Ancient Egyptian and Greek Medicine, a Comparison Essays

Ancient Egyptian and Greek Medicine, a Comparison Essays Ancient Egyptian and Greek Medicine, a Comparison Essay Ancient Egyptian and Greek Medicine, a Comparison Essay Essay Topic: Love Medicine The Healers In this essay, we shall be comparing the progress of medicine in ancient Egypt and ancient Greece. We will explore the different factors contributing to the medical development of each civilisation and how they formed the basis for modern medical practice. Economy Egypt and Greece were agricultural empires. Egypt was one of the first to settle and farm the Nile. Good harvests from the rich silt meant that Egypt had enough food to trade with other Empires, like India, China, Arabia, Africa and around the Mediterranean. Trade (along with bringing back great wealth) brought back new ideas, among which were new herbs and treatments. Similarly, Greece was a trading nation, leading to communication in and between nations. Communication was vital for the progress of medicine because it allowed ideas to be shared between many different countries. The Egyptians were so successful with farming and trade that the land owners became very wealthy. Likewise, the Greeks had a wealthy upper class. This new class could afford to pay for health care by doctors, who were paid a great deal for their knowledge. They spent their lives trying to further their understanding of medicine, probably because the better they were, the more they got paid. So money plays a large part in the progress of medicine. The rich could afford to employ metal workers, to make jewellery and tools. These craftsmen could also make bronze instruments for doctors and physicians, much better than any tools before. The rich Greeks could also do this, but, the invention of iron and steel meant that the Greeks could do more with their tools as they were stronger. This must have helped the progression of practical medicine. Although the rich in both Egypt and Greece had doctors and were generally in good health (more so in Greece than Egypt). Both empires also had those that had virtually no medical care. Slaves, that were part of each civilisation, were on the most part in very poor health. Doctors wouldnt treat them because they couldnt pay, and normally they couldnt seek out other knowledgeable people because their movement was restricted. Slaves are an extreme example, the point being that even though the rich in both countries were getting healthier, in Egypt, the general population didnt benefit because they couldnt afford the treatment, this got only marginally better with the Greeks. War Both empires were affected by war. Doctors would join, becoming army physicians or surgeons and gaining practical field knowledge. Battles were places for trying theories and treatments, many procedures must have been invented, innovated or perfected there. One being amputation. A mixture of better tools due to the invention of iron/steel and trial and error meant the Greeks could amputate limbs with even the smallest chance of survival, where it was almost totally unknown for someone to survive an amputation, purposeful or not. Healers Specialist male doctors, priests and mothers/wives were all healers in both Egypt and Greece. Mothers/wives would take care of the day-to-day health of the family, the doctors charged high amounts to treat people. And the priests offered religious or supernatural treatments. The Egyptians though had female doctors, like Pesehet, 2649-2150BC Lady Overseer of Lady Physicians. The Greeks didnt have female doctors, saying; No slave or woman should learn the science of medicine. This was regression, because half the population was excluded from the advance of medicine. Religion Religion was both good and bad for the progression of medicine in Egypt and Greece. In Egypt, their faith was a strong belief in the need of your body in the afterlife. This led to the process of embalming. They would take various organs (such as the heart, liver and brain) out of the body and treat everything with herbs and spices, giving them a basic knowledge of anatomy. But the dissection of humans was disallowed in Both Greece and Egypt. In order for the Greeks to get knowledge of anatomy, they travelled to Alexandria (In Egypt, named after Alexander the Great when he conquered Egypt) where dissection was allowed. In both ages gods were said to cause and cure plagues and be in control of the weather. The Egyptians believed in good and evil spirits, wearing charms and using spells to keep away disease, give luck or find love. The Greeks had a God called Asclepius, god of healing. Temples dedicated to him were called Asclepions. These complexes had spacious, clean buildings, a stadium, gymnasium, baths and an Abaton where patients slept in the hopes that Asclepius and his daughters, Panacea and Hygeia would visit them and heal them. Because the Asclepion was such a comparatively clean and healthy place, these people often did get better and a miracle would be claimed. It was about this time that the Greeks said it was important to have a good diet and get exercise. In my opinion, these are linked. Religion did not cause medical knowledge to regress, in some cases, such as that of Egyptian embalming, it in fact helped medical knowledge progress. But on the most part, it held back progression as religious ideas often conflicted with scientific and medical theories. Theories The Egyptians were among the first civilisations to look at their surroundings for answers about things they did not understand, instead of looking to the gods for any explanations they might have needed. The largest life-giving source in Egypt was the Nile. The farms on the Niles flood plane used irrigation to take the water from the river over long distances to feed a large amount of land. If one of these channels got blocked, then the water could not reach a certain bit of land and the crop there would fail if the channel was left blocked. They applied this theory to humans. They believed that the heart was the most important organ in the body, which pumped air and water (carried by the blood) through around 40 channels to every part of the body. They believed that rotting food in the bowels gave off gasses that travelled along the channels, and sometimes blocked them, causing disease in different parts of the body. This was a big step forward compared to prehistoric times, as thi s was a natural cause for disease, not spiritual. In a similar way, the Greeks were keen observers of nature and had a natural cause for disease. They believed in the 4 humours which were; phlegm, blood, yellow bile and black bile. They believed if these humours remained balanced then the person would be healthy. But if the humours became unbalanced then the person would become ill. Along with the Theory of the 4 humours, came a belief in good diet, exercise and rest when ill, with the belief that this would keep the humours in balance. This tied in perfectly with the Greeks other observations: The 4 elements of earth, fire, air and water. The 4 seasons of autumn, summer, spring and winter. If you had a cold, then you had too much phlegm, phlegm watery and colds often occurred in winter. This seemed to be too much of a coincidence for the Greeks. The Greeks went to Alexandria to dissect human cadavers, this led to discovering for the first time that the brain controlled the body, this was very important as now the brain could be given the attention it needed in medicine. The theory of the 4 humours was very important. On it, many treatments were based, and no one could come up with a better theory on how the body worked for over a 1000 years. Comparing the two theories, the Egyptian channels and the Greek 4 humours. I would say that it is hard to tell which is more important. As we now know they were both incorrect, yet still, both on the same lines of natural explanation. It seems to me that the Greeks theories show progression on the Egyptian theories. It is linked in with a complex theory; the 4 humours, 4 seasons, 4 elements. It led to more effective treatments such as purging. It led to good ideas such as healthy diet and exercise, and it influenced the way people thought about medicine until over 1000 years later. Treatments Egyptians could perform rudimentary surgery, such as setting broken bones. The Greeks made some progress, in that they could perform amputation and that they had better instruments due to the invention of iron and steel. Both civilisations had new uses of herbs, from careful observation of their environment and from trade with other countries. The Greeks believed in observation of a patient; examining all excretions in order to diagnose the illness and give a prognosis. Through more careful observation, the Greek doctor could provide better treatment for his patient. The Egyptians did not do this. In Egypt, common treatments involved a mixture of religious and practical medicine. For instance: Cure for Cataracts: Mix brain-of-tortoise with honey. Place on the eye and say: There is a shouting in the southern sky in darkness, there is an uproar in the northern sky, the Hall of Pillars falls into the waters. The crew of the sun god bent their oars so that the heads at his side fall into the water, who leads hither and what he finds? I lead forth what I find. I lead forth your heads. I lift up your necks. I fasten what has been cut from you in its place. I lead you forth to drive away the god of Fevers and all possible deadly arts. (Taken from the Ebers Papyrus). The Greeks relied much less on religious cures and more on the practical. They used wine and vinegar as basic antiseptics, where the Egyptians used honey, or raw meat. Again the Greeks seem to be more advanced than the Egyptians, with more advanced/practical treatments. Technology The Egyptians invented a from of paper called papyrus made from reeds. They also innovated a quicker form of writing called hieroglyphics. These, together with their wide trade system, meant that communication was easier than it ever had been before. Plus information could be passed easily between generations. This aided the progression of medicine a great deal as physicians, surgeons and doctors could share knowledge easily over large distances. Examples of these are the Ebers and Smith Papyri. The Ebers papyrus is roughly 3600 years old, the Smith papyrus being written about 100 years before. They are medical papyri, giving us an invaluable insight into the medicine of the time. If now, we can still gain knowledge from Egyptian papyri, then it must have also been of great use at the time. The Greeks took learning very seriously, with schools and universities for maths, astronomy, philosophy and healing. Their manner of studying their environment was an innovation in itself and their Asclepions could be considered as the first hospitals. Although the Greeks were more progressed with technology than the Egyptians, I believe the Egyptians made more progress, with the Greeks following on after them, and expanding the knowledge. Key Figures Imhotep: Imhotep was the earliest record physician in Egypt, wazir to king Zoser who founded the Third Dynasty. He was an astronomer, physician and an architect that may well have built the first pyramid of Saqqara. After his death he was worshiped as a hero, a blameless physician and much later as the god of medicine The prototype of Asclepius. Although we dont know much more about him, the Egyptians certainly liked him enough that he became a god, and it is interesting to see how Egyptian ideas, even of a singular person can be passed on to later civilisations such as Greece, and therefore Rome. Hippocrates: Hippocrates was one of the most important thinkers of all time, born in Greece around 460BC. In the field of medicine, he wrote many books on treatments and theories of the time, he developed the idea of humours, although this was wrong, it affected the way people were treated for centuries. He encouraged people to look for natural explanations for illness and other things, rather than religious ones and he championed the use of observing and recording symptoms with patients to aid diagnosis and prognosis. Ultimately his influence was to affect the way medicine was practised for thousands of years to come up to the present day. Conclusion Overall the Greeks made more medical progress than the Egyptians. When you compare different aspects of medicine between the two civilisations they each have made more progress than the other in certain areas. The Egyptians made greater progress in the role of healers (specifically women), and with technology, and the Greeks made greater progress in their economy, theories, treatments and the way religion affected medicine advancement. The Egyptians were the first to begin medical theorising because they were the first major, organised, civilisation. They revolutionised prehistoric medical thinking and provided a basis for future medical progress. They began with very poor medical knowledge and ended with relatively effective treatments. The Greeks began with some of the Egyptian knowledge and developed some very important theories which led to better treatment and upon which the basis of modern scientific thinking was built. Perhaps if they hadnt excluded women from medical practice, their progress would have been even greater.

Auditing Reflective Essay Research Paper Example

Auditing Reflective Essay Research Paper Example Auditing Reflective Essay Paper Auditing Reflective Essay Paper Essay Topic: Reflective As an International student I have learned to appreciate the group working style more, even sometime I have difficulties in communicating with my other roof members, yet this is one of the challenges and opportunities for me in my university learning process. I have learnt so much from my EACH 340 group work, the learning are beyond what is taught in the class. The overall experience in this group work is excellent. I have so happy to work with my group for this interesting assignment. The things I like most of my EACH 340 group mate are the contribution and the cooperation. I feel like a small family instead. Nevertheless, there are still some aspects in which I believe we should Improve on. Firstly, management of inflict should be Improving, there was a small conflict present when It comes to the finalization of the work, but eventually comes to an agreement. In the future, we can have avoid such conflict and make sure the whole group work run smoothly. Secondly, communication should have been better next time, as the group members are come different cultural background, communication problem may be inevitable in the group work process, but it nonetheless reduce the efficiency of the entire group work to some extent. Valuing others opinion and cooperate with others are the most significant aspects I learnt from this group work. Previously, I trend to ignored others ideas and opinion in regard to same solution I have already solved. But I have observed that when a member is expressing a point, the rest of the members are listening carefully and analyses the point that was raising compare to the previous similar solution. This Is a very positive aspect for me not only in my education life, but may be extending to my working career. Cooperation Is another aspect I have pick up In this group work, whenever I have a problem, I will email to all my group dates seeking for Ideas and suggestion, and surprisingly, I will get a response from all of them within few hour after I have sent the email. They are willing to help me whenever I have difficulty disregard the time I seek for help. It was a serious though for me in valuing the group work cooperation. Lastly, I have also gain confident in communication with other people from different cultural background, after the encouragement from my group mates. For Santa case study. Basically, we act like an auditor in determine and establishing Santa group. As an international student I have learned to appreciate the group some aspects in which I believe we should improve on. Firstly, management of conflict should be improving, there was a small conflict present when it comes to the similar solution. This is a very positive aspect for me not only in my education life, but may be extending to my working career. Cooperation is another aspect I have pick up in this group work, whenever I have a problem, I will email to all my group mates seeking for ideas and suggestion, and surprisingly, I will get a response from

Crisis Management Essay Example | Topics and Well Written Essays - 2500 words - 3

Crisis Management - Essay Example governments all over the world have initiated disaster management programs that are focused upon providing early warning signs about an imminent disaster and have also introduced action plans to educate members of the public and make them aware of measures they need to institute in order to be effectively prepared in the event of a natural disaster occurring. While there have been several disasters in the United States, one of the most memorable ones is the Katrina disaster, which resulted in losses of life and property that could have been easily prevented. Federalism is the system whereby certain portfolios are designated under State authority while others such as defense are under the Federal Government’s control. The Katrina disaster caused havoc in the state of Louisiana in particular and has come under sharp criticism because it was ineffectively managed. There was a lack of effective coordination between federal and State agencies in executing the Disaster Management Plan that was already in place. The FEMA (Federal Emergency Management Agency) in the United States has been subject to sharp criticism on account of its bungling and mismanagement of the Katrina disaster which struck on August 29th, highlighted especially in the incident at the Convention Center in New Orleans where 25,000 people remained stranded for four days before they were rescued.(www.abc.go.com). The State of Louisiana has an exhaustive Hurricane Disaster Plan. [Tapscott, 2005] which called for citizens to be evacuated early, however, none of the guidelines were followed, neither did the FEMA respond quickly and effectively to the disaster [Editorial, 2005]. Losses of life and property have been reported on an unprecedented scale. Although Federal response to disasters had already been initiated in past years for flood and earthquake control, the efforts were still largely decentralized until 1979 when the FEMA came into being. The Katrina problems however, arose because of

Art and Fashion - Surrealism Essay Example | Topics and Well Written Essays - 2000 words

Art and Fashion - Surrealism - Essay Example The essay "Art and Fashion - Surrealism" concerns the surrealism in art and fashion. Schiaparelli together with Salvador Dali engaged in a symbiotic and collaborative partnership, in late 1930s. Schiaparelli’s Innovative surrealist dresses and accessories influenced by Dali’s paintings and sculptures. Schiaparelli experimented with the notion of clothing that dominates the human form, which compelled viewers to confront the primacy of fashion-as-art and the subordination of the female body. Indeed, Schiaparelli did not only transform the fashion industry but also smashed its foundations. Schiaparelli’s attraction to modernism in late 1920s and 1930s mirror in her predominant utilization of accessories, which played a critical function in her collection right from the beginning and she preferred to create a whole ensemble including jewelry, gloves, hats, and shoes. The innovations by Schiaparelli were a considerable liberation for women and attended by the introdu ction of vibrant and strong colors (exuberance and decoration), as well as themes in a collection. Schiaparelli effectively translated dominant Surrealism principles such as, an object never realizing the same function as its name or its image, into imaginative and provocative designs. In so doing, Schiaparelli generated â€Å"hard chic† fashions for unconventional-looking women. Surrealists were self-respecting artists in their own way and their works were at the center of challenging the patriarchal tradition of Surrealism. The female body was a vital tool for women Surrealists to generate a broad and varied expression of their sexuality, which cannot be limited to a single artistic medium. The Surrealists alluded to the notion of female sexuality laden with playfulness and humor.4 The contribution of Elsa Schiaparelli to the Surrealism movement is pertinent and rich as she was able to challenge conventional representations of femininity via playfulness.5 Elsa Schiaparelli was able to overcome the notion of women as objects of male consumption, and transformed the female body into a self-governing entity enriched by elegant sexual display. Elsa Schiaparelli’s designs based on key aspects such as sexuality, gender and fetish demonstrate that she generated garments, which were feminine and functional while at the same time preserving the Surrealist theme of the female anatomy as fetish.6 Discussion Schiaparelli combined the notion of classic design from the Romans and Greeks with the overriding need for freedom of movement. It was in the 1930s, which fashions designs started to be flamboyant as shoulders started to be a critical focus during the decade. During the 1930s, shoulders started to be a critical focus as heavily padded jackets for both men and women started to gain prominence. Schiaparelli can be regarded as a trendsetter in the 1930s and enjoyed a natural sensitivity towards fashion styling. Schiaparelli's legacy remains for her audaci ous improvisations that perfectly fitted with the surrealistic art dominating the period.7 Elsa Schiaparelli is well-known for her iconoclastic bravado and unlimited originality of her work. Schiaparelli contravened topical conventions within the

Management accounting assessment Assignment Example | Topics and Well Written Essays - 750 words

Management accounting assessment - Assignment Example Activity based coating recovers these additional costs far much better than the traditional methods. Activity based costing (ABC) is an alternative method that allows overheads that cause analysis in groups that are influence the same activity. The group is cost pool while the activity is the cost driver. ABC produces a more accurate cost assignment. Doing this special job because the recovery methods used by the traditional overhead absorption method are volume based which is erroneous since a majority of the overhead costs is fixed and they are not affected by volume. A change in volume in the traditional method results to a change in activity level meaning that there is presence of under and over developed overheads due to the change in volume. Most companies use the variable costing method and they achieve their set objectives. It is offers the management with the options of providing better decisions for the company. In the absorption method, the cost of the product consists of all the variable cost plus the fixed manufacturing costs. Fixed costs are not included in the costing of the product. 2(b) I agree that Cost Volume Profit analysis is simple as takes the assumption that output is the only cost and revenue driver, which have a linear relationship. The assumptions in this case are simplistic in finding the decision to problems relating to fixed costs and variable costs. The assumptions can be used to facilitate the CVP analysis to give insight that is useful. Cost is relevant when, it is future oriented. It means the cash flows must arise in the future, be incremental, and have to be cash flows. In the context of capital investment appraisal, a relevant cost is a cost incurred because of the appraisal process and it may include new costs such as the cost of hiring machinery to construct a factory or additional costs in acquiring new material. Irrelevant costs are

Experiment of Long Term Memory Retention

Experiment of Long Term Memory Retention Abstract: The purpose of this study was to test the retention of long term memory based on retrieval environments. Our research is based on Godden and Baddeley’s (1976) study that focused on the relationship between retrieval environments and learning. The technique known as context-dependency –which is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† –is tested and compared to previous research (Godden Baddeley, 1975). An experiment was conducted at Foundation Campus at the University of Central Lancashire with nine international student. Enlisting a repeated measures design and laboratory method, the participants are asked to learn and recall a list of 13 words in the same environment, then they were asked to learn and recall another list of 13 words in two different locations. The results corroborate and support the context-dependency memory effect. Introduction: This experiments is about assessing the effect of retrieval environments when it comes to long term memory (LTM) recall. LTM is described as stored information that can be recalled over a long period of time –e.g. days, weeks, etc. (Merriam-Webster, (2015). Godden and Baddeley (1995) decided to conduct an experiment to test this notion –also known as context-dependency memory effect. Context-dependency memory effect is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† (Godden Baddeley, 1975). The aim of Godden and Baddeley’s research was to examine the association between learning and retrieval environments (Cardwell, Clark, and Meldrum, 2008:11). In order to carry out their experiment, Godden and Baddeley decided to enlist eighteen participants who were divers in Oban, Scotland (Cardwell, Clark, and Meldrum, 2008:11). Furthermore, the divers were instructed to learn a list of forty distinct words on land or, fifteen feet under water (Cardwell, Clark, and Meldrum, 2008:11). They were then asked to recall these words in a different location or in the same location (Cardwell, Clark, and Meldrum, 2008:11). Specifically, half of the divers were directed to a different location when the time came for memory recollection, while the other half remain in the same environment for memory recollection (Cardwell, Clark, and Meldrum, 2008:11). When partaking in Godden and Baddeley’s experiment, the list of 40 words were revealed to participants in groups –this all owed the divers to assume a relaxed/comfortable breathing rate in order to assure that the participants faced no obstacles when learning (Godden Baddeley, 1975). Additionally, each the list of words were revealed in blocks of three, and, the words were spaced at two second intervals (Godden Baddeley, 1975). When asked to recall, Godden and Baddeley found that â€Å"those who learned and recalled in the same location remembered the most words -12.5 on average† (Cardwell, Clark, and Meldrum, 2008:11). According to the aforementioned graph, Godden and Baddeley found that when participant learned on land an recalled the information under water, they could only recall -on average -8.6 words, while those who learned under water and recalled the words land, only remembered 8.4 words on average (Godden Baddeley, 1975). This study –based on Godden and Baddeley’s research in 1975 – will examine and delve into the connection between learning and retrieval environments. This study will utilize students with diversified ethnic backgrounds and ages. Contrary to Godden and Baddeley’s research, it will use two lists of thirteen simple words -–all within one to three syllables –in order to ensure comprehension. Aim: To examine the connection between learning and retrieval environments using Godden and Baddeley’s study on context-dependency retrieval. Hypothesis: Memory recollection in the same environment in which information was learned will yield higher recollections among participants. The hypothesis for this experiment is directional, meaning the independent variable (the retrieval location/environment) will directly affect the dependent variable (the accuracy/amount of words recalled). Method: Design A controlled laboratory experiment was utilised to elucidate a distinct cause and effect relationship between the independent and dependent variables. A controlled laboratory also enabled immense control over variables within the experiment, it also permitted unproblematic replication for future researchers and easy utilisation of equipment –e.g. videos, etc. A repeated measures design was employed in order to negate/remove differences that numerous samples would possess. Due to this design, differences in gender, linguistic ability, comprehension and age were avoided. The independent variable in this experiment was the retrieval environment or location in which the participant were asked to recall the words –i.e. the classroom or the canteen. The dependent variable was the quantity of words the participant could recall in each environment/location. A confounding variable could be the sound/noise of police cars driving past the laboratory environment. In agreement with research principles/ethics, written informed consent forms were distributed to all participants before this experiment commenced. Participants were given the right to withdraw at any time, and immense confidentiality with participant’s information and results was promised and delivered. Participants: There were ten participants –five male and four female participants. The participants were obtained from diversified backgrounds –non-native English speakers and English speakers. Participants that contributed to this experiment were between the ages of eighteen to forty-seven. An opportunity sample was enlisted for this experiment. This sample type allowed expediency when enlisting when procuring participants, it also enables replication for future research. Materials: Informed Consent (Appendix 1) Standardised Instructions (Appendix 2) Word List 1 (Appendix 3) Word List 2 (Appendix 4) Comical Video (Appendix 5) Procedure: Initially, the aforementioned materials were given to the participants. Secondly, in order to check for errors in our experiment, a pilot study was conducted to ensure validity in the experiment. After the pilot study, a classroom and canteen was procured for the experiment. A mixed-gender opportunity sample of nine individuals –ranging from 18 to 25 –was obtained and directed into the classroom. During this experiment, the participants were first given an informed consent form (Appendix 1), after signing and agreeing to the form, they were shown the standardised instructions (Appendix 2). After the standardised instructions, the participants were given a piece of paper –with â€Å"experiment 1† written on one side, and â€Å"experiment 2† written on the other side, -they were also given pens to document their answers. Firstly, the participants were then shown Word List 1 (Appendix 3), secondly, they were given one minute to study the words, then they were shown a four minute Comical Video (Appendix 6), and then they were given approximately one minute to write down the words they could recall. In the next stage of our experiment, the same participants were asked to flip their paper over, then they were given exactly one minute to study Word list 2 (Appendix 4), the participants they were asked to walk around the Vernon Building (located in the University of Central Lancashire’s campus) to a canteen. When the participants arrived at the canteen, they were promptly seated and given one minute to recall and write down the words they could recall in one minute. Results: The result of this experiment were harmonious to that of Godden and Baddeley’s in 1975. 66.67% of the participants recalled more words when their retrieval location was the same as the learning environment, while 11.11% percent of participants recalled more information when the recollection environment was not the same as the learning environment. Furthermore, 33.33% of the population recalled the same amount of words irrespective of the retrieval environment. These results were in accordance with the hypothesis and Godden and Baddeley’s research in 1975. The mean of the results was greatly corrupted by outliers with the sample’s results, in order to rectify this, the median was enlisted to portray a balanced assessment of the results. The median of recollection when the learning and recollection environments were the same is 9 words with a range of 6. When the learning and recollection were different, the median of the recollection data was 4, with a range of 9. Overall, it was quite evident that recollection in the same environment where information is learned yields better results. The results support context-dependency memory effect. Discussion: The result of this experiment were harmonies with Godden and Baddeley’s research, this fortified the immense reliability of their research, and proved that it could be replicated by others. The results of the experiment magnified the context-dependency memory effect, and supported the hypothesis: â€Å"Memory recollection in the same environment in which information was learned will yield higher recollections among participants.† A laboratory method was ideal for this experiment because it allowed for control over numerous variables, and, it permitted and enabled ease when measuring the dependent variable. Utilising a repeated measures design removed differences that individuals could possibly possess that would rob this experiment of credibility. It could also be argued that ‘the fatigue effect’ –which states that â€Å"work †¦[has] a general effect of running down the bodies limited energy supply† –adversely affected the participants recollection after walking around the Vernon Building (Hockey, 2013). Perhaps this is why only one out of the nine participants recalled more on the second experiment. The small sample size on nine indicates that this experiment is not generalizable to bigger populations. Albeit the sample had a plethora of nationalities and ages, this suggests that no definite proclamations can be made about nationality or age. Furthermore, a confounding variable could be the sound/noise of police cars driving past the laboratory environment, or, the limited linguistic ability of some participants. Any further research/study into this topic could be ameliorated by enlisting a grander sample size, or, using both locations as learning and retrieval environments; this provide a deeper insight into context-dependency memory effect. A longer list of words could also be employed to test retention in LTM. References: Cardwell, M., Clark, L. and Meldrum, C. (2008)Psychology AS For AQA A. 3rd edn. London: Harper Collins Publishers. Godden, D. R., Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater.British Journal of Psychology, 66(3), 325–331. Hockey, R. (2013) The Psychology of Fatigue: Work, Effort and Control. 1st edn. United Kingdom: Cambridge University Press. Jansen, I. (2015). Charlie Chaplin The Lions Cage. [online] YouTube. Available at: https://www.youtube.com/watch?v=O2dmV2-zxNg [Accessed 10 Mar. 2015]. Merriam-webster, (2015). Definition of Long-term Memory. [online] Merriam-webster.com. Available at: http://www.merriam-webster.com/medical/long-term memory [Accessed 6 Mar. 2015]. Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Comical Video provided and republished by Jansen (2015). Appendix 6

Vietnam :: essays research papers

Vietnam (và ª-à ¨t ¹nà ¤m ¹), officially Socialist Republic of Vietnam, republic (1990 est. pop. 65,500,000), 128,401 sq mi (332,559 sq km), SE Asia, bordered by Cambodia and Laos (W), China (N), and the South China Sea (E, S). Major cities are HANOI (the capital) and HO CHI MINH CITY (formerly Saigon). The terrain is generally rugged; the two principal regions, the Red R. delta in the north and the Mekong R. delta in the south, are linked by a narrow, mountainous strip. Agriculture, primarily the growing of rice, is the basis of the economy, engaging more than 80% of the work force; Vietnam is a major rice exporter. Peanuts, corn, cassava, and sweet potatoes, and beans are also grown for subsistence; cash crops include cotton, jute, coffee, and tea. Fishing is also important. Mining, particularly of coal, heavy industry, and most of the timber resources are concentrated in the north. Offshore petroleum deposits have been developed, and crude oil is exported. About 80% of the population are Vietnamese. Significant minorities include highland tribal peoples such as the Nungs and Meos and Cambodians and Thais. Large numbers of ethnic Chinese fled the country after a border clash with China in 1979. Buddhism and Roman Catholicism are practiced, but religion is discouraged by the government. History. The area that is now Vietnam is composed of the historic regions of TONKIN, ANNAM, and COCHIN CHINA. European traders arrived in the early 16th cent. The French captured Saigon in 1859, organized the colony of Cochin China in 1867, and declared protectorates over Tonkin and Annam in 1884. The three were merged with Cambodia in 1887 to form French INDOCHINA. A nationalist movement arose in the early 20th cent., gaining momentum during the Japanese occupation in WORLD WAR II. After the Japanese withdrew in 1945 the VIET MINH, a coalition of nationalists and Communists, established a republic headed by HO CHI MINH. French attempts to reassert control and establish BAO DAI as emperor resulted in the French Indochina War (1946–54), which ended with the French defeat at DIENBIENPHU. At the Geneva Conference of 1954 Vietnam was provisionally divided, pending nationwide free elections, into Communist North Vietnam and nationalist South Vietnam. Fearing a Communist victory, the regime of Ngo Dinh DIEM refused to hold the scheduled elections and declared the south an independent republic in 1955. The VIETNAM WAR ensued, with the U.S. aiding South Vietnam. A cease-fire was signed and U.S. troops withdrawn in 1973, but the Communists overran the south in 1975, reunifying (1976) the country. The regime launched a large-scale resettlement and reeducation program to suppress continued opposition in the south.

A Comparative Essay on Plato’s and Aristotle’s Philosophies on Beauty, Tragedy and Art Essay

The existence of philosophies in life is important and valuable because they are to guide and determine the beliefs of a person. These beliefs are what dictates a person to act as such or to say such things. For all of the Classical and complicated philosophies present in the world and founded by great thinkers and philosophers, having a philosophy is as simple as having a belief and that belief is what constitutes our actions, words and thoughts. A philosophy can even dictate on what kind of school or job person would want to go to. In some instances, there comes a time that shallow or inconsequential perceptions of a personal philosophy arises and though it may seem as thus, it is still important to remember and consider that a personal philosophy is important for a particular person—since it is his or her own beliefs, therefore it is who he or she is or who he or she wants to be regarded as. No one can deny the fact that philosophies have gone through intensive and extensive transformation and progress in the world’s history and it is still transforming and changing in the contemporary times we have now. From the early ages of the Mesopotamian civilization to the Egyptian kingdoms and to the Romans and the Greeks, the branch of knowledge we now famously call philosophy have had great origins and greater people who made it a point to make their way of thinking or personal beliefs known—Socrates, Plato, Aristotle, Machiavelli and Nietzsche are only some of the few famous philosophers with different beliefs and different perceptions but which all aimed at the same thing—that is they wanted to explain how things function, how life is and finally, to point out that there can be a better way of life for everyone concerned. Something as simple and mundane as what is happiness or what is love is a catalyst for great amount and efforts of thinking since it aims to answer specific things in life—that is, human beings, how are we as humans and how we function? It is just that in the end, one thing leads to another and we are finally caught up with far more difficult, challenging and complex things. On the other hand, no matter how complex certain philosophies are and no matter how different the philosophers and their beliefs are, one thing remains the same—the philosophers were excellent people who practiced intellectual art and this intelligence is what lead them to more profound concerns about things which could have been considered as unimportant. Literature and art for example may seem unimportant compared to politics or religion but philosophers also studied and scrutinized them. Thus, it is most probable that both literature and art (although literature can be actually considered as an art itself) were probably tremendously influenced by the early examples of the Greek and Roman arts. Therefore, the literature and the art which we are admiring and studying today are all influenced by the offshoots of the particular philosophies which the likes of Plato and Aristotle believed in—and Plato and Aristotle were only two of the many known philosophers. There are many others who actively advocated certain beliefs or their philosophies concerning life and they did it (such advocacy) not just for the pursuit of intellectual development or personal fame but just because they are in pursuit of something greater for humanity as a whole. The likes of Aristotle and Plato advocated such philosophies since they believed that it aims for better things; as what Ahrensdorf wrote: Philosophy, on the other hand, seems to teach that the pursuit of wisdom through reason alone is the greatest good for a human being, that reason is therefore capable of both understanding the world and of guiding us to happiness, and hence that the world is, at the very least, not opposed to our deepest desires. (p. 151) Thus, though philosophy as a branch of knowledge may be very broad but it also influences many aspects; for example, as what was written before, literature and art (which are also two important branches of knowledge) is undeniably influenced by philosophy as well. In this paper, the philosophies of Plato and Aristotle will be discussed and will focus on their beliefs about beauty, tragedy and art. Though both great philosophers have great connections and are intertwined with each other, and there are even some vague similarities, their views are still astoundingly different and that is what makes it more interesting and intriguing. The Philosophy of Plato Plato was said to be a student of another great philosopher, Socrates who favourite Plato among his students. When Socrates died, Plato was said to be devastated and yet, he being a student of the great Socrates, continued his teacher’s legacy and became a man of philosophy as well. It is quite understandable that much of Plato’s philosophies were offspring of the beliefs of Socrates himself though with many exemptions. Plato was more realistic than his teacher and worldlier. Plato’s ideals concentrated on society and the ethical than that of Socrates who concentrated on the more metaphysical and immaterial things of life. In Plato’s philosophies, the definition and function of beauty, art and tragedy, were exemplified and explained. It is through these three aspects of life that we are able to further understand Plato’s reasoning about his beliefs. Beauty According to Plato, beauty is and will never be linked to the world of arts. In fact, he believes that beauty can never be art and art can never be beautiful. This way of thinking is characterized by his belief that beauty can never exist since if beauty exists then it should correspond to the perfect definition of beauty. For something to be called beautiful it needs to justify such term and label—a thing or a person cannot be beautiful just because someone says it so or it has the attributes of being attractive. It should instead, exemplify the perfect virtue of being a beauty. Moreover, Plato believes in the knowledge that if something beautiful does exist, then that is the only time that people can commonly acknowledge that such a beauty exists. Therefore, what we as humans have right now is not beauty but a pretentious definition or judgement for beauty—according to Plato that is. (Adajian and Hughes, p. 5) Art Most famous for Plato’s argument about art is that on the subject of poetry. Plato argues that art are mere representations and are not real as what an original object is. Art are therefore considered as imitations, illusions and a lie. Art is merely copying things in their original form and aims to portray the truth of the original form but they would always lose to its attempts since there is nothing more truthful than the original form and nothing more false than art. Plato’s view on this is most famous for his â€Å"thrice removed† belief wherein â€Å"artworks present only an appearance of an appearance of what is really real†. In simple terms, there is an idea or â€Å"Form† of a person which that person makes into reality or an original physical object but art copies that physical object and is thus, the most inferior of all. (Adajian) Tragedy Plato’s regard for tragedy is not the same intellectual disgust as what he had for the subject of beauty and art; in fact, he is more hostile with the subject of tragedy as he believes that â€Å"by portraying the greatest human beings as suffering beings, tragedy teaches that the world is fundamentally hostile to our aspirations for happiness† (Ahrensdorf, p. 156). Plato, together with the dialogue with his teacher, Socrates (or most likely, inspired by the beliefs of his teacher) further explains why tragedy is not a correct and erring concept. This due to the belief that tragedy deceives people from the truth and unlike art where imitates or mimics a true â€Å"Form†, tragedy actually changes how we perceive true Form and eventually alters how we perceive things. For example, Homer and other tragic poets does not only creates lie with their â€Å"soft heroes† they (meaning the tragedies) also portray mistaken ideals about the Greek gods and how people should act regarding their own personal tragedies. Because of these tragedies, people desire terror and misery and when tragic things do happen in reality, a person’s initial and natural reaction would be either in terror or in misery. Moreover, Plato further explains that because of these tragedies, â€Å"human beings unreasonably [become] soft and cowardly by filling them with fear† (Ahrensdorf, p. 158). It can be even said that Plato is disgusted with the existence of tragedy since it fills people with dread about the idea of death and death is something evil. Thus, because of how the tragic heroes are portrayed, the audience or people who watch such tragedies are mistakenly believe that death is something to be feared; in conclusion, it makes people cower and weaklings. The Philosophy of Aristotle Ironically, another great philosopher from Greece is Aristotle who was a student of Plato and who had another great person for a student—Alexander the Great. If Socrates inspired and influenced Plato, it can be the same for Aristotle who was inspired and influence by Plato. If Plato was more concerned with the ethical, Aristotle was more concerned with the scientific and made famous terms which are known today such as the label for â€Å"matter†. More than being a philosopher, he was equally a scientist as well and his philosophies and beliefs would in some point, turn and allude to science. Though he was a student of Plato and was influenced by him, his beliefs were far different than that of his teacher. For example, on the concepts of beauty, art and tragedy, he had different ideas compared to Plato. Beauty While Plato believed in the inexistence of beauty as long as something actually perfectly beautiful exists, Aristotle believed otherwise. According to Aristotle, beauty exists depending on the things surrounding that object or person. Something beautiful exists because it meets certain conditions of being classified as such and usually, these conditions entirely depend on the things within the vicinity of that object. Moreover, he defined any object as beautiful if it is clearly and accurately beautiful. Thus, if Plato believed in perfect beauty, Aristotle believed in measured beauty. This is not that surprising since he was a scientist and believed in more logical and reasonable conclusions than that of mere thoughtful imagination; as what Gaut and Lopes wrote, Aristotle explained in many of his writings like Metaphysics and Rhetoric various allusions and explanation on beauty and how it is measurable and definable: This passage appears to assume a definition of beauty in terms of size and proportion. So beauty is a real property of things. Aristotle says much the same thing in De Motu Animalum, when distinguishing what is beautiful from what is merely perceived as desirable. Aristotle’s beauty is real but equivocal. Its meaning derives from the nature of the beautiful thing in question. Aristotle urges his readers to see the beauty of even repellent animals. All living things boast a design suited to the purpose of their sustenance and reproduction, and that is what beauty comes to. (pp. 25 – 26) Art Plato is not wholly rooting for the subject of art since it is supposedly an imitation and a lie and it can be concluded that Aristotle shares that same belief. Aristotle defines art as something of a â€Å"realization†, a concept which is used to materialize an original and genuine thought. For example, if something is good, and an art is created to depict the concept of goodness then that particular piece of art is a realization. This can be the same as Plato’s philosophy as of art as an imitation of an idea but Aristotle argues that, â€Å"Art however is not limited to mere copying. It idealizes nature and completes its deficiencies: it seeks to grasp the universal type in the individual phenomenon†. (The Internet Encyclopaedia of Philosophy) Tragedy As opposed to Plato’s definition and concept of tragedy wherein the poets are the ones who creates the tragedy, Aristotle has very different view regarding the concept of tragedy wherein tragedy is based on the hero’s very own nature. Based on the Aristotelian beliefs of tragedy, the hero is wholly good and almost perfect. He is strong, virtuous and good. The gods favour him because he is the hero but if in the end, it is discovered that he has a flaw, and then he becomes a tragic hero. But there is a critical point on why this is the case. Tragic heroes and their pathetic demise exists for one thing and that is to â€Å"purge† the audience of the feeling of fear and sorrow: â€Å"tragedy, in depicting passionate and critical situations, takes the observer outside the selfish and individual standpoint, and views them in connection with the general lot of human being† (The Internet Encyclopaedia of Philosophy).

Disabilities and Dumbo Essays

Disabilities and Dumbo Essays Disabilities and Dumbo Essay Disabilities and Dumbo Essay Essay Topic: Pride and Prejudice Introduction: When thinking of films that portray disability Disney animated films generally are not the first titles that people think of. When thinking of Disney movies most people think of princesses, villains, magical places, and happily ever after, but there is another side to Disney that is not so clear and upfront, the side of disabilities, stereotyping and ultimately overcoming diversity. One of the earliest Disney movies portraying disabilities is Dumbo (Sharpsteen, 1941). The movie was released in 1941 when the world was going through World War II, society was looking for an escape and Disney provided just that. In the 1940s people with disabilities were considered freaks, abnormal, and not equal to the rest of society, in most cases they were ridiculed, judged and placed in asylums. It is ignorance, fear and stigma that drives society to ridicule a race, gender, disability or anything that seems to be different then what mainstream society considers normal. An Elephant That Can Fly: Dumbo tells the story of a baby elephant that is born different then all the other elephants (Sharpsteen, 1941). With very large ears, he is ridiculed, and is considered an outcast by the rest of the circus elephants. One day his mother stands up for Dumbo when a boy in the crowd starts calling Dumbo names, ultimately leaving him alone because the circus locks his mother away feeling that she is a danger to the gusts and circus animals and performers. Dumbo is left alone, with no support with the feeling of being subpar due to not being like everyone else. With the elephants not letting up on their ridicule and segregating Dumbo from the rest of the herd, Timothy the mouse comes in and befriends the little elephant. With Timothy becoming Dumbo’s friend and leading him to realize that he does not have to be like everyone else, Dumbo learns to fly and becomes accepted by everyone. Fear of Disabilities versus Normal: The fear of becoming disabled is something that seems to be inherent among the majority of able-bodied people (Morris, 1991). This fear stems from ignorance and misunderstanding about what is â€Å"normal†. The better part of  the twentieth century society was not sympathetic or in anyway understanding when it came to disabilities; Dumbo’s treatment among his circus peers was no different (Morris, 1991). One of the elephants actually pulls on little Jumbo Jr. ’s ear shortly after the stork had delivered him to his mother. The elephant is making sure that all the others can see what is wrong with the baby, that he is not normal. Another one of the on looking elephants says, â€Å"Just look at those E-A-R-S† (Sharpsteen, 1941) again making sure that everyone is aware of the little one’s problem area. The elephants start to comment on how silly his ears look, laugh about them, and nickname the baby elephant Dumbo, instead of Jumbo Jr. If it is society that determines what is disabling or not, it is clear that the circus society which Dumbo comes to considers him to be â€Å"different† and disabled (Norden, 1994). Disabilities, History and Societal Outlook: In the early twentieth century people with disabilities often had little to no choice but to go work for the circus, be put in asylums and institutions all because of society’s view of their differences (Raymond, 2008). In most cases people with disabilities were kept away from â€Å"normal† people, or the majority of society. Many people, especially those from a strict religious backgrounds, believed that if a person was disabled either they or their parent had done something to incur the wrath of God, which was the cause of the disability (Ingstad, 1995). The majority of the general public was not interested in allowing persons with disabilities to integrate into society. So much misunderstanding and fear surrounded disabilities that many countries had policies of sterilization for those individuals deemed to have genetic disabilities that could be passed on to their children; essentially people of the 1930s and 40s were trying to eradicate disabilities in any way possible (Ingstad, 1995). In the movie Dumbo the baby elephant portrayed disabilities in a way that garnered some amount of sympathy that was never seen before. This sympathy changed the way that disabilities could be seen or thought of by society. Disney made the baby elephant with big ears the innocent victim, something different for a character with disabilities at the time. People started looking past Dumbo’s disability and watched an outcast struggling to fit in to the circus world where he was supposed to be apart of. Once Dumbo’s ears make their appearance the little elephant is essentially shunned by the circus society. Dumbo’s only friends are his Mother, a mouse, and a group of crows. His only connection back to the circus is his mother and when she is taken away the little elephant is literally left alone to fend for himself. Perception of One Self due to Society: Dumbo’s loneliness teaches him indirectly that his ears are the root of his problems. He learns that his disability is something to be ashamed of. Although not every person with a disability experiences shame tied to their difference, general society convey the message that disability is shameful. Disability scholar and advocate, Jenny Morris (1991) explains the effect of this misrepresentation as a part of society’s general oppression of person’s with disabilities. She states: The way that the general culture either ignores of misrepresents our experience is part of our oppression. However, mainstream culture is also the poorer for this. Surely, the representation and exploration of human experience is incomplete as long as disability is either missing from or misrepresented in all the forms that cultural representation takes. (p. 85) Dumbo’s shame perhaps relevant for some with disabilities in many cases simply a misrepresentation and more likely tied to a more common shame that everyone feels growing up. Considering that most people grow up not liking something about them selves or had some part of their bodies ridiculed by others, Dumbo’s shame about his ears seems less tied to his actual disability and more tied to his opinion of self. Even when told by Timothy the Mouse (his friend) that his ears are beautiful, Dumbo hides behind them. Dumbo does not trust anyone not to make fun of him or his ears, something that has been systematically taught to him throughout his short young life. One Friend Looking Past Disability can make the Difference: Timothy feels sorry for Dumbo when he sees the other elephants picking on the â€Å"little guy† and wants to help him, â€Å"Lots of people with big ears are famous † Timothy tells Dumbo in order to make him feel more comfortable with his ears, but then struggles to come up with any examples (Sharpsteen, 1941). The idea to overcome the disability in order to be accepted by circus society introduces a new stereotype, the supercrip. â€Å"Supercrips are people who overcoming the challenges of disability and becoming more ‘normal,’ in a heroic way† (Martin, 2009). To help this idea along, Timothy decides that the only way to help Dumbo fit in at the circus and be reunited with his mother is for Dumbo to become the headliner of an act involving all the other elephants. Unfortunately the failure of this first attempt only makes matters worse, because Dumbo is reduced to a clown after he causes the big top to fall. Dumbo’s ears, his disability, once again become the thing that is seemingly holding him back from success, acceptance and his mother; a â€Å"normal† life. By being demoted to a clown it seems that the expectations for Dumbo overcoming his disability are nonexistent. This feeling of failure and hopelessness is reiterated to the crows in a speech made by Timothy: Why I ask ya why just because he’s got those big ears, they call him a freak, the laughing stock of the circus. Then when his mother tried to protect him they throw her into the clink and on top of that they made him a clown socially he’s washed up. (Sharpsteen, 1941) Without knowing how to overcome his disability, Dumbo seems doomed to go through life at the circus as a clown and a side show â€Å"freak†. However, finding themselves in a tree forces Timothy to try to sort out how it could have happened. While Timothy tries to figure it out, one of the crows mockingly yells, â€Å"Maybe ya flew up? †(Sharpsteen, 1941). As ridiculous as this idea seems to the crows Timothy believes it, and sees flying as the answer to all of Dumbo’s problems. â€Å"Dumbo you flew your ears are perfect wings the very things that held you down are going to carry you up and up and up †(Sharpsteen, 1941). The crows, however, make a good point, a point that could hinder Dumbo’s ability to overcome his big ears â€Å"have you ever seen an elephant fly? † This point does not deter Timothy and the crows acknowledge his determination. The crows are the one’s that give Dumbo the â€Å"Magic Feather† that will help him fly and lead to his ultimate fame and success. The â€Å"Magic Feather,† given to Dumbo by the crows, is ultimately a tool to help Dumbo believe in himself, and when lost in midair would have caused even more humiliation for the little elephant if he had not decided that he did not need it to fly. There are two important things to take away from this method of overcoming a disability. First, in order to overcome a disability it must be that person’s decision. The decision or the action of overcoming a disability is not something that can be forced on someone or expected of them; force and expectations can lead to the supercrip stereotype becoming problematic. The supercrip stereotype â€Å"focuses on a single individual’s ability to overcome, then puts onus on other disabled people to do the same† (Martin, 2009). Second, the responsibility or belief that all disabled people can overcome their disability to be â€Å"normal† is not realistic or rational for society to place on a person that has a disability. By placing the view that people can overcome a disability again puts â€Å"normal† as superior to anything less then that. Conclusion: Dumbo is looked at as the amazing flying elephant at the end of the movie, but in reality Dumbo is no different at the end of the movie then what he was in the beginning (Sharpsteen, 1941). The only thing that changed was the circus societies view that Dumbo was now not a â€Å"freak† but instead extraordinary. It took a little elephant to find a use for his disability and belief in himself to become someone that everyone would except, unfortunately real society is very similar. Instead of looking at people with disabilities as equals whether they do extraordinary acts or not, society looks down on peoples differences creating standards that people must live up to, to be considered a part of excepted society. Today people with disabilities are not forced into asylums, or left to join the circus sideshow but it is far from ideal. There is much more awareness regarding disabilities today compared to just ten years ago, but there is still a long way to go. For Society to become less judgmental society needs to become proactive in understanding what disability is, and stop placing stigma and assumptions on the disabled person. Once all of society is accepted as equal whether they are the same or different then everyone, society is truly not going to become an inclusive, thriving, equal opportunity world for everyone living within it. By not becoming aware of the importance of differences, society will miss out on opportunities to become a richer culture, gaining valuable insight and opportunities that people with disabilities have to offer us all. With knowledge, awareness, understanding, and acceptance there is less likely that people that are different will be colonized, segregated, or oppressed, that in itself is the most important reason for society to understand and learn from the mistakes from the past on the treatment and view of people with disabilities. References Ingstad, B. (1995). Mpho ya modimo- A gift from God: Perspectives on â€Å"attitudes† toward disabled persons. In B. Ingstad S. R. Whyte (Eds. ), Disability and Culture (pp. 246-265). Berkley, CA: University of California Press. Martin, R. (2009). Global Comment. No One wants to Play â€Å"Super Chip†. Retrieved March 16, 2013 from: http://globalcomment. com/no-one-wants-to-play-super-crip/ Morris, J. (1991). Pride against Prejudice: Transforming Attitudes on Disability. London: The Women’s Press Ltd. Norden, M. F. (1994). The Cinema of Isolation: A History of Physical Disability in the Movies. New Brunswick, NJ: Rutgers University Press. Raymond, E. B. (2008). Learners with Mild Disabilities: A Characteristics Approach. Boston: Pearson Press. Sharpsteen, B. (Director). (1941). Dumbo [Motion picture]. United States: Walt Disney Productions.

Free Essays on Interaction And Communication Between Parents And Babies Through Touch

Abstract Parental touch is explained in the context of infant massage and is discussed as being central to a baby’s various dimensions of health. The importance of touch is explained as it relates to the babies, parents and their union as a family. Emphasis is given on the communicative functions of touch on babies and the short and long term benefits of parental touch on the family collectively and as individuals. Finally, infant massage is promoted as being essential for parents to practice because of its strong effect throughout the receiver’s life. Introduction Touch has long been researched but we yet need to know more about it since its effects are of such magnitude. Touch is the most essential communication channel for babies because they sense, understand and experience it more than any other stimulation. Babies need to be touched because it affects their mind and bodies’ development, health and strengthens their bond with parents resulting in happier family life and facilitated development later in life. The benefits of this interaction are short term and long term if touch is properly administered at this early age. Physiological changes, action readiness, valenced emotions, discrete emotions, and most essential of all, love, along with safety and security, are communicated to babies when they are touched. All parents should take time to learn about touch and use this knowledge to improve their children’s quality of life. Literature Review Infant massage, the practice of massaging particular areas of a baby’s body with gentleness and love is well established and taught by many institutions devoted to teaching parents necessary skills for child rearing. The key to successful infant massage is to remember that is it meant to be a pleasure for both parent and child. The setting should be comfortable for both parties. A warm room, pillows, blankets, hand cream to keep the parent’s hands soft and ... Free Essays on Interaction And Communication Between Parents And Babies Through Touch Free Essays on Interaction And Communication Between Parents And Babies Through Touch Abstract Parental touch is explained in the context of infant massage and is discussed as being central to a baby’s various dimensions of health. The importance of touch is explained as it relates to the babies, parents and their union as a family. Emphasis is given on the communicative functions of touch on babies and the short and long term benefits of parental touch on the family collectively and as individuals. Finally, infant massage is promoted as being essential for parents to practice because of its strong effect throughout the receiver’s life. Introduction Touch has long been researched but we yet need to know more about it since its effects are of such magnitude. Touch is the most essential communication channel for babies because they sense, understand and experience it more than any other stimulation. Babies need to be touched because it affects their mind and bodies’ development, health and strengthens their bond with parents resulting in happier family life and facilitated development later in life. The benefits of this interaction are short term and long term if touch is properly administered at this early age. Physiological changes, action readiness, valenced emotions, discrete emotions, and most essential of all, love, along with safety and security, are communicated to babies when they are touched. All parents should take time to learn about touch and use this knowledge to improve their children’s quality of life. Literature Review Infant massage, the practice of massaging particular areas of a baby’s body with gentleness and love is well established and taught by many institutions devoted to teaching parents necessary skills for child rearing. The key to successful infant massage is to remember that is it meant to be a pleasure for both parent and child. The setting should be comfortable for both parties. A warm room, pillows, blankets, hand cream to keep the parent’s hands soft and ...

Sustainable Solutions for Air Arabia Thesis Proposal

Sustainable Solutions for Air Arabia - Thesis Proposal Example This research will begin with the statement that Air Arabia is basically a low-cost airline company that offers flight services to at least 88 destinations throughout the Central Asia, Europe, Indian subcontinent, Middle East, and North Africa. In 2013, Air Arabia was able to receive an award for being the â€Å"best low-cost airline† company in the Middle East. During the 4th quarter of 2013, Air Arabia managed to earn a net profit of AED 94 million which is 12% higher as compared to its net profit during the 4th quarter of 2012. To ensure that Air Arabia is able to maintain its competitive advantage within the aviation industry in UAE, it is best to compare to and contrast the strategic management used by this particular airline company with those of the flydubai and flynas. Aside from being able to contribute positively to the economic situation of a given country, sustainable solutions also make it possible for the key stakeholders to develop and implement effective soluti ons that will enable a business organization to fulfill its role in terms of protecting the overall welfare of people and the environment. Basically, one of the main reasons for writing the paper is to enable the student gain a better knowledge, understanding and experiences when it comes to the application of strategic management theories and core concepts when analyzing the business situation of Air Arabia. The description of theories and core concepts will be tackled based on the weekly assigned tasks.

12 angry men movie Essay Example | Topics and Well Written Essays - 500 words

12 angry men movie - Essay Example The movie for nominated for three Oscars(Best Director, Best Picture and Best Writing, screenplay based on material from another medium) and finds a place in the list of all time great movies. In 2007, the library of Congress chose â€Å"12 angry men† for preservation in the United States National Film Registry. Here, we analyze the dynamics of the 12 jurors and what might have influenced them in taking a decision in favor of or against the accused. The movie begins with the scene in which the judge is seen giving instructions to a jury consisting of 12 gentlemen. The judge informs the jury that the defendant will have to take the electric chair if proved guilty. The jury is also instructed that their judgment should be unanimous. The jury then moves into the jury room where they get acquainted with the other members of the jury and start their work. The case which opens up as an open and shut case takes a turn when one of jurors (juror #8) decides to veto the decision of the other eleven jurors. He is able to convince the other jurors that the defendant should be acquitted as there is doubt beyond reasonable limit questioning the authenticity of the witnesses. However, the other jurors do not follow the juror #8 quickly. The juror #8 faces strong argument from the other members which sets up the film. The jury decided to vote 12-0 in favor of acquittal and closing scene shows the twelve jurors leaving the jury room to present their findings of fact to the court. Juror #8(Henry Fonda) is the most important character of the plot as he is the first to veto the decision and question the authenticity of the witnesses. Though the juror #8 appears both confident and nervous at the beginning, as the discussion proceeds he succeeds in making the other jurors believe in his argument that there is doubt beyond reasonable limit in declaring the boy as guilty of murder. Juror #9 immediately supports the view of juror #8. Juror #5 and #2 also follow