Myths and Misperceptions of the Disability

Misconception is defined as a mistaken notion about something or someone. Disability is lack of ability to handle a certain responsibility in the manner that is expected for a normal person. Some forms of disabilities are either permanent or just transitory in nature. Most of the time, people have been limited to handle some challenging situations due to different disabilities.Advertising We will write a custom essay sample on Myths and Misperceptions of the Disability specifically for you for only $16.05 $11/page Learn More Illness is a status of having poor health due to several reasons that include poor diets, infections, or genes (Wagner 123). It is normal for human beings to fall ill in the course of their lives. There are forms of illnesses that are minor, while others are serious, and requires one to be hospitalized. The bodies of human beings are capable of fighting simple illnesses, while others require one to seek for medical attention. There a re several myths and misperceptions concerning disabilities and some illnesses among various people in the society. For instance, some people have a perception that disability is a ruining personal tragedy. The truth about the disabled people is that, their lives are not tragic. Disability cannot really be conceived as a ruining factor in one`s life because, people acquire it mostly through attitudes and the environment that they live and work in (Beauttah 203). Another misperception about disability is that most deaf people can lip-read. This is a misperception because for a deaf person to communicate effectively, he or she should be provided with sign language interpreters or lip speakers for audience to understand what they are saying. According to some of the information provided by researchers concerning the disabled, people tend to think that the disabled are unable to have relationships. This is false because just like non-disabled persons, they have the ability to make perso nal choices about whom they would like to spend their future with. Countless disabled people have managed long-term relationships and have their own children. In addition, there is a misperception that disability is interrelated with illness. This is evident that just like any other normal person, the disabled are prone to illnesses in the same manner. Not unless they are helped, the disabled cannot do anything on their own, to some extent, disabled people would sometimes require to be assisted on some matters due to their inadequacy. Some things may be too complex for disabled people to handle, hence the reason that they need to be assisted (Beauttah 210). However, they are not always dependent as they also strive to be independent to keep their lives moving. Sometimes, it is not the fault of people to place such misperceptions about disability and illnesses, but it is what they found their fore fathers saying and they also believed. Some of these misperceptions are cleared by educ ation, as people are still acquiring knowledge on why some things happen in life.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is a group of people that believe that the disabled are very courageous in their actions and in their ways of approaching issues. Every individual has his or her own way of coping up with life, especially when faced with challenges. Disabled people likewise, have the same potential like the non-disabled in ways of coping up with life, and they are not in any manner exceptional (Wagner 187). Unless someone has some mental disability, any other type of disability does not deny an individual such a capability nor does it add anything to the courage of that person. Disabled people are uneducable; this is also another misperception of some people. Several studies have proved that disabled people have the same academic abilities just like any other normal person. Th is is proved by the availability of disabled people in the world with high qualifications, and some others taking care of high-level jobs. The worst and most common type of misperception is that students with disabilities are not intelligent. The presence of the word disability brings the idea of such students not able to learn. The fact that the word disable implies not able, makes people to create a very negative perception about those people who are disabled. The fact about these people is that they can learn, but in a different way. Mostly in our cultural context, people define and classify intelligence depending on the academic performances of an individual (Wagner 105). Just because people with disability perform poorly in school, does not mean that they are not intelligent. Most of such people have demonstrated some excellent skills and abilities, but unfortunately, such skills are not tested in school. When given an opportunity and some form of encouragement, people with dis ability can prove to be intelligent in some other fields though not necessarily in school work. Moreover, most of people have a serious misperception about mental illness. This has resulted to patients who suffer from such disorders be afraid to seek for assistance because of fear of stigmatization. Religious sectors have the biggest percentage of people with misperception of such illness (Wagner 90).Advertising We will write a custom essay sample on Myths and Misperceptions of the Disability specifically for you for only $16.05 $11/page Learn More Some people claim mental disorders to be because of one being possessed with demons, or rather a punishment from God. The media has tried a great deal to change and shape the misperceptions of such people, by making them understand that such an illness is just like any other disorder. There are so many misperception about illness that have been there for a long time, but the spread of knowledge through educat ion, media and other aspects, people are becoming enlightened. Most of parents who have disabled children have suffered a great deal due to stigmatization brought about by misperceptions. For instance, some people insult such parents by telling them that their children are suffering due to poor parenting. Such parents even fear to seek for treatment of their loved ones, as they also tend to believe what other people are saying. This is false because children from well up families are also victims of such illness in the same rate as children from poor families. Moreover, those patients who suffer from mental illness, people tend to think that their disorders are because of stress (Wagner 312). To some extent, stress may trigger such conditions, but the real causes of such conditions are proved biologically. There are several patients, who do not have any history of stress, and they are later diagnosed with mental illness. People who have lived admirable lives free from stress, with g ood jobs and healthy families are also found suffering from mental disorders. In conclusion, it has become a responsibility of all people with knowledge to enlighten others, who totally believe in such misperceptions (Beauttah 225). This act of judging things wrongly has caused fear and stigmatization to innocent people. Some parents are found even to keep their disabled children indoor due to stigmatization. It is the high time people stop applying these misperceptions in the real life and work on the reality. Works Cited Beauttah, Trender. Myths and Misperceptions of Mental Illness. New York: Routledge, 2008. Print. Wagner, James. Myths and Misperceptions on Disability. Michigan: Cengage Learning, 2006. Print.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on Myths and Misperceptions of the Disability was written and submitted by user April Norman to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Sixteen-Year-Old Female Athlete Case Study †Health Paper

A Sixteen-Year-Old Female Athlete Case Study – Health Paper Free Online Research Papers A Sixteen-Year-Old Female Athlete Case Study Health Paper A sixteen-year-old female athlete presents complaining of a gradual reduction in form. In addition, the athlete appears to be susceptible to infections and has had numerous colds and episodes of lethargy. She says she is finding it harder and harder to train and you suspect that she might be suffering from overtraining. Overtraining syndrome is a serious problem with features of decreased performance; increased fatigue, persistent muscle soreness, mood disturbances, and feeling burnt out or stale. The diagnosis of overtraining is usually complicated, there are no exact diagnostic criteria, and physicians must rule out other diseases before the diagnosis can be made. Further studies are needed to find a reliable diagnostic test and determine if proposed aids to speed recovery will be effective. Unlike with diagnoses of most diseases, physicians have no exact criteria for the overtraining state. The diagnosis is based on three points: (1) patient history, (2) carefully ruling out other diseases, and (3) laboratory findings. History taking includes a careful account of symptoms and signs. Changes in training regimen are of utmost importance. Performance decrement with an increased feeling of fatigue (subjective and objective evaluation) is the main sign of overtraining. The history of running nose, generalise aching and coughing suggest post-viral infection. History of repeated vomiting or induction of vomiting by stimulating of through suggested the possibility of anorexia nervosa. The overtraining state can only be diagnosed after clinical examination has ruled out other conditions. Diseases such as Addisons disease, anemia and other nutritional deficiencies, asthma and allergies, cardiac diseases (e.g., hypertrophic cardiomyopathy), diabetes or glucose intolerance, hypo- and hyperthyroidism, infections, muscle diseases, and psychiatric disorders can mimic overtraining. Laboratory tests for differential diagnosis and laboratory findings that can be connected to decreased performance capacity are helpful. Several laboratory parameters have been proposed to indicate an impending or actual overtraining state: a decrease in testosterone and increase in cortisol concentration, or a decrease in their ratio; decrease in nocturnal catecholamines; changes in catecholamine concentration in blood during rest and after exercise; decrease in maximal blood lactate concentration; decrease in plasma glutamine concentration; increase in uric acid and creatine kinase concentrations (reflecting overload at the muscle level); decrease in the ratio of blood lactate concentration to ratings of perceived exertion; changes in morning heart rate; and changes in initial heart rate response to orthostatic stress. Laboratory Tests for the Differential Diagnosis of the Overtraining State General assessment Complete blood picture, Erythrocyte sedimentation rate Blood glucose Sodium, potassium, calcium Alanine aminotransferase, alkaline phosphatase Assessment of anaemia (nutritional problem) Ferritin Transferrin, albumin Creatine kinase Cortisol and testosterone (free testosterone) Hormonal assessment Thyroxine, thyroid-stimulating hormone Estrogen, follicle-stimulating hormone, luteinizing hormone Adrenocorticotropic hormone (stimulation test) Catecholamines (urine) and catecholamine metabolites Infection assessment to eliminate the possibility of post-viral syndrome. Differential leukocyte count Immunoglobulin (IgE) Assessment of serious metabolic disorders Magnesium, zinc Further specific examinations if needed If there is no disease found, we can assume that the athlete is suffering from overtraining syndrome. The best treatment for the overtraining syndrome is prevention. Tapering the training regimen combined with rest, proper nutrition, and sleep help the body heal. Recognition and treatment of depression is important. Therapies such as massage and sauna baths can speed recovery. Periodization of training with enough recovery should prevent overtraining. Periodization means that correct loads of training stimuli are administered followed by adequate recovery periods. The training and recovery time should be individualized since different persons have his/her individual conditions. Through the one year, the training can be divided into phases of training emphasis called macrocycles. Each training week is called a microcycle (microcycles can be also longerup to 10 days), and each microcycle includes both strenuous and recovery days in an appropriate proportion. Three or 4 microcycles compose a mezzocycle. Each mezzocycle consists of 2 to 3 microcycles with higher training loads and 1 recovery microcycle. Macrocycles with different training regimens can be classified as preparation, precompetition, competition, and tapering; all preparing for optimal performance in competition. As noted before, careful follow-up of athletes subjective feelings and some objective parameters are also an important part of prevention. If the overtraining state persists in spite of all efforts to prevent it, effective treatment is needed. The best treatment is to rest and avoid sport activities for approximately 2 weeks. After the resting period, the patient can start light training. Athletes should try different sports, like swimming, ball games, cycling etc. Training should progress very slowly, with the pace determined by carefully listening to the patients feelings. Psychological state of athletes is also important; athletes should forget the past and concentrate on the future. Otherwise, they can easily start comparing their performance and feelings to the time before the overtraining state, inducing a neurotic attempt to recapture the previous feeling. This can delay recovery and highlights the huge role of psychological factors in recovery. Professional psychological help is sometimes recommended for athletes who are seeking to overcome an overtraining problem. Depression is one of the biggest psychological problems among overtrained athletes, and differentiation between primary depression and overtraining with secondary depression is difficult. Training history, discussions with coaches and other athletes, and a family history can help clarify this question. Adequate nutrition is one of the most important background factors behind a positive training effect and is also very important for overtrained athletes. If the diet is balanced, additional supplements and nutritional modifications have not been proven to speed recovery. The most common deficiency, especially in female endurance athletes, is iron. Zinc, magnesium, and calcium deficiencies have also been reported in endurance athletes, especially those who deliberately restrict their diets. In those cases, supplementation is needed. Adequate sleep is important during recovery. All additional stressors should be minimized. Traveling can increase tiredness, but in some cases, changing the environment and finding new hobbies can be good for recovery. Increased sexual activity may aid a recovering athlete, as it relaxes and modulates neurotransmitters beneficiently. Research Papers on A Sixteen-Year-Old Female Athlete Case Study - Health PaperPersonal Experience with Teen PregnancyResearch Process Part OneArguments for Physician-Assisted Suicide (PAS)The Relationship Between Delinquency and Drug UseStandardized TestingEffects of Television Violence on ChildrenThree Concepts of PsychodynamicIncorporating Risk and Uncertainty Factor in CapitalBionic Assembly System: A New Concept of SelfGenetic Engineering

Quotes From Flowers for Algernon by Daniel Keyes

Quotes From 'Flowers for Algernon' by Daniel Keyes Flowers for Algernon is a famous novel by Daniel Keyes. Its a bittersweet novel of a mentally disabled man named Charlie, who undergoes an experimental procedure to gain higher intelligence. The book follows his evolution from his low level, through his experiences of coming to understand the world around him. The book raises ethical and moral questions about the treatment of the disabled and happiness. The story is told through Charlies diaries and other documents. One of the ways Keyes portrayed Charlies intelligence was through the evolution of his spelling and  grammar.   Quotes From Flowers for Algernon Any one who has common sense will remember that the bewilderments of the eye are of two kinds, and arise from two causes, either from coming out of the light or from going into the light, which is true of the minds eye, quite as much as of the bodily eye; and he who remembers this when he sees any one whose vision is perplexed and weak, will not be too ready to laugh; he will first ask whether that soul of man has come out of the brighter life, and is unable to see because unaccustomed to the dark, or having turned from darkness to the day is dazzled by excess of light. And he will count the one happy in his condition and state of being, and he will pity the other.  -The Republic, Prefaceall my life I wantid to be smart and not dumb and my mom always tolld me to try and lern just like Miss Kinnian tells me but its very hard to be smart and even when I lern something in Miss Kinnians class at the school I ferget alot.  I dint know mice were so smart.  If your smart you can have lots of frends to talk to and you never get lonley by yourself all the time.   Some times somebody will say hey lookit Frank, or Joe or even Gimpy. He really pulled a Charlie Gordon that time. I dont know why they say it but they always laff and I laff too.I beet Algernon. I dint even know I beet him until Burt Selden told me. Then the second time I lost because I got so excited. But after that I beet him 8 more times. I must be getting smart to beat a smart mouse like Algernon. But I dont feel smarter.She says Im a fine person and Ill show them all. I asked her why. She said never mind but I shouldnt feel bad if I find out everybody isnt nice like I think.  One thing? I, like: about, Dear Miss Kinnian: (thats, the way? it goes; in a business, letter (if I ever go! into business?) is that, she: always gives me a reason when - I ask. Shes a genius! I coud be smart like-her, Punctuation , is? fun!  I never knew before that Joe and Frank and the others liked to have me around just to make fun of me. Now I know what they mean wen they say to pull a Charlie Gord on. Im ashamed. Now I want you to look at this card, Charlie. What might this be? What do you see on this card? People see all kinds of things in these inkblots. Tell me what it makes you think of.I was seeing them clearly for the first time - not gods or even heroes, but just two men worried about getting something out of their work.  It had been all right as long as they could laugh at me and appear clever at my expense, but now they were feeling inferior to the moron. I began to see that by my astonishing growth I had made them shrink and emphasized their inadequacies.  I had betrayed them, and they hated me for it.  Our relationship is becoming increasingly strained. I resent Nemurs constant references to me as a laboratory specimen. He makes me feel that before the experiment was not really a human being.  What did you expect? Did you think Id remain a docile pup, wagging my tail and licking the foot that kicks me? I no longer have to take the kind of crap that people have been handing me all my life.   Remembering how my mother looked before she gave birth to my sister is frightening. But even more frightening is the feeling that I wanted them to catch me and beat me. Why did I want to be punished? Shadows out of the past clutch at my legs and drag me down. I open my mouth to scream, but I am voiceless. My hands are trembling, I feel cold, and there is a distant humming in my ears.  It may sound like ingratitude, but that is one of the things I hate here - the attitude that I am a guinea pig. Nemurs constant references to having made me what I am, or that someday there will be others like me who will become real human beings. How can I make him understand that he did not create me?  They had pretended to be geniuses. But they were just ordinary men working blindly, pretending to be able to bring light into the darkness. Why is it that everyone lies? No one I know is what he appears to be.  Nothing in our minds is ever really gone. The operation had covered him over with a ven eer of education and culture, but emotionally he was therewatching and waiting.   Im not your friend. Im your enemy. Im not going to give up my intelligence without a struggle. I cant go back down into that cave. Theres no place for me to go now, Charlie. So youve got to stay away.  ARTIFICIALLY-INDUCED INTELLIGENCE DETERIORATES AT A RATE OF TIME DIRECTLY PROPORTIONAL TO THE QUANTITY OF THE INCREASE.the men of the cave would say of him that up he went and down he came without his eyes.  I passed your floor on the way up, and now Im passing it on the way down, and I dont think Ill be taking this elevator again.  P.S. please if you get a chance put some flowers on Algernons grave in the back yard.

LOVE - A Visit to the Museum Assignment Example | Topics and Well Written Essays - 250 words

LOVE - A Visit to the Museum - Assignment Example Some of the websites navigated include but not limited to: Smithsonian American Art Museum, National Gallery of Art, Philadelphia Museum of Art, Montreal Museum of Fine Arts and Museum of Modern Art among others. From almost all the museums that I explored, child-friendly and resources was vastly covered. In some family programs for both parents and children was combined and they learn and get entertained together. Parents, caregivers and children are offered engaging gallery tours. Variety of artworks, including paintings, sculptures, snapshots, folk arts are available for both family and children (Schwarz, 1996). Children also find it interesting as they get an access to coloring books, numerous kid activities and games and also some music. Some of the activities are accessed through the gallery tours while others are accessible online while still in the museum. All the museums have research centers and programs which most favors teachers. The centers provide adequate information, variety of resources and training opportunities to the educators/teachers. Experts in various fields are hired to help in fortifying education both domestically and globally (Schwarz, 1996). Laboratories for creating models and inventive informal education are also available. Moreover, teachers also get an opportunity to have objective overview of various things; they also get questions for various subjects. Teachers also get ideas of how they can link art and curriculum in multiple subjects and topics. Museum sites also offer numerous resources, including the lesson plans that look at the way art can manipulate various magnitudes of religious experience. This is one of the ways that teachers can use in enhancing children’s art inside the classroom (Schwarz, 1996). I found it very easy in navigating the site, there is a sequential order on the activities is covered, both in writing and on exhibition. One does not require to be

Evaluate the UK tax system in the context of Adam's Canon of Taxation Essay

Evaluate the UK tax system in the context of Adam's Canon of Taxation - Essay Example 2008). In UK today, there exist no published figures on this particular ‘gap’ but statistics from the Tax Justice Network (TJN) indicate that UK’s fifty largest companies have paid an average of 5.7 per cent less corporation tax than ‘expected rates’ from 2000 to 2004 (Wolfgang et al. 2008). This largely depends upon what is ‘expected’ and some of the assumptions made are questionable. For instance, in UK, TJN has associated this with excessive corporate tax allowances given to motivate investment in plant and machinery that in turn result into high levels of deferred taxation (Wolfgang et al. 2008). Today, capital allowances constitute examples of various express tax relief and incentives, which are regarded by most governments as desirable in the context of their economic policies. Recent report findings by the National Audit Office in UK identified that, around 220 of the largest UK 700 companies paid no tax at all in the years 2005 an d 2006, which led to concerns being widely highlighted in the media that there were high levels of corporate tax avoidance (Wolfgang et al. 2008). Therefore, this research paper will largely look at and make evaluation of the UK tax system in the context of Adam’s Canon of Taxation. Background to Adam’s Canon of Taxation Adam Smith is considered the father of modern economics and part of his contribution to the field of economics was presentation of four principles of a good taxation system known as Adam Smith’s Canons of Taxation (Smith and Cannan 1976; Smith and Sutherland 1998). The four principles are as follows: Canon of Equity, in the words of Adam Smith, â€Å"people of every state should pay their share in proportion to their individual abilities, which means that they should pay tax proportion to that income which they respectively get under the government security† (Jain, Kaur, Gupta and Gupta n.d, p.30). The basic assumption of this law is that , people are supposed to pay taxes according their capacity, while equity in this sense means people should demonstrate equality of sacrifice in paying tax. For instance, since the rich people’s marginal utility of money is less than that for the poor, rich people are supposed to pay more amounts in taxes than the poor people (Jain, Kaur, Gupta and Gupta n.d). Therefore the principle of justice is implicated in this doctrine (Nicholson 1928) and in the words of Adam Smith, â€Å"It will be more justified for the rich to contribute to the public expenditure not only what is proportionate to their income but more than that† (Jain and Khanna 2006, p.349). The second canon is that of certainty, where the postulation of this principle is that, there need to be a certainty regarding taxes (Das, 1993). For example, in Smith’s words â€Å"the tax which each individual is bound to pay ought to be certain, and not arbitrary and that time of payment, the manner of payment , the quantity to be paid ought to be clear and plain to the contributor and to every other person† (Jain, Kaur, Gupta and Gupta n.d, p.30). These assumptions show that, in any taxation system, individuals must know how much tax they are supposed to pa

Dante, Plato, Aristotle Essay Example for Free

Dante, Plato, Aristotle Essay The assignment is poetry v. philosophy. Plato speaks of a quarrel b/t poetry and philosophy. He dismisses the arts while Aristotle defends them. DO we see traces of this quarrel in later traditions? If so, where? And how is it played out there? For this essay, in addition to Plato and Aristotle, focus on Dantes Inferno. (Please look to see if my thesis is clear and strong, my evidence is all relevant, and whether this whole essay persuades you) Throughout his life, Plato strongly believed that the arts and philosophy directly opposed each other. On the other hand, Aristotle defended poetry as an aid to philosophy. Dante, a philosophical poet, successfully synthesizes Plato and Aristotles views in the Divine Comedy of the Inferno without compromising either school of thought. He acknowledges the fact that while the arts have its uses within the material world and philosophy its uses in the spiritual, both need the other to be complete. Both Plato and Aristotle agree that poetry brings about great emotion which has a lasting impact on the individual and society. However, they disagree on poetrys emotional effects. In Meno, Plato believes it results in harm while Aristotle argues that it leads to improvement in Poetics. Upon closer inspection, we see that Dantes Inferno contains a philosophical significance underlying its poetic style. Poetry and philosophy work towards the same end, but in different ways. There is no doubt that poetry is an imitation. What Aristotle and Plato dispute over is the source of that imitation. Plato strongly states that the arts are mimetic, twice removed from the truth. They are an imitation of the ideal entities in the realm of the forms, in which all things are perfect. For instance, tragedy presents multiple possibilities and situations rather than a single essence. In Meno, Platos Socrates discusses the difference between doxa and episteme. Poets, politicians and priests utilize doxa, a type of knowledge that is not mediated through any intellectual reasoning. This further demonstrates the composition of the material realm. Right opinion, or doxa, flees from the mind just as the materialistic body quickly perishes. Socrates says opinion is not worth much until it is fastened with reasoning of cause and effect (Plato 65). He is alluding to episteme, true knowledge that remains in the brain. This is accomplished through intellectual inquiry in the ideal realm. Throughout the dialogue, Menon insults Socrates by saying he looks like a stingray, alluding to a type of numbing-drug. However, Menon proves to have false knowledge as Socrates shows how anamnesis occurs via the Socratic Method. Only when he experiences aporia, the state of confusion and realization of ones ignorance, can he reach true knowledge. The reference to the drug, pharmakon, symbolizes how Menon became numb to the false, material world in order to transition to the divine realm where all things originate. While Plato asserts that imitation comes from the true essence of things, Aristotle believes it has its roots in human action. In Poetics, he examines how humans have an instinct for imitation, harmony and rhythm. We often learn our earliest lessons from mimesis. Aristotle asserts that the only way to reach the ideal is through action. He views it as a horizontal developmental rather than a vertical one, as Plato did. By the process of energia, we move from potential to actuality. This is also analogous to the concept of the material to the ideal. We come out of the cave and into the sun through our own activities. As the arts best represent action, tragedy contains knowledge because it presents psychological possibilities and universal truths about ourselves. Each possible reality may be the ideal essence. Tragedy, after all, is an imitation of action and of life, not men. The stage externalizes whats within our souls. The actors play out the meaning of life which the audience can safely inspect without endangering themselves. This perspective is extremely human-centric compared to Platos divine ideal. For instance, tragedy contains plot that is action-centric and based on the structure of incidents. Unlike a story, a plots events can be resequenced in any fashion. This is like an experiment in which the stage is our lab. A plot can furthermore be split in two ways: complex or simple. A complex plot contains peripeteia and anagnorisis. The latter, similar to Platos Meno, shows the progression from ignorance to knowledge. Yet the characters on stage, even after making decisions, are still susceptible to Fortunes will. Thus peripeteia occurs, alluding to God and the divine realm we ultimately reach with the aid of anagnorisis. There are some things people cant control. However, what we do imitate and control are our actions within the material world. For Aristotle, action was the most significant aim to focus on. In Dantes Inferno, the poet Virgil guides Dante into Hell. Poetry begins to act as a gentler remedy compared to philosophy. It is more relatable to the human mind and physical world. Through catharsis, Dante must eliminate all emotional tumult to become enlightened. This process of catharsis is similar to the movement from the material to spiritual realm. Paradiso, the highest realm, is where true intellect exists and where we become one with God. In the second canto, Dante demonstrates the wickedness of emotions and the materialistic realm when Virgil tells him: Your soul has been assailed by cowardice, which often weighs so heavily on a man- distracting him from honorable trails- as phantoms frighten beasts when shadows fall. (lines 45-48) This is an extremely Platonian perspective. Partially right, Plato believed that tragedy produced cowardly leaders as it appealed to passion rather than logic and reason. Through Virgil, Dante demonstrates how the arts, especially poetry, are effective in cleansing the soul of emotion by experiencing or contemplating it. Much like the Socratic Method in Meno, Dante must become numb to false knowledge via catharsis and begin with a clean slate. He accomplishes this by observing the damned in the inferno. When he passes through aporia, only then will he become enlightened and obtain truth. The shadows are a reference to Augustines visio corporals, the cave of pure materiality, in which false knowledge resides. Dante says in canto one that man must come out of the shadowed forest (line 2) where he is so full of sleep (line 11). All this is accomplished through human action, represented through tragedy and poetry. Furthermore, Virgil symbolizes the coming emergence of Christian Rome through Dante. He has already taken Aeneas to the Underworld, setting up the entire story. Parallel to this, poetry lays the necessary foundation for the coming age of philosophy. Dante uses typology of the inferno to paradiso. Like the Hebrew Bible, the inferno remains incomplete and foreshadows whats to come. The New Testament completes the text, in the same way philosophy does to poetry. Each is interdependent on the other. In the Inferno, Dante fails to read the inscription to the Gateway to Hell, demonstrating how the archaic style of backgrounding no longer resounds in the new age of foregrounding. This method brings to light how the mind reads and interprets with reason. Because the material realm is incomplete, Dante cannot move to this abstract, spiritual meaning without first going through the forest. In the third canto, Virgil describes to Dante how those in hell have lost the good of the intellect (line 18). The mind can never be fulfilled as it is a pure sensory experience. This is proven when Virgil is only able to guide Dante so far. He cannot take Dante beyond the material realm because he is not a Christian. He represents the arts, the non-metaphysical. A higher entity, Beatrice, will lead him to paradiso. Virgil declares in canto one: If you would then ascend as high as these / a soul more worthy than I am will guide you (lines 121-122). Likewise, we can think of poetry, represented by Virgil, as a disguise to philosophy, the eventual remedy of Beatrice. While philosophy speaks of a thing itself, poetry uses metaphors as a transition to reach a philosophical conclusion. It is a vehicle for truth in its own peculiar way, addressing our minds through imagination, sensibility and feelings. Dante can synthesize Plato and Aristotles views because they are working toward one common goal: the divine, the cave of pure intellect. The mechanisms of philosophy are simply a more sophisticated turn on poetry. Traces of Plato are still seen in Dante, especially when he states in the fifth canto: Those who undergo this torment are damned because they sinned subjecting reason to the rule of lust (lines 37-39). However, in tragedy, what seems irrational and absurd to the audience becomes permeated with reason as it speaks the universal truth about ourselves. The arts show there is something beyond human thought and action as the audience learn how we cannot control everything. There is something beyond this human, materialistic world that we cannot begin to understand. This is God, which is exactly what philosophy aims at. It speaks the truth, not only of human action, but of the existence of the ultimate good. In this way, poetry consists of rational thought and intellect. Virgil tells Dante in canto eight: Forget your fear, no one can hinder our passage; One so great has granted it (lines 104-105). We are turning inward to our souls to reach the divine. This also speaks of Gods infinite and unexplainable power. God makes the impossible possible. Dante had to go down into the deepest level of hell to see the divine. This irony demonstrates catabasis and anagogy, the one single movement towards God. Furthermore, Cassius and Brutus foreshadow Judas betrayal. These three make up the material inversion of the Holy Trinity. We are able to see God in Lucifer. This demonstrates the typology from the inferno to paradiso as well as the process of recollection in Platos Meno and Aristotles Poetics. Just as Dante had to move through death to experience life, the reader must pass through poetry to obtain philosophy. All thinking about God involves moving from the material to the realm of the forms. The divine uses metaphors, our language, to help us understand. We are able to indirectly talk to God through poetry as He determines our fate. It was his will to send Dante into Hell. Like poetrys catharsis and philosophys pharmakon, Dante engages his mind as he journeys through the inferno. By looking and contemplating the suffering of the damned, he becomes reconciled to aspects of his life which would otherwise be nonsensical. Both the poet and philosopher seek the existence of God and of the metaphysical. Although Dante recognizes that the arts have limited utility, he realizes how poetry helps lay the foundation for philosophy through the Aristotelian and Platonian method. It has a cognitive function by helping to better appreciate and complete philosophy. As Venantius Fortunatus wrote in his hymn Vexilla Regis, by death did life procure. Likewise, by poetry did philosophy come about.

Rain Main Essay -- Film Movies

Rain Main Rain Man, a film about an exceptional person, portrays the life of Raymond Babbot and his struggle to be understood and loved by his brother Charlie Babbot. This academy award-winning drama stars two incredibly talented actors - Tom Cruise (Charlie) and Dustin Hoffman (Raymond). These two brothers, separated at a young age by Raymond’s exceptional condition, find themselves later in life brought together by their father’s death. The movie grabs the heart of it’s audience in an attempt to bring together the life of the â€Å"exceptional† person with that of the â€Å"normal† mainstream life. The Rain Man drama begins with a young man (Charlie) sorting through his acceptance with his father’s death, or shall I say basically waiting to find out exactly what his inheritance may be. The Babbot family never really had a history of â€Å"togetherness† as Charlie and Raymond’s mother lost her life at their young age and while Charlie was three Raymond was sent off to WallBrook, a facility meeting the needs of exceptional people. As the inheritance is read to Charlie, he finds himself left with only a Buick convertible and a rose bush, while the rest of his father’s $3.5 million estate was left to a trustee (a director at the WallBrook facilities). Distraught with the idea that someone else has the money that Charlie needs, he heads off to meet with the trustee at WallBrook. Once there, Charlie Babbot finds himself not helped at all and upon leaving meets the genius...

Chemistry lab report Essay

* Purpose: Finding the number of water molecules attached to copper sulphate crystals CuSO4.xH2O. * To avoid error: 1. Do not make too much movement around the balance when taking any mass. 2. Wait till the balance’s reading is stable then take the reading. 3. Make sure that the crystals are well distributed in the beaker to be evenly exposed to as much heat as possible. * In case the experiment was repeated for more accuracy in the final results, variables should be controlled: 1. Use the same balance. 2. Use same size and shape of the container (Beaker or evaporating dish) 3. Use exactly the same mass of copper sulphate crystals. 4. Apply the same amount of heat at the same time intervals. 5. Control room temperature. * Apparatus: 1. Beaker. 2. Balance. 3. Watching glass. 4. Glass stirring rod. 5. Hot plate. 6. Tongs. 7. Goggles. * Procedure: 1. The mass of the empty beaker is measured using the balance and found to be 29.92g 2. The mass of the watching glass is measured using the balance and found to be 58.95g 3. The copper sulphate, which is a light blue powder, is then added to the beaker and the total mass of the beaker and the copper sulphate is 33.86g 4. Wear the goggles for safety. 5. Copper sulphate is heated using the hot plate, the color of the powder gradually changes from light blue to white starting from the bottom of the beaker up and water vapor can be seen on the beaker’s walls. 6. The powder becomes a little clumpy during heating. 7. The beaker is shaken and the powder is stirred using the stirring glass rod every now and then to expose the upper parts of the powder to more heat and allow them to dehydrate properly. 8. As soon as the entire powder turns white, the beaker is covered with watching glass to prevent copper sulphate from reacting, again, with water vapor in the atmosphere. Also, the hot plate is now turned off. 9. The mass of the dehydrated copper sulphate along with that of the beaker and the watching glass is now taken and found to be 91.60g. * Processing: 1. By subtracting the mass of the empty beaker measured at the beginning of the procedure from its mass along with the copper sulphate, the mass of hydrated copper sulphate used at the beginning is found. 33.86g – 29.92g = 3.94g 2. By subtracting the mass of the empty beaker and watching glass measured at the beginning of the procedure from the final mass of the procedure, the mass of dehydrated copper sulphate is obtained. 91.60g – (58.95g + 29.92g) = 2.73g 3. The mass of evaporated water molecules can now be found by subtracting the mass of dehydrated copper sulphate from the mass of hydrated copper sulphate. 3.94g – 2.73g = 1.21g 4. The number of moles of evaporated water is now calculated by the rule: Number of moles = Mass / Molar mass Where the molar mass of water is 18 g/mol n = 1.21g / 18g.mol-1 = 0.067 mol 5. The number of water molecules is now calculated by multiplying the number of moles times Avogadro’s number (6.02*1023) Number of molecules = n*NA = 0.067*6.02*1023 =4.03*1022 molecules 6. The ratio is calculated to find the number of molecules attached and the formula of the compound: CuSO4 H2O Mass (g) 2.73 1.21 Molar mass (g/mol) 159 18 Number of moles (mol) 0.172 0.067 Ratio 1 10 0.39 3.9 à ¯Ã‚ ¿Ã‚ ½ 4 * Conclusion: The aim of this was to determine the number of water molecules attached to copper sulphate and that is a 4.03*1022 molecule where the compound has a formula of 10CuSo4.4H2O * Sources of error: 1. Uncertainty of the balance used. 2. Stirring may cause crystals to stick on the stirring glass rod affecting the mass. 3. The beaker has a small surface area, therefore not all particles will be exposed to enough heat and so not all water molecules will evaporate. * Ways of improving: Use a container with a larger surface area such as an evaporating dish to avoid the need of stirring and therefore copper sulphate crystals won’t be lost by sticking to the glass rod. Also, this will increase the number of water molecules exposed to heat and so it will increase the chance of dehydrating all of the copper sulphate crystals.

Formal Education Vs. Informal Education Essay

Are you or your child receiving an education that fits your element? If not then when would now be a good time to look into that? Adults and children today or mostly unaware of how education is being presented do to the fact that they are only aware of one type of education. Of course most of us all are all born and raised on the â€Å"ladder system† which is another way of saying formal education, but many people don’t realize that there is an abundance in different types of education. We have all heard of private schools and charter schools, but those are just schools not education. Yes they are education to a degree but there are only two types of education, and they are frequently fought and argued about which one is better. Those two types of education are formal education and informal education. In todays society people are built mainly on morals and beliefs that are passed down through the government and high end white collard business men. Unfortunately people are becoming more and more unaware of informal education. Informal education is better than formal education do to the constant environment change and open curriculum that a education lacks. Informal education is better and should be blended in with formal education to get a real world experience. The year two thousand and thirteen today we thought to have evolved in our educational practices. Even now people are becoming more intelligent in formal education through the years that the â€Å"ladder system† was introduced. Unfortunately though with that we also have been developing lower and lower common sense. That is mainly to do with formal education. Many people ask what is formal education? Formal education is education presented in a prestiges matter in which there are different levels completed. The levels being Elementary school, Middle School, High School, and finally college. Seeing that there are different levels to be completed makes a more focused approach on education which in the long run will increase your intelligence, do to wanting to complete the final task which is college. Even by doing this many people blindly rush into college only forgetting what they have learned in middle school and even high school. Formal education is also very narrow and not open in many other experiences. Formal education schools are often decided what to teach based on what the state wants. With most of the formal educations power going to the government and states. That leads formal educated schools to having a very closed curriculum and not being able to learn outside the box or have any other experiences. With formal education being a ladder system and a narrow curriculum, you can see that in terms of college expectations you are intelligent, but in realistic experiences you are not. Now what is Informal Education. Let me share an idea with you before i tell you. You probably know what a formal event is right? You wear a formal garment such as a suit or a dress and you go to a very on point social event, but whatever when you are not dressed formally? You tend to have more creative freedom and you start to be educated on different types of apparel. Informal education the informal clothes appose to formal clothes such as a dress or suit. In the world of informal education there is no Ladder system. It is in short basic education but in a progressive form. And with being no ladder system the states are not involved with the curriculum which means you get to learn outside the box and experience far more than formal education could ever teach you. Many people argue which is better when most people really lean more towards formal education, but really for an educational stand point informal education is better. There are many factors to bring into play when explaining the reason informal education is better than formal education. First let me explain environmental reasons to this. Looking at formal education you see that every day you are in the same blocks of classes and you are constantly surrounded by the same people. With that you are not really experiencing different types of people because you are built upon having the same people through out the school year. You are not exposed to different personalities or characteristics do to people adapting to your own and becoming more like you. Informal education on the other hand you are exposed to the same class room, but there are usually different people in your class daily, and frequently even different teachers. With that your are not adapting to certain personalities but you are adapting to a realistic way of life which is being surrounded constantly with different people. Another thing argued strongly is the experience range. Formal education gives you a very narrow curriculum not allowing you to experience other things that are more valuable outside of school. Most of the things in formal educated school apply only to school and not in the real world although english, science and some math is an exception. Informal education allows you to see many different prospectives on certain subjects and you really get to experience a lot more than what the state narrows it down too. Experience such as different people usually everyday, different subjects everyday and when a subject is ever retaught, it is taught by a different teaching making a different point of understanding. The education in an informal school is usually basic things that you would learn in middle school, but going more into formal education it starts to be applied to many different areas in a real world circumstance, and applied several different ways. In a formal education school you are taught more advanced things that help develop the brain, but has no use in the outside world. In todays formal educated schools we are all taught that knowledge is power but that is really an understatement. What use do you have of acquired knowledge if you don’t even know how to apply it in a real world circumstance? Point proven. Formal educated schools today are focused to much upon how to help you get to the next step of the ladder rather than helping you understand the use of the information provided. While formal education has a great affect on the brain development wise, it lacks many uses outside of its buildings. In formal education on the other has many experiences that are less advanced and may not enhance or develop the brain much. But if knowing how to use one piece of great information acquired and it making you become very successful. Then all the other information obtained that had no transformational value was just a waist of time. Even today many people see education beyond high school as a waist of time, and the ones that adore formal education argue greatly on the belief. The biggest thing that affects people differently in formal or informal schools is the mindset that is carried through out the course. When begging a regular ladder system school which starts at elementary school we are all familiar with the different cards used to display behavior status. The blue card representing excellent behavior. The green card representing good behavior. The yellow card representing behavior that needs attention, and finally the red card representing bad behavior. What people do not know is the physiological effects that the cards hold towards the child. When growing up we are all taught right from wrong, but it is now human nature to focus only on the problems. With that said many times in elementary school kids are often punished more than rewarded, and many times barely acknowledged for the good they have done. When still developing at a young age there brains start adapting and internalizing what they are surrounded by. Many times do kids get yelled at for there miss behavior and even punished frequently. And not so often do the kids get praised with the same amount of energy they were being punished for. With so little energy going towards the good and rewarding, and so much going towards punishing there starts to become an imbalance of emotions. In the long term the students feel like they are useless and not worthy enough for whats to come. With that they start growing up with these feelings and in the long run do not have the emotional uplift to conquer any dreams or goals. While during informal education every student is treated equally and is not so much punished as they are rewarded. This in the long run carries the opposite effect than in formal education.

Teddy Roosevelt

Teddy Roosevelt Free Online Research Papers Theodore â€Å"Teddy â€Å" Roosevelt was the 26th American President, who was born in 1858 and died in 1919. He was fortunate to be born into a rich family environment. However he was not a healthy child; who was home schooled for a majority of his early academic years. He had many accomplishments’ throughout his career and has been remembered mainly for his energetic personality, and his intelligence. He was a leader of the Republican Party, and held positions at all levels’ of government prior to winning the election for presidency. He created the Department of Commerce in addition to the Bureau of Corporations. This allowed the department to investigate actions as well as activities of business and corporations, that are involved in forms of interstate trade. This was seen as Roosevelt showing his new Presidential power. This went over well with the average citizen, but of course angered the owners of these businesses. They made it clear that Roosevelt wanted to limit the size of business as well as regulating their profits. Roosevelt constantly stated he was not anti business. I personally feel he was influenced with his new found power, and wanted to throw his weight around. I feel the government should not be allowed to tell me how to run my business. He also passed the pure food and drug act that still influences are current society. At the beginning of the century American’s were going through a lot of changes. This new law stated that diseased and bad food was not allowed in foreign and interstate commerce. This made it illegal to sell spoiled vegetables as well as animal products. In addition drugs could not have misleading and or false statements. He established fines and penalties for violations, and also enforced them. Society as a whole benefited from this law. It gave people confidence in purchasing products, as well as ensuring these products are safe. I agree with the passing of the food and drug act. If companies operated with common sense they would not be in this situation. As a byproduct of the passing of this act; investigative journalism came about. This is where Teddy Roosevelt first learned about the conditions associated with the meat industry. I cannot agree any company saying that they will lose money because of this, even though many companies did make this statement. The meat Inspection Act was passed next. This basically had three parts. The provide information with the history of laws that oversee the slaughtering, processing, and distribution of meat and meat products. It also explained the difference between meat grading and meat inspection. This was passed to benefit the citizens of America. The benefits defiantly outweighed the cost to the business owners and purveyors. There are so many things that can go wrong during the processing of meat for human consumption. Anything can go wrong from selection, processing, and distribution of meat. This law was the foundation of many amendments to come. Once again I have to agree with the president, even if the business owner began to cry fowl. The Hepburn Act of 1906 was a very important act as it strengthened existing railroad regulations. The first thing it did was to increase the membership from 5 to 7 members in the Interstate Commerce Commission. This also includes the restriction of free passes, and the power to establish maximum rates. This brought certain companies under the control of the ICC; to include businesses that transported goods or information for a fee. An example is ferries we have today. This was meant to benefit the people, but caused a lot of headache with the owners of these types of business. It made the cost of operating rise, as well as implemented new tougher rules, as well as penalties for non-compliance. It also streamlined the process for filling claims for shipping incidents, versus the old way which included a lengthy and costly process. Perhaps the best thing to come about was the uniform accounting practices for these carriers. One of the last things he passed was the Forest Service Act in 1905. The previous administration that was in charge had a lot of fraud as well as incompetence. He wanted to bring forests and foresters together in an efficient Department of Agriculture. The goal was to use the forest industry in the best interest of the people. There mission statement could best be stated as to care for the land and serve people, to help protect and administer forests and rangelands for this and future generations. He also allocated a lot of funding for research. At the time this seemed to be a waste of public money; however as we progress in the present day this was a very important act. It showed future Presidents that the environment was important and worth investing in. this is very important as we currently face global warming. If not for this Act we might be years behind then where we are now. I am glad he had the public in mind when he passes this. Even though the loggers, and foresters hated h im for this. In conclusion Roosevelts achievements as a naturalist, explore, hunter, author, and soldier as much a part of his fame as any office he held as a politician. We as a country were fortunate to have a president that far ahead of his time. REFERENCES: Walsh. B. (2009 January 08). TEDDY ROOSEVELT. Retrieved January 11, 2010 from, time.com/time/magazine/article/10,9171,1870485,00.html whitehouse.gov/about/presidents/theodoreroosevelt/ Retrived January 12, 2010 Research Papers on Teddy RooseveltDefinition of Export QuotasThe Effects of Illegal ImmigrationGenetic Engineering19 Century Society: A Deeply Divided EraHip-Hop is ArtQuebec and CanadaNever Been Kicked Out of a Place This NiceCapital PunishmentStandardized TestingTwilight of the UAW

Tracking a Quotation

Tracking a Quotation Tracking a Quotation Tracking a Quotation By Maeve Maddox When a reader asked about the use of brackets in a recent email, I started to refer him to my post When and How to Use Brackets and leave it at that. Curiosity overcame me, however, and I tried to track down the complete original. Heres the quotation that prompted the readers question: [Well] probably never quite know who was the greatest of all time in tennis, Federer told reporters. ABC News (Australia) Heres the readers question: Is it the case that the journalist is inputting the word Well in order to make the quote from Federer more understandable as he left the word out in his verbal quote or rather that the word well is referring to an unknown group of people and the reader is to assume who the people are? What appears to be the original quotation appears at Yahoo Sports. The story is credited to AP tennis writer Howard Fendrich: Ask Federer to rank who the best players in history are and he won’t take the bait, saying something like what he said in Australia this week: â€Å"Probably never quite know who was the greatest of all-time in tennis, and I think that’s quite intriguing as well.† Writer Fendrich avoids the problem of correcting the conversational original by placing it after a colon. The reader can assume that all the words within the quotation marks are exactly what Federer said. In the ABC story, a writer or an editor preferred to use the he said construction so the bracketed [Well] was inserted. Thats ok. The brackets announce that the contraction did not appear in Federers original comment. However, if one reader found this Well confusing, chances are that others did too. A third site using the Federer quotation uses the Well and drops the brackets: Well probably never quite know who was the greatest of all time in tennis, and I think thats quite intriguing as well, he said. TVNZ Different genres have different requirements. The writer of narrative non-fiction has the leeway to improve quotations. The writer of straight news has an obligation to quote exactly. The transformation of the Federer quotation is interesting, not because it resulted in any major misrepresentation of what he said, but because it shows how quotations can mutate in the media. Direct quotations enliven writing, but sometimes an indirect quotation that embeds a few words of the original may be a more accurate, less confusing way to go. For example: Federer declined to rank the greatest all-time tennis players. He said that because of generational differences, we can never quite know who was the greatest. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"What is Dative Case?Uses of the Past Participle

Problems in Economic Development 's assignment Example | Topics and Well Written Essays - 500 words

Problems in Economic Development 's - Assignment Example b) The underlying tension in the developing world is the lack of antiretroviral drugs that can be used by HIV patients to reduce the multiplication of the virus in the body of those who are affected. This is different from the developed world in that the developed countries have enough of these drugs and can keep the level of HIV/AIDs as low as possible. 3. Health may create a poverty trap between generations because when one gets better health care, his or her level of productivity increases; hence, high level of income. On the other hand, the person from the other generation that gets little or no health care is less productive, and, therefore, earns very little. This change has one generation moving from low health care to high health care; hence, creation of the poverty trap between generations. 4. a) Conditional cash transfer refers to a condition whereby parents were being given cash transfer with a condition of sending their children to school and failure to do so, they would be forced to do it. b) The amount transferred varied based on the level of education and gender. Those who were in secondary schools were to be paid high amounts and those who took girls to school were also subject to high payments. This was to encourage further learning by the children in schools and also encourage girl child education and make girls go to school. c) No. Conditional cash transfers were found not to be more effective than unconditional cash transfers. This was because Malawi tried to use it, but it did not do better, and this suggested that parents should not be forced to send their children to school, but need to be helped