John Adams Defends the Red Coats

Although John Adams defended the British redcoats at the end of 1770, the Boston Massacre actually happened March 5, 1770. Furthermore, events that led to the culmination of that night dated back to 1767 (Timeline). Many factors went into the decision, by John Adams, to defend the British soldiers. The atmosphere of the times dictated much of that evening and of that trial. For the time it was a radical thing for a man such as John Adams to defend the British troops, however his respect of the law led to his defense of the British troops.John Adams was right in defending the redcoat in the Boston Massacre trial because he saw the actions of the redcoats as nothing more than men defending their lives. In 1767, with the passing of the Townshend Acts, the civilians began their resentment towards the British Parliament as well as the British troops stationed in Boston. The Townshend Acts were a series of Acts passed by congress on June 29, 1767 to increase taxes of commonly imported prod ucts on the Colonies.Having new taxes imposed by the British as well as their military presence in Boston angered the civilians. During this time John Adams was a local lawyer in Boston working case to case (Miller Center). In late 1768 more British troops came to reestablish order in Boston per order of the Crown. The climate of this time was a hostile one on the part of the civilians. â€Å"The civilians reacted to the redcoats like they were invaders by taunting them through name calling, spitting, and fighting† (Timeline). By the time March 5, 1770 occurred, an incident had been bound to happen.With the distress of the townspeople and the presence of British soldiers, a disaster like this was waiting to happen. When the dust settled, and the day was done, 5 civilians were killed at the hands of the redcoats. John Adams, a local lawyer in the Boston area and graduate of Harvard, defended in court the men accused of the Boston Massacre. With all of the social pressure, livi ng in Boston, it would have been easy to give up but John Adams saw the law for what the law was. He did not look at it as redcoat against Boston, but as man against man.In his closing argument for the defense of the British soldiers he questioned the jury; â€Å"Would it have been a prudent resolution in them, or in any body in their situation, to have stood still, to see if the sailors would knock their brains out, or not? † (Miss, 5). As a defense lawyer it is their responsibility to make a case for the accused party as reasonable doubt. With that quote John Adams did just that. He posed a question to the jury basically saying â€Å"what were they supposed to do, roll over and die? † He saw the redcoats’ behavior as defense.The entire time the British troops had been stationed in Boston they had not once had an incident such as the Boston Massacre; the only time they opened fire on the Bostonians was when the civilians came at them in a combative manner. John Adams had every right to defend the redcoats with the plausible â€Å"it was in self defense† defense. He was a Harvard Law graduate with a law firm to run and clients he believed were only acting in self defense. His action to defend the redcoats was the just thing to do. The British soldiers were put in a position where there were either going to die or they were going to fight back.The redcoats’ job was to be soldiers for the Crown. The Crown implemented more troops in Boston on October 1, 1768 to reestablish order in that area of the country. At that time the people of Boston were growing increasingly hostile and combative. By the time the Boston Massacre had occurred there was much history between the redcoats and the civilians of Boston. John Adams knew that history and did not choose sides based on loyalty. He interpreted the situation as a â€Å"do or die† situation on the part of the soldiers and defended them as such. He used his knowledge of the law in his closing statement for the defense of the redcoats.Ultimately his position on the Boston Massacre impacted the lives of the British soldiers in a positive way. His actions were noble because he pushed aside his personal history with the city and defended his clients according to the law rather than letting the atmosphere of Boston dictate his defense and his closing argument. Works Cited â€Å"American President: A Reference Resource. † Miller Center. University of Virginia. Web. 30 Oct 2012. . â€Å"Historic Timeline. † Boston Massacre Historical Society. Boston Massacre Historical Society, n. d. Web. 30 Oct 2012. . Miss, Angela. Boston Massacre Defense. Boston: Bedford/St. Martin's, 2012. 4-5. Print.

My IB chemistry research project Essay

Molecular gastronomy is often thought about in the way of cooking in terms of chemical transformations within food. The real meaning behind molecular gastronomy is a practiced cooking method used both scientists and food professionals that study the physical and chemical processes that occur while cooking. [Feast for the Eyes] Molecular gastronomy seeks to investigate and explain the chemical reasons behind the transformation of ingredients, as well as the social, artistic and technical components of culinary. [Food for Tomorrow?] By studying this topic, it can be applied to the real world, by the means of the whole process of preparing, eating, sensing, and enjoying food involves tremendously on complex chemistry, physics, and biochemistry. Within the lab, I’ll perform control experiments. To complete this experiment, I will cook several versions of the same dish with slight variations, followed by a blind tasting to see if the variations are significant. My IB chemistry IRP will be laid out in this EDD form. Introduction- Research Question: Can we devise new cooking methods that produce unusual and improved results on the texture and flavor of food? * Application Statement: The purpose of this experiment is to determine new culinary technique to create a new and uncommon and enhanced outcome to food. The whole process of preparing, eating, sensing, and enjoying food involves tremendously complex chemistry, physics, and biochemistry. For years, a new culinary trend called ‘molecular cooking’ has been touted as the most exciting development in haute cuisine. [Culinate – Eat to Your Ideal] Molecular Gastronomy will be the change to how we perceive food to our taste buds, and how it will affect the mood we’re in. [Kitchen Chemistry] * Hypothesis: If we are trying to change a main ingredient and the way we cook the dish in a very appetizing dish by adding a new or odd element and new culinary catering skill, then I think that the flavor and texture of the dish made with the new cooking ingredient/cooking method will taste better then the original and have a positive effect on the mood of the taste tester. * Independent Variable (I.V.): The main ingredient of a dish and food preparation process * Dependent Variable (D.V.): The effect of the finished cuisine has on the tester, and how the texture/flavor have changed from the original dish. * Constants (C.V.): * * Same cooking Pan * Same Food products * All the same utensils * For the olives: * 1/2 cup oil-cured black olives, pitted and finely chopped * 1 tablespoon agave nectar, or light maple syrup * 1 teaspoon sugar * Salt * For the fennel: * 1 tablespoon extra-virgin olive oil * 2 tablespoons butter * Blind Fold * 1 large bulb fennel, trimmed and cut lengthwise into 8 pieces with the core intact * Salt and freshly ground black pepper * Cup dry white wine * 2 to 3 cups chicken broth * 1 teaspoons honey * 20 raisins * For the snapper: 4 (6-ounce) skin-on red snapper fillets, deboned * Salt * 2 tablespoons grapeseed oil * Passion-fruit vinegar (optional). * Beef * Variety of veggies * Procedure: 1. Preheat oven to 200 degrees. On a parchment-lined baking sheet, stir together the olives, agave nectar, sugar and a pinch of salt. Cook for 1 hour, stirring every 15 minutes. (They will be sticky.) Let cool. They can be stored in a cool, dry place for several days. 2. Place the oil and butter in a medium-size heavy saucepan set over medium-high heat. Once the butter starts to brown, add the fennel. Season with salt and pepper. Cook until the fennel begins to color around the edges, 2 to 3 minutes. 3. Add the wine, bring to a boil and let reduce by half. Pour in at least 2 cups chicken broth to almost cover the fennel. Stir in the honey and raisins. Bring to a boil over high heat, then lower the heat and simmer, stirring occasionally, until the tip of a paring knife easily pierces the core of the fennel, 20 to 25 minutes. Season the broth and fennel with salt to taste. 4. When ready to serve, generously season the fish on all sides with salt. Pour the oil in a large nonstick skillet set over high heat. When the oil is hot, add a piece of fish, skin-side down, pressing on the flesh with a fish spatula for the first few seconds to keep it from curling. Repeat with the remaining pieces. Cook until the edges of the skin are golden and three-fourths of the flesh turns opaque, 4 to 5 minutes. Flip and cook for an additional 1 to 3 minutes. Transfer to a plate lined with a paper towel. 5. To serve, place two pieces of fennel, 2 to 3 tablespoons of the braising liquid and a few raisins in the center of a shallow bowl. Lay the fish, skin-side up, against the fennel and place about 1 tablespoon of the candied olives on top. If desired, drizzle the edge of the plate with a few drops of passion-fruit vinegar. 6. Repeat steps two through nine as trial two and three, but with the ingredient of beef and veggies, instead of red snapper. 7. Have tester be blindfolded and have them taste the variety of food after each trial, and record data. 8. Once done clean up area and dispose of dirty ingredients/ package up non-used food. Data Collecting & Processing- Data Table: Flavor of the dish before and after cooking on scale of Bad (1) to excellent (10). Testers Trial 1 (Fish) Before After Trial 2 (Beef) Before After Trial 3 (Veggies) Before After Texture Test Before and after the cooking on scale of soft (1)- rough (10). Testers Trial 1 Before After Trial 2 Before After Trial 3 Before After Qualitative Data: Quantitative Data: Conclusion & Evaluation: Since I will complete this experiment, I hopefully will be able to conclude and make a distinct correlation on how ingredients are changed by different cooking methods, how all the senses play their own roles in our appreciation of food, how cooking methods affect the eventual flavor and texture of food ingredients, how new cooking methods might produce improved results of texture and flavor, how our enjoyment of food is affected by other influences, our environment, our mood, how it is presented, who prepares it. Work Cited Barham, Peter. â€Å"Kitchen Chemistry: Taste and Flavour Facts – Feature – Discovery Channel.† Discovery Channel International. Web. 13 Oct. 2010. . Crain, Liz. â€Å"Edible Experiments – A Norwegian Blogger Goes Molecular :: by Liz Crain :: Culinate.† Culinate – Eat to Your Ideal. 9 Aug. 2007. Web. 14 Nov. 2010. . Goldberg, Elyssa. â€Å"Feast for the Eyes: Molecular Gastronomy Puts Chemistry to Work in the Kitchen.† Columbia Daily Spectator | News, Sports, and Entertainment Coverage for Morningside Heights. Web. 14 Dec. 2010. . MUHLKE, CHRISTINE. â€Å"Too Cool for School.† New York Times. 30 Sept. 2007. Web. 12 Sept. 2010. . This, Hervà ¯Ã‚ ¿Ã‚ ½. â€Å"Food for Tomorrow? : Article : EMBO Reports.† Nature Publishing Group : Science Journals, Jobs, and Information. July-Aug. 1999. Web. 10 Oct. 2010. .

Short answer Term Paper Example | Topics and Well Written Essays - 500 words

Short answer - Term Paper Example The second part listed a number of indictments that America required King George III to answer while the last part concluded that the thirteen American colonies were, thus, considered as sovereign states. The DOI was and has remained a significant part of the American history. Firstly, it led to the freedom of American States from the tyranny of King George III of England. Through the DOI, the colonies did not only declare Americas disloyalty to the colonizers but also pointed out King George IIIs gross violation of the Americans rights. Despite the signing of DOI, the British government was not ready to set the Americans free. They ruled the document as illegal and treasonous; however, this did not deter the American fighters from pushing for their freedom. Conversely, it set the stage through which America would acquire increased foreign assistance in their fight against the British. Following the signing of DOI, for example, France offered its exclusive military and monetary support to the American rebels. The DOI was not only significant to the American people, but also to other countries besides the United States. As Cole (780) explains, the signing of the declaration encouraged other colonies to fight for their independence. Shortly after the DOI, for instance, France revolted against the oppression of King Louis XV. The DOI and the consequent independence of America justified the rights of colonies to rebel against their masters in pursuit of freedom. The Jacksonian democracy refers to the political movement in the era of the prominent politicians Andrew Jackson. As Tillery (639) elaborates, Jacksonian democracy was a form of was a political ideology that sought to achieve greater democracy in America. It began in the presidency era of President Jackson in 1828 up until 1840. However, the certain democratic aspects that were instigated in the Jacksons era are still practiced

Business Organisation and Policy Essay Example | Topics and Well Written Essays - 2250 words

Business Organisation and Policy - Essay Example Moreover, if any firm buys or merges with any other firm which is at a different level of the value chain and the chain of production, it will be called vertical integration. There are two types of vertical integration namely: Backward vertical integration and forward vertical integration. Backward integration occurs when a firm merges with or takes over firms at an earlier level of the chain of production than itself. For example, when a big retail store such as Wal-Mart, purchases a factory or plant which processes and produces frozen food, it would be called backward vertical integration as Wal-mart is ensuring a stable and secure supply of frozen food. Backward vertical integration is helpful where the suppliers have a stronger network and a stronger negotiating power in the industry. On the other hand, forward vertical integration occurs when firms take over or merge with firms which are at a later level of the value chain of production. For example, if a raw material supplier b uys a factory or when a clothes manufacturer opens up a retail outlet, it will be called forward vertical integration. Forward vertical integration opens doors of a steady revenue stream for firms. ... ADVANTAGES OF HORIZONTAL INTEGRATION When a firm expands horizontally, it is likely to experience economies of scale from the increased output. Firms can increase their profitability as per unit cost decreases with the increased level of output. For example, if a huge retail store merges with another chain of retail store, it can achieve economies of scale in the form of more discounts from manufacturers owing to bulk purchasing. As the store would now technically be purchasing close to twice as much as it did before under one umbrella, it would receive large discounts from manufacturers as well. Similarly, if a manufacturing firm merges with another, not only this would be the merger of capital, assets and liabilities, but also the firm would now share each other’s competencies and specialties. This might even include more cost-efficient production processes, vendor relationships, discounts on bulk purchase of raw materials etc. Besides this, the business would also expand on its geographical reach to the market. For example, when the Royal Bank of Scotland merged with Faysal Bank in Pakistan, all of Royal Bank of Scotland’s network of branches and accounts spread throughout Pakistan came under Faysal Bank’s control and brand name. Unilever’s taking over of Polka ice-cream in Pakistan is another example of geographical expansion through horizontal integration. This gave them an easy access to the market of Pakistan. However, as opposed to vertical integration, firms might enter into businesses which are out of the scope of their operations and specialization. This could misallocate resources into less profitable ventures if not unprofitable and even lead to money being drained on the

Policy Process Paper Essay Example | Topics and Well Written Essays - 750 words - 1

Policy Process Paper - Essay Example To improve the operations of a criminal justice system, some strategies need implementation. First, some reforms must be made in the re-entry programme. Released prisoners face a lot of challenges that trigger them to their return to criminal activity, to address the above challenges I would recommend the re-entry services that may help reduce barriers to obtaining employment, housing, or other services that reduce the chances that a person commits a new offense while out of prison. I would suggest a partnership with the faith based community organizations whereby majority of released inmates will return (Roberts, 2003). Secondly, rehabilitation is another key issue to be tackled. Rehabilitation majorly revolves around job skills, counseling and education (Crawford, 2001). Up to date, many ex-convicts still leave prison merely better-educated and skilled criminals (Mears, 2006). Hence, I recommend the use of probation officers to do the rehabilitation for some selected groups of sentenced offenders. With the prior aim set to high risk offenders. I also recommend the partnership with the NGO sector. They will collaborate with the probation officers mentioned. Thirdly police officers also form an integral system of criminal justice and foremost police reforms should be done. These will achieve the objective of improving public organisation, reduction in the levels of and promotion of the human rights. According to Roleff (2003), improving the reform process in police, expanding the standards of safety and investigation, ensuring transparency in the police sector as well as bringing police work in line with international standards will assist in meeting above objectives. According to Garside (2004), with regard to the length of sentences, sentencing options and length of prison terms under the current Criminal Code of the country should be revised to consider the modern trends in the

Major Issues in the United States Food Supply Essay

Major Issues in the United States Food Supply - Essay Example Despite these measures, outbreaks do occur, requiring swift intervention by the regulating agencies to control the damage and take action against those responsible. This includes product recalls, issuing health warnings, and taking legal action against the persons guilty of negligence or intentional breach of safety. The following paragraphs highlight some of the main issues in ensuring food safety in the United States. The United States food supply has seen a number of high-profile outbreaks in the recent past. Such outbreaks result in disease, hospitalization and even deaths in some extreme cases. Ever since the threat of terrorism against American citizens, the government has become increasingly sensitive to issues of food safety and outbreaks, and such incidents are responded to swiftly. Certain examples can serve to illustrate the nature of food supply issues in the United States. In April 2012, there was an outbreak of Escherichia coli in 11 states. Around 29 people were infect ed and seven were hospitalized as a result of consuming infected clover sprouts (Deloitte, 3). At times, such outbreaks also lead to large-scale product recalls announced by government authorities. In November of 2012, peanut butter manufactured in a Minnesota factory was infected by a Salmonella strain. As a result, 42 people were infected and the FDA recalled the product from 20 states across the United States. The Regulation of Imported Food Products An important issue in the food supply safety of the United States is the role of national as well as international produce. The United States is a big importer of food products including meat, fish, vegetables, fruits, and so on. While there are food safety standards in force in the United States, other countries may be following standards and regulations that are less stringent. Therefore, the challenge for the United States is to strike a balance between meeting the demand for food products in the country while ensuring food safety in the supply chain. A case in point is the meat recall of 2012 where 2.5 million pounds of beef imported from Alberta in Canada had been infected by E. coli. Canada is still the largest food exporter to the United States, making up 19.8% of its total food imports in 2012 (Deloitte, 4). The European Union, China, Mexico and Brazil are other large food importers to the country. Smuggling of food into the United States is another major issue in food safety. Smuggled food enters undetected into the food supply, which prevents it from being inspected for pathogens and other contamination by the relevant agencies. Smuggled food is thus likely to be of a poorer quality and a great threat to the health of people in low income groups. An anti-smuggling strategy has been developed by the FDA and other agencies. The role of the Customs and Border Protection (CBP) is essential in the prevention of food being smuggled across the border (FDA, 2013). Food is usually smuggled across the Mexico bo rder because it allows the smugglers to avoid paying import taxes and sidestep inspection. However, this could result in undetected pathogens making their way into the United States food supply and posing a threat to the health and well-being of consumers.  

International Marketing Essay Example | Topics and Well Written Essays - 1250 words

International Marketing - Essay Example Examples of multinational companies are Wal-Mart Stores, Inc., Toyota Motor Corporation and Procter & Gamble Company (Doole & Lowe, 2008). International Marketing In international marketing, multinational companies may adopt either a global marketing approach or a multi-domestic marketing approach. The global marketing approach involves developing a standardized marketing plan, which is implemented with minimal modifications in both home and all international markets. An advantage of global marketing approach is the economies of scale to production and marketing activities. This standardized strategy cuts costs since it allows large-scale production runs and strengthens the image of the brand. A global marketing strategy can nurture collaborative innovation and can excellently boost sales of goods and services to across markets that have common cultures and languages. This strategy is effective particularly in marketing goods with strong, universal appeal. Global advertising media su ch as international print and broadcasting channels help companies to convey a single message to the international audience (Kaynak, 2002). Cost-effectiveness in the implementation of the global marketing approach is its major but most multinational companies are often faced with the need to segment their international markets and develop marketing strategies that meet the unique needs of the target market in specific countries. Multi-domestic marketing approach takes into consideration the differences between the characteristics of different international markets and develops marketing strategies tailored for each market. Most multi-national companies modify their marketing approaches to successfully appeal to individual target markets in the belief that most goods and services demand multi-domestic marketing approaches to give them an appeal on the global market. Market characteristics such as geography, culture and language make it difficult to employ a single market strategy acr oss different segments of international markets. Nevertheless, some particular situations may let multinational companies standardize some aspects of the marketing strategies but tailor others. Some multi-domestic marketing mix approaches for selecting the most appropriate marketing strategy for a particular international market are product invention, straight extension, dual adaptation, promotion adaptation and product adaptation (Onkvisit & Shaw, 2008). Multinational companies may also choose among countertrade, distribution and distribution strategies. Wal-Mart Stores, Inc. Wal-Mart is one of the largest retail chains globally operating diverse kinds of retail stores. The stores range from neighborhood stores, supercenters, discount stores and online retail stores/clubs. Wal-Mart offers wide-ranging products, goods and services including drugs and pharmaceutical products; fitness and beauty aids; cameras, optical supplies and photograph processing; household goods and chemicals; apparels; clothes and shoes; stationery and books; housewares and furnishings; electronics; appliances; automobile accessories; horticultural products, sporting merchandises; toys; pet food and items (Kaynak, 2002). The neighborhood markets include fresh groceries, meat and dairy products, deli, baked foods, frozen foods, medications, paper goods and general merchandise

Ethics In Criminal Justice Research Paper Example | Topics and Well Written Essays - 1250 words

Ethics In Criminal Justice - Research Paper Example In criminal justice, ethics provides for making moral choices in case of uncertainties in various situations or problems. In the process of criminal justice, moral rules are desirable because they provide reliable guides for application in various circumstances. In criminal justice, ethics provides the grounds for reaching fair decisions in terms of law and for the sake of the criminal (Banks, 2004). It is also crucial to understand that ethics in criminal justice involves determining right and wrong in terms of human standards. Also, these two perceptions arise from the influences from parents, society or friends. Codes of conduct are influenced by religious beliefs and the law. Justice in human experience occurs as a process that moves within three concrete circles. The personal context represents the individual sense of justice. This context has the responsibility of examining the right or wrong and evil or good in life experiences. The second circle characterizes the community context for justice. This circle comprises the physical environment in which justice operates: urban, rural or suburban. It also includes the people in this system and their interactions. In the society, criminals do not operate in seclusion. Criminals require victims and circumstances. Crime relates to social conditions and circumstances through its subjectivity to the criminal justice system and the law. The social context of criminal justice ethics understands the necessity for recognizing criminals, not after the crime, but also through the comprehension of the environment and conditions that force people into crime. The social context of criminal justice ethics also involves t he self-judgment of individuals in relation to others (Schneider, 2009). The third circle of criminal justice ethics involves the processes of criminal justice. This provides the only perspective for understanding criminal justice ethics. This circle requires the

Research a Fortune 500 company Paper Example | Topics and Well Written Essays - 1250 words

A Fortune 500 company - Research Paper Example Introduction Wal-Mart is regarded as an American based multinational retail business corporation. It is one of the top companies which regained its position in the Fortune 500 list as per the 2012 report. The company emphasized providing quality products to the customers at a reasonable price which supported it to regain its position in the market (Duke, 2012). The management and the marketing strategies that adopted and used by Wal-Mart have a great impact on its increasing sales and the revenue earned. The foremost reasons for the success of Wal-Mart include its effective management, making deliberate efforts to attain its vision and growth among others which are in turn providing the business of the company an edge over others. Management and Marketing Strategies Wal-Mart developed a business model which focused on providing greater satisfaction to the customer with the deliverance of low price products to them. The management of the company followed upon developing its marketing mix strategy. In terms of analyzing management strategies of Wal-Mart, it can be viewed that the management of the company took steps to offer reasonable prices to the different product ranges that they deliver to the customers. The management segments the product type based on the buying capacity of the individuals. In relation to marketing strategies, the company emphasized promoting its broad assortment of products through using hoardings, leaflets and offering special discounts. In this regard, it can be affirmed that the management of the company desires to attract the customers by creating a positive brand name and recognition in the business markets where it operates. Relating to marketing strategy, the management team of the company developed a slogan as a way of promoting its varied products i.e. "Everyday Low Prices."Â   Continuous innovation and the use of technology for making the customers more satisfied are the other managerial approaches that used by Wal-Mart. It can be apparently observed that technology innovation at Wal-Mart typically involves process and service invention that helps in reducing operational costs and time at large. In this context, the management followed three policy goals i.e. respect for individuals, facility to customers and determination for excellence (Hayden et. al., 2002). Different Business Life Cycles that Endured By Wal-Mart The Prosperity Phase- This phase is regarded as the growth phase of any company which is marked by strong economy and market presence. In this similar concern, Wal-Mart maintained this particular phase by offering "high-quality," along with branded products at low prices and also by forming several stores in small towns. Wal-Mart uses the discount merchandising strategy in order to increase the demand and the sales of its products and hence accomplished superior competitive position over others. In relation to this particular phase, the company is growing rapidly due to diversification strateg y that it follows and expanding its outlets in small towns. Another reason for the company to flourish in this modern business market is focusing on delivering high customer services. Due to excessive demand of the products, the management of the company absorbed more employees during this phase (Hayden et. al., 2002). The Recession and Recovery Phase- This is the business phase which exhibits expansion by a significant level. This particular pha

Colon Cancer vs. Lung Cancer Essay Example for Free

Colon Cancer vs. Lung Cancer Essay I. Introduction Although Colon and Lung Cancer affect different organs of the body and have different symptoms, they are treated similarly using, surgery, radiation, chemo, and targeted therapy . II. The treatment options for colon and lung cancer are similar and are determined by which stage the cancer is in. a. Surgery is often the main treatment for the earlier stages, such as, Stage 1. b. Chemotherapy and Radiation therapy are used for Stages 2, 3 most often with surgery, and sometimes Stage 4 III. There are two different types of surgeries performed for the treatments based on the stages. a. A polypectomy, removal of polyps, or a lobectomy, removal of a lobe of the lung. b. A colectomy, removal of the colon, or a pneumonectomy, removal of the lung. IV. In most cases, these cancers are unlikely to be cured in Stage 4. c. Patients receive chemo and/or targeted therapies to control the cancer. d. Surgery is usually done to prevent or relieve symptoms of the disease. IV. Conclusion THE TREATMENT OPTIONS FOR COLON AND LUNG CANCER The earlier cancer of the lung and colon is caught, and treated, the greater the survival  rate. The five year survival rate with stage 4 lung cancer is less than 10%. Colon  cancer stage 4 patients have a 12% survival rate. Whereas, patients diagnosed and  treated while the disease is in its first stage, the survival rate for lung cancer is 60-80%,  and colon is at 90%. Although colon and lung cancer affect different organs of the body  and have different symptoms, they are treated similarly using, surgery, radiation,  chemo and targeted therapy.  The treatment options for colon and lung cancer are similar, and are determined by  what stage the cancer is in. The disease is assigned a stage from one to four,  depending on severity. In stage one the cancer is confined to the lung. During stages  two, and three, the cancer is confined to the lung, with a possibility of existing in the  lymph nodes. When the cancer has spread outside of the lungs to other parts of the  body, the patient is diagnosed with stage four Lung Cancer. Unlike stage three Lung  Cancer where there is a possibility of the disease spreading to the lymph nodes, when a  patient has stage three colon Cancer, it has definitely spread to the lymph nodes  already. TYPES OF SURGERIES A surgical procedure is typically the main treatment for stage one. Chemotherapy and radiation therapy most often with surgery, are used for stages two, three, and sometimes four. Chemotherapy is a medical process used to help slow or stop the growth of cancer cells growing within the body. The drugs used during chemotherapy cannot differentiate between cells, so it also kills the healthy cells. Radiation therapy uses high-energy particles or waves to destroy or damage cells. It is part of the main treatment for lung cancer. Thousands of people become cancer free after getting radiation treatments. Radiation can be given alone, or with other treatments, such as surgery or chemotherapy. Since the cancer is confined to the lung or colon during stage one, surgery is the treatment given; sometimes chemotherapy is also given. The surgery is done to remove the cancer and a margin of healthy tissue. Surgical procedures to remove lung cancer include, wedge resection, segmental resection, lob ectomy, and pneumonectomy. A wedge resection is the removal of a small section of the lung that contains the tumor. The segmental resection removes a larger part of the lung. A lobectomy and pneumonectomy is the removal of an entire lobe of one lung, and the removal of an entire lung. Unless colon cancer is very advanced, most tumors are removed by an operation known as a colectomy. During a colectomy, the cancerous part of the colon and nearby lymph nodes is removed. If possible, the intestine is then reconnected. If the intestine cannot be reconnected, because of an infection or obstruction, a  colostomy will be performed. A colostomy brings the end of the colon closest to the stomach up through the skin where the stool drains into a sack called an ostomy pouch. The colostomy is usually temporary and can be reversed with a second operation; generally after about three -six months. Chemotherapy and radiation therapy, along with surgery, are the treatments involved with stage three colon and lung cancer. Chemotherapy may slow the progress of the cancer and extend survival time, by killing cancer cells. It may also help lessen the symptoms of the disease. If a person is healthy overall, chemotherapy and radiation can be given as a combination. Combining both treatments allow them to work together to reduce pain and other symptoms while slowing the progression of the disease. THE FINAL STAGES Stage four Cancer is the most advanced cancer stage. A diagnosis of stage four colon  and lung cancer means cancer has spread from the colon and the lungs to other organs and tissues. Many treatments are available that can prevent or reduce symptoms, slow  the progression of the cancer, and lengthen survival. Surgery, such as a surgical  resection may extend the survival time in colon cancer. A surgical resection is the  removal of the section of the colon affected by the tumor. It is then joined together with  the remaining healthy sections to form one long, health piece. Depending on several  factors, chemotherapy and radiation are treatments for patients with Stage Four. Those  facts include, if there is lymph node involvement, where the tumor has spread, and how  it is attached.  Although surgery is not an option for patients with stage four Lung Cancer, treatment  options are available. The treatments can help to prolong life and reduce pain. Some  of those treatments include, radiation therapy, chemotherapy, combination of both,  targeted drugs, clinical trials, and supportive care. Palliative therapy, which can reduce  the pain and provide comfort, is also essential. CONCLUSION Recognizing the risk factors of the cancers, and practicing preventive measures allow us to reduce the risk for development of the disease. However, if diagnosed, the earlier the treatment options are discussed and began, the chances to be cured are higher. REFERENCES WEBLINK: http://stmarysofmichigan.org http://www.cancer.org http://secure.mayoclinic.com http://health.bwmc.umms.org http://www.ehow.com http://www.livestrong.com

The Impact Of School Phobia On Education Psychology Essay

The Impact Of School Phobia On Education Psychology Essay Phobia, which is a type of anxiety or fear, is a basic human emotion usually considered to be a response to objects or situations that threaten physical safety or emotional well-being. School phobia is a situational phobia found in early childhood whereby the child refuses to attend school due to a certain overwhelming fear. Many youngsters at some time in their school years might actually experience different forms of fears be it anxiety, phobia from games, answering a question in class, or even reading out loud in front of their peers. Furthermore, studies have shown that there are particular symptoms associated to school phobia that could vary from stomachaches, nausea, fatigue, shaking, racing heartbeats, to going on frequent trips to the toilet. Children who suffer from school phobia are exposed to panic attacks especially when the parent forces them to attend school without even realizing that there might actually be a critical problem which needs to be dealt with properly, inc reasing the youngsters worries and the guardians frustrations even more. Not only do children miss home while being away in the school setting, but they are also faced with a whole new world of brand new genuine experiences, challenges and pressures, be it social or academic; this sudden change will undoubtedly leave them feeling down, suffering from separation anxiety. Moreover, they are probably not so used to having so many rules set for them, that they will feel scared, exhausted or depressed. School phobia, School Avoidance, and School Refusal are terms used to describe children who avoid attending school. Persistent nonattendance at school has been the subject of considerable concern among educationalists for well over a century. Fears of the dark, birds, etcà ¢Ã¢â€š ¬Ã‚ ¦ are socially and legally more acceptable than avoidance of school. Certainly, school phobia generates massive anxiety in both parents and teachers. School refusal symptoms occur most often on school days, and are usually absent on weekends and during the summer holidays. On the other hand, the older children who are new attendees in a new school, the situation could leave them not to adapt to the new place and environment, since they may no longer feel comfortable due to the sudden change in their friendships, teachers, and classrooms. School phobia is also due to the feelings of insecurity; a child who is used to being at home around his/her parents all day will feel threatened or torn away from his/her beloved ones. The youngster will feel so worried and panicky that he/she will even experience fear from school buses if they had to return home in one. School phobia must be treated directly, however, if the child is severely affected, then it is best to ask for professional help such as a referral to his/her doctor or head teacher. For these reasons it was important to study this problem and find ways to solve it in order to help phobic children. 1.2 Purpose of the Study: This study talks about Childrens Phobia in Preschools because it will enlighten a positive issue and it will serve the society in a positive way, by helping parents as well as teachers solve a problem which has not been given enough importance in the past years. In order to be able to deal with children and help them with their problems and overcoming them and to be capable of reaching high objectives, one certainly need to carry out serious research and learn professional methods for dealing with certain dilemmas. In this research the researcher will be able to identify school phobia, learn more about school phobia and its nature, recognize the causes of school phobia, recognize the warning signals of school phobia, recognize the typologies of school phobia, identify the way to deal with phobic children, and identify the treatment of school Phobia. 1.2 Research Questions School phobia affects the childs education as well as his/her future. The problem usually starts with the child complaining or finding the silliest excuses just to keep him/her away from school. Some questions need to be answered such as: -What is a phobia? -Who is the phobic child? -How does the child develop phobia? -What is the role of the teachers and parents in identifying school phobia? -How can a phobic child be helped to overcome his phobia? Chapter Two Literature Review 2.1- Identifying School Phobia: Early investigations of persistent nonattendance talked only in terms of truancy; however, this simple view failed to explain the condition. Early pioneer studies found evidence that clearly linked truancy with delinquency. They realized that poor parental control, mental dullness, temperamental instabilities and broken homes were cited as important factors contributing to truancy. However; the first man to describe a form of absence that was later most commonly referred to as school phobia or school refusal was Dr. Broadwin in 1932, p 5: The child is absent from school for periods varying from several months to a year. The absence is consistent. At all times the parents know where the child is. He is near the mother or near the home. The reason for the truancy is incomprehensible to the parents and the school. This classical description has practically has practically become the very definition of school phobia. Other findings by Partridge (1939) noted a group of children he labeled as psychoneurotic. These children appear to differ from other truants in that they were obedient, reasonably well-adjusted and liked school. He regarded them as victims of an emotional bond between parent and child. In order words, these children suffer from s different type of school phobia, which is mainly derived from a poor or nil relationship of the parents with the child. It is basically then, an emotional problem that causes absences. 2.2- The Clinical Presentation of School Phobia: The clinical representation of school phobia has been extremely well described by Hersov in 1977: The problem often starts with vague complains of school or reluctance to attend progressing to total refusal to go to school or to remain in school in the face of persuasion, entreaty, recrimination and punishment by parents and pressures from teachers, family doctors and education welfare officers. The following are the best ways to tell whether the child is or is not school phobic: Severe difficulties in attending school, often amounting to prolonged absence, severs emotional upset shown by such symptoms as excessive fearfulness, undo tempers, misery, etc. Staying home with the knowledge of the parents when should be at school at some stage of the course of the disorder. Absence of significant anti-social disorder such as stealing, living, and wandering. Children suffering from psychosis, gross physical illness, asthma, truancy and neurotic disorders other than school phobia are not considered suitable for investigation on the subject. All other factors need to be ruled out. 2.3- Causes: Peer difficulties, learning problems, depression, or parents who are overly anxious about these perceived physical ailments are common causes of school avoidance. Separation anxiety is another common diagnosis for school phobia but there can be other problems, too. School phobia is usually a symptom of other problems. If physical causes have been ruled out and the behavior is continuing, then parents might want to have an evaluation by a psychiatric specialist. A school-phobic child is usually afraid of leaving home in general, rather than afraid of anything in particular at school. For example, he may experience homesickness when staying at a friends house. Often the first test of a childs independence comes when he must attend school daily. Aside from poor attendance, these children usually are good students and well behaved at school. The parents are typically good parents who are conscientious and loving. Such parents are sometimes overly protective and close, and the child finds it difficult to separate from them (separation anxiety). He may lack the self-confidence that comes from handling lifes normal stresses without his parents help. Sometimes a change of schools, strict teacher, hard tests, a learning problem, or a bully may appear to be causes of childs fear of going to school. But such factors may be only part of the problem, and your child should still go to school while these problems are being resolved. 2.4- Symptoms of School nonattendance warning signals Children who fear school send warning signals that are hard to ignore. Mysterious illnesses that surfaced as excuses to escape school in the lower grades resurface in middle school, resulting in tardiness, cut classes, and unfinished homework assignments. Often a childs normal living patterns, including eating, sleeping, and school success, are disrupted. 2.5- Typologies of School Phobia Many people have attempted to classify phobia; however, Coolidge, Hahn, and Peck (1975), in a study of 21 cases, presented evidence of two times of school phobia that they called neurotic and characterological. The neurotic group was mostly young girls. The primary conflict in this group seemed to be centered on the childs symbiotic tie to the mother. The characterological group consisted mainly of older boys who were regarded as being generally more disturbed. This comparison was developed by Kennedy. He included parental characteristics and communication patterns to differentiate between the two different types. Another very interesting finding was that of Yule, Hersov and Treseder in the 80s; they found that there may be sub-types of school phobia and they outlined a crude classification based on likely treatment implications. Separation anxiety at first school entry complicated by poor parental management. It is argued that in such cases some form of in vivo (carried out inside a living organism, like in a test or experiment) desensitization is the most appropriate first step. School phobia occurring in a vulnerable child following a major change in schooling: usually, the problem is sparked off or started by additional home-related anxieties. Systematic desensitization alongside attention to practical issues in the childs physical and social environment is likely to be the most effective treatment option. 2.6 Theories of School phobia: 2.6.1 Psychoanalytic Theory It was obviously advanced by Freud in the early 1900s and subsequently modified and interpreted by others such as Klein, Arieti, Sperling, and Renik. As we all know, Freud developed his theory of personality development by proposing three interacting structures; the id, ego, and super-ego. The id referred to impulsive, instinctual trends within the personality concerned with the satisfaction of the basic emotional needs, in other words it referred to the libido. Freud argued that phobias arose from conflict of psychic energy (libido). However, later psychoanalysts felt that aggression and dependence also played a role in phobias. According to the psychoanalytic theory, this is how it develops: An early, poorly resolved dependency relationship between mother and child. Inadequate fulfillment of the mothers emotional needs, usually because of a poor marriage. A temporary threat to the childs security causing a transient increase in the childs dependency needs. Exploitation of this situation by the mother. A similar relationship between the mother and her own mother. Expression of hostility to the child, not only making him more dependent, but also by direct inhibition of any opportunity for the child to express aggressive or hostile feelingsà ¢Ã¢â€š ¬Ã‚ ¦ and also seductive behavior towards the child. Moreover, Development of strong hostility toward the mother, largely unconscious, and express by exploitation of the mothers guilt toward him and also by fears of the mothers safety cause by unconscious destructive wishes, thus forcing him to be with her to assure himself of her safety (Chiland and Young, 1990). The theory implied by this line of reasoning involves bringing the unconscious conflicts into open within the context of a therapeutic relationship. The conflicts are analyzed and a more mature way of satisfying dependency needs is sought. There has been great disagreement among psychotherapists, however, about whether the mother and child should be separated or treated together and how quickly a child should be made to confront reality and return to school. 2.6.2 Self Concept Theory: Leventhal and Sills point out that many of the descriptive findings associated with school phobia do not seem to support an explanation based solely on separation anxiety. They emphasize that many of these children maintain normal lives outside school hours. They proposed that the main feature relevant to school phobia is the finding that: These children commonly over-value themselves and their achievements and then try to hold on to their unrealistic self-image. When this is threatened in the school situation, they suffer anxiety and retreat to another situation where they can maintain their narcissistic self-image. This retreat may very well be a running to a close contact with mother. So, in other words, what Leventhal and Sills thought is that children with a superiority complex, when put down in any way, would avoid going to school and would rather stay in a safe environment. The treatment emphasized by self concept theorists involves bringing the home and school environment into balance. The parents need to be more realistic and her teachers more accommodating and at the same time the child needs confronting with reality by returning him to school as soon as possible. The therapist deliberately precipitates a crisis by forcing the family to address the issue of immediately returning the child to school. The therapist uses this situation therapeutically by helping the parents to resist the childs manipulative demands and win the power struggle. Anticipation and detailed planning is called for to ensure that the parents are successful. 2.6.3 Learning Theory: The principles underlying behavioral treatment are derived from learning theory. Learning theory has evolved from experimental studies in the laboratory. There theories explaining how phobic behavior is learned to compete for attention: Respondent, Conditioning, Operant Conditioning, and the Two-Stage Theory of Fear and Avoidance. Respondent Conditioning Theory: Phobic are regarded as conditioned fear and avoidance responses to specific stimuli. Repetition of the feared situation in association with the newly created phobic stimuli will strengthen the fear and avoidance responses to the stimuli. Operant Conditioning Theory: its main principle is that behavior is influenced by its consequences. Behavior that is rewarded is likely to occur more often whereas behavior that is punished will decrease in frequency. On the basis of this theory, one can argue that phobias and associated behaviors like temper; tantrums are maintained through positive reinforcements in the childs environment. Two-Stage Theory of Fear and Avoidance: Suggested that fear could motivate behavior and was not merely a conditional reaction to stimuli associated with pain. He further argued that fear reduction became an operant reward for avoidance of the noxious stimulus. A wide variety of behavioral techniques have been developed arising out of classical and operant paradigms as well as social learning theory, however, although behavioral approaches concern themselves with the immediate problem of returning the child to school, arguments surrounding the preparation for and the timing and pacing of the return parallel those in the psychodynamic camp. Increasingly therapists employ a mix of approaches tailored to take account of the unique range of child, family and school related issues that may be involved in any one case. Nonattendance at school is not a distinct, but rather, it is comprised of multiple syndromes; prominent examples are truancy, childhood phobia, and separation anxiety disorder. An intriguing aspect of school nonattendance syndromes is that their form and features are modeled by the varying contributions of causative factors, including genetic endowment, brain dysfunction, family psychopathology, and individual symptoms. This makes school nonattendance an especially useful model for the study of the development of psychopathology in childhood (Martin and Greenwood, 1995). . This suggests that the study of this group of disorders from socioeconomic and cultural viewpoints would provide a new understanding of the disorders and their causes, and how cultural influences on the development of the child are mediated. Childrens rejection of school will in turn bring societys rejection of children. The society has a great role this whole issue, since children will not be able to overcome the phobia so easily if the society shows rejection and disapproval. 2.7- Psychodynamic Treatment of School Phobia Early treatment of school phobia was largely psychoanalytically based. Two studies were mostly implemented, the traditional psychodynamic treatment and the family therapy. Traditional Psychodynamic Studies, these studies are interpreted as those focusing treatment on the individual child or the mother-child relationship. The analytic treatment was focused entirely on the child, but they realized the importance of treating both the mother and child. Treatment with respect to the father was felt to be most efficiently handled by helping the mother clarify and restructure her feelings about her husband rather than dealing with the father direct. The dilemma in this study is whether the child should or shouldnt return to school immediately. Studies showed a slight difference in percentages when it came to decide which method was more effective, hence it remains undecided (Blagg, 1987). Family Therapy (By Skynner): These approaches transcend the parent-child dyad in addressing the entire family system. School phobia is regarded as symptomatic and sometimes protective of faulty family functioning. Treatment approaches consistently emphasize the importance of early return to school although the manner by which this is achieved varies greatly from therapist to therapist. Skinner refers to his approach as a conjoint family psychotherapy. The central problem within school phobia is seen as the parents failure to help their child relinquish omnipotent demands for exclusive possession of the mother. Skinner argues that school phobic children are protected from the challenges of reality by their mothers. Skynner claims that bonds within these families run vertically from parent to child with a consequent weak relationship between spouses. The main elements are stressed in this treatment: The whole nuclear family is included in treatments as well as other family members where necessary. An emphasis is placed upon non-verbal communication and confrontation of the parents over the hidden rule system. Attention is directed to the here and now of family interactions although past events may be considered as and when they arise There is a focus on an early return to school. An effort is made to weaken the mother-child bond and strengthen the marital bond. In the more straightforward cases, interpretation of the problem develops insight in parents enabling the family to marshal its own resources and solve the problem. Skynner advocates the use of medicine to help in the confrontation stage. In addition, excessively timid pupils are helped by attendance at psychotherapy groups. Only minimal attention is paid to school factors Skynner feels that school phobia is best understood as a psychosocial problem rather than a purely medical intra-psychic or even intra-familial disorder. It is interesting to note that the early traditional study emphasize the importance of the conformation of the feared situations; however, the later studies favored immediate, even forced, return to school. 2.8 Behavioral Approaches and Treatment of School Phobia: The behavioral approaches are divided into three: treatment based on classical conditioning, treatment based on operant conditioning paradigm and treatment based on social skills training. Systematic Desensitization: This approach involves working the child through carefully graded fear hierarchy starting with the least feared situations, building up to most feared situations. At each stage the child is helped overcome any anxiety by concentrating on a behavior that is antagonistic to the anxiety. Emotive Imagery: It is a technique that some behavior therapists have found to be very powerful. They use normal relaxation procedures in conjunction with systematic desensitization. In this approach the therapist develops imagined scenes that conjure up feelings of excitement, self-assertion and general positive effect as means of inhibiting anxiety. Flooding or implosion: These procedures involve immediate confrontation of the maximally feared situation without any careful preparation via graded exposure to less threatening circumstances. The subject is maintained in the intense feared situation until the anxiety shows visible signs of waning on the classical extinction model. The assumption here is that the subject feels anxiety as a result of prior classical conditioning the vivid presentation of the condition stimuli and the absence of any primary unconditioned stimuli will eventually lead to the extinction of the anxiety response (Sharpe, 2000). Operant-based treatment approaches are concerned with changing the reinforcement contingencies affecting an individuals behavior. It involves maximizing the incentives for being in school by building into the school program extra positive reinforcement and minimizing incentives for remaining at home during the school day by removing positive reinforcement (like greater personal freedom, extra adult attention): This treatment is based in reinforcement. Natural reinforcement is added in the individuals life in preference to the introduction of more artificial reinforcement like sweets. Nevertheless, in certain cases, tangible reinforcements may be necessary in the early stages of the treatment program. Many children who suffer from school phobia have major problems in relationships with bodes language and posture. It is true that many children may need sheltering from ridicule but others need help in improving their bodily skills. This treatment involves attention in many areas such as: Body posture especially the subjects stiffness and lack of mobility in the trunk and limbs. Nervous mannerisms such as giggling, facial grimacing, and tone of voice, eye contact

A,merican Colonies Essay -- essays research papers

The Early American colonies We have been one nation for so long that it is hard to imagine a major difference between the thirteen original colonies. After all a quick glance at a map of these thirteen original colonies will tell you that they all where established along the East Coast and where most generally located on a river or body of water. What is strange about this is just how different each of these separate areas of settlement turned out to be. After all they where located relatively close to one another and should have had adequate communication available to them by the numerous water channels close at hand. So why was there such a huge difference in the way that they developed? The two most contrasting of these would have to be the Puritans and other religious groups that chose to settle in the New England region, and the colonies founded for profit in the Chesapeake Bay region. If you look closely at these two concentrations of people you will see that they have great differences in their religion, government, family, economics and the very geography that they where established in. These differences coupled with a very different reason for journeying to the New World helped to form two very unique cultures that exist to some extent today.   Ã‚  Ã‚  Ã‚  Ã‚  One of the major differences between the colonies of the Chesapeake Bay region and the New England colonies is in their view on religion. The very reason that the Pilgrims journeyed to this new land was to escape religious persecution and set up a haven for people of their faith. In contrast the colonies of the Chesapeake Bay region where established by people who where looking for fame and fortune rather than spiritual enlightenment. This fundamental difference is one of the major reasons that these colonies developed so differently. People in the New England colonies generally knew their neighbors because they worked and prayed with them. In a Chesapeake region so dependent on the cash crop of tobacco, plantations served to separate the people and slow the process of socialization. Although church attendance was required in both the New England colonies and some of the Chesapeake Bay colonies it was enforced for much different reasons. The New England colonists where very concerned with education and spirituality while generally those colonists in the Chesapeake Bay colony whe... ...used natural resources at this time, the difference is that the colonists in the New England colonies took the greatest advantage of this.   Ã‚  Ã‚  Ã‚  Ã‚  While there are undoubtedly a number of similarities between the Chesapeake Bay colonies and the New England colonies their original purposes for being here set them on different paths from the moment that they set foot in the New World. It should also be said that not only the people’s disposition has an affect on the direction of the society, you must also take into account the geography of the region. The differences between the Chesapeake colonies and the New England colonies are numerous and varied. However if all of the colonies established in the new world had the same culture it is far less likely that our ancestors would have been as successful in their bid to change the way civilization operates. They accomplished this with the American Revolution, which relied heavily on different characteristics from each of the thirteen colonies and has been more than successful in blending the very different values and beliefs of the Chesapeake Bay colonies an d the New England colonies.   Ã‚  Ã‚  Ã‚  Ã‚  

Essay --

Introduction Today, there are many different types of mental illnesses known throughout the world; i.e. bipolar disease, schizophrenia, paranoia, post-traumatic stress disorder, panic disorder, ect.; and many people who are able to diagnose such illnesses when symptoms are shown throughout a person [Webmd.com]. What about back in the 1600’s though, when such illnesses weren’t even known yet? In Shakespeare’s play Macbeth, for example, Macbeth showed many signs of what today would be diagnosed as symptoms of schizophrenia, but he had no idea, nor did anyone around him, they just thought he was going insane. What is schizophrenia one might ask? â€Å"Schizophrenia is a serious brain disorder that distorts the way a person thinks, acts, expresses emotions, perceives reality, and relates to others† (Joseph Goldberg). Symptoms Medline plus tells us that there are three major symptoms of the disorder; not being able to distinguish the difference between fantasy and reality, incoherent conversations, and withdrawal physically and emotionally. The most common and most well-known symptom of schizophrenia is when people cannot distinguish between what is real and what is not [Medlineplus.com]. Schizophrenics often suffer from delusions and hallucinations. A delusion is a belief that is not true and a hallucination is seeing, hearing, or sensing something that is not really there [Schizophrenia.com]. Macbeth is considered a schizophrenic because he possesses all of the symptoms said above. Background information According to Schizophrenia.com, schizophrenia can be traced to the old Pharaonic Egypt, as far back as the second millennium before Christ. At one point in history, all people who were considered "abnormal," whether due to mental illn... ... of her womb before she could actually give birth, Macbeth then comes out of his delusional state, and we realize that everything he did was because of the witches, and that they made him go crazy and become a schizophrenic (Shakespeare 213). Conclusion Apparitions, eternally bloody hands, and ghosts all sound like key elements to a nightmarish dream. Imagine not being able to tell if these things were real or just a figment of your imagination and you’ll know the position that Macbeth was in. In Shakespeare’s Macbeth, Macbeth show signs of what would today be diagnosed as symptoms of schizophrenia. He became detached from reality and spoke in crazy incoherent sentence fragments. Though they were not able to identify Macbeth’s mental illness during Shakespeare’s time, now after many years of research, it seems very certain that he was most likely a schizophrenic.

Arts and Politics :: Arts Politics Essays

Arts and Politics Many artists tend to overwork themselves and get frustrated. Even if they were to work 18 hours a day on a project, many of them still wouldn’t be able to pat themselves on the shoulder and say â€Å"You’ve done a great job! You should be happy!† Of all the times they say it, they rarely feel it. But when you get down to the bottom of it, they absolutely love to do it! Just like that, Emilie gets neurotic when she works, and hence she prefers to work alone at night. Upon my insistence she reveals some of the secret characteristics of her artist persona: she gazes at the drawing, moves back, gazes some more, moves closer, speaks to herself and works for long hours until the picture in her head comes alive. It’s rarely the exact same picture, but sometimes it’s â€Å"even better†. She’s sharing her studio with two friends this year. As a result, she prefers to work at home even though she misses the times when she pulled all-nighters in Johnson and turned the lights off as the sun came up. Even though she works like a zombie in order to avoid human presence, the result inevitably begs for the daylights due to its political subject matter. Emilie doesn’t do art for art’s sake. She has a purpose: to make the viewer think. â€Å"It’s really important to know what you think about everything.. ‘Cause if you don’t know, then what are you bringing to the table?.. In order to be a complete person you need to have complete opinions about a wide spectrum of things.† Unlike some political art that’s shoved into your face, Emilie tries to be subtle. She likes to put things out there and leave the interpretation to the viewer. Her work mainly deals with gender, popular culture, and western mentality. â€Å"I’m a woman, I’m American, I’m middle upper class, I’m a consumer, I’m privileged. But I’m also influenced by the struggles of the other class-lower class†¦ I’m fascinated by the concept of the exotic and how western communities turn that into a commodity. The consumption by the west of the east..† she says as she sips on Red Bull, takes another drag from her cigarette, the count of which I lost a while ago, and puts on some techno/pop music on the computer. But that’s not all. Despite her interest and respect in political art, she immediately sits up when asked her favorite artist and speaks the name James Turrell.

Pharmaceutical Science and My Interest in Chemistry Essay

I pursued bachelor of pharmacy from Sarada Vilas College of pharmacy, Mysore One of the best academic institutions for pharmacy under Rajiv Gandhi University of health sciences. Prospective Interest—— chemistry Pharmaceutical science is a multi faceted field, which incorporates a myriad number of subjects, which Include biotechnology, physiology, pharmacology, pharmaceutics, molecular biology so on and so forth. But one field that stands out in its contribution to pharmacy is chemistry. The four years of my course work in B-pharmacy have convinced me of the fact that pharmaceutical research is on a pedestal whose weight is borne to a maximum extent by chemistry. The contribution of chemistry is ever increasing. The advent of proteomics and computational sciences including molecular modeling studies have given a new attire to applied chemistry and their range of application and potential for research motives me to take chemical sciences as my major. It is also logical of me to choose chemistry as a major because I have a firm belief that I can ultimately come well in pharmacy only if I am well equipped with the very groundwork that supports it. I am fully aware of the commitment and perseverance required for the research and believe that my aptitude and confidence will see me through the challenge. I am also confident that given an opportunity, I can contribute to the ongoing work in your graduate program in a productive manner. I hope my credentials are found worthy of admission hopefully with financial aid at your esteemed University. Admission to the department of chemistry at our university could well be that golden foundation upon which the entire edifice of my scientific career rests. I am eager to pursue my quest for knowledge by supplementing my bachelor’s degree with a master’s Degree followed by a doctoral program. My schooling at JNM high school has given me the initial proclivity towards chemical sciences as the interesting facts, it created in me a profound curiosity towards knowing more about chemistry and related sciences. Understanding that to properly pursue a goal in the field, a sound foundation in pharmacy is required; I took the highly competitive common entrance exam conducted by the Andhra Pradesh state government and was among the 10% of the test takers. These accomplishments had given me an opportunity to select pharmacy as my major in undergraduate study. My education at Saradavilas College of pharmacy is filled with great competence. The undergraduate Courses of the pharmacy curriculum have given me a comprehensive exposure to all the core fields and it helped me not only in building a strong foundation of the fundamentals but also in developing an overall perspective about the myriad fields involved like inorganic chemistry, medicinal chemistry, organic chemistry, biochemistry, pharmaceutics, pharmacology, pharmaceutical analysis and natural Products. Coupled with intense lab work, my curriculum has enabled me to appreciate and understand Theoretical concepts to the fullest extent with the added improvements in sensitive skills like handling of instruments and carrying out delicate experiments. Preference for us universities At the fag end of my undergraduate course I felt that a bachelor’s degree would in no way satisfy my appetite for learning. The interaction I had with academia and the information I gathered about the Novel research being done have convinced me that studying at a university in the USA would give me Superlative chance of satisfying my ambitions. The high quality of education, the broadened exposure to the practical projects and live research Work that American universities provide has inspired me to pursue my graduate studies in USA.

Chitizenship Coursework

On the Monday 19th January we decided to go to Meadow Primary School, which is mine and Katie's old primary school, to talk to a class of year 4 children about why we need trees. The group of children where specially selected by the Headmaster as they had recently been on a trip that had a lot to do with nature and involved many nature based activities. Our presentation included a short PowerPoint presentation on the topic we had chosen which was â€Å"Why we need trees†, and asking the children to answer some questions at the end on the topic, using the information that was provided in the presentation and some booklets that we had also made and provided. These included some information, questions and other activities, as well as a web site where they could get more information. We where originally going to plant a tree with the children as well, but because of unfortunate rainy weather we where not able to as the ground was to muddy and slippery. Describe your Role As my part I introduced who we where, why we where here and what we had come to talk about. I also talked about the contents of slides 1-8, as we decided to talk about the slides that we made, mine being about why trees are important to our and other animals survival. The slides did not only have information on but also some questions that I asked them to see how much they knew already and to get them involved to interests them more as I did not think they would be to interested with us just talking for about half an hour as the children between ages of 8 and 9. As we where early finishing I also took part in quizzing the children on the presentation, which was actually quite a good method to find out what they learnt, which in turn helped see how interesting and helpful our presentation was. Planning Stages We decided to do our presentation when we where looking through a booklet in our PSHCE lesson, that had suggestions in of what we could do for our coursework. We decided this could be fun for both the children and us and be an opportunity to see how well we can interact with children. We discussed a school that would be appropriate for us to go to and then got in contact with the head master by writing a letter. After he replied saying he would like us to go and see him, me and Katie went to see him to tell him in more detail about our intensions. After he said we would be allowed, we started preparing our presentation. We told him about the woodlands trust, and asked them if it would be ok to set up a school planting program. This would mean they would get tree, plants, and shrubs sent to them, which they could plant on the school grounds. This was also, where we got the trees that we would be planting from. After we finished the presentation and booklets, Katie and I went back to Meadow to arrange a date when we could go, and the group of students we would be presenting it to. Many different factors affected this as we where hoping to do it on a Monday afternoon when we had PSHCE as then we would not have to miss any of our other lessons, but it also had to be appropriate for the school, as we could not do it before Christmas as they had school plays and where doing other activities. The Headmaster also had important meetings, and wanted to see us do the presentation as well. My Contribution My contribution to the planning was helping to write the letter to the headmaster of Meadow Primary School telling him of our intensions and asking if we could go and see him to explain in more detail and hopefully get his permission to prepare and give a presentation on our chosen topic. When he replied I went to see him along with Katie to explain in more detail and get permission to give the presentation, and to arrange a group of children who we would be giving our presentation to. Once we knew this I started making slide 1-8 of the presentation. To do this I looked on the tree for all website to get some ideas and information about what I could include, along with various other websites that provided information about our chosen topic. Contribution of Others The rest of my group done very similar work to me as we wanted to make sure the work was split equally between us, and that we where all happy with what we where doing. As I mentioned before we all contributed to helping write the letter as we knew it would be important to get a reply. Katie came with me to see the headmaster to organise dates etc and explain in more detail about what we wanted to do. She also created the next part of the power point which was slides 9-16 which where about what problems where being caused due to there being less trees, and why they where being cut down. She also researched information on the internet a created slides 17-22 which where about what we could do to help and also a slide on the woodlands trust website as they played an important part I our talk. Kelly made the booklets that we gave to the children using the information that we put on the power point, and also finding pictures and activities that would help make the booklet more interesting. As we also wanted to plant a tree we got together to talk about where we could get one from, and decided that we talk to the headmaster of meadow about getting involved with the tree for all program which meant they would be sent boxes of trees, hedges, shrubs etc that would be at a suitable size to plant. He said that they where interested in doing this and was sent the box of plant life, and allowed us to plant one of them each instead of having to buy our own. Activity Log Activity Group/Individual Date Writing a letter to the headmaster Group 3/11/08 Meeting the headmaster to organise details Group 14/11/08 – 9/01/09 Researching information for the topics we where doing Individual 14/11/08 -06/12/08 Creating slides in the PowerPoint or booklets Group/Individual 14/11/08 -06/12/08 Talking about the presentation Group/Individual 19/01/09 Asking questions Group/Individual 19/01/09 We thought educating children about the value of trees would be a good idea because there where lots of things to talk about especially as issues such as global warming are now becoming a problem. We decided to talk to a group of younger children as we felt it would be more interesting for them and they would be more likely to listen and get involved. I also feel it is important to educate the children at an earlier age, so they will interested in helping by recycling, turning of lights etc at an earlier age, and get into a routine of it so it will carry on when they are older. Even though there was quite a bit of work involved I am still glad I decided to do the project because both the group and the children found it fun, although it was a bit disappointing that we did not get to plant the trees. When the headmaster replied to our letter, me and Katie went to see him which although was a bit daunting, it was also very helpful as he gave us some ideas and tips that could help us prepare the presentation and improve our work, which soon made us feel much better about going to see him again. Going to see the headmaster also helped me to see what it would be like in the future going to see an employer as I now know what its like to be questioned about what I want to do. I was so relived when he said yes because it was a school I was familiar with and also one of the easiest to get to, which made everything a lot easier to organise. It took quite a long time to prepare the presentation as we had to fit it all together, and find times when we all could get together at the end to edit the power point and make sure we all thought it was informational, yet not to complicated for the children to understand. We also had to make sure the booklets where informational yet fun so the children will take interest in them. A lot of the information we included we thought of ourselves, but researched facts that we could include to show them more clearly how bad problems like global warming and deforestation where getting, but telling them other things like what we can do to help we came up with ourselves from things we already knew. Team work played an important part in our project as we had to all do equal parts in order to make it fair, but we also had to be happy with the part we where given which we where. On my own it would have taken me much longer to do and also would have been more scary to do the presentation, so I'm glad I was able to work in a team as it made the experience more enjoyable. List of Supporting Evidence We have kept a copy the letter we wrote to the headmaster as proof of our visit, and we have also kept copies of the power point presentation and booklets. We where also given some copies of the letters that the headmaster sent out to the parents of the children to make them aware of our visit and our intentions, which has his signature and contact details of the school. There where also other documents that where created whilst organising dates etc which the headmaster, but we have not included them as they where just notes as a reminder of the date and time and other details like what age the children where. The power point was really just a background that would help us to give our speeches by showing facts and other details, and it also make the talk more interesting for the children, as we used bright colours and pictures. We choose a green theme as we thought that would be the most appropriate colour, and included pictures of animals as we told of how they could be affected if all the trees where cut down, because I think it is important the children know the effects global warming and deforestation has on the animals, as well as ourselves. I think creating the power point was the hardest part, because we had to make informational, but complicated to understand, which meant we had to be careful about what we talked about and our vocabulary, because if we mentioned something or said words that the children did not understand they would become confused, so we asked other people like our parents what they thought before we went back to tell him it was finished. The booklets where something we made as an extra for the for the children and consisted of activities like dot to sots and bullet pointed some information and facts that where mentioned during the presentation. We made them as an encouragement for children to do something more, like convincing their parents to recycle more etc, as they would be able to remember facts and what they can do to help better. We also included the Tree for All website on them, so they will be able to go on there and get more information and ideas. Use of Supporting Evidence I think writing the letter to the headmaster was the most important part of our work, because without it we would not have been able to do our presentation, and may have ended up doing something else, which would have been really disappointing. The power point was also important as it helped keep the children from getting bored, as well as reminding us what to say by showing facts and information, as without we would have had to memorise a speech which would have been hard to remember and probably quite boring for the children, which would have made it quite nerve wrecking and probably not as enjoyable. I also think it was better that we made booklets for them even thought they where not necessary, as it meant the children would be more likely to get involved as they had something that could tell them how, and them doing something like, turning of lights, recycling, etc would still be and achievement as our aim wasn't just to inform, but to try and convince them to get involved. Once we finished the presentation we questioned the children on what they had learnt, and this proved that we where successful in capturing their interest, as we where afraid of none of them getting involved and putting their hands up, but many of them did which was very pleasing as it meant our visit has had some kind of effect. Doing this presentation has also taught me some new things, especially when we where creating the power point, for example I now know that the Amazon Rainforest gives us more than 20% of our oxygen, and that nearly half of it has been cut down. I found this quite shocking, and it made me realise just how bad things are getting environmentally, and made me think more about what could be drastic effects that these damages could have, like more illnesses due to less trees removing the air pollution. I am really disappointed that we did not get to plant the trees as it would have been nice to give them and example, and it would have been a new experience for me, and a lot of the children who have never planted a tree before, although hopefully they will get chances in the future now that the school is getting trees to plant from the woodlands trust. I hope that they will enjoy doing this and that our visit will encourage them to do things outside of school and suggest ideas to any outer school clubs they go to, or get involved with activities and events that go on within the community. Evaluation of my Own Contribution I think I done my role within the group well because I created my faire share of slides for the power point, and helped organise the presentation, which meant going to meadow primary after school, as well as working on the slides. I also helped put the power point together and improve other slides that may have been a bit complicated. I think the amount of work we done was all fair and equal and I think we done it quite well, and I was especially pleased with how the presentation went as I was really nervous in case they found us boring or would not listen and where badly behaved, but luckily we managed t interest them as they where eager to answer the questions, although they could sometimes get a bit chatty when we started discussing things, although I am still really with how well behaved they where. Evaluation of Others Contribution I think everyone in my group worked really well, and I think we functioned well as a group, as we shared the work equally and had now arguments or disagreements about what we where doing , or over who was doing what. I think it was our good teamwork and cooperation that made everything go so well. I think Emma and Katie done a really good job of creating their slides for the power point and explained them in a calm yet interesting way. Kelly also did a really good job with the booklets and finding and creating activities for them. She was also very good with her timing during the presentation as she gave us enough time to do each slide, and also made sure we switched at the right point and stayed within time. I really enjoyed working with my friends and am really happy that everything went so smoothly because of our hard work and motivation. For my PSHCE project, me and my friends Kelly, Katie and Emma, wanted to do something to help the environment. We choose to do a project based around trees, as they are an important part to the survival of living things as they provide us with oxygen. They also provide homes and food for animals and resources for us. Due to the air pollution that is given off from transport vehicles, burning fossil fuels to make electricity, etc, as more carbon dioxide is released into the atmosphere, and traps heat emitted by the sun. This is called the greenhouse effect, and trees reduce the problem as they take carbon dioxide out of the atmosphere and give off oxygen. Cutting down the trees therefore speeds up the process and can lead to devastating effects like flooding that will be caused by the sea levels rising from the polar ice caps melting from the hotter temperatures. We thought the best way to help, would be to inform younger people as hopefully it would interest them at an early age to recycle, turn off lights and electrical appliances when there not being used, etc, and they would also encourage their parents and brothers and sisters to do the same. We decided the best way to do this would be to go to a primary school and give a small presentation and give out some booklets about trees, why they are important, what is happening and what we can do to help. We also thought that planting a tree with them would be a fun example and reminder of what they can do to help, as they would then see the trees everyday. The school we decided to contact was Meadow Primary School because it was near by and mine and Katie's old primary school, so we already knew the headmaster and the contact details. We decided the best way to contact him would be through a letter so we wrote one together explain what we wanted to do, why and what it involved. I put my phone number on the letter, and a couple of days later, he phoned us saying that he would be happy to let us give our presentation, and that we should go and see him after school to arrange some details. Me and Katie went because it was inconvenient for Emma and Kelly as they lived quite far away. Once there we talked about the details like when we should visit, which was preferably Monday afternoon as that is when we have PSHCE and so we would not be missing any of our other lessons. We also discussed which class we would be talking to and decided that our talk would fit in best with a group of year fours who had recently been on a school trip which had involved them learning about nature. Over the next week we created a power point presentation and some booklets. We decided to split the power point presentation into three sections, and we would each speak about the part that we done. I would be talking about why trees are important and where they are being cut down. Katie was talking about the problems cutting down trees was causing, and why they where being cut down, and Emma talked about what can be done to help. I got information of various websites which helped me to include some facts and figures, like who the Amazon Rainforest gives us 20% of our oxygen. As we where talking to children between the ages of we had to be careful of the language we used and how we phrased things, as they would not know as many words as us, and so may not understand if we said something that we had been taught in our lessons at school. I found this a bit difficult as when I am usually describing something, I like to use a wider vocabulary and try to make it very detailed, but as I had to do the opposite of this, I found I had to keep asking people for their opinion of whether the children would be able to understand, as although we did want to teach them something new, we thought it would be difficult and confusing for them to learn too many new words. When everyone had finished their part, we fitted the power point together and changed everything so it matched. We also read through it editing and adding in bits, like questions each part offered ideas from all of us making it better. When we where finished we gave Kelly the presentation so she would have the information she needed to create the booklets, which I think she done really well, as she found and created lots of activities for the children to enjoy. When we where happy with our final editing, me and Katie went back to Meadow to arrange a date for our visit, but due to the time we had some trouble, as we where doing exams, and they had Christmas plays, so we went back after Christmas and arranged the date for the 9th January. On the day we left our fourth lesson early, to get to Meadow before half two so we could prepare the presentation. While we where talking, the children where very quite and didn't talk at all, which although this was really good as showed they where listening, I did worry that they may be too shy or uninterested to answer the questions, but this was not the case. We found the children answered the questions with a lot of enthusiasm which was really pleasing as it showed they where interested in helping the environment, and capturing their interest was something we wanted to achieve. As it was to wet to plant the trees, instead we decided to spend the last 15 minuets questioning the children about the presentation, which I think went really well as like before, the children where all enthusiastic to answer the questions we asked, and gave us many of the points that where included in the power point. This was great as it showed that they had been listening and showed they where interested in the environment. I think that everything was really well although it was really disappointing that we did not get to plant the trees as it would have been fun and a great experience for us and the children, but we did get the satisfaction of knowing that they would be planting them some other time, and that they had learnt something. They also seemed to be really interested in the booklets that we made which was pleasing as hopefully they will have taken them home and done the activities and even tried some of the activities we recommended. I also hope that they will have tried to influence their parents and their siblings to help by turning of lights and recycling, as this could spread out through out the community and encourage many more people to start helping, which could have an impact on the amount of trees that are being planted and cut down.

Major Schools of Thought in Psychology Essay

When psychology was first established as a science separate from biology and philosophy, the debate over how to describe and explain the human mind and behavior began. The first school of thought, structuralism, was advocated by the founder of the first psychology lab, Wilhelm Wundt. Almost immediately, other theories began to emerge and vie for dominance in psychology. The following are some of the major schools of thought that have influenced our knowledge and understanding of psychology: Structuralism vs. Functionalism: 1) Structuralism was the first school of psychology, and focused on breaking down mental processes into the most basic components. Major structuralist thinkers include Wilhelm Wundt and Edward Titchner. 2) Functionalism formed as a reaction to the theories of the structuralist school of thought and was heavily influenced by the work of William James. This school focused on the functions of human behaviors and not their structure. Major functionalist thinkers included John Dewey and Harvey Carr. Evolutionary psychology is founded on the view that the function of all psychological phenomena in human evolution is a necessary perspective to their understanding. Gestalt Psychology: 3) Gestalt psychology is based upon the idea that we experience things as unified wholes. This approach to psychology began in Germany and Austria during the late 19th century in response to the molecular approach of structuralism. Rather that breaking down thoughts and behavior to their smallest element, the gestalt psychologists believed that you must look at the whole of experience. According to the gestalt thinkers, the whole is greater than the sum of its parts. Max Wertheimer is often credited as the founder of this movement. Psychoanalysis: Sigmund Freud was the found of 4) Psychodynamic approach. This school of thought emphasizes the influence of the unconscious mind on behavior. Freud believed that the human mind was composed of three elements: the id, the ego, and the superego. Other major psychodynamic thinkers include Anna Freud, Carl Jung, and Erik Erikson. Behaviorism: 5) Behaviorism became the dominant school of thought during the 1950s. Based upon the work of thinkers such as John Watson, Ivan Pavlov, and B. F. Skinner, behaviorism holds that all behavior can be explained by environmental causes, rather than by internal forces. Behaviorism is focused on observable behavior. Theories of learning including classical conditioning and operant conditioning were the focus of a great deal of research. Humanistic Psychology: 6) Humanistic psychology developed as a response to psychoanalysis and behaviorism. Humanistic psychology instead focused on individual free will, personal growth, and self-actualization. Major humanist thinkers included Abraham Maslow and Carl Rogers. Cognitive Psychology: 7) Cognitive psychology is the branch of psychology that studies mental processes including how people think, perceive, problem solve, remember, and learn. As part of the larger field of cognitive science, this branch of psychology is related to other disciplines including neuroscience, philosophy, and linguistics. One of the most influential theories from this school of thought was the stages of cognitive development theory proposed by Jean Piaget. Later work in this field was pioneered by names like Albert Ellis and Aaron Beck.

Is there any danger in relying on a system like SAIGA? Essay

1.In what manner does SAIGA act as an MIS and DSS? For DSS, which supports problem specific decision making, SAIGA acts in the same manner by doing the following: Provides useful charts that managers review to spot patterns and problems in scheduling and resources. Assists in management making effective decisions. Assists management with allocating resources. As far as MIS, which helps an organization â€Å"do things right†, SAIGA act in this manner by doing the following: Decline in flight delays More appropriate and timely assignment in resources Faster turnaround time for flights Faster through time for passengers Reduced Operating costs Directing passengers to parking stands and gates 2.Why is scheduling of this scale best left to information systems such as SAIGA rather than to human managers? With the ongoing list of tasks that are provided with the operations of an airport as listed in the Case 1 Studies, being able to deliver the efficient outcome of all of these resources is beyond the skills of any person, and unfortunately, to leave to a human manager leaves more room for human error. One could not successfully be obligated to do all of the following without sufficient flaws: Gates Parking Stands Fuel Trucks Check-In Counters Buses Luggage Conveyor Belts Variety of Ground Equipment Personnel Etc. With the assistance of SAIGA, this is all possible and it additionally provides a way to reduce stress and increase the overall Profit Net Margin while assisting with day to day operations. CRITICAL THINKING QUESTIONS 1. What other industries might benefit from an information like SAIGA? Other industries might benefit from an information system like SAIGA: Hospitals Nursing Homes Prisons/Jails School Systems City Buses / Transportation Offices Commercial Businesses Etc.

Culture Research Paper Example | Topics and Well Written Essays - 1500 words

Culture - Research Paper Example In his book, Tylor defined culture as â€Å"that complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society† (Tylor cited in Haviland et al., 2013, p. 10). Culture is obviously not limited to men. Women’s role in the creation and possession of culture cannot be undermined. The concept of culture has become the mainstream topic in Anthropology ever since it was first used by Tylor. Culture is a very powerful survival tool for humans, though it is a sensitive phenomenon. Culture keeps changing constantly. Owing to the fact that culture is stored in the mind only, it can easily be lost as new trends set it. Culture is omnipresent and reflects in everything in the surroundings ranging from written languages to structures and events. The artifacts and broken pots discovered by the archaeologists from underneath the earth are such remains of old civilizations that define their cultural patterns. Old civilizations made those artifacts using their cultural skills and knowledge. People tend to identify cultures by observing materialistic things. â€Å"When we think of company culture, we focus on what we can see and touch – the foosball tables, happy hours, and free lunches. But these are only artifacts, what our culture produces. It’s much harder to pinpoint the root culture† (Wherry, 2014). Real culture is what causes people to purchase certain things and decorate the place with them. Culture as part of the learned patterns and perceptions of behavior has three layers. Cultural traditions play a pivotal role in giving a unique identity to a society. By Japanese, Italian, or Indian culture, people mean shared traditions, language, and beliefs that distinguish the people of one culture from those belonging to the other. In a vast majority of cases, people sharing a certain culture have