All My Sons1 essays

All My Sons1 essays In the movie there were difference then in the book. In this book and movie All My Sons there are certain statements one was If you want to know ask Joe another is there is a universe outside your responsible. Both these statements are important in the book and movie. The black and white movie made it seem setting was in the 1940s. There are alot of similarities and difference between the book and the movie All My Sons. One difference was in the movie there was no mention of the tree falling like there was in the book. Another difference between the book and the movie was that in the book Larry disappeared November 25. In the movie Larry disappeared February 9. In the book Chris never went to see Anne s father in jail, but in the movie he did. Another difference was that people never played cards with Joe in the book but in the movie they did. At the end of the movie Anne and Chris go away with each other but in the book that never happened. The effect of the movie in black and white really was a symbol. It gave the sense that it is in the 1940s. It gave it sense that it was a different time and people acted differently. A black and white movie makes the Scene look sad. It also gives a point of some kind if the movie is black and white. In the movie they said If you want to know ask Joe. The meaning is that Joe really knows everything that is going on. He cut some corners like with the cylinders and the refrigerator door in the movie. Joe said to Steve that he would take full responsibility for the action of sending the cylinders out on the phone. Joe did not take full responsibility for the cylinders. People will not do anything without Joes taking responsibility because they know what happen with Steve. In the movie and book there also was the statement there is a universe outside your responsible, Chris said that. This statement means that you ar...

Essential and Nonessential Clauses

Essential and Nonessential Clauses Essential and Nonessential Clauses Essential and Nonessential Clauses By Mark Nichol Discussions below explain the mistakes in the examples given, which err in mistaking essential and nonessential clauses and vice versa. A revision accompanying each sample sentence demonstrates correct form. An essential (or restrictive) word, phrase, or clause is one that is necessary for conveying the intended meaning of a sentence. When the essential element follows the core of the main clause, the conjunction that serves as the link between them. By contrast, a nonessential (or nonrestrictive) word, phrase, or clause is attached to the main clause, trailing a comma and the conjunction which. (Alternatively, nonessential elements are inserted parenthetically into the sentence with commas, dashes, or parentheses, but this post does not pertain to that type of sentence construction.) Actually, that and which are interchangeable as conjunctions preceding essential elements, but some writing handbooks advocate using only that in such cases to avoid confusion with sentences with nonessential elements, for which which is the only correct conjunction. In American English, at least, many careful writers observe this distinction, a strategy I strongly recommend. The writers of the two examples below have, in constructing the sentences, confused essential and nonessential clauses, as explained in the discussion following each statement. She faulted him for criticizing the Dodd-Frank Act that sought to overhaul the US financial sector following the recession. The wording of this sentence suggests that of various Dodd-Frank acts, the one in question is the one that sought to overhaul the US financial sector following the recession, and therefore the description of the intent of the act is essential, because it pertains to this Dodd-Frank Act. But the part of the sentence that follows that describes the intent of the only existing Dodd-Frank Act. Therefore, the clause that begins with sought provides additional information that should be appended to the main clause, â€Å"She faulted him for criticizing the 2010 Dodd-Frank Act,† with a comma and the conjunction which: â€Å"She faulted him for criticizing the 2010 Dodd-Frank Act, which sought to overhaul the US financial sector following the recession.† More than 60 percent of companies have suffered a cybersecurity compromise in the past year, which exposed confidential information and disrupted systems and operations. Setting the modifying phrase â€Å"exposed confidential information and disrupted systems and operations† off as a subordinate clause beginning with which creates the mistaken impression that the fact that a majority of companies experienced a hack during the previous year had the unfortunate results specified. But the phrase pertains to individual cybersecurity compromises, not to the preponderance of such experiences. The phrase is essential to the sentence- it describes hacking incidents that had specific results- and so should be integrated into the main clause, as shown here: â€Å"More than 60 percent of companies have suffered a cybersecurity compromise in the past year that exposed confidential information and disrupted systems and operations.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:How to Format a US Business Letter"Replacement for" and "replacement of"What’s the Best Way to Refer to a Romantic Partner?

Counselling young people Essay Example | Topics and Well Written Essays - 2500 words

Counselling young people - Essay Example Erikson developed eight psychosocial stages that humans encounter throughout their life. The first stage, Trust vs. Mistrust, occurs from approximately birth to one year. Erikson (1950) defined trust as an essential trustfulness of others as well as a fundamental sense of ones own trustworthiness. He thought that an infant who gets fed when he is hungry and comforted when he needs comforting will develop trust. He also said that some mistrust is necessary to learn to discriminate between honest and dishonest persons. If mistrust wins over trust in this stage, the child will be frustrated, withdrawn, suspicious, and will lack self-confidence. The second stage, Autonomy vs. Shame & Doubt, occurs between ages two and three. During this period it is important that the parents create a supportive atmosphere in which the child can develop a sense of self-control without a loss of self-esteem. Shame and doubt about the childs self-control and independence occur if basic trust was insufficiently developed or was lost such as when the childs will is broken by an over controlling parent. In this stage, Erikson said the child encounters rules, such as which areas of the house he is allowed to explore. The third stage, Initiative vs. Guilt, occurs between ages four and five. This is the stage in which the child must find out what kind of person he/she is going to be. The child develops a sense of responsibility that increases initiative during this period. If the child is irresponsible and is made to feel too anxious then they will have uncomfortable guilt feelings. Erikson (1950) believed that most guilt is quickly compensated for by a sense of accomplishment. Eriksons fourth stage, Industry vs. Inferiority, occurs between six years and puberty. This is the period in which the child wants to enter the larger world of knowledge and work. One of the great events of this

HISTORY OF ISLAM 7th Century Essay Example | Topics and Well Written Essays - 1500 words

HISTORY OF ISLAM 7th Century - Essay Example Central to these developments was the conflict between Ali ibn Abi Talib and Mu’awiya. This paper will explore this chapter in Islamic history – outline the dynamic of such conflict and identify its effects. Because there is no formal hierarchy in place, issues of succession to the Islamic leadership ensues upon the death of a caliph, Muhammad’s successors. During the onset of the 7th century trouble started when the third caliph, Uthman, was murdered. Ali succeeded him, being the closest to the Prophet since he was a first cousin and a son-in-law to Muhammad. Uthman’s clan, called the Umayyads vowed revenge and would later support its own candidate to the Caliphate, which is Mu’awiya. One of Ali’s first edicts as the Islamic ruler was to replace all of Uthman’s appointees, particularly the governors - most of whom were Uthman’s kin. Mu’awiya was immediately covered by this decree as he was the governor of Syria. This factor along with Ali’s refusal to investigate and produce Uthman’s murderer led Mu’awiya to question the legitimacy of Ali’s rule. As a result, civil war broke between Ali and Mu’awiyaâ₠¬â„¢s forces. A first-hand account of this conflict was recorded by Sebeos, a 7th century bishop of Armenia. To quote: Now God sent a disturbance amongst the armies of the sons of Ismael, and their unity was split. They fell into mutual conflict and divided into four sections. One part [was composed of] those in the direction of India; one part, those who occupied Asorestan and the north; one part, those in Egypt and in the regions of the T’etalk; one part in the territory of the Arabs and the place called Askarawn†¦ The prince who was in the region of Asorestan, their prince called Muawiya†¦ When he saw what had occurred, he brought together his troops†¦ slew that other king whom they had installed, waged war with the army in the region of the Arabs, and inflicted great slaughter on them (Sebeos 154). Sebeos historical commentary

You Be the Consultant Exercise Case Study Example | Topics and Well Written Essays - 500 words

You Be the Consultant Exercise - Case Study Example In addition, the management is able to analyze the new store more efficiently. Many business consultants would offer this advice to new firms. There are many situations when companies are successful and therefore, rush their expansion strategy. A rushed expansion strategy may be damaging to the parent company that was previously successful. Therefore, firms should realize the fact that the new smaller firms are a representation of the large firms and may have significant impact on the level of success. In a similar way, these new branches may be the stepping stones to the company achieving a much more superior level in its sector. Hence, the Wegman strategy is advisable as it gives the firm enough time to address the success of the new company and if necessary implement the appropriate strategy to enable the new store to adjust to the market (Banai, 886-900). One of the most important aspects of any company is the human resource. The importance of human resource is not limited to the intellectual capability of the staff members, but also includes their familiarity with the policies of the firm (Ammann, n.p). Companies frequently spend a significant amount of their budget in order to train staff members and ensure their competency. It is worth noting that the strategy by Wegman family to delegate the responsibility of the ne firms to its brightest employees has both positive and negative attribute. The positive attribute includes the fact that the employees have superior intellectual capabilities and are already aware of the direction in which the company is heading. These individuals are also familiar with the internal policies of the company that create its culture and brand image. Hence, the rate of progress of the new stores is likely to be faster and in coherence with the parent company. However, there are negative attributes such as stagnation and lack of diversity. The business world is constantly evolving, and at times it is necessary to

Newly Qualified Nurse Responsibilities

Newly Qualified Nurse Responsibilities The aim of this assignment is to discuss the global roles and responsibilities of the newly qualified nurse. The exercise will begin by briefly looking at the transition from student to nurse and thereafter outlining the basic roles of the newly qualified nurse and try to fit them into appropriate professional skills. In addition, there will be a critical examination of two roles in more detail with one of them focusing on Patient Group Directions (PGD), and justify their importance. We will then look at some legal, professional and ethical considerations before making a conclusion on the future role development of the nurse. The NMC require a student nurse to demonstrate professional and ethical practice, be competent in care delivery and care management, and show personal and professional development in order to join the register (NMC, 2010). On becoming a qualified nurse, the expectations and dynamics of relationships changes fundamentally. Suddenly the newly qualified nurse is the one who must know the answer, whether it is a query from a patient, a carer, a work colleague or a student. The newly qualified nurse will encounter many challenging situations where she or he must lead care delivery. This includes dealing with care management within the team, dealing with patients/service users, dealing with other professionals, and dealing with the required needs of the whole workplace environment. These changes require a large shift from the experience of being a student and a mentored supervised learner, so it is essential that one is equipped with all the skills required to successfully make the transition. The newly qualified nurse must demonstrate they are fit to enter the NMC register and therefore be eligible to practice as a qualified nurse. In all cases, the newly qualified nurse is seen as: Provider of care Educator Counsellor Collaborator Researcher Change Agent Patient Advocate Manager The above are typically the roles of a newly qualified nurse which can be compressed into the NMC professional skills requirements listed below: Maintaining standards of care Making ethical and legal decisions Being accountable Teamworking Teaching others Being in charge. It is recognized that there is a certain amount of overlap in these professional skills and that some concepts cross all of them, in that there are no clear lines drawn where one skill ends and another starts. For the purpose of this analysis, we will look at the issue of making ethical and legal decisions and the Patient Group Direction. Decisions and actions are taken by nurses in the course of day-to-day practice. One would not usually consider each of the skills or concepts in isolation in relation to particular incidents but would make a decision based on the factors contributing to the situation. However, when analysing any situation, in the decisions made and the actions taken, some of the individual conceptual principles may be recognized and highlighted. For example, asking a member of staff to complete a task on your behalf is delegating. This fits neatly into leadership theory and also relates to aspects of accountability. Completing a health and safety audit in the work environment might relate to management theory and responsibility taken on. Completing a review of an individuals care and setting goals for them in multidisciplinary meetings might relate to team working theory. Reporting of poor practices or environments might relate to aspects of accountability and maintaining standards of care. However, all of the above aspects could arise from analysing one situation where the nurse has to make decisions about a certain aspect of care management thus emphasizing the great importance of making ethical and legal decisions. DECISION MAKING PROCESS Nurses are problem solvers who use the nursing process as their tool. The chief goal of ethical decision-making process is to determine right and wrong in situations where clear demarcations are not apparent, and then search for the best answer. For a newly qualified nurse, the following will be a guide to making ethical decisions: State the Dilemma State dilemma clearly, determine whether the problem/decision involves the nurse or only the patient, focus attention on ethical principles and follow the clients wishes first while considering the family input in case of unconsciousness. Collect and Analyze Data Know clients and familys wishes and all information about the problem. Keep abreast of any up to date legal and ethical issues; which may also overlap. Consider Choices of Action Most ethical dilemmas have multiple solutions, some of which are more feasible than others. The more options that are identified, the more likely it is that an acceptable solution can be identified. It may require input from outside sources and other professionals such as Social workers etc. Make the Decision The most difficult part of the process is making the decision, following through with the action, and then living with the consequences. Ethical dilemmas produce differences of opinion and not every one is pleased with the decision but it must be emphasized that clients wishes always supercede the decision by health care providers but ideally, a collaborative decision is made by client, family, doctor and nurse thus producing fewer complications. Act Once a course of action has been determined, the decision must be carried out. Implementing the decision usually involves collaboration with others. Evaluate Unexpected outcomes are common in crisis situations that result in ethical dilemmas. It is important for decision makers to determine the impact an immediate decision may have on future ones. It is also important to consider whether a different course of action might have resulted in a better outcome. If the outcome accomplished its purpose, the ethical dilemma should be resolved and if the dilemma has not been resolved, additional deliberation is needed. Patient Group Direction (PGD) The legislation (Statutory Instrument, 200a) states that Patient Group Direction means in connection with the supply of a prescription only medicine a written direction relating to the supply and administration of a description or class of prescription only medicine or a written direction relating to the administration of a description or class of description only medicine, and which in the case of either is signed by a doctor and by a pharmacist; and relates to the supply and administration, or to administration, to persons generally (subject to any exclusions which may be set out in the Direction). In practice this means that a PGD, signed by a doctor and agreed by a pharmacist, can act as a direction to a nurse to supply and/or administer prescription-only medicines (POMs) to patients using their own assessment of patient need, without necessarily referring back to a doctor for an individual prescription. When can PGDs be used? The law is clear that the majority of care should be provided on an individual, patient-specific basis, and that the supply and administration of medicines under PGDs should be reserved for those situations where this offers an advantage for patient care (without compromising safety), and where it is consistent with appropriate professional relationships and accountability. The RCN interprets this to mean that PGDs should only be used to supply and/or administer POMs to homogeneous patient groups where presenting characteristics and requirements are sufficiently consistent for them to be included in the PGD e.g. infants and children requiring immunisation as part of a national programme. Which POMs can be supplied or administered under a PGD? PGDs can be used to supply and administer a wide range of POMs although there are currently legislative and good practice restrictions in relation to controlled drugs, antimicrobials and black triangle drugs. Controlled drugs The use of controlled drugs continues to be regulated under the Misuse of Drugs Act 1971 and associated regulations made under that Act. The Home Office has agreed to allow the supply and administration of substances on Schedule 4 (with the exclusion of anabolic steroids) and all substances on schedule 5 to be included in PGDs. Antimicrobials can be included within a PGD but consideration must be given to the risk of increased resistance within the general community. When seeking to draw up a PGD for antimicrobials, a local microbiologist should be involved and approval sought from the drug and therapeutics committee or equivalent. Black triangle drugs and medicines used outside the terms of the Summary of Product Characteristics Black triangle drugs (i.e. those recently licensed and subject to special reporting arrangements for adverse reactions) and medicines used outside the terms of the Summary of Product Characteristics (SPC) sometimes called off label use (for example, as used in some areas of specialist paediatric care) may be included in PGDs. Their use should be exceptional and justified by best clinical practice, and a direction should clearly describe the status of the products. How should PGDs be drawn up? The law (Statutory Instrument, 2000a) requires that PGDs should be drawn up by a pharmacist and the doctor who works with the nurses who will be using them. The relevant health authority should also ratify the PGD. In England, when PGDs are developed locally, HSC 2000/026 (NHSE, 2000) requires that a senior doctor and a senior pharmacist sign them off with authorisation from the appropriate health organisation, i.e. the trust, and that all nurses using the directions are specifically named within the PGD and signed by them. The RCN acknowledges this as good practice and recommends the following steps be taken throughout the UK. The NMC Standards for Medicines Management (2007) state that the administration of drugs via PGDs may not be delegated and students cannot supply or administer under a PGD. Students would however be expected to understand the principles and be involved in the process (NMC 2007). Failure to ascertain that a PGD is the most appropriate route can lead to waste of valuable time and resource and place increased risk on delivery and quality of patient care. Anyone involved with PGDs (whether developing, authorising or practising under them) should understand the scope and limitations of PGDs as well as the wider context into which they fit to ensure safe, effective services for patients. Any extension to professional roles with regard to administration and supply of medicines must take into account the need to protect patient safety, ensure continuity of care and safeguard patient choice and convenience. It also has to be cost effective and bring demonstrable benefits to patient care. Any practice requiring a PGD that fails to comply with the criteria falls outside of the Law and could result in criminal prosecution under the Medicines Act. With regard to the written instruction required for the supply and administration of medicines by non-professionals, Medicines Matters (2006) (3) clarifies that a suitably trained non-professional member of staff can only administer medicines under a Patient Specific Direction (PSD). Medicine Matters (2006) states that: Patient Specific Direction is the traditional written instruction, from a doctor, dentist, nurse or pharmacist independent prescriber, for medicines to be supplied or administered to a named patient. The majority of medicines are still supplied or administered using this process. There is nothing in legislation to prevent PSDs being used to administer medicines to several named patients e.g. on a clinic list. PSDs are a direct instruction and therefore do not require an assessment of the patient by the health care professional instructed to supply or administer the medicine. Pharmacy Only (P) and General Sales List (GSL) Medicines Medicines legislation states that a PGD is not required to administer a P or GSL medicine. The use of a simple protocol is advisable for best practice and from a governance perspective. All medicines administered must be recorded in the patients medical record. Where a GSL medicine is to be supplied it must be taken from lockable premises and supplied in a pre-pack which is fully labelled and meets the GSL requirements. A PGD will be necessary for the supply of P medicines by anyone other than a registered pharmacist. Recommend further advice to be sought from a pharmacist. (Ref: NPC PGDs 2004). For safe administration of drugs, the newly qualified nurse must give the right dose of the right drug to the right patient in the right route at the right time. When giving medications, the nurse needs to be aware of possible interactions between the patients different drugs. It is the nurses responsibility to protect the patient from harm. If they think the wrong drug or the wrong dose has been ordered, they must ask for help from the nurse or the doctor in charge. The newly qualified nurse needs to know the doses of the drug which are safe to administer. Sometimes the pharmacy gives out drugs in grams when the order specifies milligrams, or the other way around. They need to know how to convert these. It is important to know what types of dilemmas newly qualified nurses may face during their careers and how they may deal with it. It is also important for nurses to understand what malpractice is and how they may protect themselves from a malpractice suit. Firstly, it is important to understand the difference between law and ethics. Ethics examines the values and actions of people. Often times, there is no one right course of action when one is faced with an ethical dilemma. On the other hand, laws are binding rules of conduct. When laws are broken, it is punishable by an authority. There are four types of situations that pertain to law and ethics. The first would be an action that is both legal and ethical. An example of this would be a nurse carrying out appropriate doctors orders as ordered. A nurse may also be faced with an action that may be ethical but not legal, such as allowing a cancer patient to smoke marijuana for medicinal purposes. The opposite may arise where an action may be legal but not ethical. Finally, an action may be neither legal nor ethical. For example, when a nurse makes a medication error and does not take responsibility to report to it appropriately. The right of service users to expect practitioners to act in their best interests is reinforced by professional codes of conduct and legislation such as the Mental Health Act. It is also reflected in equality of opportunity legislations such as the Sex Discrimination Act and the Race Relation Act, which aim to ensure that everybody has equal access to and is offered equal care by health and social care service. Patients right to confidentiality under statutory duties is stipulated in the Data Protection Act, Article 8 European Convention of Human Rights, Access to Personal Files Act 1987 and Access to Health Record Acts 1990. The code does require that nurses must disclose information if they believe someone may be at risk of harm in line with the law. As a nurse, respecting autonomy means you must effectively communicate with patients, be truthful, enable patients to make decisions freely, provide appropriate information and accept the patients preferences. Legally, patients must be given enough information to make a balanced judgement however we must be aware that if nurses fail to comply with the legal duty of disclosure, they could face a negligence claim. However, under the principle of therapeutic privilege they can legally withhold information that they think will harm the patient Some patients whether children or adults are unable either to make or to communicate their decisions therefore they lack (or have limited) capacity. The Mental Capacity Act 2005 that create and clarifies the common law on consent in England and Wales, affects everyone aged 16 and over, and provides a statutory framework to empower and protect people who may not be able to make some decisions for themselves. The moral justifications for acting without consent are the principles of beneficence (the duty to do good) and non-maleficence (the duty to do no harm). Paternalism is overriding someones autonomy because you think it is for their own good. However, it is justifiable if we can demonstrate that the patient is at risk of significant, preventable harm, or the action will probably prevent the harm, or the patients capacity for rational reflection is either absent or significantly impaired, or at a later time, it can be assumed that the patient will approve of the decision taken on his/her behalf, or the benefits to the patient of intervention outweigh the risks. Also, we live in a society where demands for accountability and taking responsibility are so commonplace that pinning the blame on someone or something has become almost a fad. The NHS culture of blame has developed basically because no one wants to be accountable or responsible for actions or omissions hence there are no longer any accidents or mistakes. Principles of beneficence and non-maleficence underpin the concept of fault which lies at the heart of negligence law. Beneficence means that you must act in ways that benefit others (i.e. duty to care), and Non-maleficence means that you have a duty not to harm others nor subject them to risk of harm. Every nursing intervention that aims to benefit patients may at the same time also harm them. Sometimes the harm will be unavoidable or even intentional and at other times it can be unintentional and unexpected, therefore it is appropriate to think about the principles of non-maleficence and beneficence together in order to balance harm and benefits against each other. We can resolve this problem responsibility and accountability. These words are sometimes used interchangeably because they do overlap but in actual fact they do not mean the same thing. Being responsible can mean that it is your job or role to deal with something and/or that you have caused something to happen. Accountability on the other hand is about justifying your action or omissions and establishing whether there are good enough reasons for acting in the way you did. Even where the newly qualified nurse delegate tasks to others, such as nursing auxiliaries or care assistants she/he is accountable to the patients through a duty of care, underpinned by a common-law duty to promote safety and efficiency, and legal responsibility through civil law, the employer as defined by your contract of employment, the profession as stated in the relevant codes of conduct and the public. Conclusion All newly qualified nurses were faced with assumptions from others that they should know everything. This was also a high expectation they had of themselves. In meeting the NMC standards of proficiency the nurse should have demonstrated the relevant knowledge and skills in order to practise in their relevant specialized fields. However, it is important to recognize that not every nurse knows everything about everything in their field, especially if they are practising in highly specialized fields. What they need is to be able to develop and adapt to changing situations. Therefore, for the nurse it is impossible to know everything, but they should have developed the skills to find out relevant information, reflect on it, and apply this to their practice. In essence they should have learned how to learn. There is a great deal to be learned once qualified, especially related to a nurses new area of work and a good deal of the development needs to take place on the job.

Essay --

  Adolf Hitler was an Austrian-born German politician and the leader of the Nazi Party ; National Socialist German Workers Party). He was chancellor of Germany from 1933 to 1945 and dictator of Nazi Germany from 1934 to 1945. Hitler was at the centre of Nazi Germany, World War II in Europe, and the Holocaust. Hitler was a decorated veteran of World War I. He joined the German Workers' Party in 1919, and became leader of the NSDAP in 1921. In 1923, he attempted a coup d'à ©tat in Munich, known as the Beer Hall Putsch. The failed coup resulted in Hitler's imprisonment, during which time he wrote his memoir, Mein Kampf . After his release in 1924, Hitler gained popular support by attacking the Treaty of Versailles and promoting Pan-Germanism, antisemitism, and anti-communism with charismatic oratory and Nazi propaganda. After his appointment as chancellor in 1933, he transformed the Weimar Republic into the Third Reich, a single-party dictatorship based on the totalitarian and autocratic ideology of Nazism. Hitler's aim was to establish a New Order of absolute Nazi German hegemony in co...

Ancient Rome and Bravery

BRAVERY what is the first thing that comes to mind when the word bravery is said? For most people a war hero or a superhero comes into their minds. Probably every language has a word for bravery, but there is only one true meaning. The word bravery is â€Å"showing a brave spirit or courage†(Random, p. 164) when hard times are thrust upon or happen to them. Bravery is not only what people do, but how they do it. The concept is also â€Å"showiness, splendor, and magnificence†(Random, p. 164). Bravery may be shown in different ways: a person may jump from a plane or walk on fire to show that he/she is truly brave. Then again, sometimes bravery is something that a person has inside him or her and is never shown as an action at all. For thousands of years, people have used words that describe the concept of bravery. The history, or etymology, of the English word bravery is as follows. The word originated in Latin as barbarous. The Romans who spoke Latin were warriors so it is logical they would have a word that talked about their courageous actions. The Vulgar Latin, which was spoken Latin, was transformed by Middle French in the middle Ages as well as by Middle English. This form of English was what was spoken in the 12th to 15thcenturies. From the Middle English evolved the English we speak today and with it, the word bravery. Throughout history, people have talked about the concept of bravery in many ways. The Greek writer and philosopher Euripides said, â€Å"The man who knows when not to act is wise. To my mind, bravery is forethought† (Euripides, p. 11). In the Middle Ages, George II of England said that â€Å"bravery never goes out of fashion† (George, p. 261). Later, Francoise de la Rockefoucould said, â€Å"True bravery is shown by performing without witness what one might be capable

Israel Wars essays

Israel Wars essays The History of the conflict in the Middle East is long and well documented. To many biased observers the history of the Arab/Israeli conflict is very one sided, with one government, or one people causing the continued wars between the neighboring states. But, as any social scientist will state, all international conflicts have more than one side, and usually are the result of escalating events surrounding, in this case religion and land. Thus, using this theory as a basis, we must assume that the conflict between Israel and its Arab neighbors is more complicated than a partial observer would see. This paper will examine the basic factors of Arab involvement and conflict with Israel and the involvement of the United States. In 1948, David Ben-Gurion in Tel Aviv read the Declaration of the Establishment of he State of Israel. The Arab states saw this as a creation of a Western State, backed by the British Empire, and thus an imperialistic entity in the Arab homeland. Considering the past 20 years of the Middle East was in continual conflict with imperial powers, the Arabs were naturally weary and afraid of any new imperialistic powers developing in the Middle East. In September 1947, the League of Arab States decided to resist by force the plan for the partition of Palestine into an Arab and a Jewish State, and when the Jewish state was created, the armies of the various Arab states entered into Palestine to show support against "Zionist" aggression. Since then, there have been four major Arab-Israeli wars (1947-49, 1956, 1967, and 1973) and numerous smaller battles. Although Egypt and Israel signed a peace treaty in 1979, hostility between Israel and the rest of its Arab neighbors, complicated by the demands of Palestinian Arabs, continue even today. The first Palestinine war began as a civil conflict between Palestinian Jews and Arabs following the United Nations recommendation of Nov. 29, 1947, to partition Palestine, then sti...

Banduras Social Learning Theory essays

Bandura's Social Learning Theory essays BACKGROUND OF SOCIAL LEARNING AND COGNITIVE THEORY Social learning and imitation was proposed by Miller and Dollard but rejected ideas of behaviorism related by association. It was a theory of learning, however, that did not account for new responses or the processes of delayed and non-reinforced imitations. Bandura widened the not yet developed parts of social learning theory in his book Social Learning and Personality Development written in 1963. It was not until the 1970s, that Bandura discovered there was something missing to the present day learning theories as well as his own social learning theory. The missing link to his theory were self-beliefs. This was identified in his writing Self-efficacy: Toward a unifying theory of behavioral change. Albert Bandura discovered the big debate in dealing with the concept of behaviorism. He felt that it was inadequate for describing complex human functioning and that it is a persons environment that causes behavior. He argued that the cause and effect relationship between environmental forces and behavior outcomes are reciprocal, that peoples environments and their behavior simultaneously create and affect each other. In his publication of Foundations of Thought and Action: A Social Cognitive Theory he stresses that people have certain understandings that allow them to have a certain amount of control over their feelings, actions, and thoughts. Bandura wrote, what people think, believe, and feel affects how they behave. This understandings or beliefs are based on five ideas: symbolizing, self-regulatory, self-reflexive, vicarious and forethought. They are also referred to as his five human competencies. As a result, human behavior is made from a combination of outside influences an d these five ideas. Banduras social learning or cognitive theory is best explained in three categories: observational learning, self-regulation, an...

Modernity versus Westernization Essay Example | Topics and Well Written Essays - 4250 words

Modernity versus Westernization - Essay Example Modernity is the concept by which there is a discontinuation of the past from the present. This discontinuity arises from social and cultural changes which occur through progress or decline. The premise is life in the present is different from life in the past. This is a view held globally and clashes with tradition which stipulates that the present is a continuation of the behaviour and events of the past and continue to be repeated. Modernity is viewed as a problem since it challenges and replaces the traditional way of life. It results in alternatives and unmanageable changes and that the present is merely a period of transition and is not directed towards a specific future goal. The changes happening at the present and in which will happen in the future are seen as products of forces beyond our control. Modernity presents a vast selection of alternatives such as in lifestyle and historical possibilities. In contrast, traditional culture offers the present a certain number of alte rnatives. The proliferation of alternatives is often seen as a threat to tradition and efforts are made to limit these alternatives.Westernisation is a form of modernity. There is discontinuity between the past and the present. However, there occurs a specific phenomenon in westernisation wherein traditional societies come under the influence of western culture. Western culture permeates and influences industry, technology, politics, law, economy, lifestyle, values, religion, and almost every niche and aspect of society. It had accelerated its influence throughout the world these past few centuries. It is related to the process of acculturation wherein changes happen within a society or culture when two different groups come into constant and direct contact with each other. The result are changes in the cultural patterns of one or both groups. In the case of westernisation, the changes in cultural patterns occurs in native societies as they come into contact with western cultures an d are exposed to their influences. B. Religion and social movements Many studies have shown that religion helps to mobilize resources for groups and organizations that are engaged in democratic movements or safeguard the interests of marginalized sectors. It provides much needed social capital and democratic skills that are requisites in democratic participation. As political alternatives and political discussions happen in civil society, religion provides sustaining support to it. Christian Smith's "disruptive religion" takes notice of the "religious assets for activism", many being cultural assets. His work shows that religion is important in social protest. His study on U.S. religious resistance to counterinsurgency activities in Central America gives insight on the moral outrage which served as the basis for "insurgent consciousness". Smith showed how certain individuals were made receptive to mobilization with religion moulding their sensibilities such that their violation results in outrage. Religious networks also made people "subjectively en gageable" to mobilization. Smith sees people as moral beings who try to create their lives out of external tensions and divisions (Wood 1995). Many of the changes that have occurred worldwide these past four decades can be attributed to or in part effected by religion. Many religious leaders have not only served as proponents or initiators, but have paid dearly with their lives. Religious nationalism has become active these recent decades, connecting religious convictions with the population's political and economic destiny. Many nationalist movements have incorporated the revival of traditionalist religious doctrines in their national identity and leadership. Among the strongest forces in religiously influenced social movements is Islamic nationalism which has influenced both national and international politics. The encroachment of western influence into the Muslim world during the 19th century spurred movements seeking the restoration of

Toyota - Market Trends Essay Example | Topics and Well Written Essays - 750 words

Toyota - Market Trends - Essay Example As a case in point, Toyota is suffering a bit as a result of its success with the baby-boomer generation in North America. It has come to be seen as Moms and Dads car. As a result, younger car buyers are seeking a more modern alternative; some are turning to Honda, others to Volkswagen. Toyotas challenge is to retain its positioning as dependable but as relevant to the lives of younger buyers. If Toyota fails to achieve this balance, it may suffer the same fate as Buick (Eugel 2008). There is a demand for new clean cars and hybrids manufactured by Toyota. Each year, Toyota sold 1.5 million hybrid vehicles. Reduce customer overall costs and efforts in terms of time involved in searching, acquiring, and using the new product. Simplify the purchasing process, make it convenient and a pleasant or entertaining experience overall. When several competitors use this same approach the linkage between brand and message is weakened. Along these lines, VW, Toyota, and Subaru all target young drivers. demand is heated by unique brand image of Toyota. Market saturation may have set in and investment spending may not be warranted. However, it is possible that a brand with a high BDI can make inroads in a high CDI area if the brands market share is relatively low. Once current user opportunities are exhausted, focus centers on nonusers. This shift typically does not mean that marketing support for current users is abandoned. Often, a segmentation strategy is implemented whereby support is given to current users as well as to nonusers (Kageyama and 2008). Recent years, a great impact on Toyota and its product range have climate-related regulations and â€Å"voluntary† measures demanded improved efficiency of new vehicles. The state are already thinking about complementarities between market-based measures and traditional regulation. Regulations for automakers are especially vital in Europe, where efforts to implement the Kyoto Protocol have revealed that some