they are paying for, or how much they are paying for what they are getting. For research purposes, Jamie Rosenthal did an experiment where she called more than 100 hospitals nationwide, which included top ranked and non-top ranked hospitals, in order to findRead MoreMayo Clinic : Medical And Surgical Type Of Hospital Essay935 Words   |  4 PagesMayo Clinic in Rochester, Minnesota is considered as one of the top 100 hospitals in the United States (DeVry, 2010). In fact, it ranks number two out of the top 100 hospitals as of 2010. It has a total of 15 specialties, and according to the latest U.S. News World Report, Mayo Clinic remains to be the number one provider when it comes to endocrinology, gastroenterology, geriatrics, gynecology, nephrology, neurosurgery, pulmonology, and urology. They rank number two when it comes to cardiologyRead MoreDisaster Preparedness1589 Words   |  7 Pagesand stronger (Brewer, 2010). According to the Maricopa Integrated Health System (MIHS) at Maricopa Medical Center, they have a specialized disaster preparedness plan to fit their current top three hazards. Maricopa Medical Center conducts a Hazard Vulnerability Assessment (HVA) annually. The current top three hazards K.F., Manager of Fire Safety and Disaster Preparedness, at Maricopa Medical Center has identified include: Mass Causality Incidents (trauma, burns, pandemic, etc.), Small CasualtyRead MoreMayo Clinic672 Words   |  3 PagesMayo Clinic Addie Long Columbia Southern University Mayo Clinic The magical Mayo Clinic has what every hospital is looking for; exceptional patient care, top of the industry research, and an impeccable budget. Mayo Clinic is considered a leader in cancer, heart disease, respiratory disorders, and urology in research as well as patient care. It is a rarity that a hospital is ranked at the top of the U.S. ratings in so many specialties. According to Kotler and Keller, â€Å"The clinic’s two interrelatedRead MoreSwot Analysis of Healthcare Organizations1454 Words   |  6 Pages Barnes-Jewish Hospital is located at One Barnes-Jewish Hospital Plaza in St. Louis Missouri. It is the largest hospital in the state and employs the most people of any other company in the surrounding area. Two hospitals, Barnes Hospital, and The Jewish Hospital of St. Louis, merged in 1996 to create the facility of today. The hospital has been awarded many prestigious titles throughout its operation for the quality of the staff working there. 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Adolescent Development in Juvenile Recidivism Free Essays

string(24) " she is choosing Satan\." Punishment is a word that has many different meanings. It differs from person to person, state to state and even country to country. When looking at the criminal justice system the purpose of punishment is deterrence, rehabilitation, retribution, and incapacitation (Bontrager, Smith, Winokur, 2008). We will write a custom essay sample on Adolescent Development in Juvenile Recidivism or any similar topic only for you Order Now Punishment involving adults is hard but when dealing with adolescents it is even more difficult. Adolescence is often thought to be a time of irrational and emotion influenced behavior. There are many who think that adolescence is just a phase that is an entity in and of its self. While many people can see the correlation between the actions and behaviors that happen in adolescence to the habits and life style in adulthood few people see the correlation between a person’s early childhood and the affect that has on his or her adolescence. There is no developmental phase that stands totally alone. Each phase has a lasting consequence ramifications on the next. This progressive developmental phase has lasting ramifications on the adolescent’s behavior, self-concept and maturity. Because of this there is a need to view juvenile crime and punishment differently than adult crime and punishment. The reason for this is because some research has shown that recidivism rates among juvenile parolees are very high. It can range anywhere from fifty five percent to seventy five percent (Krisberg, Austin, and Steele, 1991). There is evidence that a vast majority of juvenile offenders who have been confined do not stop committing crimes when they are released. In fact, many juvenile offenders continue their criminal involvement into adulthood (Hamparian et al. , 1984). There is a need to halt juvenile crime before it begins and there needs to be a way to halt the progression of juvenile crime being indicative of adult crime. The purpose of this paper is to demonstrate how childhood development affects adolescent’s development and how this development is directly related to a troubled adolescent’s recidivism rate in relation to family, community and social support. When sentencing juvenile offenders there needs to be an emphasis not only on punishment but rehabilitation. Crime prevention, whether on the juvenile level or adult level, falls into the three categories, of primary, secondary and tertiary prevention. Primary prevention focuses on the conditions that may foster criminal activity. Primary prevention works to sway juveniles who are immersed in ommunities and cultures that promote violence and crime to seek healthier ways to live ((Bendit, Nieborg, Erier, 2000). For example,i. e. a juvenile living in a depressed area will see that drugs and theft are the primary means of survival. Taking that juvenile to a farm, or a camp, exposes them hard, honest work is more satisfying, and less stressful than devious means of support. The idea behind primary prevention is the desire to create a more positive perspective, specifically for juveniles, which will effect positive change which will, hopefully, keep the adolescent from criminal behavior. Primary prevention speaks to pretty much all aspects of life. It takes into account poverty, unemployment and a wide variety of other social and psychological burdens. It enfolds all of the aforementioned items with support for families, schools, urban development, healthcare, stabilizing and strengthening individual personalities, social education and combating prejudice (Bendit, Nieborg, Erier, 2000). Primary prevention is an attempt at a catchall. The concept behind secondary prevention is not to look at the general environment, as in primary prevention, but to focus on a small, clearly defined group. This group encompasses children and young people whose individual development, or circumstances, or both, cause them to be a more likely candidate for becoming a potential offender. Secondary prevention focuses on helping people who fall into this group specifically. The help may involve either working with adolescents, who live in socially depressed areas. It can also mean street work, getting involved on the youth’s direct level, for young people who are difficult to reach in other ways (Bendit, Nieborg, Erier, 2000). When looking at crime prevention Ttertiary prevention is the most clearly defined of the three categories. It is very specific in relation to its aims and target groups. Tertiary prevention endeavors to stop repeated offences and encourages the social integration of young offenders. In fact, the younger the age of an offender, the greater the significance of getting the offender’s support system involved (Bendit, Nieborg, Erier, 2000). This leads us into the path of criminal behavior in adolescents. Vygotsky’s Theory of cognitive learning is a socio-cultural theory of cognitive development that is based on the idea that learning happens primarily through a child’s interaction with the world. This theory shows the learning progression from infancy to early childhood to adolescence to adulthood. Adults are the key to this theory and to the concept of child to adolescent development. Adults shape and foster a child’s learning and development, intentionally, in a methodical manner depending on which culture and society the child hails from (Ormrod, 2008). Culture is often viewed as a local though it is not limited to a specific location. A person’s culture is not just where a person was born, lived and died. Culture includes the how of one’s birth, life and death. There needs to be awareness that intentionality can be done on purpose, with a goal and purpose set forth, but it can also be done with the mindset of failure. When a parent, teacher, or a significant person in a child’s life does not actively participate in the child’s development that loss of interaction may set the child up for failure. It is intentionality focused on failure. Making a choice to do nothing is actually making a choice to do something. It’s a choice of promoting apathy, indifference and a lack of concern. It is a choice that may cause irrevocable damage and harm that has lasting implications. An example would be not making a decision concerning salvation through Jesus Christ. When a person does not choose Christ he or she is choosing Satan. You read "Adolescent Development in Juvenile Recidivism" in category "Papers" While many people may think that concept is harsh it is true. When parents, loved ones, teachers, pastors or anyone who plays a significant role in a child’s life chooses not to be actively involved it will cause reverberations that the child will feel forever. Thus, when a juvenile commits a crime and no one intervenes it creates chaos and confusion. It is generally acknowledged that dysfunctional parenting practices and family conflict are common hazards related to a wide variety of behavioral and emotional problems in children and adolescents. Improving parenting skills and enhancing the confidence adolescents hold in their parents has the greatest potential in improving the children’s health, status, well being, and in reducing the risk of developing serious mental health problems or behavioral problems. There is extensive data to support the importance of good parenting in the maintenance, treatment and revention of childhood difficulties. This evidence comes from a wide variety of sources including different disciplines, behavioral genetics, developmental studies, and intervention research. There is substantial evidence that behavioral family interventions, based on social learning principles, are effective in the prevention and treatment of a range of childhood behavioral and emotional problems (Sanders, 2003). This data will have a huge impact on whether an adolescent commits a crime and also the recidivism rate when the child is released from whatever punishment given. The major premise of Vygotsky’s theoretical framework is that social interaction plays a primary role in the development of cognition (Kearsley, 2010). Vygotsky taught that children learn how their culture interprets and responds to the world through formal and informal methods (Ormrod, 2008). This knowledge draws a parallel between understanding what others consider acceptable, in and for society, and turning that knowledge inward and deciding what is acceptable for ones’ self. This knowledge happens as a child moves from early childhood to middle childhood . As the child enters adolescence it begins to show up in social and emotional competences. Although middle childhood is an important developmental period for the assimilation of various skills to meet the complexity of coming social situations, the foundation for them has its origin in infancy. In infancy and early childhood, a child’s parental support allows him or her to learn to regulate behavior with consistent responsiveness from the parent to guide this developmental course. Increasingly, the child begins to assume more control and can by early elementary school become more self-directed in carrying out the intricate set of skills required for problem solving in social situations. Accordingly, to obtain a child’s competency in social problem solving, measurement systems need to place demands on the child’s self regulatory, executive processing, and social engagement. Other basic skills that are also involved in social problem solving are competent language, regulation of attention, and memory (Landry, Smith, ; Swank, 2006). When a child does not learn these skills there is a fundamental lack in his or her foundation. The foundation may continue to be built upon but at some point it is likely to falter. Social and emotional competences have a wide range of developmental indicators that adolescents need for successful social adaptation. These indicators embrace positive interactions between adolescents and parents, teachers, care-givers and peers, emotional knowledge, emotion regulatory abilities and relationship skills. When the adolescent is made aware that there is a problem in his or development scheme successful competency indicates a willingness to participate in special education programs for behavior problems. When a child moves into adolescence and these developmental indicators are not present, or are skewed, it is going to cause more developmental issues to arise. The process of maturation becomes much more difficult as the foundation needs to be reset in order to rebuild upon. The developmental indicators begin to show what the adolescent has retained in teaching form childhood to adolescent. A key component to seeing the correlation between a well adjusted adolescent and a maladjusted adolescent is to watch the behavior. Such behaviors would be acting-out, assertive social skills, emotional or behavioral disorder, frustration tolerance, peer social skills, shyness, anxiety and task orientation. Watching, and repairing deficiencies, earlier in childhood affects social and emotional development in early adolescence (Niles, Reynolds ; Roe-Sepowitx, 2008). To more fully understand social competencies in daily situations there needs to be an observance of the integration of skills. There needs to be a link between competencies during middle childhood to the more complex social challenges in adolescence. As children enter middle school they are expected to interact in social situations without a huge amount of structure and support from outside sources (Landry, Smith ; Swank, 2009). The reason for this is because this skill set should have been taught to the adolescent during the period of lower mental function (Ormrod, 2008). The social interactions become more complex because the adolescents are expected to consider each others’ points of view. They are then also expected to assimilate other people’s views with their own and give feedback based on the knowledge they possess. Based on what was said earlier, adolescents can show success with these demands if they are demonstrating the ability to perceive and respond to the goals of others as well as others’ perceptions and beliefs. They can also show failure by being close minded or self-absorbed. Failure here may lead to an adolescent being ostracized, ignored or made fun of (Steinberg, 2005). Proficiency in shared interactions with others necessitates an assortment of cognitive, social, and verbal skills. From the social realm, adolescents need to understand the behavior of others. This is not limited to just understanding other people’s behaviors but also understanding that they, themselves, may have different perspectives, intentions, and knowledge. In order for this to occur successfully, they need to identify social cues and modify their strategies on the basis of the feedback received from a social peer. Cognitively, a child is required to keep focused and attentive and use information to plan and reason how to organize behaviors to achieve problem solving with others (Landry, Smith ; Swank, 2009). This is executive functioning which enters the realm of higher mental function (Ormrod, 2008). When a person goes from child to adolescent there needs to be an understanding of other people’s behavior. It is critical in being able to function in society. When this area is not developed fully it may cause issues in the area of self-concept, maturity and behavior (Steinberg, 2005). Integration of the many skills needed to function in more complex social situations is social problem solving. The ability to plan, sequence behaviors, and alter problem-solving strategies on the basis of feedback is often referred to as involving executive processing. Many theorists believe this is a critical set of behaviors for social competence because they help the child organize the information from the environment and process it to effectively comprehend social experiences. There is also an emphasis on the fact that social problem-solving requires specific behaviors. Examples would be goal directedness and planning. These behaviors fall under the heading of self-regulation. For adolescents to function competently they require the ability to create new strategies for use in unique situations and they must be able to self-examine in order to restrain behaviors that are not appropriate for the social situation. Integration of these skills is occurring across childhood (Astington ; Pelletier, 2005). In sSaying hat though, there is a prolonged progressive course where these abilities multiply in complexity as the child enters into adolescence. These behaviors are multidimensional, and can fluctuate fluidly depending on the social context (Steinberg, Dahl, Keating, Kupfer, Masten, ; Pine 2006). Social context is very important when looking at juvenile crime and recidivism rates. A common response that spans history, in the public’s concern with juvenil e delinquency and violence has been to pass legislation promising stiffer penalties as well as harsher sentences for juvenile offenders. What needs to be seen, though is the fact that crime damages people, communities, and relationships. There needs to be a balance created that includes the needs of the victim, offender, and communities. For there to be a healthy restoration process each party needs to be involved. While an offender needs to be punished unless there are support systems in place for the offender, when released, the recidivism rates for that particular offender will continue to rise (Stenhjem, 2003). How to cite Adolescent Development in Juvenile Recidivism, Papers

Pharmacology for Medical and Biological Research -myassignmenthelp

Question: Discuss about thePharmacology for Medical and Biological Research. Answer: Responsible for Ang II generation Angiotensin-converting enzyme (ACE) generates the production of Angiotensin II (Ang II) that mediates the renin-angiotensin-system (RAS) effects in the body (Becari et al., 2011). On the other hand, Elastase-2 (ELA-2) which is a chymotrypsin-serine protease elastase family member 2A alternatively generates the production of Ang II in the arteries of rats. RAS activation is accelerated after myocardial infarction, however the mechanisms are unknown that lead to Ang II generaton in resistance arteries (Ahmad et al., 2011). Therefore, the paper by Becari et al., (2017) deals with the study of Elastase-2 (ELA-2) activity contributing to increased Angiotensin II (Ang II) formation in resistant arteries and modulation of cardiac function after myocardial infarction (MI). They hypothesized that ELA-2 is responsible for the generation of Ang II and leads to cardiac damage in mice and MI. The result studies showed the first evidence for the hypothesis that ELA-2 is responsible for the formati on of Ang II in the resistance arteries that is modulated to cardiac function after MI. This illustrates that ELA-2 is responsible for the ACE-independent dysregulation of RAS. Techniques used Genotyping The tail tissue genomic DNA was obtained and amplification of the target gene by Polymerase Chain Reaction (PCR). Myocardial infarction was induced by ventral midline skin incision. They were killed by Carbon dioxide (CO2) inhalation after 4 weeks of MI surgery. Echocardiography Fractional shortening and ejection fraction was calculated for the systolic function of left ventricle (LV). Histology Mesenteric arterial bed removal was done and heart was harvested to calculate the infarct size and heart sections were analysed by video microscopy software Leica Qwin. Randomization, group size or blinding Randomization was done to MI or sham surgery in groups; sham WT, ELA-2 KO and MI ELA-2 KO through six independent experiments and data was analysed. Statistical analysis and normalization Log transformation was done to analyse the Ang I and Ang II concentration effect curves and data was analysed through nonlinear regression. Maximum contractile and PD2 values were obtained and two-way ANOVA was done for the statistical analysis. (Table 1- techniques used) Results: Echocardiographic analysis The heart images showed that in WT animals, there was a significantly large LV diameter than ELA-2 KO mice during the events of diastole and systole (4.1 0.03 vs. 3.7 0.07 mm, P 0.05, respectively).This reduction of LV diameter was not observed in infracted mice. The assessment of cardiac function showed that there was decrease in MI and in the ejection fraction in both the strains of infracted and ELA-KO mice. Sham-ELA-2 KO mice showed a lower stroke volume and cardiac output as compared to WT mice. There was decreased cardiac output and stroke volume in WT mice as compared to ELA-2 KO mice. Uehara et al., (2013) also studied that Ang II is activated by RAS as the final physiological product and strong vasopressor that promote tissue remodelling in heart. This mechanism for cardiovascular remodelling is not known that can be helpful in inhibiting the Ang II formation and for the prevention of cardiovascular remodelling (Groutas, Dou Alliston, 2011). ELA-2 is functional in resistance arteries of mice To confirm the functional analysis of ELA-2 in resistance mice arteries, ELA-2 KP mice were induced by chymostatin and no responses were obtained. However, there was significant attenuation of Ang I-induced maximal response in sham-WT mice. There was a rightward-shift of the concentration curve of Ang I due to chymostatin induction. This data clearly illustrated that Ang II generation was induced by serine proteases in resistance mesenteric arteries of mice and in turn, ELA-2 is the major driving reason for the generation of Ang-II enzyme in the arteries. ELA-2 contribution to Ang-I in mesenteric resistance arteries of mice to MI To confirm the ELA-2 contribution to Ang-I, Ang II and Ang I concentration curves were subjected to MI or sham-surgery. The concentration response curve shifted to left of Ang I with maximum effect in WT mice mesenteric arteries. There was also significant increase in the concentration of Ang I in WT mice as compared sham-Wt mice. This data confirmed that MI is strongly associated with increased RAS activation. Therefore, this paper provided the first evidence for the ELA-2 responsible for Ang II increased activity in mesenteric resistance arteries upon MI. Ang I conversion to Ang II by ACE subjected to MI There was rightward-shift in Ang I concentration response curves of mesenteric arteries when subjected Captopril. In ELA-2 KO mice, there was ACE-independent dysregulation of RAS in MI and it might be in other cardiovascular diseases. There is RAS hyperactivity associated with heart failure and there was significant increase in the RAS expression levels due to MI including myocardium (Santos et al., 2013). In a study conducted by Becari, Oliveira Salgado, (2011) showed that cardiac changes in infracted mice was similar to humans that highlights the importance of ELA-2 as the driving factor for Ang I generation at an increased level. The significance of the study is that the mechanism through which Ang II is converted from Ang I and synthesized in human tissues can be helpful in the pharmacology in inhibiting local Ang II formation and further MI (Thatcher et al., 2014). Therefore, this elucidation of ELA-2 being the contributor to the Ang II formation can be a great strategy for the prevention of cardiovascular diseases and remodelling as in MI. From the above-obtained results, it can be inferred that ELA-2 is the contributor to vascular Ang II increased formation. It may also contribute to the cardiac dysfunctioning after MI. This implies that ELA-2 enzyme is the key player in the ACE-independent RAS dysregulation. This study confirmed that there is increased RAS activation in vascular beds as there was augmented Ang-1 induction in resistance arteries of sham-mice to MI. This is the first evidence provided by this study where MI did not affect the Ang I contractile responses that increased the generation of Ang-II upon MI. There is also significant cardiac sympathovagal balance dysregulation in ELA-2 KO mice along with increased parasympathetic and decreased sympathetic modulation. There was low cardiac output, heart rate, reduced LV and stroke volume that are interesting findings of this study adding to the existing knowledge of overall systemic or autonomic dysregulation in mesenteric nerves. This data indicated that ELA- 2 plays the pivotal role in the peripheral resistance and basal cardiac function. References Ahmad, S., Simmons, T., Varagic, J., Moniwa, N., Chappell, M. C., Ferrario, C. M. (2011). Chymase-dependent generation of angiotensin II from angiotensin-(1-12) in human atrial tissue.PloS one,6(12), e28501. Becari, C., Oliveira, E. B., Salgado, M. C. O. (2011). Alternative pathways for angiotensin II generation in the cardiovascular system.Brazilian Journal of Medical and Biological Research,44(9), 914-919. Becari, C., Silva, M. A., Durand, M. T., Prado, C. M., Oliveira, E. B., Ribeiro, M. S., ... Tostes, R. C. (2017). Elastase?2, an angiotensin II?generating enzyme, contributes to increased angiotensin II in resistance arteries of mice with myocardial infarction. British Journal of Pharmacology, 174(10), 1104-1115. Becari, C., Teixeira, F. R., Oliveira, E. B., Salgado, M. C. O. (2011). Angiotensin-converting enzyme inhibition augments the expression of rat elastase-2, an angiotensin II-forming enzyme.American Journal of Physiology-Heart and Circulatory Physiology,301(2), H565-H570. Groutas, W. C., Dou, D., Alliston, K. R. (2011). Neutrophil elastase inhibitors.Expert opinion on therapeutic patents,21(3), 339-354. Santos, R. A., Ferreira, A. J., Verano-Braga, T., Bader, M. (2013). Angiotensin-converting enzyme 2, angiotensin-(17) and Mas: new players of the reninangiotensin system.Journal of Endocrinology,216(2), R1-R17. Thatcher, S. E., Zhang, X., Howatt, D. A., Yiannikouris, F., Gurley, S. B., Ennis, T., ... Cassis, L. A. (2014). Angiotensin-Converting Enzyme 2 Decreases Formation and Severity of Angiotensin IIInduced Abdominal Aortic Aneurysms.Arteriosclerosis, thrombosis, and vascular biology, ATVBAHA-114. Uehara, Y., Miura, S. I., Yahiro, E., Saku, K. (2013). Non-ACE pathway-induced angiotensin II production. Current pharmaceutical design, 19(17), 3054-3059.

Existentialism, Reconstructionism Nationalism free essay sample

It is more of individual rather than social. They are more concerned on finding themselves and what is the meaning of life on their existence through free will, personal choices and other responsibilities. Existentialist need to justify their existence, â€Å"Who are you? †, â€Å"Where are you going? † and â€Å"What’s the point of living? † For them, they’re having their journey in life to know their purpose based on their own philosophy. In Education, Existentialism is very important, because as an Educator we should know each child’s life, existence and story behind their attitudes and characters, for us to become an effective educator. For example, a child has a problem and suddenly changed his/her attitude; we have to know the reason behind it for us to understand him/her. We should know also their philosophy and belief in life so that we could better adjust, know and appreciate their existence as well. We will write a custom essay sample on Existentialism, Reconstructionism Nationalism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page RECONSTRUCTIONALISM Reconstructionalism, is just an extension of progressivism. Just like progressivism, its educational philosophy is – the students will learn more by doing it, meaning learning through experience rather than through being told or lectured. They exposed the students by actively participating activities. Reconstructionists don’t believe in a predetermined curriculum. They would use the subject matter from any or all disciplines when needed to solve a problem. Like progressives, they do not favor any type of ability grouping. They feel students should be grouped only upon the basis of common interests. Reconstructionists differ significantly from progressives in the matter of social policy. Progressives acknowledge the rapidly changing conditions around us. But they are content to just teach students how to cope with change. It has been said that progressives seek to teach students how to reach â€Å"intellectual solution† to problems. This often culminates in writing a paper, doing a report or a project of some kind. This kind of education would tend to â€Å"mirror the contemporary society. † On the other hand, reconstructionists believe that students must learn through practical experience how to direct change and control it. They believe strongly that our culture is in crisis. They believe that things will get uncontrollably bad unless we intervene to direct change and thereby reconstruct the social order. NATIONALISM This means more like being patriotic. As nationalist, you are showing your love for your country; respect your nation and people in it. In education or in the academe, Nationalism was taught and still up to present. For example, flag ceremony, the students are taught to sing our national anthem, put our right hand to left chest while looking to the flag and even reciting panatang makabayan. Ever since we were a pre-school, we learned those practices and even in our college, flag ceremony was always there. Schools played a significant role on how we are taught what nationalism is all about. Another example, Buwan ng wika, we are taught to use our mother tongue and we recited Filipino poems.