Creutzfeldt-Jakob disease Research Paper Example | Topics and Well Written Essays - 750 words

Creutzfeldt-Jakob disease - Research Paper Example Creutzfeld-Jakob disease is caused by infectious agents known as prions. Prions are a form of proteins which are common in the human body and usually harmless. But, when prion proteins are misshaped or folded they become infectious causing nearby healthy cells to replicate the abnormal shape. While the contaminated cells quickly deteriorate tissue, the brain forms holes leaving the texture so drastically altered it resembles that of a sponge. The rare disease can be transmitted a multitude of ways such as by contamination, sporadically or through inheritance. Transmission through contamination is classified as those which contract the disease after being exposed to infected tissue during surgeries, such as cornea transplants. Consisting of less than 10% of all cases, risk of exposure is low, yet still possible due to the ability of infectious agents to withstand typical sterilization practices of medical equipment. The majority of cases, approximately 85%, are attributed to the sporadic occurrence of CDJ where the disease presents spontaneously and not attributed to another form of transmission. Some cases are deemed inherited when found in patients testing positive for certain mutated genes or with a family history of CDJ. This category includes the majority of cases seen in younger patients, some being in their late twenties. Symptoms Accurate diagnosis of Creutzfekd-Jakob disease is only possible by brain biopsy or autopsy. Few biopsies are performed due to danger to the patient, inability to ensure the section removed is from a currently infected area and the chance of others contracting the disease through exposure to the infected brain tissue.

Venus (Research Paper) Essay Example for Free

Venus (Research Paper) Essay Venus is one of the most beautiful and tantalizing heavenly body. It is much closer to Earth than any other planets. Venus is a brilliant object in the night sky and sometimes brighter than any other stars in the heavens. Only the Sun and the Moon outshines her. Like the remaining planets, Venus revolves around the Sun inside the solar orbit of the Earth. Thus, Venus can either be a morning or evening star.1 Her name, Venus, comes from the Roman goddess of love and beauty. Venus, as a planet, is rather frustrating. She hides herself in a thick white veil of clouds and no one clearly seen her surface.2 The astronomers are force to engage in an extensive effort to uncover secrets of her for they know a little about it. The main purpose of my paper is to show some facts about Venus and also deepen the knowledge of the readers. Venus possesses some features that are nearly the same as Earth’s. One of this is that Venus is closely the same size and weight as Earth. Just a little smaller in diameter and lighter in weight. Its gravity also holds captive an atmosphere about the size of our own.3 Venus internal structure is similar to Earth’s as it is composed of crust, mantle and core. That’s why Venus is often thought of as Earth’s twin. ______________ 1Robert Leo I. Heller, â€Å"Planets Inside the Orbit of Earth,† Challenges to Science (Montreal: McGraw-Hill Book Inc., 1979), p. 402. 2Gerald S. Hawkins, â€Å"Venus and Mars,† Splendor in the Sky (London: Harper and Row Publishing House, 1961), p. 122. 3Mark O. Palin, â€Å"Venus,† The Physical World (Miami: Hunter-Dee Book Inc., 1999), p. 99 But in other ways, Venus appears to be quite different from Earth. First, Venus rotates in a very strange manner. Most of the planets rotate counterclockwise while Venus rotates clockwise or backward. Then, Venus may have atmosphere but it wouldn’t be able to support life as you know like Earth. Its atmosphere is made up of more than 90% of Carbon Dioxide and almost no Oxygen. Her temperature too is high which is 100 times greater than Earth’s and enough to melt Lead.4 Unlike other planets, Venus surface is never seen though many scientists claimed to have a glimpse of it through cloud openings which seems very unlikely because her dense clouds are hundreds of miles deep. 5 Venus, though rotating around the Sun, never experiences day and night because of the thick, ash-like clouds covering it. It is dark for sunlight does not penetrate the clouds. What is the surface of the Venus like? Some astronomers said that Venus’ surface is covered by large mountain ranges and deep swamps. People who don’t know much about Science think that Venus is covered with glowing waters. But, according to Galileo’s old journal, Venus is impossibly covered by water because of its high temperature. The best guess today is that Venus is chiefly a vast and sandy desert. The desert is flat, for wind-driven sand has long ago worn down the hills and filled in the hollows. It is dry, for rain cannot fall on it and it is surely unable to support life.6 ______________ 4Heller, p. 403. 5Roy A. Gallant, â€Å"Exploring Venus,† Man’s Reach for the Stars (New York: Doubleday and Company Inc., 1959), p. 146. 6Patricia C. Lauber, â€Å"Mercury and Venus,† All about Planets (New York: Random House Inc., 1960), p. 56. Venus is mostly covered by volcanic plates because of her high temperature. The surface has been severely fractured and folded by stresses caused by convection of the Venusian mantle because of frequent volcanic eruptions. Radar images indicate that the highlands on Venus have rougher surfaces than Earth’s land forms because its images shows mini magma explosions inside.7 The light emitted by Venus which makes her shine in the dawn or evening possibly comes from the great bolts of lightning or from volcanic eruptions.8 Explorations on Venus cost many attempts in gathering data to prove some existing parts of her. Soviet Union and USSR probes are one of the most eager astronomers in studying the mysterious planet, Venus. Venera 1 or also called Venus 1 is the first probe sent by USSR in 1961. The Venera 1 is said to be a failed mission because the probe only flew past on Venus. This event is said to be a dà ©jà   vu for the second probe, Venera 2, sent by the Soviet Union in 1965, experienced the same miscalculated direction as it flew past on Venus too. The third probe, Venera 3, still sent by Soviet Union in 1965, is also a failed one but it touches the Venus surface because the probe crashes on it. Scientists reported that they had maintained regular radio communication with the 3 failed probes but the signals were lost before it reaches Venus outermost atmosphere.9 ______________ 7â€Å"Venus,† Compton’s Encyclopedia (U.S.A.: Compton’s Learning Company, 1996), 19:408. 8Lauber, p. 54. 9Robert W. Peterson, â€Å"USSR and U.S. Send Probes to Venus,† Space: From Gemini to the Moon and Beyond (New York: Facts on File Inc., 1972), p. 102. Venera 4, a probe sent by USSR in 1967, is the heaviest Venus probe known to have been launched by USSR. As the probe reaches Venus’ atmosphere, it was burned into ashes but luckily a parachute system operated by the USSR’s satellite smoothly descended into Venus’ surface. This probe successfully sent information about Venus to the NASA regarding its atmospheric pressure at the surface of the planet might be as high as 22 times the Earth’s and later proved that its atmosphere was mostly composed of Carbon Dioxide. But, Venera 4 stopped sending unexpectedly; it seems that fierce winds and intense heat destroyed the probe. Venera 1, 2, 3 and 4 are all unmanned probes. Alongside of launching the Veneras, Mariner 1, a 3D Venus probe launched by USSR in 1962, veered off-course and was destroyed after launching but Mariner 2, launched in the same year, flew successfully and provided a large amount of data to NASA. Mariner 5 of USSR, launched on 1967, flew within 2,480 miles of the surface of the Venus and collected some information about Venus’ environment and thus, contradicted Venera 4’s collected information.11 Soviet unmanned probes, Venera 5 and Venera 6, reached the planet Venus. Though Venera 5 just stopped in the midst of Venus’ atmosphere, Venera 6 is there to pursue on entering the planet’s atmosphere and it successfully did. Venera 6 sent data about Venus having land forms such as mountain ranges and volcanoes.12 ______________ 10Peterson, p. 103. 11Peterson, p. 104. 12Peterson, p. 211. The USSR’s unmanned spacecraft Venera 7, launched in 1971, was the last probe sent to Venus. Venera 7 is the most successful probe because it sent countless of information about the planet. These are: Venus’ temperature was above normal, Venus’ don’t experience night and day, Venus rotate backward and many information that are helpful in learning the planet Venus.13 Today, NASA is trying to reach Venus again by sending 2 manned probe flyby by using the Apollo program. Meaning, a man will be riding the probe but he is prohibited ongoing outside the probe if he is in the vicinity of Venus’ atmosphere as said in Apollo Program. 14 In these given data, we can say that Venus is not just a mere planet revolving around the Sun, but a planet full of mysteries. It may not awaken our senses but it can poke our curiousity by asking question of what’s and how’s about her. In the science advancement today, more facts will be known about Venus. Powerful radar and other instruments will probe its thick clouds, mapping the surface and timing the rotation. Satellites and rockets will relay back information on what the clouds are made of. Someday, valiant explorers may descend through clouds and start discovering. The more bits and pieces of data we can collect from the planets, the better chances for us of reading our own history. ______________ 13Peterson, p. 258. 14Jeffrey K. Wagner, â€Å"Venus,† Introduction to Solar System (U.S.A.: Saunders College Publishing, 1991), p. 185. BIBILIOGRAPHY Gallant, Roy A. â€Å"Exploring Venus.† Man’s Reach for the Stars. New York: Doubleday and Company, Inc., 1959. Hawkins, Gerald S. â€Å"Venus and Mars.† Splendor in the Sky. London: Harper and Row Publishing House, 1961. Heller, Robert Leo I. â€Å"Planets Inside the Orbit of Earth.† Challenges to Science. Montreal: McGraw-Hill Book Inc., 1979. Lauber, Patricia C. â€Å"Mercury and Venus.† All about Planets. New York: Random House Inc., 1960. Palin, Mark O. â€Å"Venus.† The Physical World. Miami: Hunter-Dee Book Inc., 1999. Peterson, Robert W. â€Å"USSR and U.S. Send Probes to Venus.† Space: From Gemini to the Moon and Beyond. New York: Facts on File Inc., 1972. Wagner, Jeffrey K. â€Å"Venus.† Introduction to Solar System. U.S.A.: Saunders College Publishing House, 1991. â€Å"Venus.† Compton’s Encyclopedia. U.S.A.: Compton’s Learning Company, 1996.

Nine Stories :: essays papers

Nine Stories J D Salinger wrote Nine Stories with the same brilliance as Catcher In The Rye. His style is so unique and complex that all of his short stories are truly enjoyable. Two of those stories are ^A perfect day for a bananafish^ and ^For Esme with love and squalor.^ The main characters in both of these stories, Seymour and Sargent X, have served in World War II, and the fighting has taken its toll on them. Their physiological well being was sacrificed and as a result they are no longer the same people they were before. Both feel alienated from the people in their life, the same people they had loved before the war. The isolation the war has caused is carried over into their lives, and it caused these men to search for new forms of comfort and security, in the respective forms of Sybil and Esme. In ^A perfect day for a bananafish,^ Muriel and her husband Seymour have different perspectives of life. Muriel is a carefree and complacent person, while her husband is quite strange and slightly paranoid. His paranoia is illustrated when he looses it in the hotel elevator, ^I have two normal feet and I can^t see the slightest God-damned reason anyone should stare at them.^ Muriel, however, is unacquainted with Seymour^s wild breakdowns. She is rather confident that Seymour is perfectly sane as she reports to her mother on the telephone. Muriel doesn^t know about this side of Seymour because he has become alienated from her after the war. Their personalities don^t match anymore, if they ever did, and he is seeking some sort of understanding that he knows Muriel can not provide. Seymour^s relationship with Sybil is making up for Muriel^s shortcomings. Seymour is looking for the understanding of a child and the love of an adult. He wants someone who will not judge him. He rea! lizes the impossibility of his desires with Sybil when he gets a loud reaction from her after kissing the arch of her foot. Seymour has no one who understands him, which causes his feeling of isolation. He can no longer relate to the world he lives in and with no one to provide comfort and security he is driven to suicide. Sargent X has an interesting relationship with Esme in ^For Esme with love and squalor.^ Esme is quite aware of the horrors of war and says to Sgt. X, ^I hope you return from the war with all your faculties intact.^ Sgt. X in fact would not have returned with all of his faculties intact if it were not for

Prions: A Novel Infectious Pathogen Essay -- Medicine Medical Illnesse

Prions: A Novel Infectious Pathogen Prions are novel, transmissible pathogens that differ from viroids, viruses, parasites, fungi, and bacteria, both with respect to the diseases they cause and their structure . They are capable of causing degenerative diseases of the centra1 nervous system both in animals anal in humans. Kuru, Creutzfeldt-Jakob’s disease (CJD) and Gerstmann-Straussler-Sheinker’s (GSS) syndrome illustrate the acquired, sporadic, and genetic manifestation of the -human prion diseases. These transmissible pathogens also cause Scrapie of sheep and goats. Bovine spongiform enphalopathy,(BSE) in cows and transmissible mink encephalopathy, and chronic wasting disease (CWD) of captive mule deer and elk which are thought to result from the ingestion of Scrapie infested animal products (Pruisner, 1991). In addition to these diseases, certain neuropathological changes associated with scrapie disease seem to correlate well with similar changes observed in Alzheimer’s patients (Duguid 1989). T hese similarities have been attributed to similar alterations in gene expression in both of the diseased states (Duguid, 1989). First, in addition to the unique diseases that they cause, prions also exhibit certain novel molecular and structural properties which further differentiate them from other infectious pathogens. The unusual biological properties were first unraveled through experiments performed on scrapie -infested sheep. The isolated scrapie agent from these sheep seem to exhibit certain unusual properties. One such property is the scrapie-agents resistance to nuclease digestion. After being subjected to several rounds of digestion with various nucleases including micrococcal nuclsase, nuclease - P, and deoxyribonucl... ...60-7264.(a) 7. Gabzion, R., McKinley, M. P., Groth, D., Westaway, D., DeArmond, S. J., Carlson, G. A., Prusiner, S. B. (1989) Immunoaffinity purification and neutralization of scrapie prions. Prog. Clin. Biol. Res. 317: 583-600. 8. Hsiao, K., Zeev, M., Kahana, E., Cass, C., Kahana.. I., Avrahemi, D., Scarlato, G.. Abramsky, O., Prusiner, S. B., and Gabizon, R. (1991) Mutation of the Prion Protein in Libyan Jews with Creutzfeldt-Jakob’s disease. N. Engl. J. Med., 324: 1091-1097. 9. Prusiner, S. B. (1991) Molecular Biology of Prion Disease. Science, 252: 1515-1522. 10. Prusiner, S. B. (1982) Novel proteinaceous infectious particles cause scrapie. Science,216: 136-144. 11. Stahl, N. and Pruisner, S. B. (1991) Prions and prion proteins. FASEB J., 5: 2799—2807. 12. Weissmann, C. (1991) A unified theory of prion propagation. Nature., 352: 679-683.

Forensic Science in the 21st Century Essay

Science in the 21st Century Gertrude West Forensic Science and Psychological Profiling /CJA590 May 30, 2011 Edward Baker Forensic Science in the 21st Century Forensic science has various influences on crime, investigation and the people that are involved. Forensic science has a connection with the courts to ensure crimes are getting solved and justice is being served to those that commit crimes. With the help of forensic science, crimes are being solved from a human and technological aspect. This paper highlights numerous discussions on how forensic science plays a role in criminal justices system, security, media and the law. Forensic science is a separate entity from the police; although a large portion of the work is obtains through law enforcement. Forensic science is a recognizable component of policing during criminal investigation. The successful resolution from a crime scene involves preventing the site from being contaminated. This helps assures a great deal of gathering and interpreting evidence that could lead to an accurate interpretation of the event. The advances in technology are being applied to forensic science; a field in which technical is achieved by many factors such as including training, experience, continued education, and scientific methodology (NYSP, 2007). Forensic Science continues to develop in the 21st Century. It blends science and technology that has been useful for law enforcement to solve crimes and prosecute criminals. Forensic sciences in criminal investigations include but are not limited to: bioscience, trace evidence, toxicology, photography, documentation, forensic imagery, forensic ID and SAFIS, evidence receiving, drug chemistry and ballistics. In addition, private forensic laboratories, such as Applied Forensics, are contracted and employed to assist in the judicial process in the analysis of documents in question and handwriting analysis (Davis, 2006). One of the biggest things that criminal investigators and officers will look for at a crime scene is DNA. DNA can be gathered not just only through blood but through any type of fluids as well. According to Blackman (2011), â€Å"DNA analysis is one of the main tools used in forensic science to identify individuals. Crime laboratories undertaking DNA typing are typically concerned with comparing DNA evidence with known standards. The evidence is DNA samples collected from a crime scene and these are cross-matched against DNA swabs taken from anyone connected to that scene, be that victims, defendants or elimination ‘known’s’. The elimination known’s can come from the victims’ relatives, for example, or, if it’s a shared house, from tenants. The comparisons are made, not only to generate and compile evidence against suspects, but also to exclude people from the investigation. The development and applications of forensic scince suppors operation aimed at prevention, disruption, and prosecution of terrorism. The discipline helps support intelligence and investigation. Thiss component is now incorporated into homeland Security, A pattern of legal instances benefiting from this type of scientific study would be medical malpractice litigation, probate proceedings, complex and commercial legal action and contract lawsuits. According to Shelton (2010), â€Å"Forensic Science in Court explores the legal implications of forensic science–an increasingly important and complex part of the justice system. Judge Donald Shelton provides an accessible overview of the legal issues, from the history of evidence in court, to gatekeeper judges determining what evidence can be allowed, to the CSI effect in juries. † The media has the potential of affecting the way people think. People disregard their perception based on scenarios presented. Popular media representation of forensic science and influential presence on the public’s opinion on justice-related issues, the effect that impeccable synchronicity of the investigator and successful outcomes portrayed in fictional arenas are contemporaneous with the public’s feelings. Dissatisfied with the criminal justice system not solving cases fast enough, the public then places astronomical expectations on medical examiners. Real life investigators believing that a lack of competency may be at play when in reality, society has been provided a distorted view of the lengthy, painstaking process involved. According to Nurse Advocacy (2007), â€Å"People disregard all messages in advertising, since ads commonly present actors and models, but that is simply not how the human mind works. Despite being fiction, media products like this can still influence: our views of the vehicle in question (as the advertiser fervently hopes); the ability of women today to become authoritative, powerful professionals, yet to still have a family (presumably this ad was directed mainly at women who would identify with the surgeon); the basic set-up of OR’s, the kinds of professionals who participate, how they dress, and what tools they use; and of course, the relative power, knowledge and professional roles of physicians and nurses. Some of this may be unintended, but all of it sells the minivan to the target demographic. All of the elements above contribute to the high credibility of the surgeon, who is, after all, doing the selling. † In this manner media also increase the knowledge of those that are committing crimes, what they may not have been doing before they are doing it now. For example if they were not wearing gloves and using cell phones that cannot be trace, paying for things in cash instead of electronically, they are sure doing this now. Television crime shows gives potential jurors the expectation of more cateforical proof than that which forensic scine is capable of produciing. â€Å"The most obvious symptom of the CSI effect is that jurors think they have a thorough understanding of science they have seen presented on television, when they do not† (Economist, 2010 ). Scientist deals more with probability than certainty. The process of calculating the probability is complex. During a court preceding a finger print expert may acknowledge a 90% chance of obtaining a match if a defendant left a print. On the other hand it could be one in several billion chance of a match if someone other than the defendant left the mark. DNA in general provides evidence of a higher quality than other forms of proof; therefore, experts may be more confident to link results to a specific individual. The probabilities and not certainties still lie within the DNA findings. As a result, trials are longer and cases that previously might have offer quick convictions are now ending in acquittals. The CSI effect can also be positive. In one case in Virginia jurors asked the judge if a cigarette butt had been tested for possible DNA matches to the defendant in a murder trial. It had, but the defense lawyers had failed to introduce the DNA test results as evidence. When they did, those results exonerated the defendant, who was acquitted† (Economist, 2010 ). In the study of forensic science, there are so many things that people do not know. The intelligence of this subject is becoming more and more prominent. In this manner people are becoming more educated in a good way (knowledge) and also in a bad way (committing crimes with the less possibility of getting caught). This subject matter is very prominent because it also increasing the knowledge of different crimes that may have not been prominent before the use of technology to now. The creation computers were for those to store office files and important information, but now computers are being used in so many different aspect as far as pornography, the promotion of sex, and so many other things. Technology has not become a door way to so many things. This makes forensic science become more and more prominent in this day in age, because there are computers hackers trying to access files to find out what is Americas next move and sometimes just the simple things of stealing others identification. In this manner that forensic has a connection with the courts, it is very important that this type of connection stays going due to the drive that it connects to ensure crimes are getting solved and justice is being served to those that are committing these crimes.

Five Ways to Write Faster

Five Ways to Write Faster Five Ways to Write Faster Five Ways to Write Faster By Ali Hale Whether you need to clear a backlog of emails, write an important document at work, finish a short story, or do your homework, spending hours staring at a blank screen and struggling to come up with words won’t help. If you know you could get twice as much done if only you could write faster, try some of the following methods. Don’t worry about the quality of your first draft Whether you’re writing fiction or non-fiction, many experts recommend just getting the first draft done before starting to edit. That means keeping the momentum going as you write, rather than going back to change words or delete sentences. If you’re a perfectionist and write slowly because you worry about getting every little detail right the first time round, giving yourself the freedom to produce a â€Å"rubbish first draft† can triple your writing speed. Once you’re done, go back and edit: often, you’ll be surprised that your first draft really isn’t too bad! In his book Do It Tomorrow (which I strongly recommend for anyone who struggles to manage their time and attention), Mark Forster recommends writing a series of quick drafts: When I first learnt the techniqute of writing in a series of rapid drafts, my first draft would usually consist of nothing more than a few words jotted down. My second draft would add a bit more and I would go on revising it until I had it in the form I wanted. There are two great advantages to doing it this way. First of all it gets rid of the perfectionist feeling that it has to be got right first time. If I think a sentence is a bit clumsy, what does it matter? There’ll be another draft along in a moment. The second advantage is that engaging with the material in this way allows new thoughts and insights to appear. Outline the piece before starting With bigger projects, it’s easy to get stuck because you’ve come to a standstill or gone off on a tangent. Jot down some notes before you begin: that might be subheadings for a blog post or article, paragraphs for an essay, or plot points for a short story. Type these onto your computer screen – you’ll no longer be staring at a blank document, and seeing the next subheading or paragraph point ahead will help keep you on track. Set a timer for ten minutes and write non-stop until it goes off Have you noticed how much faster you write when you need to finish something before a set time (perhaps lunch, or an essay deadline)? It’s amazing how much your brain can focus when you’ve only got a few minutes. Mark Forster calls this the â€Å"end effect† – speeding up at the end of a piece of work – and recommends using a timer to produce it consistently. Challenge yourself to see how much you can produce in ten minutes. Do your research and preparation separately from the writing Something that can really slow things down is stopping to look up a fact, find a quote, or check a figure. When you write the outline for your piece (see #2), you should have a good idea of what references you’ll need to make. Look these up before you start writing, and have them all to hand. Alternatively, if the process of writing sparks off ideas of websites, books or people you want to refer to, don’t stop to find them part-way through writing the piece. Leave a note in the text to remind yourself of what you want to include; you might want to highlight this in some way so you don’t forget to go back and put it in! For example, in the first draft of this article, I wrote [Quote from Mark Forster on drafting process] and looked it up when I revised the first draft. The same applies if you’re unsure of how to spell a word, or if you can’t quite think of the right phrase: highlight it in some way, and come back to it once the first draft is complete. Turn off distractions (instant messenger, Twitter, email.) If you’re constantly interrupted by friends wanting to chat on instant messenger, by incoming emails, by new posts coming through to your RSS reader – turn everything off. I can write at least twice as fast – and often even faster – without any distractions. You might think it only takes a few seconds to read each message, but every time you turn your attention away from what you’re writing, you lose momentum. I’m great at procrastinating when I should be writing and so I write most of my blog posts first thing in the morning, before I even connect my computer to the internet. This also helps with #4 – I’m not tempted to stop and search for some missing piece of information on Google every few minutes. Have you got any great tips on speeding up your writing? Can you dash off an essay in an hour, or race through your inbox with ease? Let us know what tips and tricks you’ve discovered – or, alternatively, if you’re a slow writer, tell us where you think you’re going wrong! 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 Writing Basics category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowWhenever vs. When EverHow Do You Determine Whether to Use Who or Whom?

Free Essays on Auschwitz - Nazi Concentration Camp

Located thirty-seven miles west of Krakow, Auschwitz was the camp where Jewish people were killed and worked. This camp , out of all the rest tortured the most people. At the camp there was a a place caled the "Black Wall," this was where the people were executed . In March of of 1941, there was another camp that started to be built. This second camp was called Auschwitz II, or Birkinau. It was located 1.9 miles away from Auschwitz I. Peple that were chosen to come to these camps were expelled from their homes. Their houses were destroyed for the pupose of buildinf Birkinau. Birkinau had nine sub-units. They were separated from each other by electrically charged fences that lines their borders. In August 1942, the womens section at Auscwitz I was moved to Birkinau. Nine hundred and ninty-nine women from Ravensbruck camp and other women from different camps joined them also. Birkinau now had over 6,000 women prisoners being held. In the town Monowitz, another camp was being built. This camp was called auschwitz III, or Buna-Monowitz. Other camps that were located close to Monowitz were moved to Buna-Monowitz. The population of Bikinau was the most densly populated out of all the camps. It also had the most cruel and and bad conditions of all the camps in the complex. The prisoners at Birkinau mostly consisted of Jews, Poles, and Germans. There were a number of Gypsy and Czech Jew family camps located at Birkinau for a period of time also. In Birkinau, the gas chambers and the creamatoria, where the bodies were burned operated at auschwitz I. Birkinau and all the other sub-camps were mostly forced labor camps. The most recognized of the labor camps are, Budy, Czechowitz, Glenwitz, Rajsko, and Furstenarube. The prisoners here were worked to the piont of death. Trains transported people to the camps, and violently forced them off the train. All of the people's property was left on the ... Free Essays on Auschwitz - Nazi Concentration Camp Free Essays on Auschwitz - Nazi Concentration Camp Located thirty-seven miles west of Krakow, Auschwitz was the camp where Jewish people were killed and worked. This camp , out of all the rest tortured the most people. At the camp there was a a place caled the "Black Wall," this was where the people were executed . In March of of 1941, there was another camp that started to be built. This second camp was called Auschwitz II, or Birkinau. It was located 1.9 miles away from Auschwitz I. Peple that were chosen to come to these camps were expelled from their homes. Their houses were destroyed for the pupose of buildinf Birkinau. Birkinau had nine sub-units. They were separated from each other by electrically charged fences that lines their borders. In August 1942, the womens section at Auscwitz I was moved to Birkinau. Nine hundred and ninty-nine women from Ravensbruck camp and other women from different camps joined them also. Birkinau now had over 6,000 women prisoners being held. In the town Monowitz, another camp was being built. This camp was called auschwitz III, or Buna-Monowitz. Other camps that were located close to Monowitz were moved to Buna-Monowitz. The population of Bikinau was the most densly populated out of all the camps. It also had the most cruel and and bad conditions of all the camps in the complex. The prisoners at Birkinau mostly consisted of Jews, Poles, and Germans. There were a number of Gypsy and Czech Jew family camps located at Birkinau for a period of time also. In Birkinau, the gas chambers and the creamatoria, where the bodies were burned operated at auschwitz I. Birkinau and all the other sub-camps were mostly forced labor camps. The most recognized of the labor camps are, Budy, Czechowitz, Glenwitz, Rajsko, and Furstenarube. The prisoners here were worked to the piont of death. Trains transported people to the camps, and violently forced them off the train. All of the people's property was left on the ...

buy custom The Nursing Shortage essay

buy custom The Nursing Shortage essay It is evident that there are critical nursing shortages in many hospitals, which affect patients, nurses, physicians, as well as hospital administrators (Buerhaus, 2000). After conducting a random survey to determine the impact of the shortage of nurses in my department, I concluded that it is something critical due to increase in the number of preventable deaths. The situation has affected nurse-patient relationships, communication, quality of care and overall efficiency. Often nursing shortages have effects on patient safety, as it impacts on early detection of their complications (Buerhaus, 2000). I realized that there was an urgent need to develop team collaboration so as to improve patient care, as well as their safety. However, it has not been easy to increase the number of nurses to the required level due to many other factors, including financial constraints. Hospital administrators and nurses need to work as a team and come up with ways of dealing with the shortage as they work more closely than before. Generally, patient care should be a shared goal that needs discipline and teamwork (Buerhaus, 2000). Since we cannot reverse the shortage of nurses immediately, there should be communication to help strengthen the relationship between the existing nurses and improve the quality of patient care. Nursing shortage is currently a big problem caused by a lack of new students joining the nursing career, an aging workforce, and rapid population growth, thereby resulting in an increased need for better healthcare (Buerhaus, 2000). It is evident from several other reports that a significant percentage of patient death or injury is as a result of inadequate nurse staffing. It is a problem that also affects the nurses; they are overworked due to increased workloads, working for longer hours, and most importantly, there are limited resources needed to provide a high quality of healthcare to the patients. This takes its toll on the assessment of patients, diagnosis as well as treatment. The number of nurses required in a hospital depends on its size and number of patient beds present. This means that on a daily basis the patients to nurse ratio depends on the number of patients that each department has. My department has lots of patients daily, which results in understaffing as the hospital does not have the required finances to hire new nurses. A nurse has lot of work, when to consider patient history, the time and attention a single patient requires and medications. So, if there are many patients in a department like ours, there will be lots of work required and patients will end up receiving less attention and care. Getting more nurses has become a problem because of inadequate nursing programs as well as insufficient amount of instructors to guide them. Addressing the shortage of nurses will go a long way to addressing the current weaknesses seen in patient care. Inadequate staffing levels impact on both nurses and patients, but most importantly on the finances. Many deaths are caused by increase in costs of treating some diseases. The cost of care that goes into treating these patients will increase. Notably, nursing shortages affect the hospital in terms of fiscal management; not many patients will get the quality care they deserve, hence a rise in the cost needed to treat them. Hospitals are under a lotof pressure to come up with an environment that promotes quality care and guarantee safety, while at the same time controlling costs. To improve the hospitals financial health, I propose a number of customized solutions that are flexible and scalable as well. Notably, the solutions have to work within the hospitals budget so as to maximize investments and savings. For many years, nursing shortages have been solved by hiring or recruiting nurses from other states or countries such as Canada, India, and English-speaking African countries, as well as increasing their wages (Clifford, 1988). However, after conducting a survey, the current shortage of nurses in the hospital requires long term planning and solutions, since short term solutions have little impact (Clifford, 1988). Short term and long term solutions to the current shortages need recruiting of new nurses, retaining the current ones, and increasing the capability of nursing schools. I suggest that the hospital invests in supplying various educational facilities and funding or financial aid to specific students as scholarships in nursing, which will encourage them to work in the institution in the future. Other strategies should include retaining the current nurses in the hospital by providing a suitable working environment. The management should also encourage those who had left the nursing career by promising them even better working conditions. In general, the hospital should improve its working conditions as well as improve professional development of the nurses in the hospital. I also propose the following provisions: scholarships for a number of nursing students; public service announcements and community education programs aimed at encouraging more students to pursue careers in nursing; career ladder programs; a fast-track faculty loan repayment program for those who wish and agree to join the hospitals workforce; practice grants for the administration; and long term training grants to those joining the nursing program within the hospital. The hospital should also strive to improve the current working conditions for nurses by banning compulsory overtime practices and improving the staff ratios. In general, there should be a structural and cultural change within the hospital. Notably, there is a huge gap between the supply of nurses and their demand in hospitals, which will even worsen in future. However, in trying to deal with this problem, the hospital needs to be concerned about the impact it would have on its finances. Importantly, all hospitals should form a team to help in training of students in the nursing professions and encourage nursing orientation as well (Hodgman, 1999). I propose to the hospital that they should come up with an in-service and continuing education, besides setting internal staff levels, which are based on nurse proficiency and skill mix. It is important that all health care organizations invest in nursing services. Hospitals face a lot of pressure when it comes to controlling their finances, and the nurses are the ones who receive large parts of the hospital budget. I propose hiring more nurses as a short term solution, because it could actually save the hospital some money. A large number of patient deaths and wasting of valuable time could actually be avoided if the number of nurses is inncreased. However, it is impossible to get new nurses because of the lack of professors to teach them. Patients nowadays require even more nursing care, but the situation is bad, since there are fewer nurses to give them the necessary care. Implementing the above mentioned measures will go a long way into improving the current situation. An increase in staff will take care of shortages, as the other proposals act for the long term. It is important that we take care of the future. The current workforce will eventually retire and hence leave a gap which may not be easily solved (Hodgman, 1999). Specific Strategies to Solve the Nursing Shortage I propose: the development of educational partnerships with other relevant institutions, promotion of bedside nurse retention programs, training of current staff and new and emerging leaders, initiation of various scholarship programs and clinical academies as well, reduction of costs such as registry and traveler costs, initiating programs that support creativity, and also developing a plan that will redesign the patient care delivery model. Developing educational partnerships (Education).. Reduced$ 300,000 per year The grant that provides the hospital with funding for education programs will be consolidated to generate savings. Partnerships in the education department will reduce the money used for training and retraining of nurses. Slashing registry and traveler costs (Transport). Reduced$ 500,000 per year The budget reduce guarantee funding for overseas travel expenses for the hospital executive officers, as well as reducing the number of the officers who travel out of the country for conferences and other official functions. The budget envisions give saving the greater priority. Forming a Frontline Leadership initiative that fosters creativity (Leadership). Frontline leadership development initiatives will reduce funds, which were traditionally spent by the hospital due to poor leadership and misappropriation of funds Promoting bedside nurse retention. Increased$ 1,000,000 The budget should be increased in order to save the amount used to care for very sick patients, who will be left to go home and return afterwards when the sickness deteriorate. Training staff and molding leaders (Education). Reduced$ 2 million Training of staff on the modern equipments will help reduce cost caused by mishandling and destruction of these equipments. Some of them are quite expensive and training of the employees will be important in reducing the cost of repair and maintenance. Conclusion These are all short and long term goals, which will take up to ten years. In evaluating the effectiveness of the proposals, it is important that the management evaluates every single plan I have discussed after every year. They should be able to note that there is a reduction in the overall cost of treating patients. Buy custom The Nursing Shortage essay

International Business strategy Essay Example | Topics and Well Written Essays - 750 words

International Business strategy - Essay Example The importance of doing business globally helps an organization build a wider base of customers and coming up with products that satisfy customers needs and wants. Moreover, international business helps utilize excess manufacturing capacity that is not being utilized. In addition, it also enhances lower production costs through using low prices abroad (Ansoff & McDonnell, 2000). The Coca Cola Company is a multinational company that deals with selling of soft drinks is successful in the implementation of its strategies. For instance, the company has invested a lot in marketing globally and this is the reason the business is doing so well. Organizations that operate globally have a strong international vision and have international management experience as well as developing strong working partnerships with other countries. Moreover, the typical goal for doing business internationally is to grow and gain expansion. In addition, international business strategy is about manufacturing and selling products that relate to the degree of product standardization and the response from the business environment (Steiner, 2010). Foreign market entry strategies vary according to the business transactions and the country in which an organization wants to conduct business. Firstly, the importation and exportation of goods and services to and from other nations enhances products to be transported from one country to another. Organizations that export their products are able to advertise and market their products in foreign markets thus gaining a competitive advantage. The other ways that organizations enter other markets is through licensing where the international licensing firm gives the licensee exclusive rights, trademark rights, copyrights, and the knowledge of products and services. In return, licensee produces the licensors products and markets them in the assigned areas. This method is normally welcomed by nations because of

Child Development, Essay Example | Topics and Well Written Essays - 1000 words

Child Development, - Essay Example As "all aspects of the development are interrelated," (Chesebrough, 163) the report describes the results of the comparative analysis of the child development in the four domains and relates them to the specific skills and abilities of child growth. The infant I selected for my observation, collection of data, and assessment of the child development in physical, cognitive, social and emotional domains is my elder sister's five month old boy John. I would observe him closely at the house of my sister for several hours a day as they resided near to my apartment. My observations of the baby were basically guided by specific objectives which help me interpret its development through various domains. Thus, I watched the baby closely to find how it perceives moving objects and I was interested to know how fast the child acquires the awareness of things. The information on how infants perceive moving objects from the text Discovering Child Development was greatly useful in my observations and I was interested to know how quickly the infant grasps the perception of objects. (Fabes et al) Using some moving toys, I challenged his skill of perception and he took much time to get attracted to the toys. Once he noticed the object, he seemed to be interested in the movement, though his attention lasted just for a very short period of time. John could not maintain his concentration for more than thirty seconds continuously and he would direct his attention to some other substance. Similarly, he would again draw his attention to the object after a very short interval. All these correspond to the characteristics of his cognitive domain and its peculiarities. Every time the object reached near to him, John would move his hands and legs upward and be greatly rejuvenated which presents his physical domain. The child needed longer time to recognize the object compared to his brother Tom who is three years old. However, the moving objects are recognized by the child much faster compared to the stationary objects and all these suggest the features of his cognitive domain. In an assessment of the development of the infant with regard to the social and emotional domains, I observed his several responses in different social situations. Whenever people new to him tried to get his attention, he would be careful to give his responses and when there were forced attempts to enter his psychological realm he would feel disturbed and resist. However, in the socially friendly environments, the child was very much at ease and the presence of parents was particularly comfortable to him. Personally, I had created a great rapport with the child and he responded positively to my motivations and behaved in the most convincing manner. The social as well as emotional domain of the child has reached a reasonably competent stage and the child began to express the indicators of these faculties. Towards the final days of my observation period, the infant had developed its skills considerably with regard to a variety of elements. Therefore, the pace of these improvements in t he physical, cognitive, social and emotional domains suggests that the child development in this age is rapid. My observations concluded that the infants have a more holistic

Introduction to Management Accounting Essay Example | Topics and Well Written Essays - 2500 words

Introduction to Management Accounting - Essay Example Theories on motivation – presentation and analysis In order to understand the potential use of motivational theories in management accounting it would be necessary to refer to the context of ‘motive’, as the basis for the development of motivation, a process causing the willingness of individuals to be engaged or not in a particular activity or to put all their efforts in the achievement of a specific target. In accordance with Singla motive is ‘the latent power in a person which impels him to do a work’. Different approaches have been developed in literature regarding the explanation of motivation, as a factor influencing the performance of employees in businesses of different characteristics. In accordance with the reinforcement theory, each human is likely to decide considering the consequences of his behaviour. Knowing the results (outcomes) of his behaviour in advance, an individual can plan his behaviour accordingly so that the negative consequences are avoided and, if possible, the expected benefits are achieved. (Gitman et al. 2008). In the context of business environment, the reinforcement theory could have the following explanation: employees are promised specific rewards if they reach a particular level of performance; from a similar point of view, employees may be given a warning that if they fail to reach a minimum level of performance, they will be punished by a decrease in their payment or the deduction of certain of their common benefits – for instance, the mont hly subscription to leisure activities and so on. The punishment when used as a threat for pressuring employees to reach a particular level of performance is a policy based on the reinforcement theory, as explained above. In the study of McKenna (2000) reference is made to the theory of McFarlin and Sweeney (1992) on human motivation; in accordance with the above researchers, within modern businesses the motivation of individuals is depended on the following two factors: the distributive justice and the procedural justice; the former is reflected in the payment of equal salaries of employees reaching the same level of performance within the same organization; the latter means that within each organization the measures taken for the rewarding of employees in all departments are similar (McKenna 2000). The existence of distributive just

History The World Essay Example | Topics and Well Written Essays - 250 words - 6

History The World - Essay Example The establishment of schools and colleges  also played a role in the education of both the Han people and the Islam. The Arab world where Islam started was the originators of the numerical system that is in use in the contemporary world. The art and architecture practiced in these two regions were a way of expressing their religious feeling to a higher authority. Evidently, the Han people just like the Islam used architectural knowledge that was being taught in learning centers to teach people how they were going to express their religious believes to a given authority. Further, the use of art and literature was also area of emphasis in the two religious groups as they used different artistic expressions and literature to teach each other about their faith and practices. The Islamic world has used different forms of art and literature to conserve and teach people about the religious practices that believed to hold the people together. The ground of controversy which can be identified among the Han dynasty is the large number of spirits that they offered sacrifices to. Whereas the Islamic religion offered sacrifices also, it did not have as much spirits as the Han dynasty. Further, the belief in deity among the Han people was lowered to the emperor who was in some cases revered and worshipped just if he were a

Sustainable Concrete Environmental Studies Coursework

Sustainable Concrete Environmental Studies - Coursework Example This industry has been identified as causing massive environmental damages within the production area. The materials used like cement produce a lot of dust and, therefore, contribute greatly to this pollution. Gore & Steffen (2008) states that with the current issues of climate change and global warming, this industry are faced with a surmountable task of alienating itself from the effects of climate change. This raises the issue of ‘going green’ – manufacturing using eco-friendly procedures and operations. Challenges Industrialization in the recent years shows an immense impact on the environment. There have been some positive effects as well as negative ones. The negative effects of industrialization on the environment continue to cause the players within the industry acclaimed nightmares. In the manufacturing industry, top among the environmental concerns has been the emission of greenhouse gases. These gases have been identified as a leading cause of pollution to the ozone layer. The effects of these emissions have become evident around the globe with adverse effects of global warming becoming a reality as time progresses (Edward, 2006). Immense pressure continues to pile for manufacturers to adopt manufacturing methods showing low levels of carbon emissions. Concrete manufacturing industry also faces the challenge of dust which causes chest infections while contributing to environmental degradation. The adoption of sustainable manufacturing processes seems to be an invention in the right direction. A relative pollution reduction level has been achieved by the industry players who have adopted the culture of sustainable manufacturing. Sustainable manufacturing can be defined as the new way of doing business in the manufacturing industry (Frank-Martin and Peattie, 2009). It ensures that, while organizations adopt new environment friendly sources of energy, competitiveness is maintained by the business. Most manufacturers do this by improv ing their processes and products as well. The process of production poses a bigger challenge to the environment than the product. The method most manufactures have adopted to achieve sustainable manufacturing has been the use of 3Rs (reduce, recycle reuse). This method aims at reducing emission of wastes, finding uses for the waste products and recycling any manufactured item which can be recycled. The challenges posed by this approach are still enormous. The company would make a shift into manufacturing using sustainable production methods. It aims at reducing the amount of emission it delivers to the environment. Dust produced by concrete manufacturing plant needs to be controlled. Through the control of the amount of dust emitted, the company shall be able to achieve environmentally sustainable production level. This level can be marked by reduced emissions and pollution from a single plant. The company can install air compression facilities on the machines used for production. T hese facilities shall ensure the machine produces smaller amounts of air into the environment. The air produced by machines has been identified as what blows dust into the environment. Through compression, the level of dust emission shall be reduced leading to reduced dust pollution from the plant as a whole. In the UK construction and demolitions, have been identified as the two biggest waste streams. The impact of this has a direct impact on the concrete production industry. Managing this waste would significantly

History The World Essay Example | Topics and Well Written Essays - 250 words - 6

History The World - Essay Example The establishment of schools and colleges  also played a role in the education of both the Han people and the Islam. The Arab world where Islam started was the originators of the numerical system that is in use in the contemporary world. The art and architecture practiced in these two regions were a way of expressing their religious feeling to a higher authority. Evidently, the Han people just like the Islam used architectural knowledge that was being taught in learning centers to teach people how they were going to express their religious believes to a given authority. Further, the use of art and literature was also area of emphasis in the two religious groups as they used different artistic expressions and literature to teach each other about their faith and practices. The Islamic world has used different forms of art and literature to conserve and teach people about the religious practices that believed to hold the people together. The ground of controversy which can be identified among the Han dynasty is the large number of spirits that they offered sacrifices to. Whereas the Islamic religion offered sacrifices also, it did not have as much spirits as the Han dynasty. Further, the belief in deity among the Han people was lowered to the emperor who was in some cases revered and worshipped just if he were a

Free Will and Moral Integrity Essay Example | Topics and Well Written Essays - 2000 words

Free Will and Moral Integrity - Essay Example ....and chaos from recommencing her topsy-turvy reign" (William James, Essay p. 5) This essay intends to show, in the final analysis, that compatibilism and determinism can in fact operate side by side, but it is his argument on free will, or 'chance' as he likes to term it, which willbe explored. The philosophy of Thomas Hobbes, as presented in his work 'Leviathan' will be used to refute the concept of free will and morality, with E. M. Forster's 'The Machine Stops' as a counter argument in support of James. For the purposes of this discussion, free will is defined as 'being able to make a choice, without constraint, given the circumstances of the individual.' (A personal definition) William James - Free Will, Morality and 'The Dilemma of Determinism': James argues that if we take the word 'chance, consider it to be the possibility of different choices and subsequent outcomes, then free will is being applied. Following on from the quotation, an interpretation of his words might be that he considers that determinists believe chance decisions and ambiguity of outcomes are not how the universe or the world work If such a preposterous notion were to be accepted and acted upon, (can we call this notion free will) then everything would fall apart, given that the history of the universe is fixe... Yet there is much weight behind his claim that a dilemma exists, as he cites the possible response to the Brockton murder, which determinism, of necessity, would have to make - he fears the possible outcome to be a pessimistic acceptance of evil, almost, that's how it is, what can be done His argument brings to the fore, the moral questions of right and wrong, good and evil, coming down squarely on the side of free will. The beliefs in an outside Providence, in man's own ability to make moral decisions, may well be translatable to the concept of compatibilism and determinism going hand in hand. But it is the aspect of free will and morality which drives his argument, and when he states, "Chance" is ---what Just this, -- the chance that in moral respects the future may be other and better than the past has been. This is the only chance we have any motive for supposing to exist." (James, p. 19) we are convinced of his sincerity. He further contends that whether it be our creator or ourselves who decides to choose good over evil, matters little, it is necessary to admit that all decisions are in the here and now, we make them, and he describes it thus "gives the palpating life reality to our moral life and makes it tingle." (James p. 21) James is convinced that man has and uses free will, and in so doing, demonstrates a moral integrity. He considers that determinists face a dilemma in accepting that chance and choice can play a part in understanding self and the world, that a philosophy such as this denies man choice or the right to belief in Providence or humanity. The argument is supported by the events depicted in 'The Machine Stops', portraying a reality of the

The BRICS are more effective in todays economic environment than the World Bank and the International Monetary Fund ran by the United States Essay Example for Free

The BRICS are more effective in todays economic environment than the World Bank and the International Monetary Fund ran by the United States Essay Over the last few decades, the resilience and ability of the BRIC countries to withstand economic, social and political forces that have brought down big economies is exciting and worth noting.BRIC is a label that defines Brazil, Russia, India and China which according to demographics and recent economic performance have been identified as the countries to watch when it comes to economic development in the 21st century. The BRIC countries are set apart by their strong economic policies and largely by their demographics that is a large indicator of a countrys economic potential. Together, the four countries with the late addition of South Africa have a population of 2.8 billion people who are estimated to be at least 40% of the world population. The four are also believed to occupy a quarter of the land surface across three continents CITATION Glo15 l 2057 (Global Sherpa, 2015). Through the monetary fund, some regulations and guidelines have been established to guide the BRICS in their development agenda. The regulations are known as the Washington consensus and contain ten major areas the Bretton Woods institutions thought would spur economic growth in developing countries and encourage free trade. Over the years, the IMF and the World Bank have been key players in the development sector. The two institutions have often been used as a political tool to coerce the beneficiaries to play according to their rules. With the recent formation of the BRICS Bank in July of 2014, the two institutions’ influence on developing countries is set reduce. Developing countries, who have a similar agenda of future economic growth inclusivity and relevance, are know preferring the BRICS Bank. The bank offers loans without strings attached except loyalty, guarantee of participation and payment in the long-term development agenda. China, which is the largest contributor to the bank, has not imposed itself on members as commonly seen in IMF and Word Banks help. The aims of the Bretton Woods institutions, though hidden in the disguise of empowerment, are mainly operated as a business for profit. Between 2002 and 2008, BRICS managed to increase their GDP from 16% to 22%. Opening up their borders to foreign trade and have seen the countries expand outwards to have a presence in overseas markets. China of the four has seen great expansion in Africa where statistics in the last decade shows that China has been outdoing the Bretton Woods institutions in grants and loans advanced to other developing countries. The BRICS has seen growth in imports and growth in GDP despite economic ups and downs. Through their collaboration, BRICS have seen tremendous infrastructural development in technology and engineering.BRICS have developed tailor-made solutions for their problems unlike depending on solutions imposed by a third party. Developing countries feel more appreciated and included in their developmental agenda. The countries have together increased their spending on research and development leading to a 7% growth in research expenditure CITATION Glo15 l 2057 (Global Sherpa, 2015)Given that they possess a large labour population, high concentration of natural resources and a large population offering a big market, the BRICS are set for a more dominant role in economic growth. Being owners of capital and input, the Brics integration and corporation is setting the world towards a paradigm shift where developing countries are no longer onlookers but participants in the development agenda. These few achievements, over only five years, are more than what the Bretton Woods institutions achieved over the same time when they were formed. Hence, the conclusion that the BRICS are doing better than the International Monetary Fund and the World Bank References   Global Sherpa. (2015, January 07). bric-countries-brics. Retrieved from Global Sherpa: Retrieved from http://www.globalsherpa.org/bric-countries-brics Source document

Ideal school for international education

Ideal school for international education Before to start talking about international education, it seems appropriate to give a definition from experienced researchers in this sector: The interest in the field of international education has never been more intense a rapidly increasing number of schools world-wide have been established specifically to meet the demands of those parents who, through their own global professional activities, wish to have their children educated in programmes based on international values and often in contexts other than their home country. Such schools have embraced the promotion of international education as one of their major goals.(Hayden, Levy and Thompson 2007:1) We also want to draw the readers attention to the fact that another researcher named Skelton also defines international education and international curriculum in relation to international schools. This is obviously only one vision and one definition of international education but these are the ones we are interested in investigating with this assignment because we will analyze whether an international school, namely St Andrews International School Bangkok, is close to the ideal school for international education. Our School St Andrews International School Bangkok is, as stated in the first definition above, a school that is established (in Thailand) to meet the demand for expatriate parents and wealthy local families who want their children educated in programs based on international values. St Andrews International School Bangkok, offers the international IGCSE and IB Diploma programmes ( we will explain later what are these IGCSE and IB programmes), and has, as main purpose, to promote international education as its mission statement says: Our mission is to provide an inclusive, international education in a happy, supportive and stimulating environment, where all the needs of the individual learner are met and students are inspired to achieve their full potential enabling them to become responsible global citizens. We will, of course further analyze the mission statement in later chapters when we will speak about ideologies, values and global citizenship education. What will we analyze? We defined above our focus, which is The International Schools. With this starting point, we must look at what are the components of an international school. We will focus on the following: the Values and Ideologies, the Curriculum, The Students, The Teachers, The administrators, the Board and the role of English language and other languages; compare and criticize all these points with what is said in the literature and our own experience in the field. What we are going to analyze is, of course, not all the elements of an international school, but those most important to analyze, in order to answer our assignments question. The values and ideologies In the syllabus, we read that Watson and Ashton (1995) point out that Society does not wait for consensus before transmitting values, and neither do schools. They convey values every day, knowingly or unknowingly, both at the more explicit level of what is taught, and at the less openly acknowledged level of how the school is administered (à ¢Ã¢â€š ¬Ã‚ ¦) Education cannot be value-free. Indeed, we believe that the official curriculum and also the hidden curriculum (what happens in the classroom, the relationship between teacher and student and how they interact) will automatically transmit values. In our school, the IGCSE curriculum transmits, clearly, the values of the Western World and more specifically, Great Britain. Even if the IGCSE allows adaptation to the context, the curriculum is there, with the knowledge to be transmitted, and that knowledge comes from Great Britain. The values transmitted, are humanists as we can read in our syllabus: Humanism as an ideology places a high emphasis on knowledge. Some forms of humanism (think classical humanism, conservatism, traditionalism, academicism) advocate the restriction of high status knowledge to an elite minority: the selective grammar school/secondary modern school system of pre-1960s England, for instance, typifies a classical humanist approach. Other forms of humanism, such as liberal humanism for instance, while still placing a great emphasis on knowledge advocate that high status knowledge should be accessible to all. We find that, indeed, the IGCSE curriculum focuses generally on knowledge. We also feel that they want this high status knowledge (a knowledge that comes from Cambridge University) to be accessible, if not to all, to the biggest number of students, abroad, especially in International Schools. Regarding the IB curriculum, it also transmits values, the values of openness, world mindedness, the child is the center of his learning, the child must be knowledgeable, balanced, Inquirer, etc. (IBO website, learner profile) These values are clearly progressivist because we can read on the IBO website: Progressivism as an ideology is essentially child-centered, with the emphasis clearly on the individual child. Curricula such as the International Baccalaureates Primary Years Programme (2008) are examples of a progressivist (or constructivist) approach to education. (Syllabus) Although we still do not teach the PYP program, these values are the same in the IB Diploma and are implied throughout the schooling of students until they pass their diploma examinations. In the syllabus, we read: Halstead (1996), meanwhile, argues that The values of schools are apparent in their organization, curriculum and discipline procedures, as well as in the relationships between teachers and pupils. Values are reflected in what teachers choose to permit or encourage in the classroom, and in the way they respond to childrens contributions to learning. (à ¢Ã¢â€š ¬Ã‚ ¦) Even the seating arrangements in a classroom convey certain values. It is true that this transmits values as well. In our school, students are always encouraged to ask questions and to come to find the teacher after class for further explanation. The students are sitting in the classroom in a circle, to allow the exchange during the class. It is clear that in this case, the teacher is not the master of knowledge delivered to the student, but the students are encouraged to take control over their learning and there is a form of trust and closeness between the student and the teacher, to allow an o ptimal construction of the knowledge. To conclude this point, we read the mission statement of our school: Our mission is to provide an inclusive, international education in a happy, supportive and stimulating environment, where all the needs of the individual learner are met and students are inspired to achieve their full potential enabling them to become responsible global citizens. We note that the school wants to be inclusive which shows we put a high value on the acceptance of others. The mission statement also says we want our students to be happy to learn and, when learning, they receive all the necessary support from the staff. This is a value our school wants to transmit to the students. We can finally see that we place a great importance on the individual and their learning, and we hope our students to become Global Citizens. This shows that we give importance to the individuals but also to the overall population, which gives an international perspective to the values we try to instill. The Students St Andrews International School has a student population of more or less 680 children. There are about 40 percents of Thai students, 15 percents of Japanese, 10 percents of Indians and a large German and French community. One of the advantages of the international schools is the teachers students ratio, which is 1:25 by schools policy. It allows space for individual care. Anyway, by the Thai law, in an International School, there cannot be more than 30 students per class. The Thai students Regarding the huge percentage of Thai students, they are mostly from rich families, the countrys elite families or possessing businesses. These families have the choice of National Education (which is not highly regarded because there is a huge disparity in terms of quality) and International Education, which is very popular with families of these elites, as they want their children to have access to foreign universities in order to have more chances of success in this globalized world. These children will have an advantage over other local children. Their parents put them in these schools as an investment for the future. Langford says concerning these students, that they may feel isolated and different, living on the local economy rather than enjoying the many benefits shared by their expatriate classmates. (à ¢Ã¢â€š ¬Ã‚ ¦) or they may dominate the community to the extent that the school has to adjust practices to suit their interests and the expatriates are made to feel outsiders. (2002:48) This is true in the sense the Thai students at St Andrews International School, live in Thailand and many of them have never lived abroad, unlike their friends who often have lived, in most cases, in more than two countries. On the other hand, the Thai students are so much in majority (40 percent) compared with other nationalities; that, indeed, this may be the expatriate students who feel like outsiders, especially those Thais students often come from very wealthy families. That said, after what I saw, it seems the Thais students and those from other nationalities mix well, talk and play together, through a family atmosphere which the Head of School, Mr Paul Schofield was able to install. It should also be noted that students from our school have been there at least 5-6 years and feel, with the time, part of a family. The Expatriate students The expatriate students are, in the vast majority, Globally Mobile Children that Eidse and Sichel define as having parents who are educators, international business people, foreign service attaches, missionaries and military personnel. The children shuttle back and forth between nations, languages, cultures and loyalties. They live unrooted childhoods. (2004:1) In our school, most students are from families as described above and I would add, in many cases, their parents work for NGOs or in embassies. These children are also often better adapted to the teaching style of international schools in general. They also learn languages more easily than Thais students due to the fact they have lived in several countries and had to learn local languages each time. The Special Needs students Another important facet of the population of students in our school is the Special Needs students. As our mission statement says, our school is an inclusive school inclusive where all the needs of the individual learner are met and students are inspired to achieve their full potential. We have a Special Needs student population of about 10 percents and we also have in place, a wonderful learning support program for these students, with qualified, dedicated teachers and coordinators for several different Key stages. The Special Needs students are divided into two categories, those with learning difficulties and those with physical problems or syndromes such as autism or Down syndrome. It should also be noted that each student has a Special Needs individual tutor who accompanies them in the mainstream classroom. Our philosophy is that every child has the right to education. At the same time, we must emphasize that to be accredited by a body such as the CIS (Council of International Schools), if accreditation is to be given, that provision is made for the initial identification of the learning needs of students and for the subsequent addressing those needs. Therefore, did the school really have a choice to implement such a program? It is clear that, from the beautiful philosophy of we accept everyone, even if they have learning needs and the reality, that, to be accredited, we must implement a program of Special Needs, there is a gap. The relationship between the two is not very healthy. We think there is a market issue because, nowhere else than St Andrews we can find a school with an inclusive policy. Looking at this, we realize that International Schools, in general, are businesses with the purpose of finding a market and making money. In the case of our school, for the special needs children, it is beneficial, but it is not always the case of other I nternational School focusing on making money and not caring the students well being. With regard to the Gifted Children, St Andrews International School has no program in place, which is, in my view, inconsistent with the mission statement saying that all the students must realize their full potential. How can a student with superior capabilities than others realize its full potential? We have only the differentiation as a tool to work with the brightest students. The transition for students, from one school to another Another area of concern for students in international schools is the transition from one school to another. Regarding our school, unfortunately there is no transitional program for students from other countries or other international schools. Only teachers of these students can help them to integrate successfully into their new environment with techniques inspired by the mission statement: our teachers are fully trained in teaching methods that promote an interactive approach to learning within a stimulating and structured environment where the highest premium is placed on self- discipline and motivation and our children are confident communicators where they realize their full potential in an atmosphere of calm cooperation, tolerance and understanding. The teachers At St Andrews International School, we have a population of teachers around 90 people. From these 90 teachers, 70 are from Great-Britain, six teachers are from New-Zealand and the remaining teachers from Japan, France, Belgium, Switzerland, Thailand etc. The reason there are so many British teachers is certainly related to the fact that St Andrews is a British school, following the British curriculum as well. These Britannic subjects are teaching the core subjects at the school, such as Math, Science, History and Geography while teachers of Japanese, French, and Swiss etc., teach their native languages. All the teachers though, British or from another nationalities must hold at least a Bachelors Degree, a teaching certificate with, usually, a minimum of a two years full-time teaching experience. British International School, British teachers? M. Hayden cites Richards (1998: 174) who highlights a good point about this subject in a passage from a promotional brochure of an international school. He wrote: Over 70 teachers share a broad international experience, coming from such countries as Australia, Canada, France, Germany, Great Britain, Holland, Ireland, New Zealand and the United States. Can we infer from the above, Richards asks, that no teachers are employed (or employable?) from so-called less developed regions of the world? Or merely that advertising such teachers would not be a positive selling point for the school? When Richards says no teachers from developing countries are hired, this is almost true in our school as well, as 80 percent of the teachers are from developed countries. Maybe if the school hired teachers in developing countries, it would not have a good image for the school because it is a British School. We think that one of the reasons is the parents from local families would not appreciate paying an expensive international school instead of a local school for teachers to be hired from less developed countries than theirs. At the same time, it is in contradiction with our philosophy of internationalism to show a good example of tolerance and openness. We teach our students to be people with a global vision of the world, tolerance and a world mindedness, and the school sets a poor example by discriminating against the hiring of teachers, choosing only teachers from so-called developed countries because it looks good. Others will say it is normal for a British school to hire a majority of British teachers and that is what parents expect. Both views can be justified but there should be a right balance between pragmatism and ideology. The expatriate overseas hired, the expatriates locally hired and the host national teachers Another point we want to address here is, at St Andrews, there is no segregation between the expatriate teachers hired overseas and expatriate teachers recruited locally. There is no difference in contract or salary, or extras such as return flights and health insurance, which does not create jealousy among teachers and we think it is a good thing. On the other hand, host country national teachers are paid two times less than teachers from other countries, which sometimes creates a feeling of injustice because they teach the same number of hours as teachers who are expatriates and they are paid less. Again, this is a pity to notice that we, as an International School should promote equality between citizens of the world and, in practice, we do not really do what we say. Some will say that if there was not an advantageous package for those expatriates, they would probably not leave their home country to come to teach abroad, when, for instance, host country national teachers do not ha ve to leave their families behind and the comfort of their own country. So, again, the two views can be justified. The penelopes I just wanted to add that, at St Andrews there are a lot of Penelopes (who have been at the school for more than seven years), as Hardman says they are those teachers who remain faithful to the country they have adopted. I think it is a good thing for the students as a gage of stability, where in some other International Schools in Thailand, teachers cannot stay more than seven years. The induction Speaking about teachers, we must also mention the phase of induction of new teachers when they arrive at an international school. M.Hayden said:  « Any teacher who moves from one school to another within the International Schools system could reasonably expect some form of induction in at least the early stages of a new appointment.  » (2006: 82) Regarding St Andrews International School, the induction is four days. The Head of School spends four whole days with new teachers, explaining all aspects of the school and the culture shock that awaits them from the Thai culture. This allows a smooth start in the new host country. However, the induction is not going further. Never again, ones organizes any meeting with new faculty to ensure that everything goes well. To conclude this point we cite here Hayden who says that The question of how best support new recruits in a new cultural environment is by no means an easy one to answer. (2006:83) The teachers appraisal Dimmock and Walker say Teacher appraisal is a contentious and divisive issue regardless of the context within which it operates (2005: 143). It is true there is no recipe to make a good appraisal, it is a difficult process to implement. At St Andrews, the appraisal system is fairly simple and does not put too much pressure on the shoulders of teachers. Once a year, the head of department comes to visit the classroom for two lessons. At the end of the observation the head gives his feedback to the teacher and they set two targets for the following observation, the year after. The head of school come to observe the teacher once per contract to give his consent for its renewal. The method is simple, do not stress too much the teacher, but at the same time, is it a good tool to evaluate the staff? Coming to observe a lesson and give two targets for next year means that everything else is not important; the teacher will focus only on one aspect of his teaching. The Turnover In our school, the latest statistics, which date back two years and cover a period of five years, show that teachers remain at St Andrews about five years. There are about four to five teachers, from a number of ninety, who leave each year. We think this is a good sign because if a teacher stays five years in a school, we think it shows he is happy to work there. Another factor may be that the teacher cannot find a job elsewhere or he is married to a Thai person and therefore has no choice but to stay at the school, but our experience and discussions with teachers at St Andrews have shown us that teachers are generally very satisfied with working at this place. To be more complete, we should conduct a survey on why teachers stay but it would be difficult to the lack of time. The Administrators At St Andrews, there is a British Head of School who administers the school of a budgetary standpoint and oversees other heads such as the Head of Keystage1, the Head of Keystage 2 and the Head of high school with his Deputy. These people belong to the so-called Senior Management. In the Middle Management, there are the heads of departments. Under the Thai law, the sole Head of School must be a Thai national. This is indeed the case at our school. There is a Thai Head whose role on paper is very different from its role in practice. On paper, she has to take academic and budgetary decisions but in reality she does only take care of the Thai teachers and the Thai curriculum. We find that it is not fair because the law states that a person in charge must be a Thai Head of School. Our school lies on paper to meet the Thai law and to meet the demand of parents who want to see a foreign Head of School. On top of that, the Thai Head is also paid as a local teacher, that is to say, four times less than the foreign Head. The Board Littleford writes Schools with healthy boards do not have crises, and we must agree with him regarding our school. In our school, the board is only composed of a family, Thai and very rich. They are the only ones to make big financial decisions for the school development. They always follow the recommendations of the Head of School and never intervene in the daily running of the school. There never was any crisis between the Board and the Head of School since the inception of the school and we welcome that fact. The Accreditation St Andrews is currently accredited by CIS (the Council of International Schools), the Thai Ministry of Education, and is in the process of being accredited by CFBT. The fact our school is accredited by the Ministry of the host country and by an internationally acclaimed body shows that we are in the standards of international education. We read on the website CFBT Accreditation with CfBT shows that your school demonstrates high standards of student achievement with an effective curriculum, good use of resources, a successful leadership team and strong partnerships with parents. CFBT therefore focuses on quality of student achievement, curriculum and relationships with parents. We may wonder whether the failure to look at the results of pupils is not just elitist. Should not International schools give students a chance to improve? Another aspect that CFBT looks at is the curriculum, which is normal, but they should also look at internationalism, the values, etc. The last point CFBT looks at is the relationship the school has with parents. In our school we have a very active group of parents who organize events of all kinds at school and are much supported by our Head of School. To return to accreditation with CFBT, we feel that our curriculum deputy encourages us to only look at the CFBT criteria to satisfy them. We can therefore ask whether the accreditation system is not a little hypocritical. Yet we do a great job, professionally, but we offer something completely prepared to CFBT, just to satisfy their criteria, which does not seem very ethical or honest. On the other hand, accreditation can be useful tool, to give us the time to reflect on our practices. The English as a Second Language and Mother-Tongue languages English as a Second Language Hayden says: Many International Schools offering an English-Medium education provide language support for non-native speakers of English () the extent and nature of support clearly vary. It is true that in our school, support comes down to putting these students in an ESL class a few times per week, while other students have classes in French or Japanese, and these ESL students follow the rest of the courses in mainstream class where they understand almost nothing. In my old school, Hanoi International School, we had ESL classes and on top of that, for mainstream courses, an ESL support teacher came into class to help students understand the instructions or what the teacher explained. We believe this latter approach is more effective because students receive constant support and feel less stressed towards the English language because there is always someone to help them understand what is said in class. After a while, of course, if the students made significant progress, they join the mainstream class, without any ESL support anymore. Mother-Tongues About the provision of other languages, Murphy is in favor of a greater provision of support for the childs first language in order to support cognitive development in that language, which would make the second language less difficult to acquire (Murphy, 2003: 36-7). That is exactly what our head of School think about the fact that a student cannot have a good cognitive development with a language he does not control at all if he does not master his own language. Children need intellectual development in their own language before they can grow intellectually in a different language. In our school, that is why we have an extensive program of mother-tongue language. It is obvious that such a program is not easy to implement, especially for smaller schools that have limited financial resources. Carder said: There are certainly scheduling and administrative problems in mother-tongue in finding teachers, and financial difficulties about whether to add it to the payroll or to the parents to pay extra. At St Andrews, it is certain that it is not easy to administer the program of mother tongue and foreign language as it creates a lot of clashes in the timetables. It is not easy either to find language teachers for French, Japanese and German in Thailand. From a financial standpoint, the school request parents wishing to enroll their children in the first language program, a supplement to the school fees of about 300 U.S. dollars. This program meets over the years, more and more success because kids love to speak their mother tongue at school, a few hours per week; and parents are reassured that their children can more easily reintegrate school in their home countries if they move back there. Écouter Lire phonà ©tiquement Dictionnaire Afficher le dictionnaire The Curriculum In the world, there are several international schools curricula. The most common are the British connoted IGCSE, and IB which claims to be more international. Before considering in more detail the two mentioned curricula, we will dwell a moment on some definitions of curriculum. Hayden cites Bulman and Jenkins in her book International Education, International Schools and their communities, which describes the curriculum, following three aspects: The academic curriculum or what is formally taught in schools, the pastoral curriculum which includes social skills, study skills, careers and counseling for the hidden curriculum that all these practices are not explicit in the official curriculum, such as teacher-student relationships, the rules in the classroom, the structures rewards etc. We will come back to these aspects later on this chapter. At St. Andrews, the academic curricula are the IGCSE and the IB. Our Head of School says that we teach the IGCSE in the middle school because it gives more importance to academic skills and therefore prepare well for the IB which has an approach to the whole child and preparing students for university and has a globalized world. To corroborate these claims, we will read what the IGCSE and IBO say on their websites: The IBO: On the IBO website, we can read: Our challenging Diploma Programme assessment is recognized by the worlds leading universities. The IB diploma is not recognized in all universities, but by the world leading Universities. Does that mean, as some people think that the IB is elitist? They also write: We encourage international-mindedness in IB students. To do this, we believe that students must first develop an understanding of their own cultural and national identity. All IB students learn a second language and the skills to live and work with others internationally-essential for life in the 21st century. At St Andrews, we encourage students to learn their culture and their first language. We have a large program such as First Language: Japanese, German, French and Thai, which allows these students to stay in touch with their languages and cultures within the international school. On the other hand, we do not provide first language courses for all nationalities, creating a division between the languages called important and others, which results in a risk of partitioning students between important and not important languages, which can cause frustrations. At the same time, all students, without exception, learn a second language. They can choose between Japanese, Chinese (very popular with Thai students), German, French and Thai. The range offered is wide enough for second language courses, allowing students to sample a different culture or language of their choice, enabling them, as stated by the IBO, to live, to communicate, to understand and to work with others, internationally. At St Andrews, we organize an international day, which allows students to see how their friends from other cultures dress (thanks to the international fashion show), what are the typical dishes of other countries (through the international buffet), which languages are spoken, and thus learn to know each other, which leads to some form of international friendship and tolerance. On that matter, we believe that our school reflects well the values of international IBO. On the IBO website we can also read: We encourage a positive attitude to learning by encouraging students to ask challenging questions, to reflect critically, to develop research skills, and to learn how to learn. We encourage community service because we believe that there is more to learning than academic studies alone. The curriculum is, as stated above, child-centered. The child is responsible for their learning, encouraged to ask questions, think critically, research, and to learn how to learn. All this forms the learner profile that the IBO tries to promote. This approach is progressivist, as described in the syllabus. The IBO also encourages community service through the program, CAS (Creativity, Action and Service), since the IBO says that academic studies are not enough and we have to consider educating the child as a whole, it is therefore, without a doubt, different from the IGCSE which just consider the academic side of the learning process. We personally believe that the CAS programme is beneficial for students because it allows them to be more open t

Media Should Respect Privacy of Public Figures Essay -- Argumentative

The Media Should Respect Privacy of Public Figures    How much privacy of the individual is protected under the United States Constitution? Every one is entitled to the right of privacy, but to what extent is that privacy granted? Public figures are constantly being harassed and photographed by the media. Some photographers and reporters will go to any means, even illegal actions, to get a picture or story. However, public figures are human beings like everyone else, and the media should give them more privacy. The media needs to operate with more respect for both laws and for moral and ethical codes of conduct. There are laws establishing the privacy of an individual, and the media needs to extend these rights to public figures. Are public officials entitled to private lives? The answer, up until two generations ago was a clear yes (Knowlton, 51). President Franklin D. Roosevelt used a wheel chair or braces, but that disability was rarely mentioned and almost never photographed. Many previous presidents were unfaithful to their wives, but the media did not cover these affairs that were common knowledge to the press corps (Knowlton, 51). However, the extramarital affairs of President Clinton are being widely covered by the media. The ethical code of conduct has fallen apart, and the media has new views on the amount of privacy that should be extended to public figures. According to Steven Knowlton, author of Moral Reasoning for Journalists, "Celebrities of all sorts-musicians, athletes, entertainers, and others-make their living from the public and the public therefore in a sense employs them, just as it employs governors and presidents..."(54). Most journalists figure that celebrities voluntarily surrender their pr... ...ion in a home or other private place. Even though these are not currently illegal actions, the media should act as if they were. Like other people, public figures should be able to separate their job from their family and personal lives. When public figures are spending time with their families, they should not be harassed by the media; intrusions on the privacy of celebrities are intrusions on the privacy of everyone. Works Cited Claffey, Mike and Tumposky, Ellen. "Sadness, Anger Toward Photographers Follows Diana's Death. Witchita Eagle. 31 August 1997. Dill, Barbara. The Journalist's Handbook on Libel and Privacy. New York. 1986. Knowlton, Steven R. Moral Reasoning for Journalists. Connecticut. 1997. Smolla, Rodney A. Suing the Press. New York. 1986. Sunstein, Cass R. "Reinforce the Walls of Privacy." The New York Times. 6 September 1997.

John Watson Essay -- Psychology, Behaviorism

Watson’s life history John Broadus Watson was a famous American psychologist who lived between the year 1878 and 1958. He was born in a place called Greenville in South Carolina. John’s father was called Pickens and Emma was his mother and he was their fourth born child. The family was not well of financially they just lived in poverty. In spite of the poverty that engulfed the family, John’s father turned to be a habitual drunkard who cared less for his family. However, Emma John’s mother was a devoted religious woman who struggled to take care of the children with less support from her husband (Watson, 1999). In 1891, Pickens John’s father left the family and disappeared since he was somebody who engaged in extra marital affairs with other women a situation which even strained their marriage with his wife Emma and the relationship with his children. When Pickens had disappeared from home, John became a naughty boy and he became so confused in life due to lack of the full p arental care of both parents. He became defiant at school even he did not want to listen to the advice from his teachers. He bullied his fellow students and involved in other antisocial behaviors which were quite unacceptable at the school environment, further more he became violent and even rebelled his mother. John’s life started to turn around by the help of his teacher called Gordon Moore at the time he was a student at Furman University. He later on developed a positive attitude towards academic work since he realized that at least he can now contribute to the community regardless of the poverty state of his family. His academic performance was quite brilliant and he was able to succeed and secure a chance in the University of Chicago to pursue his m... ...eover, critics argue that animals and people can easily adapt behaviors when new information is introduced even if the previous pattern of behavior has been already established by reinforcement. In conclusion, the theory of behaviorism is based on observable behaviors for easier quantification and data collection. Effective techniques such behavior intervention and discrete trial training originates from this school of thought. The approaches are very essential in altering the maladaptive behaviors in adults and even children (Cherry, 2011). Therefore, Professor John Watson is greatly saluted for his tremendous contribution to modern psychology since his work was a big transition from the work of earlier scholars to the modern scholars. His life history is quite inspiring and serves as a role model to the young scholars who are interested in studying psychology.