Tuesday, December 24, 2019

Heroin Addiction A Growing Epidemic - 1474 Words

Heroin addiction is a growing epidemic, especially here on Long Island. People of all ages, gender, race, and ethnic backgrounds struggle with this addiction. Heroin is a highly addictive analgesic illegal drug, that many people abuse. The disease of addiction is a powerful illness, that is difficult to recover from. Many wonder if there will ever be a cure. Addicts go through many stages of recovery, and many do not make it through treatment, and unfortunately relapse. Now that it is a common issue in the United States, healthcare workers face many issues regarding caring for patients with addiction, whether it may be in a hospital or rehabilitation setting, or a mental institution. It is a nurse’s responsibility to be aware and knowledgable about this serious disease and how to care for patients who are withdrawing from the drug. One of the most common treatments for heroin dependent patients is methadone. This treatment involves a long-term use, which is a opioid antagonis t, as an alternative to heroin. â€Å"Methadone maintenance therapy (MMT) is the most well established treatment for heroin dependence, providing improvements in abstinence, health, employment, criminal involvement, hospitalizations, rate of immunodeficiency virus onset and mortality† (Stephen et al., 2011, p. 624). Unfortunately, methadone itself is an opioid as well, so there is also a chance of dependence with taking it. With that being said, since you are just replacing one opioid with another, it isShow MoreRelatedThe Ironical History Of Substance Abuse1218 Words   |  5 Pagesand Medical Corps amputations also added huge numbers of veterans from both sides to the growing morphine epidemic—so many, in fact, that the epidemic became known as the â€Å"soldier’s disease.† The addiction resisted available treatments, and doctors despaired of effectively managing the growing drug problem. In fact, many doctors found their medical access to the drug an irresistible gateway to their own addiction. The public and the government tolerated the public sale of opioid drugs, allowing inRead MoreThe Problem Of Heroin Addiction Sweeps Small Towns  ¨ And David Muir Reporting Breaking Point Heroin1059 Words   |  5 PagesHeadlines such as  ¨Heroin Addiction Sweeps Small Towns ¨ and David Muir Reporting Breaking Point Heroin in America ¨ (ABC 20/20 March 2016) are only two of hundreds of such headlines that gives credence to this epidemic. This is taking a heartbreaking toll on communities across America. Heroin is a drug that does not discriminate based on sex, age or ethnic backgrounds. A user can be your neighbor, a family member and even someone who has affluence status. 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Youths experiment with drugs, which is nothing new, but theRead MoreThe Problem Of Heroin Addiction Sweeps Small Towns  ¨ And David Muir Reporting Breaking Point Heroin1064 Words   |  5 Pages Headlines such as  ¨Heroin Addiction Sweeps Small Towns ¨ and David Muir Reporting Breaking Point Heroin in America ¨ (ABC 20/20 March 2016) are only two of hundreds of such headlines that give credence to this epidemic. This is taking a heartbreaking toll on communities across America. Heroin is a drug that does not discriminate based on sex, age or ethnic backgrounds. A user can be your neighbor, a family member and even someone who has affluence status. The fastest growing segment of society isRead MoreA Brief Note On Hero in And Its Effects On The Body And Their Families Essay1608 Words   |  7 PagesUniversity September 22, 2015 5. Heroin is a highly addicting drug that cause irreparable damage to the body and their families, here is the molecular structure of heroin(Image by Royal Society of Chemistry, 2015) More and more young adults have become victims of heroin overdoses in the past 10 years, why? In recent new accounts, this crisis has been attributed to bad batches of this illegal drug coming from various sources. In Ohio the Heroin epidemic has put law enforcement and law makersRead MoreThe Problem Of Drugs And Alcohol Abuse765 Words   |  4 Pagesalcohol is a problem that can cause long-term effects. I desire to learn more about the issue and help individuals with addiction problems now and in future. Research Different research disciplines such as economics, social psychology, and neuroscience, illuminate this issue from different perspectives. 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Many scholars believe that Chinese immigrants brought the drug to America. Morphine is a derivative of heroin, and during the civil war, many soldiers, both northern and confederate, was injured and became addicted to the drug after being treated with it. It was from opium that morphine, a derivative, was developed as a pain killer in approximatelyRead MoreHeroin: the Devastating Thrtuh1386 Words   |  6 PagesHeroin: The Devastating Truth April Matthews COM/172 08-11-2014 UoP Heroin: The Devastating Truth The United States is in the grips of one of the worst heroin epidemics in its history, due in part to a flood of cheap doses of the drug. In some regions, heroin is deemed highly available by local police in more than three times the number of communities as it was just seven years ago. This drug has taken many lives in the pastRead MoreThe Gateway Drug1517 Words   |  7 Pagesa second chance at life, but without access to proper treatment, these users will continue living in the cycle of addiction until either finding enough strength to pull through the recovery process or falling victim to life’s only certainty prematurely. In response to the ever-growing opioid epidemic in the United States, many elected officials, health-centered agencies and addiction support groups have been advocating for friends and family members to arm themselves with naloxone, an opioid antagonist

Monday, December 16, 2019

The Value Of Small Group Interaction In Teaching Education Essay Free Essays

Collaborative acquisition, synergism acquisition, small-group acquisition, and concerted acquisition seem to be the new cants used by faculty members. This is due to the intensifying involvement over the past few old ages, with respect to the different attacks to learning and larning. Particularly the passage from individualistic to collaborative acquisition manners has been under huge examination as university module members and decision makers are rediscovering the construct of ‘two caputs being better than one ‘ . We will write a custom essay sample on The Value Of Small Group Interaction In Teaching Education Essay or any similar topic only for you Order Now The involvement is been chiefly incited at a graduate student degree, where the key purposes are to develop the ability of pupils to believe critically, enhance mutuality and arrive at a socially constructed apprehension of the stuff provided. In add-on, alterations in organisational substructure have resulted in an increased accent on squad work within the work force. Consequently, the acquisition manner implemented at postgraduate degree is critical as it is the stepping rock into the universe of work. This reappraisal aims to measure the value of little group interaction in the instruction and acquisition procedure. Specifically, this reappraisal will measure how this method impacts learning and larning at a postgraduate degree. More specifically, in this reappraisal little group interaction includes collaborative acquisition, concerted acquisition, every bit good as equal acquisition. The history of this method of acquisition will be looked at first to give a clearer image of how it has evolved since its origin. Cardinal footings will so be defined, as they are applicable in this reappraisal, to guarantee apprehension of the most of import constructs occurs from the start. This will be followed by the theories that have developed, the advantages, and so the restrictions on the subject, so that a clear statement can be developed. Therefore, it will be determined whether collaborative methods consequence in the enhanced value of learning and larning at postgraduate degree. This pro be is greatly needed at a higher instruction level- as it is a topographic point where the competition is rife, clip force per unit areas are high and there is a great trade of external force per unit area to develop the leaders of tomorrow. 2. History of collaborative acquisition Although the history of collaborative acquisition is really unelaborated, it is non a comparatively new method of larning. It appears likely that people have been larning informally in groups for 1000s of old ages ( McInnerney A ; Roberts, 2004 ) . Kimber ( 1994 ) states that collaborative acquisition was foremost instituted in Greek and Roman schools and coincides with the doctrine of Socratic larning – when pupils ‘ inquiring and discourse were emphasized. Johnson, Johnson, and Holubec ( 1993 ) stated the Roman philosopher, Seneca showed support for concerted acquisition through statements such as: Qui Docet Discet ( when you teach, you learn twice ) . Kimber ( 1996 ) and Johnson et Al ( 1993 ) province that concerted acquisition came into prominence in the late seventeenth and early eighteenth centuries in Europe and England. During this period Joseph Lancaster and Andrew Bell made extended usage of `monitorial ‘ systems which were devised to enable big Numberss of pupils gain simple instruction at post-industrial revolution schools which were missing in trained instructors. Student ‘monitors ‘ were used to learn other disadvantaged or younger students. Similarly, in the early 19th century concerted acquisition gained popularity among pedagogues across a spectrum of didactic Fieldss. In the late 1930 ‘s, nevertheless, interpersonal competition began to be emphasized in schools and in the late sixtiess, individualistic acquisition began to be used extensively. In the 1980s, schools one time once more began to utilize concerted acquisition. The work of Johnson, Johnson and Smith ( 1991 ) transferred the value of active acquisition to the university degree and argued that big schoolrooms could besides be transformed to go student-centered learning environments. In 1989, a workshop was held in Maratea, Italy. This workshop is considered by many to hold marked the birth of the field of computer-supported collaborative acquisition ( Bereiter, 2002 ; Stahl, Koschmann, A ; Suthers, 2006 ; Lipponen, 2002 ) . Additionally in 1996, Koschmann ( 1996 ) suggested computer-supported collaborative acquisition ( CSCL ) as an emerging theoretical account of educational engineering and CSCL has been progressing of all time since. 3. Definition of footings Collaborative acquisition has been established in a assortment of ways over clip in a spectrum of academic Fieldss. In the broadest sense, collaborative acquisition is defined by Dillenbourg ( 1999, p.1 ) as â€Å" a state of affairs in which two or more people learn or attempt to larn something together. † The ‘two or more people ‘ referred to in the definition above, is applicable in equal acquisition as â€Å" person of the same societal standing † ( Falchikov, 2001, p.1 ) , which in an educational context implies person â€Å" within the same category or cohort † ( Falchikov, p.3 ) . For illustration, pupils presently finishing their Masters Degree in Human Resource Management who web and addition cognition from interaction with each other are prosecuting in equal acquisition. Common to the assorted definitions of collaborative acquisition is that accent is placed on the thought of joint building of cognition and common battle of participants ( Li pponen, 2002 ) . In this reappraisal the footings collaborative acquisition and concerted acquisition are used interchangeably. However, a differentiation between the two must be noted. The former involves the joint battle of pupils, at assorted public presentation degrees, in a co-ordinated attempt to work out the job together ( Panitz, 1996 ) . The latter is accomplished by agencies of the division of labour, pupils work together in little groups to carry through a common end, whereby each individual is responsible for a fraction of the job resolution ( Roschelle A ; Teasly, in imperativeness ; Cooper, McKinney, and Robinson ( 1991 ) ; Gokhale 1995 ) . In add-on, Dillenbourg, Baker, Blaye and O’Malley ( 1996 ) indicate that basically the two differ by virtuousness of the manner the undertaking is divided: in concerted acquisition, the undertaking is split hierarchically into independent subtasks ; in collaborative acquisition, the cognitive patterned advance may be heterarchially divided in to intertwined beds. When utilizing the footings collaborative or cooperative larning interchangeably, the definition applicable, as stated by ( Yazici, 2005, p.217 ) is: â€Å" the instructional usage of little groups or squads where equal interaction plays a cardinal function in larning † . Additionally, Dillenbourgh ( 1999 ) contends that collaborative acquisition can be understood as a pedagogical method or a psychological procedure. Collaborative acquisition in a pedagogical sense is normative: one asks two or more people to join forces because it is expected they will in this mode learn expeditiously. In the psychological sense it is descriptive: one observes that two or more people have gained cognition and coaction is viewed as the mechanism which caused the acquisition. In this reappraisal, collaborative acquisition will be applied in the pedagogical sense with respect to postgraduate degree acquisition. 4. Learning at graduate student degree There are considerable differences in the purposes and methods of instruction and acquisition at undergraduate and postgraduate degree of instruction ( Lave A ; Wenger, 1991 ; Barnacle, 2005 ; Donnelly, 2008 ; Butler,1993 ) . The cardinal purpose at postgraduate degree is to come on the ability of pupils to believe critically ( Jones, Michael, Gear, A ; Read, 2006 ) . The procedure referred to as ‘post-conventional believing ‘ by Ashley ( 1973 as cited in Jones et al 2006 ) is critical in carry throughing this purpose. He defines it as a procedure â€Å" during which the pupil is able to travel from a place of noncritical credence of the orthodox to one of originative dissent, a procedure that stretches the mind and encourages the outgrowth of new or revised ways of thought † ( Ashley, as cited in Jones et Al, p.379 ) . Collaborative larning Fosters this procedure as it stretches the mind and encourages the outgrowth of advanced or revised ways of thought ( Ladys hewsky, 2006 ; Jones et Al, 2006 ) . Similarly, Machemer and Crawford ( 2007 ) argue that the traditional talk method of learning has two important failings at postgraduate degree. First, it promotes pupil passiveness which does non heighten or prolong the pupils ‘ acquisition. Second, the extremist alterations and elaborateness of the information makes it hard to draw-up talks that cover the necessary deepness, comprehensiveness and advanced cognition required. Conversely, a survey conducted in graduate student medical instruction resulted in both collaborative acquisition and the traditional talk method being every bit effectual in bettering the cognition degrees of pupils ( Smits, De Buisonje , Verbeek, Van Dijk, Metz, and Cate, 2003 ) . Therefore, when sing execution of collaborative acquisition methods, the context which it is to be applied every bit good as the construct of battle should be taken into history. The construct of battle is cardinal to successful acquisition at postgraduate degree ( Jungst, Licklider, and Wiersma, 2003 ) . Consequently as cited by Jungst et Al. it is in the active acquisition environment that a deeper degree of understanding and true acquisition occurs, larning that can be transferred to the universe outside of the schoolroom. In add-on, at postgraduate degree, pupils transform as societal agents and signifier individualities as scholars, professionals and, more widely, as members of society ( Havness, 2008 ) . However, antecedently O’Donell, Tobell, and Zammit ( 2007 ) argued that the nature of passage from undergraduate to postgraduate survey is less ambitious and there is small to get the better of because, in kernel, the environment remains the same. After farther survey, O’Donell et Al ( 2009 ) concluded that there should be greater independent survey by pupils at postgraduate degree and farther synergistic workshop-style instruction, taking to knowledge and understanding which is socially constructed instead than passively received. ( Beginning: Stahl, 2000, p.71 ) In add-on to knowledge being socially constructed, Stahl ( 2000 ) states that cognition should be personally constructed every bit good. Stahl farther explains that the diagram aims to associate the person and the societal facets in the knowledge-building procedure. This procedure begins with the rhythm of personal apprehension. The staying parts of the diagram exemplify how the person ‘s personal beliefs and civilization are influenced by other people ‘s values, beliefs and point of views ( societal procedure ) . A shared civilization is so formed, which impacts on the personal apprehension, as it takes form through act uponing the ways of thought, diverseness influences, every bit good as motivational concerns. The procedure is initiated once more when the new civilization adopted by the single influences others as he / she interacts with different groups of people. However, to guarantee that a knowledge-building procedure does in fact occur, the pros and cons of collab orative acquisition should be weighed up. 5. Advantages of collaborative acquisition For the successful passage to take topographic point, a great trade of research sing the result of collaborative acquisition in contrast to traditional instructional patterns has been conducted ( Kimber, 1994 ) . Instructor-centered methods of learning can non adequately impact the complex results ( job work outing accomplishments ; higher order believing accomplishments ; the ability to hold a diverse positions view ; ethical logical thinking ; and life-long acquisition ) that a postgraduate pupil requires ( Jungst et al, 2003 ) . Numerous surveies look intoing higher instruction conclude that pupils who follow in-class collaborative acquisition processs and actively collaborate with each other are more satisfied with their acquisition experience and consequence in greater positive results when compared to pupils who are exposed to the traditional talk method ( Kimber, 1994 ; Alavi, 1994 ) . Consequently, this satisfaction consequences from interpersonal relationships which are deve loped and enhanced through group acquisition ( Johnson et al, 1991 ) . Another factor lending to the satisfaction of collaborative acquisition methods is that it is per se motivative, as each single member is critical to procuring a productive, concerted acquisition pattern ( Havness, 2008 ) . Andrews ‘ ( 1992 ) work with larning squads confirms the position that greater satisfaction is experienced as collaborative larning improves assurance and supports the acquisition procedure. Additionally, Johnson A ; Johnson ( 1994 ) concluded that concerted larning systematically produced higher tonss of self-efficiency than did individualistic conditions. Besides greater satisfaction is achieved since equals are at an equal degree and therefore can be more unfastened and explore to the full the countries of cognitive struggle ( Ladyshewsky, 2006 ) . This satisfaction experienced consequences in avidity to larn ( Kimber, 1994 ) . In add-on, the degree of equality with equals encourages greater dynamic battle in the acquisition procedure and building of cognition with deeper apprehension ( Alavi, 1994 ) . Attainment of greater understanding consequences in longer keeping of information and turning away of abrasion ( Cooper, 1990 ) . As a consequence, job resolution accomplishments are enhanced and it consequences in higher order thought ( Jaarsma, De Graves, and Muijtjens, 2008 ) . Likewise, Mazen, Jones, and Sergenian ( 2000 ) further supports the importance of group acquisition by indicating out that by working hand in glove, pupils can heighten accomplishments and advanced ways of believing which will ensue in group procedure additions. When working hand in glove, the issue of diverseness must non be forgotten. Escalating Numberss of postgraduate pupils from diverse backgrounds with changing positions and readings are holding a profound consequence on concerted acquisition ( Booth, Bowie, Jordan, and Rippin, 2000 ) . Wyss-Flamm ( 2002 ) points out that the outgrowth of ‘difference ‘ is indispensable to larning. Exposure to the differences can elicit the demand to try to come in each other ‘s heads and therefore larning something for which the tool of conversation is priceless ( Argyris A ; Schion, 1996 ) . Similarly, Stein and Hurd ( 2000 ) acknowledge that collaborative acquisition transforms the acquisition environment into a student-centered one, which capitalizes on the diverseness of the pupils, and lessens dependance on the professor as the individual conveyor of cognition. This can ensue in interpersonal every bit good as intrapersonal procedures interacting with each other, making chances for larning to happen within the established modus operandis ( single-loop acquisition ) or larning that requires advanced modus operandis be created ( double-loop acquisition ) ( Argyris, 1999 ) . In contrast, Foldy ( 2004 ) states that persons who are portion of diverse groups will be characterized by feelings of misgiving or non experiencing safe as they are non grouped with those similar to them. Consequently, there will be greater intra-group struggle originating. Therefore, Booth et Al. bespeak that diverseness can merely be valuable to the acquisition if the differences are recognized and appreciated. Similarly, Milliken A ; Martins ( 1996, p. 403 ) province that diverseness in concerted larning groups can be seen as a â€Å" double-edged blade † , intending that it possesses the possible to be of great advantage, but this will merely happen if it is managed efficaciously. Extra benefits of collaborative acquisition, adapted from Nunamaker, Dennis, Valacich, Vogel, and George, ( 1991 ) , include: the group generates more information and options as compared to the mean single group member ; group larning motivates the person to execute better ; groups are more effectual and nonsubjective in rating, and in conclusion, interactions amongst group members lead to synergisms. Similarly, Boud, Cohen, and Sampson ( 2001, cited in Havnes, 2008 ) highlight five results that can peculiarly be advanced by equal acquisition schemes, these include: working with others ; critical question and contemplation ; communicating and articulation of cognition, understanding and accomplishments ; pull offing acquisition and how to larn ; self and peer appraisal. In add-on, collaborative acquisition has been found to back up greater productiveness, coevals of originative thoughts or advanced solutions, and heighten the pupils ‘ ability of societal position pickings ( Cus eo, 1992 ; Lord, 2001 ) . However it must be noted that these positive results do non predominate with all groups and in all contexts as the outlooks of group members may non conform to each other ( Felder A ; Brent, 2001 ) or societal idleness of free equitation may happen within the group ( Mello, 1993 ) . These jobs, if experienced, can finally ensue in the devastation of the group. However, when the positive results of collaborative acquisition do transpire, it supports the constructive impact that this method of acquisition has on academic-related accomplishment ( Alavi, 1994 ) . This is farther supported by empirical grounds of improved accomplishment at postgraduate degree ( DaRos- Voseles, Onwuegbuzie, and Qun, 2008 ; Collins, Cao, and Robidoux, 2004 ) . The degrees of academic accomplishment attained are fostered by the collaborative acquisition environment as it gives pupils an chance to prosecute in treatment, take duty for their single acquisition every bit good as accomplishment of the group ‘s ends, and therefore go critical minds ( Totten, Sills, Digby, and Russ, 1991 ) . This was farther proven in a survey conducted by Gokhale ( 1995 ) . 5.1 Study to find effectivity of collaborative acquisition: Gokhale 1995 The intent of this survey was to find the effectivity of collaborative larning versus single acquisition as it relates to larning results achieved. The population for the survey comprised of pupils in industrial engineering, enrolled at Western Illinois University. The intervention comprised of two parts: talk and worksheet. First, a common talk was delivered to both intervention groups. Next, one subdivision was indiscriminately assigned to the â€Å" single acquisition group † while the other subdivision was assigned to the â€Å" collaborative acquisition group † . The same worksheet was given to both intervention groups. It was comprised of both drill-and-practice points ( factual cognition and comprehension ) and critical- thought points ( analysis, synthesis and rating of constructs ) . Subsequent to a statistical analysis of the trial tonss, the consequences depicted that pupils who participated in collaborative acquisition had performed significantly better on the critical-thinking trial than pupils who studied separately. It was besides found that both groups performed every bit good on the drill-and-practice trial. The collaborative acquisition medium provided pupils with chances to analyse, synthesise and measure thoughts hand in glove. Therefore, the positive results of this survey on collaborative acquisition can be applied at a graduate student degree where the cardinal purpose is for pupils to believe critically and heighten cognition and apprehension which is socially constructed ( Jones et al 2006 ) . The consequences of this survey conform to the developmental positions ( Slavin, 1995 ) of collaborative acquisition proposed by the advocates of collaborative acquisition such as Vygotsky and Piaget. 5.2 Piaget ‘s Constructivist Perspective Validation of concerted acquisition stems, in portion, from theories of societal mutuality ( Johnson, Johnson, and Smith, 1998 ) . Piaget ‘s socio-cognitive struggle theory provinces that kids ( or grownups ) on different degrees of cognitive development, or those persons on the same degree of cognitive development with differing positions, can prosecute in societal interaction that leads to a cognitive struggle. Through treatment with other equals, the ‘shock of our idea coming into contact with others ‘ ( Piaget, 1928 ) leads to a disequilibrium within participants. This consequences in the building of new conceptual constructions and understanding in order to reconstruct equilibrium. ( Ladyshewsky, 2006 ; Slavin, 1987 ; Lipponen, 2002 ) . The importance of collaborative acquisition can be farther understood by Vygotsky ‘s theoretical model. 5.3 Vygotsky zone of proximal development Parallel to Piaget ‘s constructivist position ( Piaget,1969 ) , Vygotsky ‘s theoretical concept of the zone of proximal development provides strong support for the inclusion of concerted acquisition as a method of instructional scheme as it consequences in the sweetening of the acquisition that occurs. Vygotsky ( 1978 ) defines the zone of proximal development as â€Å" The distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals. † ( See figure 2 ) Figure 2: Zone of Proximal Development Beginning: Harnum ( 2009 ) 5.4 Theory of concerted acquisition Supporting the theory of societal mutuality, Slavin ( 1995 ) proposed a two-element theory of concerted larning comprising of positive mutuality and single answerability. Likewise, Johnson et Al. ( 1991a, 1991b ) advocated a five-component theory of concerted acquisition. Harmonizing to the theoretical account, the following five elements are indispensable for maximising the long-run success of the concerted learning venture: Figure 3: Pillars of concerted acquisition Pillars of Cooperative Learning Face-to-face interaction Positive mutuality Group processing Individual Accountability Social accomplishments Adapted: www.foundationcoalition.org The presence of the five basic constituents of concerted acquisition may all be accounted for within the theoretical model provided by Vygotsky ‘s zone of proximal development. Positive Mutuality: It is the connecting of pupils reciprocally so that the person can non win unless all group members win ( Johnson, Johnson, and Smith, 1998 ) . Vygotskys ‘s theory rests upon the rule that a kid ‘s development is dependent upon interactions with other kids and grownups. Therefore, kids and grownups are developmentally dependent, and hence interdependent ( Doolittle, 1995 ) . Face-to-face interaction: Within concerted acquisition, face-to-face interaction involves pupils need to make existent work jointly in which they promote each other ‘s success by sharing resources and helping, back uping, encouraging, and acknowledging each other ‘s attempts to accomplish the group ‘s ends ( Johnson et al 1998 ) . It is interpreted in the Vygotskian system as societal mediation and encultration. Encultration refers to what is learnt, while societal mediation refers to how it is learnt. Individual answerability: It is the belief held by each person that he/she will be held responsible for his/her ain public presentation and acquisition ( Johnson et al 1998 ) . For Vygotsky, single answerability would be reflected in each group member being responsible for developing within their ain alone zone of proximal development ( Doolittle, 1995 ) . Group Processing: Group treating exists when group members discuss how good they are accomplishing their ends and measuring ways to better the productivity of all group member in accomplishing the group ends ( Johnson et al 1998 ; Doolittle, 1995 ) . Within the model of Vygotsky ‘s theory, portion of direction entails the changeless monitoring of each pupil ‘s growing within their zone of proximal development ( Doolittle, 1995 ) . This survey was inconclusive in demoing that graduate squads perform better with collaborative acquisition manners. However, the consequences for graduate pupils indicate that collaborative acquisition manner is influential in public presentation, along with competitory and participant acquisition manners. Johnson and Johnson ( 1998 ) besides conclude that alumnus pupils portray the traits of independent scholars and are enthusiastic to obtain some enterprise and lament to accept duties for their ain acquisition. Therefore, professors should be more interested to ease independent larning. Furthermore, Johnson and Johnson province that the function of facilitator or delegator ensures working with pupils in a advisory manner and sweetening of the pupils ‘ capacity to larn independently, this is similar to what is required in organisational squads. 6.2 Problems with collaborative acquisition manner Despite the positive results that have been stated, there are many jobs that exist as good ( Machemer A ; Crawford, 2007 ) . These jobs have resulted in some professors defying to prosecute in alternate theoretical accounts for learning and larning despite holding academic freedom in their instruction manners ( Moore, 2005 ) . The jobs experienced foremost include, a slow passage from traditional to collaborative signifiers of acquisition may happen particularly with pupils who can non accommodate easy or those who are extremely immune to alter ( Kimber, 1994 ) . Second, the degree of psychological safety in the colloquial infinite is a major determiner in results achieved ( Jones et al. , 2006 ) . Anxiety may originate as a consequence of the strangeness of the stuff being studied, or by the strain of lending to the conversation in a ambitious manner and could motivate a negative response and turning away of acquisition ( Vince A ; Martin, 1993 ) . Third, unconstructive discourse may originate when consensus can non be reached with respects to the stuff, ends or values ( Bruffee, 1984 ) . The increasing heterogeneousness ( Baer, 1996 ) and diverseness amongst graduate student pupils ( Booth et al. , 2000 ) escalates the happening of dysfunctional discourse in the acquisition procedure. Students may show farther hurdlings for collaborative acquisition which include: deficiency of engagement, backdown due to fear of negative rating, fright of some pupils ruling the session, troubles in maintaining the treatment focused, information overload for single members and measuring the degree of understanding ( Anderson, 1995 ; Nunamaker et al. , 1991 ) . The jobs experienced have caused certain lectors to give up on concerted larning techniques on the whole ( Cohen, 1994 ) . In the same manner, Machemer and Crawford ( 2007 ) point out that lectors give up on concerted larning methods as it has limited schoolroom ( talk ) application. In add-on, the design and testing of collaborative activities and lessons can be time-consuming on presently overloaded module agendas ( Cooper, 1995 ) . This consequences in concerns from a learning position, such as: the course of study non being completed as the activities take up a great trade of clip ; perceived loss of control in the schoolroom ; and trouble in measuring the pupils ‘ engagement and effectivity of the collaborative acquisition manners ( Gerlach, 1994 ) . Similarly, extra concerns include: the insufficiency of collaborative larning techniques in making high knowledge-attainment degrees with complex stuff, every bit good as pupils missing the critical features for working in effectual squads ( Cooper, 1995 ; Lord, 2001 ) . These critical features are what the ideal squad member should possess, which leads to the issue that the collaborative theoretical account assumes how professors are supposed to learn, how pupils are supposed to larn, and how cognition is created ( Moore, 2005 ) . However, Bruffee ( 1993 ) argues that cognition is non something transferred from one person ‘s caput to the following. â€Å" Collaborative acquisition assumes alternatively that cognition is a consensus among the members of a community of knowing peers-something people concept by speaking together and making understanding † ( Bruffee, 1993, p. 3 ) . Furthermore, Nias ( 1987 ) argues, that it is evident that non all pupils take an active function in the analysis of instances through argument. As affirmed by Jones et al 2006, a figure of factors may lend to this, including: Lack of assurance: pupils may grok the instance but do non set across their sentiment. Lack of involvement: the capable country may non be of involvement to each pupil. Lack of engagement: there are identifiable barriers to involvement ; e.g. domination of some pupils or linguistic communication barriers. Lack of readying: a deficiency of clip, committedness or motive. These factors should be mitigated every bit far as possible so as to make positive groups which help people to do positive alterations ( Goleman, Boyatzis, and Mckee, 2002 ) . Positive groups emerge where there are high degrees of single answerability, group coherence, seasonably and effectual feedback and expressed wagess for high degrees of group public presentation ( Michaelson, Fink, and Knight, 1997 ) . In contrast, unsatisfactory groups appear where free equitation or societal idleness ( doing less attempt to accomplish a end ) occurs ( Brooks A ; Ammons, 2003 ; Mello, 1993 ) . This may give rise to interpersonal struggles and finally group devastation ( Jehn A ; Mannix 2001 ; Miller, 2003 ) . Conversely, a longitudinal survey conducted ; found that a peculiar form of struggle resulted in higher group public presentation. This form was created as â€Å" squads executing good were characterized by low but increasing degrees of procedure struggle ; low degrees of relationship struggle, with a rise near undertaking deadlines ; and moderate degrees of undertaking struggle at the center of group interaction † ( Jehn A ; Mannix, p.238 ) . The persons ‘ dissatisfaction will most likely influence squad public presentation, squad stableness, the size and construction of the group, and temporal range ( Alge, Wiethoff, and Klein, 2003 ; Johnson et al. , 1991 ; Jaques, 2000 ) . In add-on, diverseness ( Koppenhaver A ; Shrader, 2003 ) and the squad members ‘ personal features, such as psychological profile, corporate orientation, and larning penchants are likely to act upon public presentation ( Kunkel A ; Shafer, 1997 ; Lancaster A ; Strand, 2001 ; Mennecke, Hoffer, and Wynne, 1992 ; Robbins, 1994 ) . These restrictions therefore pose a major menace to full development of the positive facets associated with collaborative acquisition and to the success of this method on the whole. 7. Decision From the reappraisal it is evident that there are assorted consequences sing the value of collaborative instruction and acquisition at postgraduate degree. It is evident that the benefits of this method outweigh the negative facets. However it must be noted, that the benefits do non use to all involved and if the restrictions are non adequately taken into history, the effects are bound to be black. In add-on, the diverseness amongst pupils particularly at postgraduate degree is intensifying. The heterogeneousness of pupils must be considered and hence, a ‘one method fits all ‘ attack should non be applied. Supervisors should change learning manners to suit for the diverseness of larning penchants amongst pupils. However, future research should be conducted to find the consequence of jointly using the different larning methods on pupils, their perceptual experiences or value placed on these techniques, and whether these methods will guarantee that optimum larning takes top ographic point. Professors need to switch from the impression that â€Å" instruction is stating, acquisition is absorbing, and cognition is subject-matter content † ( Spence, 2001, p.12 ) . This is important as employers in current organisations are demanding more than merely proficient cognition of university alumnuss ( Jungst, Licklider, and Wiersma, 2003 ) . They require alumnuss who can believe under force per unit area, guarantee effectivity in team-work, communicate efficaciously, and build new cognition and thoughts that will give their employers the border in the current fast-paced universe. ( Gardiner, 1994 ; Brown A ; Lassoie, 1998 ) . Therefore, by altering the patterns of instruction and acquisition in the schoolroom, there is greater possible for the happening of transmutations -for the persons, organisations, and systems ( Moore, 2005 ) . The possibility to restructure and rethink instruction and acquisition at postgraduate degree is exciting, exciting, disputing, hazardous, a nd ripe with possibility. How to cite The Value Of Small Group Interaction In Teaching Education Essay, Essay examples

Sunday, December 8, 2019

South China Sea and ASEAN-Free-Samples for Students-Myassignment

Question: There is a lack of consensus in ASEAN. Why? When did it emerge? Will it be long standing? Who is behind it -finally leading up to the issue of China. What has China got to do with the lack of consensus in ASEAN and how does that relate to the South China Sea disputes? Answer: There is a lack of consensus in ASEAN? Why? The major reason for the absence of ASEANs consensus is due to the activities of China on the South China Sea (SCS). The ASEAN defense ministers were thus enable to agree on the joint statement after the meeting/forum held on Wednesday. This inability is a clear reflection of the concern of these ministers about the activity of China in the South China Sea. This remained a salient issues of discussion as well as one of great concern by nations in the meeting since it was raised by everyone. For example, it was apparent from the unanimous decision by the PAC in 2016 that Chinas activities were hurting Philippines. The Court ruled in favor of Philippines in most questions including that Chinese ships behavior were physically obstructing the vessels of Philippines and against the law. The Tribunal further awarded that the nine-dash line of China alongside the claim to historic rights in SCS were both invalid as per the international law. [1] The Meeting held in 2016 showed lack of consensus where defense Ministers had to retract their statement that recognized the activities in SCS. They had expressed their serious concern over the latest and ongoing development that had eroded trust as well as confidence, augmented tensions as well as which could have the potential of undermining peace, security as well as stability in the SCS. The retracted statement had also recognized and emphasized the significance of non-militarization as well as self-restraint in conduct of each activity, including land reclamation that could raise tensions in SCS. They further retracted the statement where they had emphasized the significance of maintaining peace, stability, security, safety as well as freedom of navigation in alongside overflight above the SCS according to the conventionally acknowledged principles of the international law including 1982 UNCLOS (United Nations Convention) on the Law of the Sea). The ASEAN members have let the crucial economic links as well as interests with China to take frontline when working for consensus which only means that they will be sacrificing the unity on the major issues like SCS. [2] Unlike at the point of ASEAN formation in 1967 where the organizations world recognized trademark was its consensus approach where decisions were being taken by consensus, not by majority, the contemporary ASEANs decisions are solely by majority. When did it emerge? Will it be long standing? Who is behind it -- finally leading up to the issue of China? When it emerged? The lack of consensus emerged where the Southeast Asian Foreign Ministers failed to release the joint communique in Cambodias Summit in 2012 for the first time in history of ASEAN. The unity of ASEAN over SCS has remained a fraught issue for the ASEAN organization. [3] For the first time since inception, ASEAN foreign ministers, at the summit in Cambodia in 2012, failed to issue a joint communique, following a highly publicized stand-off the same year between China and the Philippines Scarborough Shoal in the SCS. The joint customary communique at the end of the high-level meeting that took place on 2016 also failed to happen in August as the statement was retracted barely hours after it had been released following the mention of Chinese illegal activities in the SCS. Will it be long standing? This lack of consensus will really be a long standing issue following the activities of China in the SCS. In absence of a leadership initiative on the part an ASEANs more neutral states makes it increasingly doubtful that ASEAN policy toward China shall change any soon. This is because ASEAN members seem to have the potential to lead the organization that can by extension establish a consensus on China. [4] Such a regional leader seems not to be here yet since it will need capacity both human and financial resources, internal commitment to undertake a leadership role as well as the buy-in of its regional as well as global neighbor. None of the ASEAN members seems to fit this decision yet or even come close to fitting it. For example, Jakarta stays the symbolic head that host the secretariat of ASEAN, yet Indonesia presently lacks the will to take the definitive leadership responsibility and role. The future of ASEAN will remain tied to rise of China. With an array of economic, military and political variances among ASEAN members, ASEAN requires a string voice among the member countries to guide both external and internal consultation, were members hope to generate on ASEAN-centric approach to issues of security and ultimate creation of consensus. In absence of a committed as well as capable ASEAN leader (s) on political-security matters, periodic eruptions of crises in SCS might continue to turn the status quo balance of power into the ASEAN chronic instability. Who is behind it -- finally leading up to the issue of China? China is behind this long standing stand-off primarily due to its activities in SCS. When the statement was released prior to retraction, it is understood that it attracted private protests from Beijing; even whereas it never mention China by name, it remained unusual for ASEAN ministers to implicitly criticize Chinese behavior or activities on Chinese soil. The diplomats have said to be the lack of consensus regarding how to refer to the South China Sea disputes. The South China Sea has remained a longstanding thorny issues for ASEAN, with various opinions amongst its ten members on how to speak to Chinas assertiveness as well as Chinas building alongside heavy arming of Chinese artificial islands in the disputed waters. The issues entail the requirement to mention the need to evade land reclamation and militarization fronted by Vietnam that is among the 4 members with competing sovereignty claims with China. China remains extremely sensitive regarding ASEAN mentioning its military capabilities expansion on such islands and some ASEAN members are concerned about the feasible repercussions of upsetting Beijing provided its economic power and military. Any attempt to reissue the statement with a softening of language on SCS-or even an outright omissions of this particular issue- might have raised fundamental questions regarding the willingness of ASEAN to jointly stand up to the adventurism of China in SCS, where Beijing has built the artificial islands as well as raised its military footprints lately. Among these states of ASEAN only Vietnam, Philippines, Malaysia and Brunei are direct claimants in the SCS disputes. Indonesia has lately encountered challenges with illegal fishing activities of China in its exclusion economic zone, but doesnt recognize the dispute with China. [5] The ASEAN seems unwilling and unable to stand up to China. The negotiations between China with ASEAN on the Code of Conduct for the SCS have dragged into their thirteenth year. China, at the same time, has undertaken an enormous land reclamation campaign to alter the status quo in SCS, leaving critics to lament the inability of ASEAN to form a united policy toward China. [6] The ambiguity regarding the rise of China remains a black sheep in the in Southeast Asia integration. Even though ASEAN had plans to achieve economic pillar of building a regional community by 2015, integration on political-security pillar remained gradual, partially as a result of ASEAN principles of non-interferences and non-confrontational haggling that slow consensus building. [7] The continuation of same policies by ASEAN towards China since 1990s has remained unsuccessful in keeping China from pushing Asian region towards instability as well as threatening the integration of ASEAN. For instance, China compelled a confrontation with Philippines over Second Thomas Shoal only 9 days prior to a round of Code of Conduct consultations in the year 2014, China demonstrated it had little concern for the goal of a cooperative regional order set by ASEAN. What has China got to do with the lack of consensus in ASEAN and how does that relate to the South China Sea dispute(s)? What has China got to do with the lack of consensus in ASEAN? China has exploited the divisions among the members of ASEAN and subsequently applied economic pressure, both negative and positive, to keep the economies from reaching a consensus on the maritime security in their individual backyard. Further, weak leadership on security as well as political issues has left ASEAN without a united approach on the aggression of China in SCS. This remains a fundamental reason why ASEAN stays divided on China. There is no leading economy to overcome political, cultural, and economic variances and forge an overarching consensus. [8] The leadership in ASEAN following the 1997 Asian Financial Crisis remained extremely weak or absent at all making China to rapidly force divisions among the ASEAN members. Thailand and Singapore have offered restrained leadership on economic matters, but the ability of Thailand to perform such a key role has weakened because of Thailands internal troubles. China has exploited the absence of core leader to its advantage particularly lack of strong internal mechanisms in ASEAN to mitigate differences among the members to facilitate the lack of consensus in ASEAN. China, for example, has taken this advantage and allowed many ASEAN members to pursue different bilateral actions as well as policies which are extremely at odds with the ASEAN-centric approach to the regional matters. China is at the center of shaping the ASEANs strategic environment than ASEAN itself due the lack of strong ASEAN leadership. It is proclaimed that Chinese diplomacy had triumphed over Japan and the US stands out. It is argued that China has succeeded in splitting ASEAN bloc. Issues like the PCA ruling failed to be integrated into any statement/agreements as Cambodia came out to support China strongly. The Tokyo and Washington demands that the PCA decision be accepted were never passed. On the contrary, the position of Cambodia that acted as spokesperson of China to call for bilateral negotiation carried the day. Based on these sorts of examinations, it is apparent that ASEAN nations are never the protagonists. Instead, China, Japan and the US are treated as the major players in accounting of whatever they have in the store for ASEAN nations that are usually framed as if the lack agency. However, this remains a misguided state of thinking. The ASEAN individual nations have independent choices to make. [9] Whether or not the ASEAN Foreign Ministers meeting integrates a joint statement on the decision of PCAs South China Sea, this is never about a national being compelled by Japan, the US or China; it is the policy that has been chosen by ASEAN. The real reason is that Southeast Asia has been the focal point of the power wrangle between China and the United States. Accordingly, when China has made forays into this focal point (South China Sea) on the basis of Chinas individual realism, ASEAN has been in awkward position thereby finding it challenging to cope as an organization. Further, while individual Southeast Asian economies could still cope with the United States or China openly employing logic of territorial expansion, on the surface such arguments have concerned rules-oriented concepts like the rule of law/freedom of navigation. Accordingly, it is increasingly hard for ASEAN to respond more efficiently and effectively. Simply put, whereas ASEAN seems to be a forum for deliberation, its structure impedes it from really generating a consensus/conclusion. This is the reason moving forward and not merely at the Foreign Ministers Meeting but at the broad array meeting- differing perception will continue of how ASEAN is tac kling such a Chinese realism internally. This is further evident to recognize the fault lines in the internal structure of ASEAN. This endured attention on a cross-section of variances is inevitable in its individual manner. However, even where there is an ongoing attention on rifts within ASEAN, they shall be in the context of restrained issues; as a whole there shall be an even firmer need for ASEAN to work as it has previously, which is to arrive at consensus. This further underscores the need for strengthening partnerships with additional-regional economies that back ASEAN. How does that relate to the South China Sea dispute(s)? The interferences by China that has impeded the consensus in ASEAN has a close relationship to the SCS disputes. For example, Chinas has a close ties with Cambodia that had to support it at the meeting of ASEAN foreign ministers held in Phnom Penh in July. This caused the dispute since Cambodias support to China ensured that the demands by Vietnam and Philippines were shelved. The two countries wanted the final communique to reflect their concerns over the series of incidents in SCS saves to China illegal activities and behavior. Philippines and Vietnam wanted the final communique to include Scarborough Shoal as well as various cable cutting incidents that involved Vietnamese-chartered ships. Having been influenced by China, Cambodia that held the ASEAN Chair and that has created close economic as well as political ties with China saves to land of strong leadership in ASEAN allowing China to influence it into such bilateral policies, declined arguing that such incidents amounted to bilateral disputes. [10] This led to failure by States on any attempts to reach a compromise on the SCS activities among the ASEAN foreign ministers. Accordingly, and for the first time since ASEAN inception in 1967, the organization failed to issue a final communique in 2012. Cambodia remained highly criticized for such truculence and further accused of having acted at the Chinas behest in order to secure continued assistance economically. Such a fiasco, was argued by Singapores foreign minister (K Shanmugam) had caused ASEANs credibility a severe dent while and hence Cambodias actions called ASEANs centrality into question. Cambodias actions public as well as embarrassingly revealed the lack of ASEAN solidarity over the SCS. This above examination reveals clearly that the lack of consensus in ASEAN is all about the disputes of SCS where China wants to undertake its illegal activities and behaviors by ensuring that there is internal division and lack of solidarity in ASEAN to shelve any issues of mentioning the SCS matters in its communique. China has succeeded in creating division in ASEAN by engaging directly into bilateral policies with ASEAN individual members in exchange of support economically and even politically so as to ensure that it has the backing of some member states of ASEAN to bar consensus as it did in the year 2012. Such interferences and weakening of the ASEAN by China has seen many disputes sprouting including the dispute between Philippines v. China on SCS where the International Court (PAC) has since delivered its ruling in favor of Philippines on most questions as outlined above. China thus wants to get support among the ASEAN members to illegally allow itself to continue harming others that it is various disputes. References Ba, A. D. (2003). China and ASEAN: renavigating relations for a 21st-century Asia. Asian Survey, 43(4), 622-647. Buszynski, L. (2003). ASEAN, the declaration on conduct, and the South China Sea. Contemporary Southeast Asia, 343-362. Buszynski, L., Sazlan, I. (2007). Maritime claims and energy cooperation in the South China Sea. Contemporary Southeast Asia: A Journal of International and Strategic Affairs, 29(1), 143-171. Chen, L. K., Liu, L. K., Woo, J., Assantachai, P., Auyeung, T. W., Bahyah, K. S., ... Lee, J. S. (2014). Sarcopenia in Asia: consensus report of the Asian Working Group for Sarcopenia. Journal of the American Medical Directors Association, 15(2), 95-101. Chong, F. (2012). South China sea breaches ASEAN. Asia Today International, 30(4), 5. Halper, S. (2010). The Beijing consensus: how China's authoritarian model will dominate the twenty-first century. ReadHowYouWant. com. Odgaard, L. (2003). The South China Sea: ASEANs Security Concerns about China. Security Dialogue, 34(1), 11-24. Ramo, J. C. (2004). The Beijing Consensus (p. 3). London: Foreign Policy Centre. Rowan, J. P. (2005). The US-Japan security alliance, ASEAN, and the South China Sea dispute. Asian Survey, 45(3), 414-436. Thao, N. H. (2003). The 2002 Declaration on the Conduct of Parties in the South China Sea: A Note. Ocean Development International Law, 34(3-4), 279-285 Ba, A. D. (2003). China and ASEAN: renavigating relations for a 21st-century Asia. Asian Survey, 43(4), 622-647. Halper, S. (2010). The Beijing consensus: how China's authoritarian model will dominate the twenty-first century. ReadHowYouWant. com. Odgaard, L. (2003). The South China Sea: ASEANs Security Concerns about China. Security Dialogue, 34(1), 11-24. Buszynski, L., Sazlan, I. (2007). Maritime claims and energy cooperation in the South China Sea. Contemporary Southeast Asia: A Journal of International and Strategic Affairs, 29(1), 143-171. Thao, N. H. (2003). The 2002 Declaration on the Conduct of Parties in the South China Sea: A Note. Ocean Development International Law, 34(3-4), 279-285. Chong, F. (2012). South China sea breaches ASEAN. Asia Today International, 30(4), 5. Ramo, J. C. (2004). The Beijing Consensus (p. 3). London: Foreign Policy Centre. Chen, L. K., Liu, L. K., Woo, J., Assantachai, P., Auyeung, T. W., Bahyah, K. S., ... Lee, J. S. (2014). Sarcopenia in Asia: consensus report of the Asian Working Group for Sarcopenia. Journal of the American Medical Directors Association, 15(2), 95-101. Rowan, J. P. (2005). The US-Japan security alliance, ASEAN, and the South China Sea dispute. Asian Survey, 45(3), 414-436. Buszynski, L. (2003). ASEAN, the declaration on conduct, and the South China Sea. Contemporary Southeast Asia, 343-362.

Saturday, November 30, 2019

My Problems Essays - Acute Pain, Nociception, Pain, Suffering

My Problems BACK PROBLEMS I am a 21 year old male with back problems, It just seems like I have had this all my life. I cant remember what caused it. But I remember when it started. Four years ago is when I started to feel back pains, mostly in my lower back. It took me a long time to deal with it and quit being macho about it. I used to try to ignore the pain while I played sports, during school, and even at work. Even though the pain is unbearable. The pain is so painful it sometimes knocks the nerve out of my right knee. Which is weird because I receive the pain in the bottom left side. So I am feeling pain on opposite sides, which is dramatically painful. I felt that if I quit the game that I love so much I will never be able to look at myself in the mirror or wonder what it could have been. I still remember my last hockey game as a goalie. My team and I were up by two goals in the start of the third period (last period) when from out of nowhere I felt a tingly sensation in my spine. This always meant that my back problem was starting to come back. I remember telling myself that I just had to last until the third period was over when suddenly there was a breakaway (this is when an opposing team player has the puck and no one else is around him). As I skated out to cut down the angle, the opposing teams player shoot and as I went down to block it, I felt a popping sensation and a overwhelming pain went to my back. It hurt like hell but luckily he shot it right at my position and I covered it up. To make matters worse the guy that shot the puck tripped and started sliding uncontrollably towards me. When he made contact with me I was on my knees and when we collided, all his weight caused to fall backwards onto the ice. The only sound that I heard was my own voice screaming in pain. My teammates tried to help me up but my back wouldnt support my weight. So I limped off the ice, so angry that I throw my helmet to the ground. I ended up watching game on the bench. No one knew this was my last game but me, but luckily we won the game by one. After the game I went to the hospital and the doctor told me that I had pinched nerve and that this would be with me for the rest of my life. Not even surgery could fix this problem. He then told me the news that hurt almost as much as my back, I had to quit the game that I loved so much for my health. The doctor gave me two prescriptions and sent me on my way. One was supposed to be a muscle relaxer and the other one a painkiller. Both medicines helped for awhile, but after a year or so, my body became immune to them and I was forced to live with my unbearable pain. In conclusion, even though some people may say that Im too young to experience back problems, I can personally say that age doesnt matter. Chronic back problems are something that thousands of people deal with everyday, both young and old. Health Care

Tuesday, November 26, 2019

Kerosene in Diesel Engine Question

Kerosene in Diesel Engine Question Scott, you are right, we had discussed the clear liquid shortening and I thought I had stayed away from it until I saw the cubies. Yesterday, I went back to my supplier and commented about the mixing of Clear Liquid Oil and Clear Liquid Shortening. Undoubtedly, the grill cook was not aware the oil had been mixed until I saw it on the cubies and so Ive been told they have a new supplier and it will be only Clear Liquid Oil. I have asked them to keep the empty cubies for me, so I can use them for storage, etc. I will wait and see what happens. The kero I had mentioned mixing with my biodiesel is considered highway kero with taxes paid on it at the pump. In N.C. all of our kero is dyed, as well as off road diesel. Our DOT will spot check big rigs, but so far I havent heard of them checking small diesels. However, I never use dyed fuel in my pickup. Next door in S.C. all of the fuel is cheaper due to our state taxes being lower so the kero is actually cheaper than their diesel. Our kero is higher than our diesel and the diesel is 20 to 40 cents higher per gallon than our unleaded. Several years ago, I had an Olds with a GM diesel (converted gasoline to diesel) and the book allowed me to use 10 percent gasoline during the winter to keep the diesel from gelling. Do you think that would be wise to use gasoline in biodiesel during the winter? My friend that I was splitting the oil with has backed out of using SVO I think mainly due to the mods he would have to do to his truck. Anyway, he left me with some literature he had pulled off the internet about using SVO and unleaded gasoline. Im thinking that would be a great way to blow an engine or at least coke it pretty heavily in a short time. Looks like there is a little of everything on the net. Have a great day. Tom Hey Tom,As long as you can get highway kero, and its cheaper, go ahead and run it with a mixture of at least B20 to keep the lubricity up. Kerosene is often used as a thinning (viscosity reducing) agent to help prevent diesel (middle distillate grade #2) and biodiesel fuel gelling in cold weather, but it does reduce the fuels lubricity as well. Since biodiesel has a very high level of lubricity, the reduction from mixing with kerosene is minimal. With regular petro diesel, care must be taken to avoid over-thinning. To avoid this problem, most fuel distribution centers carry winter diesel (light distillate grade #1) for delivery to fueling stations in cold climates. Diesel engines, however, are remarkably tolerant of fuel formulations and can run on just about any low volatility oil based fuel, but of course that doesnt mean they should or that it is even legal (tax wise) or beneficial to do so. While the engines themselves (pistons and valves) are more or less indifferent to fuel types, the emissions and injection controls on modern clean diesel engines would likely be damaged by using any fuel other than ULSD or B5. For illustration purposes only, following is a (mostly complete) list of fuels that can be burned in a diesel engine: Diesel #1 Diesel #2 Diesel #4 ULSD (Ultra Low Sulfur Diesel) Biodiesel (from B5 to B100) Kerosene Home heating oil Civil jet fuel (Jet A-1, Jet A, Jet B) Military jet fuel(JP-4,JP-5,JP-8) SVO (Straight Vegetable And this is interesting- your fuel prices in the Carolinas are different than ours further north. In central PA as of 05-20-08: No, the E85 price is not a typo. Ethanol based fuel has been about a buck a gallon cheaper for the last several years. Ive been experimenting with varying percentages of E85 in my gasoline powered 5.7-liter 1994 Chevy Silverado. A story about my results as well as doing a full conversion to E85 is in the plans. Which brings me to your question about running a gasoline and SVO (straight vegetable oil) mixture in a diesel. I would steer clear for the very reasons you mentioned as well as others from horror stories Ive heard. Diesels are compression ignition engines designed for dense, low volatility oil based fuels (diesel, biodiesel and kerosene). Gasoline style engines are spark ignited and require light and highly volatile fuels (gasoline, alcohol and E85). It doesnt take a stretch of the imagination to understand that an improperly-mixed amount of gasoline and vegetable oil (too much gasoline) could easily prematurely ignite (detonate) and destroy a diesel engines pistons and/or va lvetrain. Reciprocally, Ive heard stories of mixtures with too much veggie oil gumming up and clogging filters, pumps and injectors. In my opinion, there are only two safe methods to run vegetable oil in a diesel engine: Use properly manufactured biodiesel, or install a conversion kit that heats (thus reducing viscosity) the SVO before introduction to the fuel pump and injectors. As always, Tom, thanks for the great comments and questions. Best,Scott

Friday, November 22, 2019

Questions to Help You Choose Your College Major

Questions to Help You Choose Your College Major When you were in high school, everyone wanted to know where you were going to go to college. Now that youre there, everyone wants to know what youre going to major in. If youre having problems deciding, try asking yourself these five questions. What Do I Love? Knowing what really engages you is critically important when picking a major. If you think you want to be a doctor but cant wait until chemistry ends because it means you can head straight to your Shakespeare class, pay attention to that. No matter what major you choose, if youre like everyone else, youll end up changing careers several times during your lifetime. So pick something that speaks to the fire in your belly and that will get you excited, regardless of the context in which its presented. What am I Good At? Do students in your residence hall always come to you for help with their biology homework? Do you always earn rave reviews for your performances or art work? Majoring in something that you have a natural inclination toward can speak to where your interests and skills are, and, if youre particularly skilled in a specific subject, can possibly lead to further study (abroad, in graduate school, or with a fellowship after graduation). What Do I Want to Do? Have you always wanted to be a doctor? A teacher? A lawyer? Dont limit yourself to only doing what is traditional for those fields. If you want to be a doctor but have a love of Spanish literature, make sure you take your pre-med requirements ... and look into majoring in Spanish. Having college goals and exploring your interests along the way can be a bonus on your graduate school applications. Similarly, if you know youve always wanted to work on Wall Street, make sure youre adequately prepared with the coursework youll need to get your foot in the door. Your major and your preparation for a professional field dont always have to be the exact same thing. What Skills Do I Want to Learn? If you love theater and are hoping to pursue it full-time after you graduate, remember to keep in mind the additional skills youll need to do so. If you want to run your own theater company someday, youll need to know about all kinds things about business rules, ethics, marketing, writing, public relations, and customer service. Pick a major that is intellectually interesting and that also provides you with the practical training you may need later. What Life Factors Do I Need to Consider? Many students have additional factors influencing their college choices: family, financial obligations, cultural expectations. While exploring your own path is highly important, its also important to keep in mind that these external forces will have an influence on your post-college life in one way or another. Finding a major that can provide balance for your internal dreams and desires with external expectations can make an overwhelming situation sometimes feel more manageable.

Wednesday, November 20, 2019

Should animals be used in Sports and entertainment Research Paper

Should animals be used in Sports and entertainment - Research Paper Example The side in favor of using animals for sports and entertainment present their views that involvement of animals in activities of sports and entertainment is a normal practice and it has been used for centuries in cultural activities. There are a number of cultural events in Spain and South America which use bulls who end up either running on the roads and striking whoever comes in their way, or trying to hit the waving cloth. These activities do not cause harm to the participating animals in any way and therefore there is nothing unethical about this. (Debatepedia) On the other side, the opposing side argues that such cultural activities are what promote the use of animals in a brutal way. They argue that humans tend to go a step further and involve the animals in a cruel game or way. According to them, if the use of animals in simple sports and entertainment is banned, then the brutal games will be finished itself. The side against the involvement of animals for means of sports and entertainment also argues that animals should also not be used for showing skills and displaying their trained nature to the public. Such activities are performed in the circus where the wild animals are trained to behave in an unnatural way of publicly accepted attitude by the force of a whip (RSPCA Victoria). Also they see the elephant rides as unethical as this means that the commercial purpose promoters are using the animals as a means to an end and not as an end themselves. This is according to the categorical imperative introduced by Immanuel Kant (Kant). In this context, it can be related to the fact that the animals are used for commercial purposes and not taken care of because they are animals. In response to this, the side in favor of utilization of animals for entertainment and sports present their views that the circus is where the public, particularly children, experience these animals. When the general public watches and experiences these animals, only then they fall in love with these animals. They argue that one can only love an object or living being if he or she watches and experiences it. When these people see these animals in circus or in zoo, they fall in love with them and then they take care of them. Therefore, usually circus and zoo turns out to be the first step of taking care of the animals on the part of general public and eventually falling in love with them. Most people do not go on safari rides or jungles to see the wildlife and therefore their only chance of watching these animals is in zoo or circus. Therefore, it is also fair to the humans to experience the gifts of nature in the shape of animals, and also there is nothing wrong in doing this. Humans who like to play and enjoy usually tend to feel good when they are involved in sporting activities. When a person who loves to play football play well end up in a good mood when it plays football. Also jolly people who like to enjoy feel happy when they are involved in an act of entertainment as this makes them and others laugh and enjoy. Similar to people are animals who also feel happy when they play and provide entertainment. Most of the animals have playful personalities and

Tuesday, November 19, 2019

Workplace Stress Essay Example | Topics and Well Written Essays - 2500 words

Workplace Stress - Essay Example The stress and strain day in and day out may result in broken families and relationships. It can also cause depression, anxiety and mental ill-health. Ever since the creation of the Law Enforcement Administration in 1968, tremendous amount of research on policing, police departments and police officers in the United States, has been carried out. Examining the effects of service, work and gender activities of the perception of officers of the workplace and their general work world, revealed that this perception is closely related to what they do than who they are ( Winfree, Jr. Guiterman & Mays, 1997). Police work tends to be regarded as inherently stressful because of the personal risk of being exposed to violence, confrontation, and the day to day involvement in various traumatic incidents. The stress faced by the police officers has been referred to as the "police paradox" (Cullen et. al. 1983) because both the safe and unsafe aspects of the job combine to produce the stress symptoms. Policing is considered to be a highly stressful job especially for female police officers, who are caught up between the increasing threats of violence on our streets. In a research focusing on the workplace stress problems for both men and women in the police force, a survey carried out in 25 departments revealed that although both men and women experienced many similar problems, the gendered nature of the police organizations cause unique stresses for women (Morash & Haarr, 1995). Work stress is observed to be associated with depression, anxiety, post traumatic stress symptoms and chronic back pain (Gershon, Lin & Li Xianbin, 2002). They also assessed that work characterized stress, coping strategies and health related outcomes from a sample of police officers aged 50. The findings suggested that older officers especially the female police officers are at an increasing risk of being subjected to work stress related health problems, if they rely on risky health behaviors in order to cope with stress. Although both the male and the female police officers are exposed to relatively the same types of work stressors, but the female officers report higher rates of sex discrimination and prejudice which contributes to psychological distress. Another work stressor to be taken into consideration is that there are more chances of the female police officers and detectives to be involved with sexual offenders or victims of violence. This causes higher levels of self-perceived stress in females than faced by male police officers (Brown & Fielding, 1993). The results also showed that uniformed women constables were less likely to be exposed to police operational stressors which involved the chances for violence, but in case of such exposure, the reactions reported by female officers were brutal than those from uniformed policemen. In addition to that the organizational issues such as the demands of work intruding upon the life at home, lack of communication and consultation, lack of control over the workload, insufficient support and excess of workload in general; are major work stressors. It is also observed that both personal and occupational stressors in female police officers from personality constraints appeared to be more stress-prone. All these stressors are symptoms of

Saturday, November 16, 2019

Sociology of Education Essay Example for Free

Sociology of Education Essay Education is a social institution that sociologists are very interested in studying. This includes teaching formal knowledge such as reading, writing, and arithmetic, as well as teaching other things such as morals, values, and ethics. Education prepares young people for entry into society and is thus a form of socialization. Sociologists want to know how this form of socialization affects and is affected by other social structures, experiences, and outcomes. Sociology of education is a field that focuses on two separate levels of analysis. At a macro-level, sociologists work to identify how various social forces, such as politics, economics, culture, etc. , creates variation in schools. In other words, what effects do other social institutions have on the educational system? At a micro-level, sociologists look to identify how variation in school practices lead to differences in individual-level student outcomes. That is, when schools have different teaching methods or have different practices, how does that affect the individual students and what are the individual outcomes? Example of Sociological Studies on Education A classic study by sociologist James Coleman done in 1966, known as the â€Å"Coleman Report† looked at the performance of over 150,000 students and found that student background and socioeconomic status were much more important in determining educational outcomes than were differences in school resources, such as per pupil spending. He also found that socially disadvantaged black students benefited and did better in school when they were in racially mixed classrooms rather than black only classrooms. This ignited controversy that still continues today. Major Sociological Theories of Education Like any other topic in sociology, the three major theoretical perspectives (functionalism, conflict theory, and symbolic interaction theory) each have different views on education. The functionalist perspective argues that education serves many important functions in society. First, it socializes children and prepares them for life in society. This is not only done by teaching â€Å"book knowledge,† but also teaching the society’s culture, including moral values, ethics, politics, religious beliefs, habits, and norms. Second, education provides occupational training, especially in industrialized societies such as the United States. Unlike in less complex societies or in the United States prior to 1900 when most jobs and training were passed on from father to son, most jobs in the United States today require at least a high school education, and many professions require a college or post-graduate degree. The third function that education serves, according to functionalist theorists, is social control, or the regulation of deviant behavior. By requiring young people to attend school, this keeps them off the streets and out of trouble. The symbolic interaction view of education focuses on interactions during the schooling process and the outcomes of those interactions. For instance, interactions between students and teachers can create expectations on both parts. The teacher begins to expect certain behaviors from students, which in turn can actually create that very behavior. This is called the â€Å"teacher expectancy effect. † For example, if a White teacher expects a black student to perform below average on a math test when compared to White students, over time the teacher may act in ways that encourage the black students to get below average math scores. Conflict theory looks at the disintegrative and disruptive aspects of education. These theorists argue that education is unequally distributed through society and is used to separate groups (based on class, gender, or race). Educational level is therefore a mechanism for producing and reproducing inequality in our society. Educational level, according to conflict theorists, can also be used as a tool for discrimination, such as when potential employers require certain educational credentials that may or may not be important for the job. It discriminates against minorities, working-class people, and women – those who are often less educated and least likely to have credentials because of discriminatory practices within the educational system. The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. Educational Sociology and Sociology of Education are two branches of study that are sometimes understood as one and the same branch, but they are actually not so. They indeed show some differences between them when it comes to the subjects of their study and the nature of the branches f study On the other hand educational sociology is the branch of study that deals with the various methods providing better education to society through an in depth research of our culture and society. Educational sociology is a subject that has to take both the sociologists and the educationists into consideration. This makes the subject an invaluable asset to all the students and researchers of social sciences, particularly sociology and education. It is a general belief that such of those who are involved in a deep study of education will benefit more from the branch of educational sociology In the poem of Okot p Biteks â€Å"My Husbands Tongue is Bitter† is evident in its use of the self  and other. The speaker of the poem is a black woman talking to her husband. The husband sees their colonizers as modern, progressive, civilized and educated. He considers learning English and following their acts would also make him one of them (colonizers), and by doing so, he will acquire the identity of the self. On the other hand, he offended his wife and his own people by citing and ennumerating their deeds as backward, primitive and ignorant.

Thursday, November 14, 2019

Should the Internet be Censored? Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ximenes 1 Should the Internet Be Censored? â€Å"No bones about it, the Internet needs to be censored†. At least according to Gerry Morgan, president of an Internet contents provider and a parent, he among other non-denominational Christian parents claims that they have found â€Å"the only realistic answer to the Internet porn-crisis†. They’ve created a program where all Web sites are pre-screened, avoiding any material that can be harmful to kids (Watson). They say that the Internet has to be censored because it has material, especially pornography, which can and will be offensive to others. But not everybody agrees with that. The censorship of the Internet is still a very controversial issue, and people all over the world debate whether or not this is a case against free speech. While Morgan states that by censoring the Internet we’ll be protecting ourselves and our children, Mr. Jeffrey Pollock, a Republican from Oregon who used to think the same, recently changed his mind when he found out that his own site had been blocked by an Internet filter. After the incident, Mr. Pollock expressed that â€Å"To mandate the federal government to legislate morality, I find abhorrent†(Schwartz). The disagreement on this issue continues and every person has a different opinion on what would be a satisfying solution to it. Even though I agree that it is not any parent’s desire for his/her children to have access to pornography or other potentially offensive material on the Internet, it is not worth jeopardizing our right to free speech in the name of morality. The truth is we cannot protect our children from all the violence or pornography available in today’s world just as our parents could not protect us. Ximenes 2 The interest and curiosity that children and adolescents have on what we, as a society, may rule as immoral did not begin with the Internet. Similarly, the government’s attempts in determining the public’s thoughts also began before the Internet. In fact, governments around the world had been trying to control the people’s minds for a long time and some of them are still trying to do so by filtering information. There is a report from the comprehensive survey of print and electronic news media that shows that nearly two-thirds of countries restrict press freedom, that would be... ...e effective than regulatory control†. Ximenes 4 There are also ways in which government or other agencies may provide Internet control without censorship. For example, it may be necessary to implement laws which require of all Internet servers that provide pornography to have their sites’ names clearly stating the content of the material about to be seen. This would at least prevent children from accessing such sites accidentally. By doing that the government would be helping the parents who don't want their kids to see that kind of material, but would not be interfering on the right to free speech that the Constitution assure us to have. In summary, censoring the Internet falls into the controversial category of censoring free speech. Therefore, it is a violation of the Constitution to apply censorship to such a commonly used source of information. Instead of banning material from the Internet we should make sure that we have clearly stated information. Perhaps government intervention may be necessary to assure that Internet servers comply with regulations. However, parental guidance and control still remain the most reliable ways of protection against misuse of the cyberspace.

Monday, November 11, 2019

Reflection Paper on Anthem (by Ayn Rand)

University of the Philippines Diliman Extension Program in Pampanga Clark Freeport Zone, Angeles City, Pampanga Reflection Paper Anthem by: Ayn Rand Jemima Micah T. Sadsad 2012-20252 BS Business Management Submitted to: Sir Aoux Santos It’s a sin to not write this. For finishing this will allow me to acquire one fourth of my grade on the most-anticipated subject—A subject that is hard, yet easy; A subject able to be both loved and despised; A subject whose aim is to know thy self, yet, when thoroughly studied, you would end up losing what you think is yours.This subject I am babbling about is not just a subject; It is the subject: Philosophy. ~ Well, at first look, this is how I comprehended the novella â€Å"Anthem†. Simple message relayed through tough words, when really that’s not the point of it. Anthem is about a boy who was born with the curse of knowing things more superior than most of his society—a society that does not accept progress unle ss approved by everyone. This boy then meets a girl with qualities like her, and later falls in love with her. Even though their society forbids a love like theirs, they didn’t mind and kept it a secret.He tried to help their society through his discoveries, though ended up escaping it, and trying to create a new one of his own. It has a typical story line with a dystopian theme. Aside from that there’s nothing really more from it. Or is there? *** *** Having read the book again (while trying hard to read between the lines; picking up every lesson I could make use of), I have reflected on a few new things which I did not find during my first read. I have reflected on individuals present in the story and how they relate to me, the society howed in â€Å"Anthem† and how it could be reflected to my country, and my general motion and conclusion on what the story is all about. One very prominent element that I could reflect on are the main characters in the story. Th e main characters present in the story are Equality 7-2521 and Liberty 5-3000. Equality 7-2521 (also known as â€Å"The Unconquered† or â€Å"Prometheus†) – The main character is a brave, curious, strong, and intelligent street sweeper who thinks of himself as cursed. He knows that he is cursed, yet knows not how to resist it. He believes in individualism and rejects the collectivist society around him.Learning was too easy for him because of his quick head. He asks too many questions that his teachers forbade him from asking. â€Å"He only wishes to know. Equality 7-2521 represents the superiority of a singular intellect to the homogeneity of the masses, who cannot think for themselves—the society of shapeless people who are indistinguishable from one another. At first read, I thought to myself, he (Equality) is too self-centered, thinking that he is far superior than his society, and that his only flaw is the society’s disapproval of him.Also, I don’t like how he came up with his conclusion of his ego being the center of his universe (though, I’m not saying that the conclusion is wrong). It’s just so unthinkable how without knowing what the word â€Å"I† really means, he suddenly knows what it is and how to use it. On the other hand, I like how his curiosity always gets the better of him. I like how he is eager to know and discover things even though he knows that it is forbidden to do so. I love how Equality 7-2521 takes risks to justify his thirst of knowing more.These character traits of Equality 702521 made me reflect more on the adventures of learning, rather than the concept of individualism. I like how his quest full of myriad mischief turned out to be an amazing discovery of the light bulb (which for me symbolizes progress and/or change). I love how he soon realizes that his learning is not really for the society, but rather for him and him alone. One thing I also admire about Equality 7 -2521 is his love for Liberty 5-3000, that even though it is forbidden, they still chose to continue their love. Selfish indeed, but selfishness is not always a bad thing.Another main character on the book that I have reflected on is Liberty 5-3000 (also known as â€Å"The Golden One† or â€Å"Gaea†) – This character is a peasant that has eyes with no signs of fear in it, whom Equality 7-25521 falls in love with. She is Beautiful, proud, and strong like Equality 7-2521. She loves Equality 7-2521 because he is different from everyone around him. And Equality 7-2521 loves her back for the same reason. For me, Liberty 5-3000 is a little bit too submissive. Her mix of independent pride and devoted submission to Equality 7-2521 seems contradictory.Prometheus’ universe may have his own ego as its center, but for Liberty 5-3000? I don’t think so. Liberty 5-3000’s character is a perfect counter-example of Ayn Rand’s main thought of: â€Å"I is my god†. Gaea is more of a: â€Å"Equality 7-2521 is my god†. (Liberty 5300 to Equality 7-2521: â€Å"Your will be done†¦Ã¢â‚¬ ). Although I hate how she submits herself too much to Equality 7-2521, I like her for standing out of the crowd. I like how fierce she can be trying to put what she loves first before what others dictate her to. I also like her show of courage by following the one she loves even though it might place her in great danger.However, I think the author somehow just took a shot of presenting a true epitome of a perfect woman with great courage and confidence, but only with the weakness of her beloved. Unfortunately, Ayn Rand failed trying, for instead she just created a weak and submissive leading lady. Gaea apparently became just an object of Prometheus’ with no say on things at all. These two main characters made me reflect on how not all people are alike (which was the point of the whole story: Individualism). Not everyone is as s trong or as smart as Prometheus. Neither are they all of beauty and devotion as Liberty 5-3000.The story also made me reflect on the concept of solitude, and how not all people find happiness in solitude. In fact, even in the story itself, Equality 7-2521 is not alone, for he finds happiness in the presence of Liberty 5-3000. Absolute solitude is inconceivable. Different people have different purposes. They might find their purposes with others, or they might find their purposes of for themselves alone. And even if they find their purposes for themselves, still, it will influence their society, because one cannot live without another. No man is an island.As for me, I find happiness in having loved ones beside me; I’m not saying that I let them think for me though. I am currently a conformist and non-conformist. I am a conformist in that I conform to my God and with His teachings. A non-conformist in that, like Liberty, I submit myself to my beliefs and resist things of its op posite (although at times, they may overlap with each other). I conform to my God, and so try not to conform to the world. I conform to my government, yet reject on them trying to take over me. I succumb to, yet I resist. Also, I could consider myself to have hints of Equality 7-2521 in my personality.I love learning as much as I love taking risks. I remember the story of my 4 yr old self. My mom used to tell this story every time she remembers it and every single time we would laugh at it. So here’s how it goes: It was an ordinary day, we were travelling by a car. My mom was driving and her sister (my aunt) was in the front seat. I, my 2 sisters, and my cousin were at the back seat. I was the closest to the door handle, and that was when the inner curiosity of me sparked! â€Å"Now, what is this thing for? † and voila, I was playing with the car door handle and suddenly I found myself rolling on the ground of an uphill highway.While the action was happening, my mom an d aunt were also caught in an intense activity: Gossiping. Yup, they were there chit-chatting while I was outside, rip rolling. Since my two sisters and my cousin saw my fall, they panicked and then started shouting, â€Å"Ma! Si Ima, nahulog! †, but since my mom’s activity was more interesting than mine, they had to shut the kids up, â€Å"Kids, quiet! †. Then my sisters started crying. That’s when my mom and aunt started to notice my absence. And at last, they panicked too. They went chasing for me, trying to save me from the rushing cars. But wait!They forgot to turn on the brakes! Oh no, our car is sliding down the hill! What to do? Oh my— ~ Well, I’m here now so you know I was saved. It was a very long day, indeed. One day my mom would never ever forget. But hey, I learned. (I now know what that ‘thing’ is for! And I now know when to and when not to use those car locks, thank you. ) Anyway, I find myself having a little bit of Equality 7-2521 also because I often find pride in things I know I have done well in. Passing the UPCAT is one of the perfect examples. Having my family congratulate me, I find pride in myself.I know that I have done well, and I know that I could do more, and so the learning continues. Moving on from the main characters, another prominent concept in the novella was the society. The society presented on Anthem is so wrong. The people there are under so much fear and are dehumanized. Their society promotes absolute collectivism where they are all one and one is all. They accept few, if not none at all, changes. Everyone is of equal importance as everyone. Freedom of speech is cut off. Men can’t speak to women, they were not able to show their emotions to them, and they can’t even have houses of their own!Though it could be classified as a utopian society on other perspectives, description from Equality 7-2521 made it totally a dystopian society. â€Å"We are nothing . Mankind is all. By the grace of our brothers are we allowed our lives. We exist through, by, and for our brothers who are the state. Amen. † –Palace of the World Council Their society reminded me of how North Korea is today. Although I may not know what their actual situation is at the moment, description from the media around the world truly rings the bell. It brings fear deep down my bones.Society of no social stratification, no freedom of speech, everything and nothing is owned by everyone and no one. A society completely isolated from the rest of the world, North Korea could well focus on itself and not worry on how other countries are doing, and since they focus on themselves, no one would be left starving, everybody will be of equal rights with everyone. I think this is what North Korea claims itself to be though I’m pretty sure ‘country without social stratification’ is pretty far from what they are now. The government and society in Anthem also made me think of the government and the society of our own country.As for the Philippines, I don’t think the concept of Anthem’s society might be applicable because of the fact that freedom of speech is already presented and is of practice today in the Philippines. Also, the presence of a free and nationwide media in our country made it more liberal than that of Anthem’s. The fact that Philippines is a democracy, too, can be of great evidence that our country is not with the like of that of Anthem’s. Everyone of the right mind is free to vote and free to speak. Take this reflection paper for example; I have every right to say what I want to, though I know I would suffer the consequences of my actions.Everyone is allowed to think otherwise. Everyone has the right to choose for themselves what their â€Å"rights† and â€Å"wrongs† are. Men are allowed to merry another and have kids of their own. Families are able to build houses they can live in and start a new life. Filipinos, along with other people of other countries, could study whenever they want to and work whenever as long as time and money permits. They have the free will of choosing their school, acquiring their jobs, and retiring after they do. Everyone is allowed to choose their religion. Everyone is allowed to love without being asked why.Chickens could cross the street without their motives being questioned. However, I may not completely forget the fact that, somehow, there might be some resemblances from Anthem’s society with the Philippines’. â€Å"The Home of the Useless†, â€Å"The Palace of Corrective Detention†, â€Å"The Palace of Mating†, â€Å"The Home of the Students†Ã¢â‚¬â€ All of which symbolizes branches of our system, though might be different in intensity than Anthem’s. Also, the home of the scholars could be of comparison with our senate system. We could be compared to them in terms of pr ogress and how slow our system could be.Although I know that we are still on the verge of growing and improving more, I have not lost my hopes for the Philippines. As for whether or not this society is possible on earth in the future, I don’t think so. I don’t think such absolute collectivism/communism is possible to be achieved. I believe that in achieving this society, first we’ll be in need of restarting; restarting everything from Adam and Eve. No one should know anything. Every book must be burned and every data on the internet must be erased. The whole world should go back to zero, or else absolute collectivism (like with the story Anthem) would be inconceivable. ———————————————— ————————————————- Anthem, in general, taught me how colle ctivism could be of destruction to a society. I reflected on few things about concepts such as collectivism, individualism, finding your true self, and finding your true purpose. I have made use of my new learnings about these things, and I know that would use them at one point in my life where I could be searching for answers on whether or not, why or why nots. These concepts could be of new references that I know I could consider whenever I am learning. ———————————————— ————————————————- I have a general feel of gloom and depression through-out the story. With how Equality 7-2521 dictates his society to us, I felt sorry for him and also for the society. In a nutshell, I liked the story. I enjoyed it and have reflected a lot of things from it. Although, what I d id not like about the book was not the story but the author’s philosophy itself. By the end of the novella, Equality 7-2521 and Liberty 5-3000 have run away from their society to discover their own truth and start a new society of their own.This truth leads to self-worshipping and calling themselves gods, and further stating that they have no obligation to other men. I have to strongly disagree with this idea. I am sorry to say Ayn Rand started with a great idea of individualism and ended in a train wreck of selfish isolation. *I would like to recommend this book to anyone who would want to reflect and re-evaluate their existences on certain aspects. This book presented a different outlook of the concept â€Å"I†, which you could reflect on greatly. Though, I’m not saying that this is the best book possible, it is still worth the read.