Praise Be To Tyrell: Religion in Blade Runner

â€Å"‘More human than human’ is our motto. † (Scotts, BR) This famous quote, said by the character Tyrell in Ridley Scott’s Blade Runner, sums up the overall theme of the movie, which is the nature of being human. Blade Runner is Scott’s depiction of what is to become of Earth and how civilization has come to a point where humanity can be questioned. Reality is blurred and the nature of what is human is changing. Replicants appear identical to humans and even have emotions while the real humans appear cold and unemotional. The characters in this film are staged perfectly to compliment their environment as well. Scott uses mise en scene to suggest a vision of the future that is not only a collapsed, technological metropolis, but also a sad, lonely, and overall soulless place. Scott also uses the typical film noir protagonist who is often alone and faces an inner struggle between being a hero and looking out only for himself. Deckard, played by Harrison Ford, is far from a knight in shining armor, in fact, some of his actions might suggest that he isn’t a hero at all. However, in order to understand Scott’s complex film, a closer look is in order. We must look past the basic actions of the characters and focus on rather why they do their actions. One way to do this is by focusing on the films subtle subtext element of its allegorical relationship to Christianity. Throughout the film, it appeared that the analogy between the Bible and events in the movie actually had a relative connection, for example, Tyrell could be seen as God, Roy Batty as Lucifer, and Rachel as â€Å"the biblical wife of Israel in the Old Testament; the mother of a culture that will rule the Earth. † (Romero, 114) Also known as Eve, and Deckard as Adam. Humanity itself is brought up for definition in this film, as the Replicants are in many ways more human than the â€Å"real humans† they are interacting with. These Replicants are artificial organic humanoids which only have five-year life spans, and are banned from Earth. Death is an obsession to the Replicants. This is because although they know that they will die in a few years, they do not know their incept dates, thus not knowing when the clock actually started, or when it will end. Death to the Replicants is represented by their own mortality and the outside personification of the Blade Runners. This could possibly be why they live much more passionately than the human characters. Also, the main Replicant Roy Batty, displays a greater importance to life. Roy, and his loyal followers Oris, Zora, and Leon, are representations of fallen angels. They can be represented by Lucifer in the way that they have been expelled from the earth (much like Lucifer being expelled from heaven), and is obsessed with the same questions of morality. Roy’s angelic side is displayed, however, at the end of the film when he spares Deckard his life. During the scene, Deckard is filmed from a high angle to suggest vulnerability and a lack of understanding, with his eye’s clenched shut as he clings to the building; a keep of blindness to the world around him. With the end near, Roy Batty goes through a change that manifests in the fact that he prevents Deckard from falling to his death and becomes his savior. In fact, as Roy grabs Deckard from the ledge he shouts, â€Å"Ah, kinship! † (Scott, BR) As the two face each other, their proximities become closer. So close in fact, that they fit the frame tightly together. Now the angle of the camera is level, almost like an understanding simply by the two characters sitting eye to eye. As they face each other, Roy seems to come to terms with his own morality and the inevitability of death. Though Roy is put at peace, this shocking and moving scene stirs up questions and thoughts within Deckard’s head. He states, â€Å"I don't know why he saved my life. Maybe in those last moments he loved life more than he ever had before. Not just his life – anybody's life; my life. All he'd wanted were the same answers the rest of us want. Where did I come from? Where am I going? How long have I got? All I could do was sit there and watch him die. † (Scott, BR) Thus, Roy Batty has redeemed himself by following in the footsteps of Christ. This is where the nail in the hand begins to make sense, as Roy is in effect attempting to become Christ-like himself. He has also forgiven others as he would have God forgive him in that he saved the man who killed his beloved Pris. As he dies, the white dove he had been holding escapes from his hand and flies up into the sky. Roy’s newly purified soul is now free, and on the way upward to peace and salvation. With evil there must be virtue to counter balance it. In this case, to counter balance Batty’s symbolism of Lucifer, J. F. Sebastian symbolizes Christ in the film. He is the missing link between the Replicants and Tyrell. He is also human in the fact that he was born rather than created, but he has a disease which is quickly killing him, thus he is in a similar predicament that the Replicants face with morality. So the connection can be made that he is a composite of man and Replicant just as Christ was a composite of man and God, and also the fact that as Christ lived among men, J. F. ived among the Replicants. When asked by Pris if he ever gets lonely, J. F. responds, â€Å"Not really. I MAKE friends. They’re toys. My Friends are toys. I make them. It’s a hobby. I’m a genetic designer. † (Scott, BR) Another similarity between Christ and J. F is that Christ attempted to bring humanity to God, and was killed by the very people he attempted to help. J. F also attempted to bring man (Replicants) to their maker, Tyrell, and was murdered for attempting to help. Though J. F. Sebastian’s trust and faith leads him to a gruesome fate, it allows the Replicants to meet their creator. Even the way J.  F. and Roy ascend up the elevator to meet Tyrell is symbolical to the ascent into Heaven. The whole experience of meeting Tyrell is parallel to the Old Testament of the Bible. For example, the Replicants were created by Tyrell just as man was made by God and they were each separated from their maker and sent off the world. In Blade Runner the Replicants were sent off to a different planet whereas in the Bible man was banished from the Garden of Eden. Eventually the created begin to seek out the one who had made them, almost as a quest for God, and he does commits several sins in his search for the creator. Through the help of Sebastian, Roy is able to finally come into the presence of his maker, who welcomes him warmly and without reservation. â€Å"I’m surprised you didn’t come here sooner. † (Scott, BR) Tyrell comments as Batty enters his church-like quarters. Tyrell in this scene is a perfect symbol of the New Testament God — slow to anger and quick to forgive. He is happy to throw out the past, and look only at those things which are positive about his children. However, Roy is angered and upset by the presence of Tyrell, and he begins to make demands of the man who created him, much like Lucifer demanded to be in higher power in Heaven. In the end, Roy is like any other man. He is aware of his own mortality, and looks to Tyrell to give him a new lease on life. When he finds that his pleas to Tyrell are not answered he lashes out and rebukes the man who he had thought of as a savior in the past. This is akin to a man who prays faithfully to Heaven for a release from disaster or distress, and loses faith if his condition does not improve. Upon losing faith, Roy also kills the messenger, Sebastian, thereby paralleling the killing of Jesus. After these acts, he returns to the elevator and falls from heaven, returning to the material world as a fallen ngel. Lastly, Deckard and Rachel can be compared with the biblical characters of Adam and Eve. In the Bible, Genesis tells the story of two people, a man named Adam and a woman, who was made from his rib, named Eve. They were placed together in the Garden of Eden and given only one rule, to never eat from the tree of knowledge. Later, Satan, disguised as a serpent, coaxes the two perfect humans to eat an apple from the sacred tree. When Adam and Eve ate the apple, God grew angry and chased them out of the Garden and gave them sin, pain, and imperfections. There is an obvious parallel between the characters in Blade Runner and the biblical references of Eden. However, in Blade Runner the audience is able to see two couples portray Adam and Eve; Deckard and Rachel, and Pris and Roy. The two couples differ in the way that Deckard and Rachel find paradise, whereas Pris and Roy die. Pris and Roy do not find their Paradise at the end of the film because Roy rebelled against Tyrell, his God, in demanding to become immortal. In doing this questionable act, he destroyed any possibility of entering back into the Garden of Eden. Deckard and Rachel, on the other hand, are able to run away and stay alive together, thus â€Å"Deckard escapes ‘into a new Eden with a new Eve, hoping to regain at least a personal paradise. † (Romero, 115) Throughout Blade Runner, the idea of immortality and the desire to be like the creator is quite recurrent. The great strength of Blade Runner was that it successfully dealt with the tenuous nature of human life, and examined what really makes a person human. The film was meticulously crafted, and created a world which was decadent, dirty and yet strangely beautiful. The same can be said of its inhabitants, and maybe of all of us.

Positivist Theory †Crime Essay

Positivism is a theory of knowledge which states that science is based upon theories that have been derived solely upon empirical evidence. The positivist theory approach to crime consists of three major features which include biological, psychological and social positivism. Biological: The biological component of positivism seeks to examine data from sources such as twin studies, family studies, genetic patterns and biochemical aspects in an attempt to conjure an explanation for a particular behaviour. Biological positivists generally look for biological causes generally in genetic inheritance. Psychological: The psychological component of positivism also seeks to observe biological factors but also adds behavioural factors such as child rearing practices and brain abnormalities that cause identifiable behaviour outcomes. Those who are extroverts are easy to condition and easy to de-condition those who are introverts are difficult to condition and also difficult to de-condition. Psychological positivism emphasized counselling and improving the lot of potential criminals. Social: Sociological positivism claims that societal factors such as poverty, membership of subcultures, or low levels of education can influence people to conduct criminal behaviour. Adolphe Quetelet made use of empirical evidence such as data and statistical analysis to investigate the relationship between crime and sociological factors. It was found that age, gender, poverty, education, and alcohol consumption were important factors related to crime. This is the theoretical aspect of this unit. Criminal theory is the study of criminal behaviour and is often known as the study of criminality or of law breaking behaviour. Some criminal theories take a psychological approach, some a biological approach other emphasise the sociological aspects of criminality and of course many emphasise all – taking a multi-disciplinary approach an approach that is often clumsily referred to as a psycho/bio/social approach. All of these orientations aim fundamentally to understand criminal behaviour – its nature, its causes, and ways of dealing with it. This will include the incidence of crime, crime in adults, youth and children, gender differences, differences in types of crime e.g. crimes relating to property and violent crime. A relatively new area of study is  referred to as ‘Victimology’ the study of the effect of crime upon those who are the victims or criminal behaviour. In the notes to follow we will discuss a nu mber of criminal theories. Basically we will try to cover the basic approaches and illustrate the differences. This will not be an exhaustive description of all criminal theory and students may wish to study other approaches not covered here. We will look at Classical Criminal Theory and is updated version known as Neoclassical Theory. We will also look at what are referred to as the more scientific approaches known collectively (and probably in the strict meaning of that term erroneously) as Positivism many of which have biological or genetic components. Other approaches have a more sociological character while others examine the phenomenon of rational choice that is a modern offshoot of the classical/neoclassical tradition. Some of the readings will give you some historical introduction to criminal theory – the introductory reading by Henry and Einstadter is useful as is the reading by Beirne. The biological perspectives is overviewed in the reading by Fishbein. Other readings examine mental illness a nd crime and female criminality. Module 2 Penal Theory and Practice This is the practical side of this unit. Here we examine strategies for dealing with criminal behaviour – this covers strategies for punishment, correction, rehabilitation and preventative strategies. All of these are controversial and are the subject of much debate. All relates to issues about what we should do about crime as a society – what to do to those who commit crime, how to prevent it. Historically and amongst different societies there have been different answers. Some form of punishment or retribution is nearly always the case but the form it takes and on what crimes it is visited varies. Punishment may take the form of social and personal deprivation (locked away from the community in an institution (a gaol are correctional institution) the infliction of pain (corporal punishment) or the death sentence (capital punishment). The choice of these options depends on what a society views as the seriousness of the crime, the level of responsibility of the person committing the crime and sometimes the gender and age of the offender – and at times the damage to the community and the victim/s. In the second module we wil also discuss the implications of imprisonment (incarceration) for certain disadvantaged groups. This will  obviously include indigenous groups (now known as Aboriginals and Torres Straight Islanders) who are very much over-represented in the criminal justice system and in jails. The special issues relating to women and children in jails will also be discussed. Also we need to look at issues of those who are incarcerated who have a mental illness, an intellectual disability and those with drug and alcohol overuse problems. The Jail environment is a microcosm of the everyday problems in the community and all the probems we see in the community are there in the jails many times exagerrated . Finally the way a society deals with crime also depends on what it considers to be the nature of the criminal personality or the nature of criminality as such. Criminals are variously seen as mentally ill (mad), evil (bad) or more recently nowadays in the popular media inexplicably intelligent and fundamentally evil (terrorism and serial killing).

Graded Unit

| | |This project contains information about activity of exercise which I will do with a service user at my placement. It will base on | |sociological and psychological knowledge and also current policies and legislations. | | | |I am student in a local authority day centre. My placement supports adults with physical and sensual impairment.The day centre | |provides range of different groups designed for disabled people. I have chosen an exercise group to my project to describe an | |individual service user. | |The organisation is registered service and regulated by the Care Inspectorate which was established by Regulation of Care ( Scotland| |) Act 2001. Trained and qualified staff works with the Scottish Social Services Council (SSSC) requirements. All service users | |within the placement are treated accordingly with the criteria delineated by the National Care Standards – Support Services. |Each service user in the organisation has his key worker, who creates an individua l care plan based on assessments and taking into | |account the needs and expectations of the individual. | |As a student in the placement I comply with all regulations listed above. In the centre I provide appropriate level of care and help| |in taking part in all available activities. Treat all service users with dignity, privacy, give to all service users choice, provide| |safety, allow realising potential and take account of equality and diversity to each individual. |I chose an individual who I named Mr X to the provisions of the Data Protection Act 1998 to mention that personal information have | |to be used in fully anonymous as awareness of confidentiality and one of a main principal of National Care Standards and SSSC – to | |respect a privacy of service user. | | | |Mr X is disabled since 2009 after when he had cerebrovascular accident (CVA) and resulting in his left sided weakness. Despite his | |disability he still lives in his own home and has a support worker.He is keen to remain as independent as possible but is | |frustrated by his poor mobility. He uses wheelchair fulltime and suffers from epilepsy and diabetes. | |Mr X grew up in nuclear family. He had both parents and sibling – brother and four sisters. His siblings and his mother still live | |and they all are in very good relation to each other. | |Mr X grew up in very familiar environment during his primary socialisation and values gained through this time transferred on his | |later life. He also had a lot of friends. Mr X was very attached to his family and treats closest people as the most important.As | |Bowlby’s theory of attachment says that through attachment to mother Mr X’s basic physiological needs had been satisfied in primary | |socialization. | |(Malim. T, Birch. A. ,1998) | | | |According to one of functionalists George Murdock theory that family performs four main functions. One of the functions is | |reproductive function relate to rising child ren and take responsibility for them. | |(I. Marsh, M. Keating, S. Punch, J.Harden; 2009) | |Firstly Mr X was attached to his mother as she was his primary caregiver while in his adulthood he directed his attention to his | |wife. She took care of him after the loss of his mobility. | | | |Eli Zaretsky, one of Marxists says that view of ideal family, detached from economic world is only illusion. He means that families | |are a source of cheap labour. In according to Mr X’s life I can say that he and his wife were also parts of the ‘family economy’.He| |worked with Scottish Water and his wife was a cleaner in local school and also as nursing auxiliary. They had spent mostly time at | |their work places which caused lack of time to spend with children. | |(Zaretsky. E; 1976) | |Now his source of socialisation is only his family, mainly his sons who he sees regularly. | | | |Mr X experienced feeling of loss. Firstly he lost his health through CVA and his wife which passed away two years after he became | |disabled. |Based on Elizabeth Kubler – Ross On Death and Dying research in which she presented five stages model by which I going to describe | |Mr X’s feelings: | |Denial and isolation – Mr X after lost his health and wife felt that what had happened was very unfair and hard to accept by him. | |Anger – Mr X felt that God does not exist because in other way the tragic situation would never have happened. | |Bargaining – Is a form of truce, begging and promising himself and God, trying to make a deal with the God. |Depression – Mr X gave up and became resigned and lack of motivation to continue living. | |Acceptance – Mr X accepts the present life with the supports of hisfamily. Also classes in the Day Centre give a new meaning to his | |life. | |(E. Kubler – Ross; 2003 ) | | | |To analyse a personal needs and development of Mr X I use PIES model of needs and Maslow's Hierarchy of Hum an Motivation. |There are four categories: physical need to improve Mr X’s mobility, intellectual need to through communication and reflects on the | |choice of appropriate equipment to perform an exercises, emotional to rise Mr X’ self esteem and strengthen his self – confidence, | |and also social need as interaction with other service users. | | | |Maslow's hierarchy of human motivation believes that to achieved the higher-order needs must first meet the basic needs. |During Mr X’s healthy life he was happy and fully satisfied. He had love each other family – wife and two sons so he felt | |belongingness and been attached, he was working so was independent and also received respect from colleagues. He had also very | |active social life. Mr X used to enjoy playing golf and football during his healthy life so he was very active person. He has seen | |himself as very sociable individual enjoying a beer with friends. He was leading successful life until became disable.The | |disability made him unable to do things from previous days. His motivation decreased and he became very frustrated. | |(R. Gross; 2005) | | | |I started my preparation to an activity with a consultation with a manager. I chose as activity exercise group and gained permission| |from the manager to perform the activity.Then I discussed my chose with Mr X’s key worker and also gained from the key worker a | |care plan of the service user and other significant information regarding Mr X’s background, family, health condition and general | |risk assessment. | | | |An important factor for me was a conversation with Mr X and eventually gained permission from him. I explained clearly to the | |service user how the activity will be proceeded. Through the conversation and observation of Mr X’s I learnt what he expects from | |the activity.Also I assured him of his right to choose a course of the activity whether to amend decision. I am going to abide by | |the rules such as National Care Standards by giving to Mr X choice and treat him with dignity and communicate with him in | |appropriate and open way. | |Thanks exercises he hopes to regain the mobility in legs. In the exercise group he feels is given him a purpose to get up of bed and| |the opportunity to interact with his peers in a supported environment. | |I spoke with the leader of exercise class about the course and the main objectives of group.Also the leader informed me that the | |exercise group will take place in main hall of the placement and showed me the room in which it is held needed equipment. | | | |In my placement is using personal – centred planning model of care. The idea of the model was created by O’Brien and Lovett. This | |model is targeted for people who want to change something in their life. The model also focuses on make individuals as independence | |as possible.Mr X has significant left sided weakness and he requires a high level of assistance with all tasks and activities. He | |would like to attend a local gym to work more on building strength on his left side. He also discussed with his support worker a | |possibility of using community venues out with the Day Centre that may have activities running that would keep him busy and involve. | | | | | |For my project as I mentioned I chose exercise group.Main purpose of activities is to keep Mr X as fit as possible, encourage him | |to exercise and more motivated to make progress in becoming back to his mobility. It will make him a lot of satisfaction and | |increase their confidence and belief in his own abilities. Classes also will allow him to be among peers to avoid allowing it to | |feeling of isolation. During the activity I will communicate with Mr X in openly and clearly as awareness of SSSC Codes of Practice | |and Human Rights Act 1998. | |To my activity I intend to use the appropriate music played from a CD and exercise equipment stored in a d esignated lockable room. |The first step will bring a stroller with the equipment and the preparation of music Initially, it will be simple exercises in the | |warm-up then we will use selected by Mr X weights, stretching equipment and balls. To carry out a risk assessment I will carefully | |check environment if there are any type of hazards such as spillages on a floor or other obstacles around Mr X and others service | |users, remove these threats. Also all equipment to be checked if there are any damaged equipment and remove them. I have to make | |sure that the individual took appropriate medication due to his epilepsy and diabetes. |I planned my activity on 19 of March 2013. The activity will take about 70 minutes with 10 minute break for tea, coffee or something| |cooling to drink in terms of the diabetes of Mr X which excludes sweetened beverages. | |During my activity I will use personal – centred planning model of care because the model let me focus on the individua l | |expectations and also let me be fully involved into the activity as Mr X as well. As a method I would be most likely to use | |Essential Lifestyle Plan of Method of Intervention.During this method is taken into account a health condition, communication. | |Health and safety of the individual is a priority as maintaining Health and Safety at Work Act 1974. | |In case of Mr X is very suitable to him the Essential Lifestyle Plan to achieve the objectives which is to give satisfaction to Mr | |X, being able to do exercises that will increase their confidence and belief in their own abilities I am going to be patient and | |empathic, also treat with respect Mr X’s choice in the type of exercises to underpinning Equality Act 2010, National Care Standards | |and SSSC. |To maintain Safe Practice during performance of activity I make sure that I provide the safest environment for Mr X and other | |service users, myself and leading worker. During this I comply with Health and Safe ty at Work Act 1974. | | | |As a contingency plan I will go with Mr X to a local museum because the service user is sympathetic to the history of the town. | | | |In the above project I contained my plan for an activity focusing on needs and development of Mr X.Information above includes | |method and model of care to be used, sociological and psychological concepts which helped me better understand and feelings and | |needs of the service user in terms of regulations and polices underpin antidiscrimination practice and principles essential in | |social care. | |REFERENCES | |Alangul. S, Meggitt.C; Further Studies for Social Care; 2002 | |Bingham. E; HNC in Social Care; 2009 | |Gross. R; The Science of Mind and Behaviour; 2005 | |Kubler – Ross. E; On Death and Dying; 2003 | |Maclean. S, Shiner.M; Social Care and the Law in Scotland; 2011 | |Malim. T, Birch. A. , Introductory Psychology ; 1998 | |Marsh. I, Keating> M, Punch. S, Harden. J; Sociology – Making Sense of Society; 2009 | |Miller. J, Gibb. S, Baker. G, Graham. D, Lancaster. E, Hollis. S; Care in practice for Higher Still ; 2005 | |O’Donnell.M; Introduction to Sociology; 1997 | |Zaretsky. E; Capitalism, the Family and Personal Life; 1976 | | | | | |http://www. learning-theories. com/maslows-hierarchy-of-needs. html | |http://www. simplypsychology. org/Erik-Erikson. tml | | | |Codes of Practice for Social Service Workers and Employers | |General Risk Assessment of Mr X | |National Care Standards – Support Services | |Personal Care Plan of Individual and additional information gained from manager and individual’s key worker | Word Count |1 868 |

Decision Making within college life Term Paper Example | Topics and Well Written Essays - 1500 words

Decision Making within college life - Term Paper Example By learning and participating in the college curriculum, I have been able to draw gems of knowledge which are key to effective decision making. Particularly, creative thinking featured in the college curriculum and inculcated within me, awareness on the inevitable need to incorporate proper perspectives, analogies and skills. Factoring analogies in decision making helps an individual make proper comparison among the options available, in respect to the consequences that come with each option. Proper perspective entails the maintenance of objective thinking during the course of decision making. This involves weighing the options present and their consequences, without letting personal biases, feelings and personal or partisan opinion to affect the thought process or the final decision which will have been arrived at. While doing this thinking, it is important that impartiality is maintained concerning the matter at hand (West-Burnham and Jones, 2008). Experiences in Campus There are a lso several meaningful experiences which I have drawn from the college experience. Particularly, this remained a strong case when it comes to scholarly integrity, especially during exam situations. I specifically through college experience learned that not only is academic cheating and intellectual theft rife among college students, but that the allure of these vices is very strong. Several situations such as carrying small hand-held notes into exam rooms, conversing with friends during exams and lifting ideas from a fellow student’s ideas from his term paper, are some of the manifestations of academic cheating and intellectual dishonesty which I witnessed among college peers. In light of this development, it is fitting to observe that ethical decision making criteria came in handy in helping me make personal decisions which would foster intellectual and academic integrity, and not just in determining organizational and management behavior. It is against this above backdrop t hat I adopted justice as a form of ethical decision making criteria, in lieu of other options such as utilitarianism, deontology, consequantialism and fundamental rights. Utilitarianism failed to qualify the occasion since by saying that an act is ethically and morally right provided it gives the greatest good and pleasure to the greatest number (of people). Herein, I noticed that utilitarianism may easily be misconstrued as abetting cheating in exam rooms since it extends the greatest good and pleasure to the greatest number. For instance, the cheating student will have obtained good grades and the mean grade of class made to rank higher, and thereby vindicating the lecturer as competent. The fact that utilitarianism did not provide proper explanations against academic or intellectual dishonesty is a matter that drew a wedge between utilitarianism and me. In about the same wavelength, deontology failed to suffice as a possible bulwark against the allure of cheating in exams since i t only emphasized the need to do things out of duty. The emphasis that things are done out of duty assumes that humans are programmed like robots and that what entails duty is a simplistic one-way directive. However, humans are rational beings with different in-depths in personal convictions, and duties are characterized by ethical issues which are

Transgender Research Paper Example | Topics and Well Written Essays - 1750 words

Transgender - Research Paper Example Most states have not developed hate crime laws related to gender identity. It has been estimated that one transgender is killed in the united state per month as a result of hate crime. Transgender people also face sexual discrimination in their day to day activities. This is because many people in the society have not accepted them. As a result, employees and housing agents tend to shy away from them. Most states have laws that ban discrimination based on ones sexual orientation. However, few have laws banning discrimination based on gender identity. In some states in the United States do not have laws that cover couples of the same sex. This is a delicate issue among the transgender community where couples of the same sex, also known as gays are a subset of this community. This are couples of the same sex. They miss out on the privileges of being in a marriage. These privileges include: the right to inherit the partner’s property, the right to enjoy tax deductions related to properties and income and the right to share property after divorce (Currah et al. 15). In several states in the United States there is a restriction in the foster care and adaption sector. There are restrictions on who can adapt children. In most cases, adoption is not allowed to couples of the same sex marriage. There is also a ban in several states on adoption of children by couples of the same sex. Couples experience discrimination from the adoption agencies based on the religious or the moral background. The disorder leads to unhappiness and depression because there is that feeling of not belonging in the society. This is because the society is yet to fully accept transgender in the society. In most cases, these individuals are rejected by their families, friends and even the church for what they believe. This is because transgender is seen it as being against the religion, especially by the church (Valentine and David 35). This

Conference Moderator Essay Example | Topics and Well Written Essays - 500 words

Conference Moderator - Essay Example People do everything in both cases-people stock the shelves, prepare the food, serve the food, help customers, man the cash registers and sweep the floor in 2003 just like they did in 1950. It's the same on any construction site. In 1950, guys with circular saws and hammers built houses. Today it is guys with circular saws and nail guns. No big difference. An airport in 1950 and an airport today are nearly identical. People take your tickets, handle the baggage, maintain the planes, and pilot them in both cases. Coney Island in 1950 looks like any amusement park today, with people operating the rides, selling the concessions and keeping the park clean. The point of the above passage is that certain industries will likely never be replaced by robots or technology alone. Despite all of the technological innovations that have taken place in the latter half of the past century, there are still a lot of jobs that are largely unaffected by automation. These are often called people-powered industries. Perhaps the most astonishing part is that these types of jobs make up over one-half of the jobs in America (Brain, Robots in 2015, 2008).

The Challenges and Opportunities Facing the Ford Motors Company Essay

The Challenges and Opportunities Facing the Ford Motors Company - Essay Example This research will begin with the statement that Ford Motors is a U.S. automaker and is among the leading automakers in the world. Ford was incorporated on June 16, 1903, by its founder Henry Ford. The company’s headquarters is based in Dearborn, Michigan. Ford has emerged as one of the automaker giants in the world. For instance, the company ranks fourth largest automobile company globally and second largest in America according to annual sales volume. Ford sells in a variety of brand names such as Ford, Mercury, and Lincoln. The company has also been the manufacturer of Land Rover and Jaguar, which were sold off to Tata, an Indian automaker. In the U.S. market, the company currently ranks second after General Motors, which is the world’s leading automaker. PESTEL analysis implies political, economic, social, technological, environmental analysis that helps in understanding the macro-environmental factors that affect the operation of Ford. These factors are discussed h ereunder: Politics of a country is very important as far as far as car manufacturing is concerned. The U.S. politics influence the legislation and laws by which car manufacturing companies like Ford operates. For instance, Ford’s operation has hugely been affected by the political pressure from the government of the United States regarding the global warming caused by greenhouse gaseous emissions. In this regard, the government has imposed certain measures aimed at limiting the level of gaseous emissions that a particular vehicle has to emit to the environment. This has threatened the operation of Ford because complying with some of these laws is not easy, as they require a total change of the manufacturing process. Ford is also required to comply with the tax policies imposed by the government. The changes in tax policies by the U.S. government particularly by increasing taxes on the automobile industry has affected the operation of the company in recent times where it servi ce high taxes in order to be able to operate. For instance, the idea to introduce a road tax proportional to the number of gaseous emissions is affecting the company’s operations.

Sterotypes and Diversity in American Research Paper

Sterotypes and Diversity in American - Research Paper Example Stories related by friends and families, narratives handed down from generations to generations, information from books and magazines, and depictions in movies and television allow individuals to formulate generalizations. Majority of these stereotypical generalizations are logically correct, however, in almost all cases, humanity is resorting to bigotry by assigning labels and categorizations about a person merely rooted in a stereotype, devoid of real facts. Through stereotyping, suppositions are made on a person or group with some individuality. Stereotypical biases are oftentimes derived from secondhand information (Grobman, 1990). Extensive and continuous circulation of stereotypes causes uncertainty between realism and fallacy for both the subject and doer (Prell, 2009). At the time the United States was experiencing remarkable changes in the nineteenth and twentieth centuries from enormous immigrant arrivals; modernization and industrial ascension; and the inclusion of women, races, and minorities in the labor force, American civilization developed preoccupations with inflexible and often vindictive cultural stereotypes in the fields of literature, arts, and the media (Prell, 2009). As portrayed in the movie industry, African-Americans are negatively stereotyped as intellectually incapable, idle, or violent. Consequently, with this type of pigeonholed films, injustice in opposition to African-Americans is promoted. Another example of media stereotype is how women, the physically perfect in particular, are constantly presented as weak, unintelligent and sexually immoral (Grobman, 1990). Fashion icons, sports figures, television and movie personalities are glamorously represented by the media as models of perfection. However, ethnic, gendered, and culture-rooted stereotypes are oftentimes impossibly achievable resulting in a great divide between genders boasted in the media and the â€Å"ordinary† sexes of society. Moreover, with the current trend o f humanity’s fixation for excellence, society is confronted with socio-cultural threats and loss of identity and ethnicity (McConnell, 2008). The dilemma frequently comes up once the ‘label’ twists from being a classifier into an insulting position for the subject, especially if the individual formulating the stereotype is a person of authority. At that juncture, it is not simply the human perception of stereotypes but the person who commands power, creates labels and holds egotistic interests that is at fault. When a stereotype is used for maneuvering an individual’s manner of judgment, it has to be classified if it is an instrument or an obstruction in the user’s opinion (Stewart, n.d.). This paper will provide an explanation as to why stereotypes are made. Advantages and disadvantages of negative stereotyping will be laid out to raise awareness on how it affects the social wellbeing of a stigmatized individual. A treatment plan in combating negat ive stereotypes through active participation of individuals, the media and the educational system, will likewise be presented. The Reasons behind Stereotypes Nowadays, the term 'stereotype' is perceived as a form of maltreatment and exploitation. Diverse groups, predominantly the black outcasts, inferior-to-men women and discriminated gays, are stereotyped in the mass media and in the

Should abortion right be restricted Essay Example | Topics and Well Written Essays - 1500 words

Should abortion right be restricted - Essay Example Nobody can deny abortions in some cases while in other cases it is totally unnecessary to go for it. This topic involves concerns of biology, mortality and legal rights. Critiques of abortion argues that human life begins with conception and the abortion is nothing but a of killing a human being. So they consider abortion as an immoral and illegal issue. They keep a liberal attitude towards abortion in the case of rape, incest or when the mother’s health at risk. Proponents of abortion believe that a woman’s right to make decisions concerning her body and her future outweigh the rights of the fetus. One of the most controversial restrictions on abortion requires minors to notify or obtain the consent of at least one parent before having an abortion. All the living things in the world are one way or other give birth to their offspring. God has given the responsibility to all the living things, to live and sustain their species. So pregnancy is a natural process. A women’s life will be meaningful only when she conceives and give birth to a child. Her biological and psychological aspects demand the motherhood. It has been proved from some studies that breast feeding makes a mother happier and also that will reduce the risk of breast cancer. Religious organizations are the main critiques of abortion. As per their theory human being doesn’t have the right to kill the fetus. Children are the blessings given by the God. Conception is a blessing given by the God, we should not destroy it. God has definite plan towards all things and we should not question it. A person’s right to enjoy the facilities of the world should not be negated by deliberate human activities. We are living in this world since our mother did not go for the abortion and the same right should be given to the fetus. The ethical debate over abortion usually surrounds the issues of whether a fetus has rights, in particular a right to

NURSING CARE PLAN Research Paper Example | Topics and Well Written Essays - 500 words

NURSING CARE PLAN - Research Paper Example Dorothea Orem considered all human beings as basically biopsychosocial beings with capabilities and willingness to take care of themselves and also be dependent on others. It is through these capabilities that human beings live and maintain health (Clark, 1986). The ultimate aim of these capabilities is to meet 3 groups of needs, which are known as 'self-care requisites' and they are universal, developmental and health deviation (Orem, 1985; cited in Comley, 1994 ). The requisite for Mr. C at this current juncture is health deviation. Mr. C is in congestive heart failure, has anemia and also deep vein thrombosis. He also has hypothyroidism. He is on lasix and metoprolol for heart failure and coumadin for deeep vein thrombosis. He is very pale because of low hemoglobin and also congestive heart failure. His laboratory tests are suggestive of renal impairment. In view of congestive heart failure, he is dyspneic and his saturations are low. Mr. C needs to feel comfortable at breathing. He is dysneic and his saturations are low.

Religion and Philosophy Essay Example | Topics and Well Written Essays - 500 words

Religion and Philosophy - Essay Example ThÐ µ yin yÐ °ng sign illustrÐ °tÐ µs thÐ °t Ð µvÐ µn whÐ µrÐ µ you'vÐ µ got two oppositÐ µs, thÐ µy complimÐ µnt Ð µÃ °ch othÐ µr. ThÐ µ blÐ °ck Ð °nd whitÐ µ of thÐ µ two sidÐ µs of thÐ µ sign Ð °rÐ µ oppositÐ µs, but within thÐ µ blÐ °ck thÐ µrÐ µ is Ð ° littlÐ µ bit of whitÐ µ Ð °nd within thÐ µ whitÐ µ thÐ µrÐ µ is Ð ° littlÐ µ bit of blÐ °ck. ThÐ µrÐ µ's Ð ° pÐ µrfÐ µct bÐ °lÐ °ncÐ µ bÐ µtwÐ µÃ µn thÐ µ two. OftÐ µn thÐ µ yin yÐ °ng sign is usÐ µd to symbolizÐ µ mÐ °lÐ µ Ð °nd fÐ µmÐ °lÐ µ forcÐ µs. FÐ µmÐ °lÐ µ usuÐ °lly is Ð °ssociÐ °tÐ µd with thÐ µ dÐ °rk Ð °nd thÐ µ mÐ °lÐ µ is Ð °ssociÐ °tÐ µd with whitÐ µ Ð °nd thÐ µ light. In somÐ µthing thÐ °t might sÐ µÃ µm complÐ µtÐ µly mÐ °sculinÐ µ, not just in pÐ µoplÐ µ or Ð °nimÐ °ls, but Ð µvÐ µn in vÐ °rious mÐ °nifÐ µstÐ °tions of nÐ °turÐ µ or sociÐ µty or whÐ °tÐ µvÐ µr, thÐ µrÐ µ is Ð ° littlÐ µ touch of thÐ µ fÐ µmininÐ µ. Within somÐ µthing thÐ °t might sÐ µÃ µm to bÐ µ complÐ µtÐ µly fÐ µmininÐ µ, thÐ µrÐ µ is Ð ° littlÐ µ touch of thÐ µ mÐ °sculinÐ µ. ThÐ µrÐ µ is Ð °lwÐ °ys Ð ° littlÐ µ bit of thÐ µ oppositÐ µ within whÐ °tÐ µvÐ µr it is you'rÐ µ tÐ °lking Ð °bout, Ð µvÐ µn if things sÐ µÃ µm to bÐ µ totÐ °lly oppositÐ µ.

Reflective Journal Essay Example for Free

Reflective Journal Essay The fighting spirit. What a catchy name for a title of an article that touched my heart deeply and had stirred emotions of mine. I have known this humble gentleman since the day I stepped my foot on Universiti Teknologi Mara (UiTM), Shah Alam. We were introduced to this awe-inspiring person named Prof Datuk Seri Dr Sahol Hamid Abu Bakar during our orientation week. I have grown my fondness towards this man on the exact moment he started to give speech upon hundreds of fresh newbies in our great hall, Dewan Seri Budiman. But I never thought in my slightest mind on how his previous life story would give me this impact. One would never know, behind those smiles he put on his face, there were hardships, long ago before he made it to be a successful, acknowledged person now. I can finally understand what life is. God put us in a difficult situation just to make us stronger and to teach us how to cope with troubles when there are obstacles come between in the middle of journey. I really look up on Datuk Sahol Hamid as he was very determined to achieve his dream. How he keeps the humbleness in his daily routines although he is now an engineer in profession, really made me realize that I have to keep in my mind, I should never forget where I came from if one day, God’s willing; I managed to grab my dream in the future. Just like Datok Sahol himself, he always reminds the UiTMs’ students to never forget our duty to Allah S.W.T in spite of the busy and hectic schedule of a student. Above all, I must thank my parents for bringing me up to who I am today. For being patient with my attitudes all these while as I consider myself was not very matured during those days. After all, God’s plan is like a movie, all the good and bad things are arranged together for the good ending.

Christianity And Environmental Issues Religion Essay

Christianity And Environmental Issues Religion Essay The Bible calls Christians to be the stewards of the earth. We are called to maintain and protect the earth. God loved His creation. He protected and maintained His creation. We are created in the image of God and as Christians we should love the earth. Genesis 1:26(NIV) says Then God said, Let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the ground.' God did not give us earth to man so man could consume all the resources over all the earth. We have to make a suitable environment for all of Gods creatures. Christians are called and can change the earth through awareness, conservation, pollution control and environmental restoration. Christians have to take the lead in creating awareness of the earths environmental problems. Rev. Tom Wenig, pastor of Lutheran Church of Our Redeemer, says that [environmental awareness] is really trying to develop a mind-set. It isnt trying to take on a big political agenda. First, the church has to realize that they are called by God to sustain and protect their environment called earth. For decades, Christians have ignored this issue. One article that was published in Science stated that Christians have ignored environmental issues and have helped create environmental problems. But the church is responsible for caring for Gods creation. The church should freely share the importance of conserving resources, recycling, donating, and other ideas to preserve our environment. The church should also reach out to non-Christians and make them aware of the importance of taking care of our earth. Christians and churches are just beginning to work together to help make positive and meaning ful changes to our world. The hope is that this trend continues and a national and global support continues to grow toward the awareness. Christians can have a positive impact on plants and animals through conservation. Psalm 145:9-10(NIV) says The Lord is good to all; he has compassion on all he has made. All you have made will praise you, o Lord; your saints will extol you. We can conserve energy by turning things off and not using them and turning down the thermostat at home. We can conserve water by taking shorter showers, installing water saving showerheads, and not watering our lawns. We can use energy efficient light bulbs and insolate our water heater which saves on electricity. We can insure our houses are suitable to weather. We make sure it is energy efficient and no energy is seeping out. If we all work together to conserve and are aware, we can help to preserve the environment. Controlling pollution anyway we can as individuals and Christians will benefit and preserve the environment. Matt Farina says that God loved us enough to make this world for us. The least we can do is care for it. Christians can make a great impact through recycling. A survey from the Department of Ecology in the state of Washington showed that 12,842 aluminum cans were recycled in 2008. Recycling helped save 2,658,142 British Thermal Units (BTU). Recycling also helped to avoid 47,882 greenhouse gas emissions (GHG). Seattle recycles 44 percent of its trash and is aiming for 75 percent by 2025. We can recycle bottles, metal, cans, and trash to make materials reusable. Riding bikes or walking instead of driving will decrease the use of gas. Carpooling instead of taking individual vehicles can save gas. Sending emails on a computer instead of writing letters will save the amount of trees being used for paper. Handling chemicals properly will decrease the amount of filthy air that people are using. We all can help the environment if we learn to control pollution. As Christians, we need to step away from our cultural barriers and support environmental restoration. Adam Clarke compares environmental restoration to the restoration of man. He states This perfection is the restoration of man to the state of holiness from which he fell, by creating him anew in Christ Jesus, and restoring to him that image and likeness of God which he has lost. As Christians, we can support this cause by planting gardens and not relying on the supermarkets to provide fruits and vegetables. Once our gardens are harvested we should donate our fruits and vegetables to others to share with. Some people criticize Christians and non-Christians as environmental extremists. Some individuals say that the claims regarding the environment and its deteriorating state as false and exaggerated claims. Other individuals believe change is constant and inevitable and that man is powerless to do anything about it. That cannot be any farther from the truth. More and more people are dying or catching diseases due to environmental hazards. These issues are not limited to America. This issue is far worse in third world countries. Churches that take part in mission trips visit countries that have massive famine in the land. Nicaragua is one of the poorest countries in the Americas and 47% of its population is below the poverty level. In countries such as Nicaragua, the famine is so massive that adults and children are living in dumps. There is no clean water to drink and there is almost no healthy food to eat. Third world countries are in serious need of environmental restoration. Restoration to these countries can happen in events like visiting these countries on mission trips. Feeding kids, building houses, and providing clean water is a great way for Christians and non-Christians to restore the environment. People who criticize Christians and non-Christians for being environmental extremists have not seen the impact. They have not witnessed the chemical diseases that come with pollution in America and the famine in third world countries. There are many opportunities in these cultures for Christians and non-Christians alike to restore the environment. The environment and its restoration is a major issue. People are contracting diseases from toxic chemicals in the pollution that is being put out. People in third world countries are dying due to the famine in the land.

The Lack Of Education Education Essay

The Lack Of Education Education Essay The correlation between formal education and work has been a focus of mounting public debates over the past decades. The current population are faced with mounting challenges in choosing from various collection of educational efforts endorsed under the pretext of lifelong learning sequentially to keep up with rapidly shifting job markets, the fast pace of technological change and global competiveness. Learners are urged to seek adequate degree (and the right type) of education to meet labour force obligations, educationalists are required to guarantee their academic curriculums are customized to generate workers with the exact skills needed to increase productivity and competitiveness in todays globally competitive economy (Wotherspoon, 2009). In the context of global competition, in which a greater level of general and specialized competence is required, education is viewed as a measure of success for a nation (Glen A a Jones). But there is general consensus that the education syste m has lost touch with the task of preparing students for a meaningful career. Penchants against career technical education among academia together with increasing demands to teach to standardized tests are obliging schools to prepare students for a future they will never have, rather than providing graduates with the real-world skills (Wotherspoon, 2009). In a study on the relevance of school education to employment in Wotherspoon and Schissel (2201) observed that there is a mismatch between what traditional school education develops in learners and the needs of the world of work. The research established that most employees criticized the education system for being too academic and lacking in the development of proper work ethic. This gap between schooling and work is generally explained through the analysis of technological functionalism and human capital theory (Wotherspoon, 2009). The technological functionalism hypothesis assumes that changes in educational demands are connected to changes in skills and expertise, and that formal educations offers the required training for highly specialized jobs (Wotherspoon, 2009). This rational links education as an investment and therefore will provide a greater return for competitive economical growth. Conversely, the lack of education or an unsuitable career path reduces individuals prospects and weakens economic growth (Livingston, 1999a). In response to the rhetoric of healthy economy, educational institutions are therefore encouraged to overhaul their curriculum to correlate with job expectations and the complex realities evolved in a globalized and technological era (Wotherspoon, 2009). David Livingstone (1999a), through is own inquiries, proposes a scathing critique of the myth in the quest of the perfect type of education for the perfect job professed by the advanced industrial economies. Livingstone argues that we should be more alarmed with the lack of meaningful and rewarding work associated with educational deficiencies but to job churning (Livingstone 1999a, p. 223). If we are to recognize the mismatch between education and work, underemployment and wasted talents are an even larger social problem and more of an economical issue than educational deficiencies (Livingston e 1999a). Original empirical evidence reveals that Canadians have accumulated extensive education qualifications and experience which currently exceeds the actual performance requirements of their jobs (Livinstone 1999a) and that women are more apt than men to have an higher education than their profession actually requires (Metcalf, 1992). Our growing preoccupation with the standardized hierarchical pyramid endeavours of our educational system is augmented by various learning flurries that form a huge unknown and unrecognized iceberg of informal learning (Livingstone 1999a p. 149). Provoked by an absence of adequate jobs, lack of opportunities to apply their formal education and the continuous desire for self-development, individuals engage in more education only to stumble upon the odds that further hindrances will deviate their search for meaningful employment (Livingstone 1999a). But the opinions of wasted talent among a percentage of the labour force has increased in popularity during a time of prevalent unemployment and subjective underemployment and are the end result of peoples inability to find work, to get validation for their qualifications and abilities, or to use their skills in their current profession (Livingstone 1999a). These tensions appraised throughout Livinstones The Education-Jobs Gap bring a sundry of dissemination for educators. Formal educational credentials will continue to be essential imperatives as long as employers and learners value these requirements as the necessary distinct to social advancement and economic success (Livingstone 1999a). However, these same pressures command incessant job restructuring and workplace practices, creating redundancy in many workers skills and knowledge (Lawton, 1992a). The promotion by large profit-driven corporations to commodify, justify and control learning related practices is liable to create a plethora of alternative educational opportunities along with additional propaganda and reorganizing of existing educational programs (Fleissner 2005) As this education system is restructured in accordance by public and private appeals for practical forms of training linked to the current job demands, however, fiscal and corporate restraints may curb admission to educational services, affecting most critically persons from the least advantaged social groups (Livingstone 1999a). Taylor and Watt-Malcolm (2008) has provided an illuminating analysis of these shortcomings in the context of fostering useful knowledge and apprenticeship programs, and the impact this has on the rationalization of the workforce learning agenda and the academic/vocational division in schools. The authorsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ inquiries with students and instructors involved in a carpentry program revealed important data concerning the liberal attitudes to workforce development. Interestingly, limits on learning took place in schools somewhat because of the academic/vocational gap in curriculum. In the educational realm, the downfall to deal with consternation rooted in power relations in the workplace restricted studentsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ learning. Similarly, students were forced to make trade-offs in the workplace that limited their learning. The authors disputed that taking steps to attend to these concerns would improve workplace practices and learning environments for apprentices. While policy-makers are inclined to concentrate on formal training, their research recommends a change in workplace practices encouraging an all encompassing learning environment for apprentices. For example, students were often confronted with an option between accepting more secure work in a specific area of the trade and obtaining work with established entrepreneurs who stipulated a higher return on their training investment (Taylor Watt-Malcolm 2008). In the latter case, the difference between employee skill development and exploitation was not always apparent. With regards to acquisition of skills and overall quality of an apprenticeship program, employers should assume bigger accountability by providing mentorship opportunities. In order to create a highly educated and flexible labour force for increasingly demanding workplaces greater contingencies could be afforded to students and educators to survey workplace challenges (Taylor Watt-Malcolm 2008). However, such suggestions are also problematic. The apprenticeship system is not ready to change. It is intensely entrenched in a mind-set, in its customs, traditions and institutional framework (Schuetze, 2003). From their inception, the educational system in Canada has been created by differing and often conflicting principles. Factors like conformity, competition, advancement of knowledge, and economic development are meant to coexist with to democratic values, diversity, individuality, inclusiveness, modification, and personal growth. Canadian educational advances have been differentiated by growing acknowledgment that uniformity in mass public training bestowed by repeated challenges to amalgamate diverse and changing groups of learners and social development. Broader debates in diverse national perspective have framed public concern around issues of how schools do or should contribute to the economic arena and to the development of human capital. Of relative importance is how well schools achieve their role as a comprehensive training system to provide to all learners equitable access for social, economic, and political participation (Carnoy Levin, 1985). Education is a dynamic process involving individuals, groups, and society in which they live. It is a process which is shaped by the past, and at the same time, one which must be refined continuously to meet challenges which cannot be avoided in the future. Much has been accomplished in recent years toward the provision equitable access to all who are qualified and seek further education. With imaginative and sensitive leadership both at the government level and institutional level higher education has the ability to exploit to the fullest the talents and potentials. The challenge however must be met without sacrificing those underlying values. In Canada, as in many other countries, there is concern that the existing education systems are not adequately meeting the challenges of the complex modern world.

Neuropsychologist and Patient Perspectives :: Tumors Cancer Neurology Medical Essays

Neuropsychologist and Patient Perspectives There are many classifications of tumors that compress or destroy the hypothalamus. A few forms are craniopharyngioma, germinoma, and glioma. Symptoms of craniopharyngioma include headaches, visual disturbances, pituitary hormone deficiencies, retardation of growth, and calcification of the sella region in children. Germinoma, also called ectopic pineoloma or atypical teratoma, has similar effects to serninoma of the testis or dysgerminoma of the ovary. Another destructive cancer is glioma of the hypothalamus. Hand-Schuller-Christian disease produces hypopituitarism with delayed puberty, growth retardation, and diabetes insipidus; this type of cancer occurs in children (Yen and Jaffe 1986). Since the hypothalamus regulates release of hormones through the pituitary gland, one of the most common effects of damage to the hypothalamus is disruption of hormone release or hormone deficiency. Some common types of hormone deficiencies are gonadotropin, thyroid stimulating, adrenocorticotopic, growth, multiple, and panhypopituitarism. Gonadotropin deficiency is characterized by low levels of luteinizing hormone and follicle-stimulating hormone. This deficiency can lead to decreased fertility, disrupted menstruation, decreased sex drive, headaches, sexual dysfunction, and loss of body hair. Typical treatment is hormone replacement therapy. Deficiency of thyroid stimulating hormone and subsequent lack of thyroid gland stimulation lead to a condition called hypothyroidism. Common symptoms include intolerance to cold, weight gain, constipation, fatigue, and pale, waxy skin. Before hormone replacement is used to stimulate the thyroid, it is typical to try treating the adrenal glands with steroids. Adrenocorticotopic hormone deficiency is the name for low levels of corticotropin (ACTH), a hormone that stimulates the adrenal gland to produce cortisol. Some signs of ACTH deficiency are low blood pressure, weakness, fatigue, weight loss, and in women nausea, pale skin, and loss of pubic hair. Daily doses of hydrocortisone or cortisone are used to correct this deficiency. Deficiency of growth hormone before physical maturity will impair growth, and in adults may be noticeable by obesity or skin wrinkling. Careful doses of growth hormone are administered to children with this condition and in adults may help restore the healthy muscle to fat ratio. Multiple hormone deficiency is more common than deficiency of a single hormone and usually loss occurs in a specific order: first growth, then luteinizing, follicle- stimulating, thyroid stimulating, and adrenocorticotopic. This process is typically slow and occurs over months and years, but hypopituitarism can start suddenly as in the case of traumatic brain injury. Panhypopituitarism is the loss of all hormones released by the pituitary, also called complete pituitary failure.

Al Capone :: essays research papers

ALPHONSE CAPONE a.k.a. AL, SCARFACE Born in Brooklyn, New York, in 1899, of an immigrant family. He lived with his father Gabriele and Mother Teresa and his brothers and sisters. Al did quite well in school until the sixth grade when his steady record of B's deteriorated rapidly. At fourteen, he lost his temper at the teacher, she hit him and he hit her back. He was expelled and never went to school again. About this time, his family moved from their house on Navy Street to 21 Garfield Place. This move would have a lasting impact on Al because in this new neighborhood he would meet the people who would have the most influence on his future: his wife Mae and the gangster Johnny Torrio. A few blocks away from the Capone house on Garfield Place was a small unobtrusive building that was the headquarters of one of the most successful gangsters on the East Coast. Johnny Torrio was a new breed of gangster, a pioneer in the development of a modern criminal enterprise. He was a role model fo r many boys in the community. Capone, like many other boys his age, earned pocket money by running errands for Johnny Torrio. Over time, Torrio came to trust the young Capone and gave him more to do. Meantime, young Al learned by observing the wealthy successful respected racketeer and the people in his organization. In 1909, Torrio moved to Chicago and young Al fell under other influences. At this point in his life, nobody would ever have believed that Al would go on to be the criminal czar that he ultimately became. For approximately six years he worked faithfully at exceptionally boring jobs, first at a munitions factory and then as a paper cutter. Eventually he met a guy named Frankie Yale. He opened up a bar called Harvard Inn. And he hired Al to be a bartender. Capone's job at the Harvard Inn was to be the bartender and bouncer and, when necessary, to wait on tables. In his first year, Capone became popular with his boss and the customers. Then his luck turned suddenly when he waited on the table of a young couple. The girl was beautiful and the young Capone was entranced. He leaned over her and said, "Honey, you have a nice ass and I mean that as a compliment." The man with her was her brother Frank Gallucio. Al Capone :: essays research papers ALPHONSE CAPONE a.k.a. AL, SCARFACE Born in Brooklyn, New York, in 1899, of an immigrant family. He lived with his father Gabriele and Mother Teresa and his brothers and sisters. Al did quite well in school until the sixth grade when his steady record of B's deteriorated rapidly. At fourteen, he lost his temper at the teacher, she hit him and he hit her back. He was expelled and never went to school again. About this time, his family moved from their house on Navy Street to 21 Garfield Place. This move would have a lasting impact on Al because in this new neighborhood he would meet the people who would have the most influence on his future: his wife Mae and the gangster Johnny Torrio. A few blocks away from the Capone house on Garfield Place was a small unobtrusive building that was the headquarters of one of the most successful gangsters on the East Coast. Johnny Torrio was a new breed of gangster, a pioneer in the development of a modern criminal enterprise. He was a role model fo r many boys in the community. Capone, like many other boys his age, earned pocket money by running errands for Johnny Torrio. Over time, Torrio came to trust the young Capone and gave him more to do. Meantime, young Al learned by observing the wealthy successful respected racketeer and the people in his organization. In 1909, Torrio moved to Chicago and young Al fell under other influences. At this point in his life, nobody would ever have believed that Al would go on to be the criminal czar that he ultimately became. For approximately six years he worked faithfully at exceptionally boring jobs, first at a munitions factory and then as a paper cutter. Eventually he met a guy named Frankie Yale. He opened up a bar called Harvard Inn. And he hired Al to be a bartender. Capone's job at the Harvard Inn was to be the bartender and bouncer and, when necessary, to wait on tables. In his first year, Capone became popular with his boss and the customers. Then his luck turned suddenly when he waited on the table of a young couple. The girl was beautiful and the young Capone was entranced. He leaned over her and said, "Honey, you have a nice ass and I mean that as a compliment." The man with her was her brother Frank Gallucio.

Meat and Maggots

This week we were asked to attempt a scientific experiment, I attempted to observe 2 jars, in each Jar I put a piece of meat. On one of the Jars I placed a stopper and on the other I left it open so that the air can get to the meat. I then watched for 3 days to see what happens.The question that I was trying to find out is do flys contribute to maggots forming on meat, if meat is exposed to the air and not covered do maggots develop? As I watched the meat I found that the meat that is exposed to the ir has been in contact with flies and maggots are forming in the meat. The meat that has been covered is still rotting because of the temp in the room but it is not forming maggots.What I think has happened is that as the flys come In contact with the meat they cause the maggots for form In the meat. After the meat was out for 3 days the experiment showed that the meat that was exposed to the flys and to the air has maggots. The conclusion is that If meat Is uncovered and exposed to the a lr and has been In contact with flys that It developed maggots which concludes that the flys laid eggs on the rotting meat and caused the maggots. Meat and Maggots This week we were asked to attempt a scientific experiment, I attempted to observe 2 jars, in each jar I put a piece of meat. On one of the jars I placed a stopper and on the other I left it open so that the air can get to the meat. I then watched for 3 days to see what happens. The question that I was trying to find out is do fly’s contribute to maggots forming on meat, if meat is exposed to the air and not covered do maggots develop? As I watched the meat I found that the meat that is exposed to the air has been in contact with flies and maggots are forming in the meat.The meat that has been covered is still rotting because of the temp in the room but it is not forming maggots. What I think has happened is that as the fly’s come in contact with the meat they cause the maggots for form in the meat. After the meat was out for 3 days the experiment showed that the meat that was exposed to the fly’s and to the air has maggots. The conclusion is that if meat is unco vered and exposed to the air and has been in contact with fly’s that it developed maggots which concludes that the fly’s laid eggs on the rotting meat and caused the maggots.

History 202, United States History from 1865 to the Present

The Building of a New Nation Following the Civil War, the United States was a country that had experienced great loss and had gone to great lengths to either maintain or abolish slavery. As a nation, they were given the difficult task of repairing the damaged country as a whole, but especially the south and its economy. Their job was to not only to restore the country, but to modernize it and make it stronger compared to other nations. The task presented to the United States, its president, and its government as a whole was one that probably seemed impossible, but it would only prove to be difficult, not so much impossible.The United States faced many challenges after the end of the Civil War. Few of which include the assassination of Lincoln, rebuilding the destroyed southern economy, the federal government’s role in helping the 4 million freed African Americans, how to treat the former states of the Confederacy, and conflict over which branch of government should decide on h ow to reconstruct the south. Reconstruction is the process of readmitting Confederate states to the Union, rebuilding the south, and granting or protecting the citizenship rights of African Americans.Before Lincoln was assassinated, his plan for reconstruction was to make it simple for the south. He believed the southern states did not technically secede because no state could leave the Union, and also that secession was the fault of a disloyal minority in the South. President Johnson clashed with Republicans over reconstructing the Union and liberating African American slaves. With the disfranchisement of all former Confederate leaders, office holders, and Confederates with over $20,000 in taxable property, Johnson kept Lincoln’s plan’s power to grant individual pardons to southerners.By the summer of 1865 all seven of the remaining Confederate states met Johnson’s reconstruction requirements, but none of the constitutions extended voting rights to African Amer icans. By the fall of 1865 Johnson had granted 13,000 pardons to many former Confederate leaders. Many debates arose due to southern governments under presidential reconstruction limiting the rights of African Americans. Southern state legislatures passed â€Å"black codes† to limit the rights of African Americans, which prohibited blacks from testifying in court, renting land, or borrowing money to buy land.Work contracts also forced freedmen to work cotton fields under conditions similar to slavery. Black codes combined with Johnson’s reconstruction plan widened the rift between Johnson and Republicans in Congress. What resulted from this and the fact that Republicans were unhappy with Johnson’s â€Å"soft† treatment of the south, was Congressional Reconstruction. Congressional Reconstruction was meant to be harsher on southern states and more protective of African American rights. In 1867, the south was under military rule, and each state had to write a new constitution fulfilling Congressional requirements and elect new state governments.The Freedmen’s Bureau was created by Congress in March 1865. It was the Bureau of Refugees, Freedmen, and Abandoned Lands, and it acted as a type of early welfare agency providing food, shelter, and medical aid for blacks and whites in need after the Civil War. Originally it had the authority to resettle freedmen on confiscated Confederate land, but the resettlement power was removed when President Johnson pardoned Confederate land owners and the courts restored the lands to their original owners.The Freedmen’s Bureau’s greatest success was in education. It established 3,000 schools for African Americans, established black colleges, and taught an estimated 200,000 African Americans to read. The Amnesty Act of 1872 removed restrictions on ex-confederates and allowed Democrats to retake control of state legislatures. By 1876 Congress had removed federal troops from all but thr ee states: South Carolina, Florida, and Louisiana, and Democrats returned to power in all southern states but those three.Republican governments in the south made many adjustments during reconstruction such as universal male suffrage, property rights for women, internal improvements, and state supported public school systems, hospitals, and asylums for the care of the handicapped. The end of Reconstruction meant the beginning of intense discrimination against African Americans in the south. The Gilded Age was a time of dramatic transformation in the nation, and African Americans were seen as an inferior race during the Gilded Age. The only active organization for the blacks was the NAACP founded by W. E. B.Du Bois and others in 1910. It wasn't until the 1950s that the civil rights movement started in earnest to bring the rights of the thirteenth, fourteenth, and fifteenth amendments to the U. S. Constitution passed shortly after the Civil War during Reconstruction that said blacks w ere free, made citizens, and given the right to vote. Some people would say that although American society was advancing after the Civil War, many problems were not resolved beneath the surface. It’s true, the overall level of richness and power of the country was increasing for example, but so was the level of poverty.Not to mention the struggle to find legal rights to defend the individual was often made difficult. Big companies and powerful writers and politicians were able to defend the ‘American dream' even while others were suffering, losing their rights, or being exploited in the workplace. The political history of the Gilded Age is usually reduced to a tale of corruption and scandal, and indeed there were plenty of both to go around at all levels of public life. This was the age where income inequality was an increasingly pressing issue in the Unites States and around the world.The United States was experiencing a widespread of economic growth, due to the expans ion of railroads, factories, and mines, which lead the nation in industrialization. Most big businesses supported the Republican Party and they favored monopolies, trusts, and the spoils system. Farmers created a movement called Populism, and supported increased money supply using silver. The population of post-Civil War America boomed with a new tide of immigration. This made The U. S. the third most populous nation in the Western world after Russia and France.While farmers struggled and barely maintained their numbers, business and industry boomed with America’s increasing demand for goods and services. The Gilded Age saw the United States shift from an agricultural to an urban, industrial society, as millions of Americans flocked to cities in the post–Civil War era. Even though there was much corruption people were supposed to believe that with enough willpower and determination, anyone could be a success, even become wealthy, if they just tried to fit in. However, this was not really possible.It is crazy how someone could believe that they could become successful just by trying to ‘fit in,’ yet everyone was expected to ‘buy’ the story of the golden American dream anyway. Concern with gold was certainly heightened by U. S. money being minted in scarce gold coins. In addition, gilding, in the sense of gold plating, is often done to make objects beautiful that must also be strong and durable, because gold itself is a soft metal. This might reflect an American sentiment of that era that their efforts toward culture and refinement were just a veneer over a strong but coarse base.In the 1800s America was a second-rate power. Most Americans who looked overseas were interested in expanded trade, not territorial possessions. In 1893, the depression that heightened the belief that a more aggressive foreign policy was necessary to stimulate American exports began. At the time, Cuba had been fighting for independence since 1868, and the United States intervened and went to war with Spain to gain Cuba’s liberty and freedom. This resulted in The Splendid Little War. The most highly publicized land battle of the war took place at San Juan Hill, outside Cuba.This is where Teddy Roosevelt charged up the hill with his fleet known as the Rough Riders, only to find a black regiment had already preceded them. In the treaty with Spain ending the war, the United States acquired the Philippines, Puerto Rico, and the Pacific island of Guam. America’s interest in its new possessions had more to do with trade than gaining wealth from natural resources or large-scale American settlement. Many believed that American participation in the destruction of Spanish rule would lead to social reform and political self-government.The American rule of more territory also brought with it American racial attitudes. America’s triumphant entry into the ranks of imperial powers sparked an intense debate over the rela tionship among political democracy, race, and American citizenship. The Foraker Act of 1900 declared Puerto Rico an â€Å"insular territory,† different from previous territories in the West. Americans spread racial views to new colonial possessions and embraced the idea of the white man’s burden paternalism while other nations influenced by U. S. attitudes and policies The cost of the Spanish American War was 6. billion, but the growing economy gained also, a permanent lease on naval stations in Cuba, including what is now Guantanamo Bay. America’s interest in its new possessions had more to do with trade than from gaining wealth from natural resources or large scale American settlement. The Philippine War cost the lives of well more than 100,000 Filipino’s and 4,200 Americans. The aftermath allowed for the expansion of railroads, harbors, brought in school teachers, public health officials, and sought to modernize agriculture. The Progressive Era in Amer ican history was a time of great change and reform in the United States.It was marked by a series of political and social reforms aimed at problems that arose as a consequence of urban growth and the Industrial Revolution. Activism, new federal laws, and a series of constitutional amendments marked this era of change. There were many problems during the Progressive Era. They included poverty and unsanitary slums in American cities, poor working conditions including child labor in factories, corporate trusts that eliminated competition and raised prices with impunity, discrimination against women and ethnic minorities, and corruption in the so-called urban political machines.During the Progressive Era, women and African-Americans were effectively barred from political participation. In addition, African-Americans in the South were subjected to mandatory segregation and â€Å"Jim Crow† laws. Susan B. Anthony led the movement for women's suffrage, which resulted in the 1920 rati fication of the nineteenth Amendment to the U. S. Constitution, which extended voting rights to women. Labor unions grew in opposition to unfair labor practices and dangerous working conditions in American factories. Journalists began writing stories about unsanitary meat packing facilities.In result, â€Å"The Jungle,† an expose of America's meat-packing factories written by Upton Sinclair, intended to generate public sympathy for America's working class; instead, the attention focused on the safety of meat. Congress later passed food-and-drug safety legislation. In addition to the various reform laws passed by Congress during the Progressive Era, this period of history saw the ratification of four constitutional amendments: the sixteenth, the seventeenth, the eighteenth, and the nineteenth. The sixteenth authorized a graduated income tax to fund government operations, and the seventeenth provided for direct election of Senators.The eighteenth amendment banned the sale and i mportation of alcohol, and the nineteenth amendment extended voting rights to women. The eighteenth amendment failed because prohibition fueled the rise of organized crime and had little public support as time passed. It was repealed in 1933. The Progressive Era included other reforms as well. The U. S. government exercised greater control over the banking system through the creation of the Federal Reserve System. After multiple wars, conflicts, and controversies, the United States is well on its way to becoming and advanced and industrialized new world.The Progressive Movement was an effort to cure many of the ills of American society that had developed during the great spurt of industrial growth in the last quarter of the nineteenth century. Although not all individuals were equal, it is still not even that way today, but what mattered was that there were improvements being made. African Americans were no longer enslaved, and were free to start their own business, open their own s chools and churches, and educate themselves; something that would have been unheard of just forty years ago.The nation had also grown tremendously in the aspect of modernization and industrialization. New factories were popping up along with coal mines, and railroads were being built all across the country to transport goods and create national brands. A downfall to this was that the rich were becoming richer, and the poor were becoming poorer. The nation was also making itself stronger by acquiring more territory such as, Guam, Alaska, Hawaii, and Puerto Rico. Not to mention gaining permanent naval stations in Cuba. As a whole, the United States grew quickly and prospered tremendously, regardless of their rocky start.

Cultural Competency and Cultural Humility in Nursing Practice

Cultural Competency and Cultural Humility in Nursing Practice Lisa Watson UMASS Boston Online Professional Issues in Nursing NU 360 Ms. Carol Moran November 08, 2012 Abstract You may not like how the Presidential election turned out, but the victory of the Democrats was won partly by focusing on going after the Hispanic vote. The Hispanic population who voted for President Obama put him over the top to win. Hispanics identified with Obama. Somehow, he made a connection with this culture.Nursing can use that lesson to improve cultural sensitivity and provide respectful care of our numerous cultures. Every American makes up this country regardless of heritage. This country was built from immigrants from all over the world. America is referred to as â€Å"the melting pot. † The diversity of American culture continues to grow. Each patient a nurse interacts with is important, regardless of the color of their skin, the language they speak or the cultural traditions they follow. The diversity of America’s population continues to increase.The challenges of providing cultural sensitivity to a multi cultural America is an important variation healthcare organizations must be aware of. In an attempt to standardize terms and concepts to explain cultural competency to student nurses, the Purnell Model was developed by Larry Purnell, PhD. The Purnell model is a guide to adapting care that takes into account the diversity of beliefs from a variety of cultures. It is based on multiple theories and research. A circular schematic was developed that contains 12 domains (pieces of pie) or considerations.They include and represent the person’s: heritage, language, family roles, issues in workforce, bio cultural ecology, high risk behaviors, nutrition, pregnancy, death rituals, spirituality, health care practices and health care providers. Within the 12 domains it addresses: sociology, psychology, anatomy and physiology, biology, ecology, nutrition, pharmacology , religion, history, economics, politics and language. The inner 12 domains are encapsulated by a second circle that represents family, a third rim that represents society and finally an outer ring that represents global society.The â€Å"saw tooth† at the bottom of the diagram is cultural consciousness. ( see Figure 1. ) Nurses must learn how to communicate with a variety of people who speak other languages, have other beliefs, and ways that cultures influence the people we care for. Healthcare is becoming more and more personalized. People have more options of how to pursue their own health wellness, where to obtain their care and with whom. Nursing care of a growing diverse population must be addressed. As nurses we have to make our hospitals competitive and make people want to bring their care to our doors.Nurses need to learn how to better communicate with a variety of cultures and must know how to interact with these cultures in cultural sensitive ways depicting that cu lture if we want to remain competitive. Cultural Competency and Cultural Humility in Nursing Practice must be addressed. It is not an easy task. The term competence means to be competent, adequacy, in possession of required skills, knowledge, qualification, or capacity† ( Dictionary. com, 1995). To have qualifications or knowledge in all cultures is an impossible venture.However, humility as described by Tervalon (1998), â€Å"incorporates a lifelong commitment to self-evaluation and self-critique†¦. , and to developing mutually beneficial†¦. partnerships with communities on behalf of individuals†¦Ã¢â‚¬  (p. 117). A task that can be accomplished in healthcare education is cultural humility. After all nurses do have a career lifetime to develop this self-evaluation. Cultural competence is too broad to tackle. The task of developing education to teach cultural competence is a vague goal and has been called stereotyping. This goal is too large and not specific.Ac cording to Roux and Halstead, â€Å"a number of reviewed approaches in nursing education concluded that there is a lack of consensus on what and how it should be taught†¦Ã¢â‚¬ (p. 323). There are just too many cultures that healthcare provides care to. It would be impossible to become proficient at all of them. Nurses can learn the basics cultural beliefs and even learn to speak the language, but that alone does not make nurses competent. However, a nurse can continue to do self evaluation of how he/she perceives the patient’s differences. The nurse can try to understand how the patient’s culture makes hem have certain views related to their healthcare. â€Å"One of the best ways to learn about diverse cultures is to interact with people from those cultures. However, opportunity to become immersed in another culture are not always available† (Roux and Halstead, p. 325). Nurses can develop an awareness of cultural beliefs that guide patient’s to vie w healthcare in certain ways. This is an ongoing reflection the nurse must make by building on cultural humility. Nurses may learn the basic cultural beliefs of the patients they care for, but this does not make them culturally competent.This is an ongoing growth that can occur throughout the nurse’s career with cultural humility. Nurses must embrace trying to understand the beliefs of other cultures to understand how this guides that culture’s healthcare and views. It may help to understand why people act the way they do. â€Å"†¦the perception, attitudes, and treatment approaches advocated by mental health professionals form the Western biological.. viewpoint precipitate mental health disparities among the older Afro-Caribbean population,† (Ellis, p. 41). Many Afro-Caribbean elders may not trust the nurse of fear being judged.They may not understand the questions on questionnaires and may take offense in the way they are worded. Many beliefs occur from bi rth and throughout life and are instilled through our culture and upbringing. As things change in our lives, our beliefs can change and grow. Cultural beliefs can change as well. It is an ongoing process. These are lessons learned throughout a nurse’s career. It is achieved through constant learning, reflection and by keeping an open mind while using humility. When nurses are open minded they can understand how their own cultural beliefs can influence their understanding of other’s beliefs.As described by Levi, â€Å"we need to realize that we are likely to have biases about how others should behave based on our own cultural norms,† (p. 97). By using cultural humility nurses can continue to build on what they do know about a culture and reflect on how their own beliefs effect how they interact with patients of this culture. We must take ownership of our interactions with others while being aware of how we view cultural differences. â€Å"The essential aspect is to become aware of our own values, so that we can better understand the values of another,† (Roux and Halstead, p. 24). Nurses must be able to reflect on their own beliefs to realize how they view other cultures views. They must be able to set aside their own views to be able to provide care in the best interest of the patient. Of, course nurses must abide by the law. However, there are interventions that nurses can provide for their patient, even if it is unconventional in the nurse’s belief. It may be uncomfortable to allow a comatose patient’s family to bath them, but it may what they have been taught. It can even be an ethical dilemma.In Chinese families they often do not tell the elder family member they have cancer. By trying to understand and allowing a family this cultural tradition it may be what is in the patient’s best interest. Cultural humility is a goal every nurse can work on throughout their career. It can be adapted as the nurse’s self reflection occurs. All healthcare professionals must be able to set aside their own beliefs to focus on the patient specific care needed at that time. Questions must be asked of patients and of the healthcare providing the care to tailor care for that patient.Healthcare must provide cultural sensitive care to their patients. Nurses should not be happy with providing the same care to every patient. The care must be patient centered and conscious about the whole patient and what their beliefs are. To obtain cultural humility every nurse should ask themselves have they â€Å"checked† their own beliefs at the door? Figure 1: The Purnell Model [pic] References American Association of Colleges of Nursing (AACN) and Commission on Collegiate Nursing Education. (2003). Accreditation Standards.Retrieved November 8, 2012 from http:// www. aacn. nche. edu. Dictionary. com. Dictionary. com, n. d. Web. 09 Nov. 2012. . Horace, E. , (2012). Mental Health Disparities in the Older Afro-Ca ribbean Population Living in the United States: Cultural and Practice Perspectives for Mental Health Professionals. Journal of Psychosocial Nursing, 50, 37-44. Levi, A. (2009). The Ethics of Nursing Student International Clinical Experiences. The Association of Women’s Health, Obstetric and Neonatal Nurses, JOGNN, 38, 94-99: 2009. DOI: 10. 1111/j. 1552-6909. 008. 00314x. Purnell, L. (2002). The Purnell Model for Cultural Competence. J. Transcult Nursing 2002, 13: 193. DOI: 10. 1177/10459602013003006. Roux, G. , & Halstead, J. A. (2009). Issues and Trends in Nursing: Essential Knowledge for Today and Tomorrow. Sudbury, MA: Jones and Bartlett Publishers Tervalon, M. , Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in Defining Physician Training Outcomes in Multicultural Education. Journal of Health Care for the Poor and Underserved; May 1998, 9, 2; 117-125.

Mahatma Gandhi Essay

In 1978, James McGregor Burns wrote about the dearth of leadership. â€Å"One of the most universal cravings of our time is a hunger for compelling and creative leadership.† McGregor Burns’ search for â€Å"moral leadership† reveals the tragedy of leadership studies- the confusion of leadership with power. Traditionally, leaders have been defined as those who hold power; allowing presidents, prime ministers and military generals, regardless of their accomplishments, to be considered leaders. Leadership studies have been further detracted from â€Å"moral leadership† because of the confusion of leadership with management. John D. Rockefeller, Henry Ford, and Bill Gates are considered leaders for the economic power they amassed. The confusion of leadership with power and leadership with management has led to a model of leadership that is Machiavellian (manipulative), hierarchical, authoritative, impersonal, elitist, and self-interested. The person I believe to be the greatest leader of the twentieth century exhibited none of the qualities named above. This person held no official political title; he commanded no army and he amassed no great wealth. He did, however, have tremendous influence. This truly exemplary leader derived his power from the conscious citizenry. The leader I am referring to is Mahatma Gandhi. Instrumental in the Indian Independence movement, Gandhi’s influence extended beyond the borders of India to the rest of the world. Gandhi’s philosophy of non-violence inspired millions, including the great American civil rights leader Martin Luther King Jr. A simple, pious man, Gandhi identified with and won the hearts of India’s most politically and economically marginalized people. He spent his life fighting to overcome modern forms of enslavement and oppression- caste oppression, religious hatred, gender oppression, and, what he saw as the worst form of violence, poverty. The purpose of this essay is to outline Gandhi’s philosophy of non-violence and it’s influence worldwide as well as the strategies and characteristics that made Gandhi successful. Gandhi’s philosophy of non-violence involved civil resistance, refusal to comply with unjust laws. He developed this philosophy while living and practicing law in South Africa. Organizing resistance to the notorious and grossly unjust apartheid system, which provoked significant legislative change, Gandhi left an indelible mark on the South African struggle for racial justice. Upon his return to India in 1915, Gandhi’s philosophy of non-violence became infused with the struggle for swaraj (self-rule). In India, Gandhi raised his philosophy of non-violence to new levels of sophistication. Gandhi believed that organized non-violent civil resistance, not war, would awaken the consciousness of the British to their unjust domination over India. This was the belief that guided the Bardoili protest, the Amritsar Massacre and the Salt March. Gandhi’s mobilizations were so successful that they tarnished Britain’s international reputation and provoked irreversible change in Britain’s policy towards India, illustrating the potential of organized non-violent civil resistance. Gandhi was an uncompromising opponent of violence. He knew that using violence to fight violence corrupts and debases even the most noble of causes and leaves a legacy of bloodshed. If we look to the revolutionary movements of the twentieth century, we see the truth in Gandhi’s beliefs. The Bolsheviks, Maoists, the Khmer Rouge, the Shining Path, Sein Fein and the Palestinian Liberation Organization all left tremendous bloodshed in the paths towards â€Å"liberation.† They left a legacy of death and violence, rather than peace. Gandhi knew that the only solution to hatred, ignorance and fear was love, truth, and forgiveness. He knew that overcoming unjust hierarchies doesn’t mean inverting them; it means eliminating them altogether. Gandhi and his followers, like those who risked their lives to hide Jews during the Nazi regime, were prepared to die to make injustice visible for the entire world to see. For Gandhi, truth was a powerful weapon, needing no others. Indeed, truth has proven to be the most powerful weapon humanity has even known. One of the strategies that made Gandhi an effective leader was his ability to build bridges between communities, between upper and lower caste Hindus and among Hindus, Muslims and Christians. Gandhi saw the intrinsic humanity of all individuals, regardless of their caste, religion, gender, or social position in society. Deeply upset by communalism (Hindu-Muslim animosity), Gandhi was able to promote religious harmony through his personal and public actions. When this harmony was threatened, he fasted. Gandhi’s tremendous ability to bring an end to provincial and religious hatreds was tested time and time again with the Yeravda Pact and his fasts to end violence in Calcutta, Bengal and Delhi. One of the characteristics that made Gandhi successful was his ability to identify with the poor masses of India. Gandhi’s philosophy of self-rule distinguished itself from the elitism that characterized the Indian Independence movement, as well as virtually all other Independence movements of this century. Gandhi knew that freeing India from the yoke of imperialism also meant freeing the masses from economic servitude. Gandhi was opposed to Independence for only an elite few; he was fearful of an Independent India that would replicate past religious, caste and economic oppressions. Gandhi provided leadership by example. He exhibited the perfect marriage between personal morality and public action. The best example of this was his use of homespun cloth that provided employment for the poor masses and revived the village economy. In a world in which the inequalities generated by a global economy are becoming more obvious and frightening, Gandhi’s critique of technology and economies that benefit the powerful and marginalize the powerless is all too relevant today. The best demonstration of Gandhi’s leadership is his worldwide influence. American civil rights leader, Martin Luther King Jr., the Dalai Lama, Archbishop Desmond Tutu, Archbishop Belo of East Timor, and countless other leaders have been deeply influenced by Gandhi and his philosophy of non-violence. For example, in 1994, in a Gandhian spirit of forgiveness and reconciliation, Nelson Mandela reached out to his adversaries- the same ones who had tortured and imprisoned him to bring an end to apartheid rule. Gandhi’s greatest legacy is the notoriety he achieved for advocating non-violence as a means of overcoming oppression. It is this belief that guides the actions of millions of average citizens who participate in civil society movements today across the globe. A tribute to Gandhi’s enduring lifetime achievements will be paid by naming the first decade of the new millenium the United Nations Decade of Non-Violence. No greater tribute has ever been paid to a leader of this century. Inspired and profoundly moved by his life and work, I hope the Decade of Non-Violence will truly awaken the consciousness of humanity into liberating ourselves from all and every kind of oppression; using truth as our only tool.