Circulatory System Essay

The heart and blood are the transport system in the body. This assignment looks at the structure and function of the circulatory system and also includes a diagram of the circulatory system. The heart is a hollow muscular organ which acts as a pump, located in the chest and lies left behind the sternum.’ Blood vessels also transport blood throughout the body’ (Wikipedia). There are 3 major types of vessels which will be discussed later in the assignment. The blood is a main component of the body. It is used to transport materials, act as a defence against disease, helps regulates temperature of the body and helps with blood clotting. The blood is made up of 4 elements: Plasma, Red blood cells-erythrocytes, White blood cells-Leucocytes and Platelets. Plasma makes up the main composition of blood with 55% volume. It contains 90-92% water and is slightly thick and is straw coloured fluid. Red blood cells-erythrocytes are made in the bone marrow of the ribs and sternum and are broken down in the spleen and liver. The main function is to carry oxygen. White blood cells-Leucocytes are larger than red blood cells. Their main function is to protect the body from certain infections. Platelets are formed in the red bone marrow. It has an important function in blood clotting. Blood vessels are comprised of 3 main units, arteries, veins and capillaries. Arteries carry blood away from the heart. Their structure is made up of a thick, stretchy muscular wall, they have a narrow central tube and they contain no valves. Arteries branch into smaller tubes called arterioles and then into capillaries. Their main function is to carry oxygenated blood. Veins carry blood towards the heart. Its structure is made up of thin walls with little muscle, they have a wide central tube and they also contain valves. Veins branch into venules and then into capillaries. Veins main function is to carry deoxygenated blood. Capillaries carry blood between arteries and veins. Their structure is of a thin wall with only one cell thick and a very natural central tube. Substances can only leave or enter the bloodstream through the capillaries. ‘They are mainly responsible for bringing necessary substances to the cells and draining waste materials away’ (Encyclopedia Britanica). There are 4 chambers, or open spaces inside the heart that fill with blood. Two of these are called the atria; the other two are called the ventricles. ‘The left ventricle contracts most forcefully, so you can best feel your heart pumping on the left side of your chest’ (www.fi.edu). The pathway of blood through the human heart consists of a pulmonary circuit and a systemic circuit. Deoxygenated blood flows through the heart in one direction, entering through what is known as a superior vena cava and then into the right atrium which is then pumped through the tricuspid valve into the right ventricle before being pumped out through the pulmonary valve to the pulmonary arteries into the lungs. It then returns from the lungs via the pulmonary veins to the left atrium where it is pumped through the mitral valve into the left ventricle before leaving through the aortic valve to the aorta. In conclusion this assignment has looked at the functions and structure of the circulatory system. It has also identified the diagram of the circulatory system.

Hauora Essay

If a person puts themselves first before others and their personal ambitions they are considered unhealthy. Communication through emotions is more powerful than words. If people show what they feel, instead of talking about their feelings, this is regarded as healthy. Te taha Wairua refers to spiritual well being. It is believed that if someone is lacking this they are more prone to ill health Wairua may also explore relationships with the environment, between people, or with heritage. The breakdown of this relationship could be seen in terms of ill health or lack of personal identity. Te taha Tinana refers to physical well being There is also the question of personal space to take into account. Maori consider stepping over someone as rude and demeaning to that person’s mana (personal authority/power). However there are different ways in which respect is shown to another person. For example Maori tend to have minimal eye contact and respect each other’s space in formal situations. Body language is also an important feature to note. Whanau/Family – is the prime support system providing care, not only physically but also culturally and emotionally. For Maori, whanau is about extended relationships rather than the western nuclear family concept. Maintaining family relationships is an important part of life and caring for young and old alike is paramount. Everyone has a place and a role to fulfil within their own whanau. Families contribute to a person’s wellbeing and most importantly a person’s identity. A Maori viewpoint of identity of identity derives much from family characteristics. It is important to understand that a person carrying an ancestral name will often be seen as having the qualities of their namesake. It is important to be aware for Maori, a persons identity is gleaned by asking â€Å"Where are you from† rather than â€Å"What is your name? † Maori identity is based upon an ancestral Waka (canoe) a physical landmark, which is usually a Maunga (mountain), a body of water Awa (river), Moana (sea) and a significant Tupuna (ancestor). Once this is known people can share a common bond.

Allowing Guns on Campus Will Prevent Shootings, Rape

A graduate student leaving an evening class walks along the poorly lit sidewalk to the parking lot—it is a long, cold walk in the pitch-black night, and the student grows wary as shadows begin lurking in the distance. Suddenly, someone jumps out in front of the student, immediately threatening her with force. Before the student can react, she is raped and robbed. This is a very scary scenario, and one that happens on the SCSU campus every year. It seems like every week we get an e-mail citing another attack on students somewhere on or near campus. However, all of these attacks could be prevented if we allow students to carry guns as a means of self-defense. Although safety is my biggest concern, there are other arguments that point to this solution as well. First, it is our Second Amendment right to bear arms. Although debates have gone on about how it should be interpreted, I believe it means that if law abiding, trained and eligible citizens would like to carry a gun with them in self-defense, they should be able to. Right now, that does not include campus. â€Å"The law, as it stands now, does not prohibit carry on campus,† said Terence McCloskey, SCSU campus leader for Students for Concealed Carry on Campus (SCCC). â€Å"It allows universities to establish rules restricting carry on campus by students and staff. † According to the March 2007 Safety and Security bulletin in section 2. 1, â€Å"Alcoholic beverages, non-regulated drugs, explosives, guns and ammunition are not permitted on SCSU property. † This rule, I believe, is a violation of my Second Amendment rights. The second reason guns should be allowed is because it will give students, such as the one in the scenario, a sense of security and comfort when they are in a normally uncomfortable situation or area. The opposition would say that although the person with the gun is comfortable, it makes others around that person uncomfortable or afraid to speak up in class. Well, let me ask you this: How often do you feel uncomfortable or scared about someone near you having a gun when you go to a movie theater? Probably not too often. However, McCloskey said that 1 percent of Minnesotans have a permit to carry guns. â€Å"That means that every time they go to a movie theater with around 200 people inside, they are sitting with two people that are carrying a gun,† McCloskey said. There are people all around us that have guns, and it seems to be handled just fine. After all, the 1 percent that do carry guns have to meet certain requirements—guns are not handed out to just anyone. Minnesota law requires everyone to have a permit in order to own a handgun, and to obtain one you must be 21 years of age, be a U. S.  citizen, have training in the safe use of a pistol, not be a felon, not have a domestic violence offense in the last 10 years, not be a person convicted of stalking, as well as many other restrictions. You can find these laws on the State of Minnesota Web site. The final reason that guns should be allowed to be carried by students who obtain a permit is that it could prevent a tragic shooting like the one at Virginia Tech a couple of years ago. â€Å"Our best and our brightest are in an unprotected environment and are essentially being led to the slaughter,† said Keith Moum in an article in the Missourian. â€Å"It’s not as graphic as that, but it clearly shows that there is an element out there that has targeted college students. † If guns had been allowed on that campus, that tragedy may have been least minimized. So, in order to make the SCSU campus and other campuses nationwide a safe, comfortable environment for everyone, we need to allow the ability to carry a gun on campus. Not only will it make a student carrying a gun feel safe, it can prevent a tragic shooting, a robbery, or a rape. It is our right. Let us exercise it.

The Zombie Metaphor Essay Example | Topics and Well Written Essays - 1250 words

The Zombie Metaphor - Essay Example Parting from the dictionary definition of this controlled subject, we can start interpreting what has been the zombie impact on books, movies, television and general consciousness. As Carl Jung states "The projection of the shadow changes the world into a replica of one's unknown face" (17) The zombie may represent man's fears: left willingness, controlled by somebody else, or even the devil itself. Taking the image a bit further, zombies cannot speak or walk correctly for they have been deprived from those abilities. They make horrible sounds while trying to communicate with others, possibly crying for help, and cannot transport themselves freely and quickly. Making these creatures defenseless yet threatening enough to scare the audience. Maybe authors like George Romero intended to tap into these fears in movies like "The night of the living dead" (1968) which was considered to be the father of all zombie movies. In which we may subconsciously tap into our innate fears of having ou r abilities to scream from the top of our lungs if we fear, if we hurt, or simply say I Love you to our cherished ones robbed; or simply being unable to walk normally or move ourselves freely from one place to another without difficulties. Or Romero simply made a very scary movie that changed our thoughts forever with his portrayal of these so-called creatures of the night, without any subconscious meanings what so ever If we continue this thought then we should question: why zombies Why not vampires Perhaps because these are somewhat worshiped immortal and beautiful creatures that contraire to zombies, impose their will on others, although they must eat blood to survive, they draw their prey with their abilities and attack with style and grace. If we were to continue Jung's thoughts on projection, vampires would represent a possible goal for the social outcast. Or what about Aliens Creatures we have no knowledge of, invading our planet, our universe or our complete solar system for no reason. What could be the meaning or message of this type of movie Perhaps as complicated or simple as zombies, aliens may easily be defeated with the correct amount of weapons, manpower and courage. But as the meaning itself implies "alien" may not represent anything to the viewer convincible enough for them to want to be them, relate to them or even feel the need to worship them what so ever. Tackling other possible implied messages in zombies is the term consumerism: How can they impulse, insinuate, push, us to consume, buy or steal In some movies like Dawn of the Dead (1978) zombies take control of a shopping mall and the humans try with all their wit to take that control back. What can be implied with this Could we be terribly afraid to be replaced as shopping creatures by something not human or dead Or is it simply a territorial thing We need to have control of everything and everyplace. Perhaps it has nothing to do with a shopping mall literally; maybe the hidden consumerism is implied

The Effectiveness of Smoking Ban at the American University of Sharjah Research Paper - 1

The Effectiveness of Smoking Ban at the American University of Sharjah - Research Paper Example Smoking ban refers to measures which are likely to protect people who do not smoke from the dangers of tobacco smoke (passive smoking). Tobacco smoke is harmful, not only to persons who actively smoke tobacco but also for all who breathe the smoke of others. The threats of passive smoking are well known and need to be addressed. This is why this ban had been established. This paper focuses on the implementation of this ban, and the extent of its success. The research aims to assess the perspectives of the students of AUS about this ban and wants to investigate their responses. Smoking ban refers to measures which are likely to protect people who do not smoke, from the dangers of tobacco smoke (passive smoking) (Guerriero, 2010). Tobacco smoke is harmful, not only to persons who actively smoke tobacco but also for all who breathe the smoke of others (Kincaid, 2010). Even the smoke of a single cigarette causes damage to the health of all in the same room. Therefore, the harm of passive smoking is a broad consensus of the professional associations of physicians on the World Health Organization (WHO), the United Nations and the Cancer Research Centers of different countries. There are 161 States which acceded to the Framework Convention of the World Health Organizations Tobacco Control, including Austria and Germany (Kolodner & Barbarino, 2011). The tobacco industry has been trying for decades to negate the effects of passive smoking on health through specially funded research. In the "Social Report 2006/07 - Responsibility in Dialogue" by British American Tob acco Institute, it is shown that it is in support of catering to the establishment of Smoking and Non Smoking areas as well as to improve the indoor air quality to take an ethically and morally sound action through the mode of corporate social responsibility (Johnson, 2011).

Investigating Meaningful Teaching Essay Example | Topics and Well Written Essays - 750 words

Investigating Meaningful Teaching - Essay Example Inclusive classrooms and self-contained classrooms are the two most effective mediums of providing special education to children having difficulties ranging from mild to severe ones (Khalsa & Miyake, 2005). Over six million students aged between 3 and 21 years receive this tertiary means of education under the Individuals with Disabilities Education Act (Wilmshurst & Brue, 2005, pp. 1-2). Interviewing two teachers supervising inclusive classrooms and two supervising self-contained classrooms was the primary research methodology. Thereafter, the empirical data obtained from these interviews will be analyzed in the light of relevant pedagogical theories. This paper is going to make a report that will integrate the research findings and assess the pertinent outcomes. Interview findings were the primary sources of data for this project. To conduct the interviews, I had to go to four special educators with a set of questionnaire. The questionnaire contained crucial paradigms for theoretical clarity, which, in turn, provided the required methodologies of data analysis. Given below are the questions and corresponding answers given by the interviewees: Instructors who were interviewed shared similar opinions on their teaching and learning experiences, particularly in models that endorse collaborative responsibilities for both inclusive and self-contained classrooms. To put it simply, they emphasized on outlining specific learning modules, assessment metrics and reiterated the need for closer attention to students with reading difficulties. They also gave unanimous opinion on the need to have vocational training as a compulsory method of teaching in upper classes. This interviewer sought to differentiate between the basic theoretical aspects of both models in contention here. While instructors in affiliation with inclusive pedagogical formats were quite satisfied with the outcomes of their coaching, teachers of self-contained classrooms did find it inadequate as

-No Topic- Essay Example | Topics and Well Written Essays - 2000 words

-No Topic- - Essay Example Warren et al 2012 say that professionals in this field; accountants must be competent enough to deal with accounting information in relation to potential users. Essentially, it is argued that accounting information should be relied upon the titles of the potential users. Thus accountants must be extremely clear on whom and what purpose accounting information is been given to. Significantly, several groups of people may require such information for both their interest and that of a given organisation. Some of the potential users include; customers, government, managers, suppliers competitors among others (Martin 2009; McLaney and Atrill 2010). According to Gelinas et al 2012, accounting information might not be able to give solid decisions or definite answer to potential users as it is a field that continuous grows in relation to various advancements. None the less, this kind of information is crucial in ensuring that uncertainty is reduced in businesses with reference to their assumed financial position and the overall performance (Bisen 2009). As such, accounting information has three major roles in businesses; rewarding and or payment of employees, repayment of loans, and the reimbursement of money to business owners. Conversely, there are alternative sources of information which might be derived from published articles such as newspapers and magazines which at times is not accurate thus giving conflicting statement on financial matters of given businesses (Peng 2011). According to numerous research that have been analyzed by financial scholars, it is evident that accounting information ranges among the few relied on sources of financial wellbeing and related information on businesses as opposed to other sources. Duening and Click (2004) articulate that most major companies have relied on accounting information in ensuring that checks and balances in their financial

Theories of Exchange Rate Determination Essay Example | Topics and Well Written Essays - 2750 words

Theories of Exchange Rate Determination - Essay Example Infact before exploring various exchange rate models it is worth looking at how a wrong assessment of the exchange rate can cause difficulties where as in the past various corporations have dealt with and suffered the burnt of foreign currency transaction risk. Millman(1990,1995) gives some interesting examples in his research work. One example he gives is of Lufthansa,the German airline which when contracted with Boeing to purchase aircrafts in the 1980's ,the value of the dollar was rising. The price of the aircrafts were set in dollars. Lufthansa feared that the dollar would strengthen and the cost in . Deutsche marks would increase the cost of the planes. Therefore it entered into forward contracts for the dollars required to pay for the planes.Contray to expectations the dollar weakened. Due to its wrong speculation forward contracts cost Lufthansa $140 to $160 million more for the aircrafts that they would have if they had bought the dollars on the spot market(Millman 1990). Although then there is no reliable way to counter forex risk in foreign markets it now worth looking at the various exchange rate models and how they have shaped forex and macroeconomic policies to avoid unexpected risks especially in financially volatile markets much affected by political repercussions and unpredictable events. Introduction to forex theory and its determination There are various theories of exchange rates which tend to produce various estimates of the exchange rate .This is not mainly due to the application of different theories however as varying econometric methods may also cause this variation and this has also caused doubt as to their efficacy and credibility as reliable estimates of a country's forex reserves. In this vein my paper will explore three of the existing theories pertaining to forecasting the exchange rate movements in the light of their empirical and micro foundations. This will be discussed according to their preconditions, implications and advantages and disadvantages. PPP approach Firstly we have the purchasing power parity approach to the exchange rate which has empirically found a lot of support and has influenced a lot of economic thought. The crux of this approach lies

Philosophy paper Essay Example | Topics and Well Written Essays - 2000 words - 1

Philosophy paper - Essay Example On a comparative approach a major theme that can be retrieved from these books is the aspect of Buddhism as a religion as well as the incorporation of what Kitaro Nishida term as â€Å"Pure Existence†. Introduction This paper will seek to make a comparative study approach to compare and contrast in detail the following physiological texts. These include; â€Å"What the Buddha Taught† by Walpola Rahula and â€Å"An Inquiry Into The Good† by Kitaro Nishida and translated by Masao Abe and Christopher Ives. The notion behind the book, â€Å"What the Buddha Taught† was first to introduce the concept of Buddhism as a religion. Walpola Rahula sought to bring the understanding of the teachings of Buddha and Buddhism as a religion among people. He sought to bring out Buddha as a person who was very simplistic in his nature. Walpola Rahula also introduced the Buddhist attitude on mind that states, â€Å"Man is supreme-one is one’s refuge-responsibility-Doubt -Freedom of Thought-Tolerance†. This indicated that man was a supreme being and he was responsibility, doubt, freedom and tolerance. In other words, man was the only being that was known to exist beyond the super natural. In this light, Walpola Rahula sought to bring about the Four Noble Truths relates to Buddhism. ... Walpola Rahula sought to explain that if the root causes of problems were eliminated from our world, then we would ensure that freedom was existent and he termed this freedom as Nirvana. However he also added that Nirvana was impossible to attain as the root could not be solely eliminated. The fourth noble truth was â€Å"Magga† that is â€Å"The Path†. This was termed as the path that was to lead to Nirvana. As stated Nirvana was freedom that was hard to accomplish because the root causes could also not be completely eliminated. Moreover, the noble path consisted of the following; Right Understanding, Right Thought, Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness and finally Right Concentration. The Middle Path was a planned path that led to development and progress and an individual who ought to follow the noble path would be guided and protected by the existing law that was referred to as Dhamma. It also added that this path led to a fut ure that was free from misery and unhappiness (â€Å"The Noble Eight-Fold Path†). The Noble Eight-Fold Path was grouped into four categories that include: Wisdom, Morality and Mental Development. According to De Silva (1990) wisdom incorporated Right Understanding and Right Thoughts. Right Understanding was related to having knowledge about the four noble truth and what they are. This also included understanding what karma was and being knowledgeable how it comes around and ways to avoid Karma by making the right decisions. As a result of Right Understanding came Right Thoughts that could lead to thinking in a positive and morally upright manner. Morality incorporated Right Speech, Right Action and Right Livelihood. Right Speech involved saying what is true and

Project Management Essay Example for Free

Project Management Essay I am sending out bid documents to look for a contractor to analyze my organization’s IT help desk needs, standardize policies, procedures, hardware and software, and provide the necessary training and documentation. But before that takes place the â€Å"Scope† of what will be procured needs to be defined. The fore knowledge that my wants it’s IT help desk analyzed is a good start. The definition of the â€Å"What† as Fleming mentioned is the most important aspects of managing a project. I would develop a Work Breakdown Structure (WBS) after the project has been defined. (Fleming, 2003, 116) The question of who will perform the work will come after a Request for Proposal has been prepared for released to prospective sellers. (Fleming, 2003, 122) This step in the contracting phase is normally called The Pre-award Phase, pre-award is the first phase of the contract management process and comprises all buyer and seller actions from procurement planning through submitting a bid or proposal. The pre-award stage is where my organizations IT help desk requirements will be clearly described in an unambiguously fashion and our objectives as well as risk will be considered. (Garrett, 2007, 80) The request for proposals (RFP) includes the following documents: Section I Letter of invitation Section II Information to consultants Appendix to Consultants information Section III Terms of Reference Section IV Technical proposals Section V Financial proposal Section VI Standard Contract Form In the subsection of the RFP Fleming’s example of â€Å"Model Contract† will addressed. (Fleming, 2003, 148) †¢Statement of Work (SOW) †¢Technical Specifications †¢Terms Conditions (TCs) †¢Data reporting †¢Status Reviews †¢Management Requirements The Statement of Work (SOW) describes the buyer’s requirements in sufficient detail to allow prospective sellers to determine whether they can provide the product, service, of solution. (Garrett, 2007, 87) The technical specifications will always be added by the IT department for this project. (Fleming, 2003, 148) The terms and conditions are generally used when the source selection decision will be price driven. (Garrett, 2007, 89) Terms conditions will come from purchasing. (Fleming, 2003, 148) The key component to (TCs) is the main duty of (TCs) and that is to cover the critical issues and how the seller can make changes to an existing procurement. The (TCs) will also cover any legal requirements. (Fleming, 2003, 152) Evaluation: Any effort to win my organization’s IT contract will be based on an objective analysis. Once the proposals are received by all participating sellers the final selection will be made using the following evaluation criteria: Note the criteria were determined before RFP’s were issued: (Fleming, 2003, 165) †¢Technical †¢Management †¢Quality †¢Warranty †¢Price The final source will be made on the listed criteria and must be submitted in a written and oral presentation method. In a side note that would be clearly stated in my RFP and in the Contract the areas of Confidentiality Ownership, will be addressed with the following: Confidentiality: The Consultant shall not, during the term of this Contract and within two years after its expiration, disclose any proprietary or confidential information relating to the Services, this Contract or the Client’s business or operations without the prior written consent of the Client. Ownership of Any studies, reports or other material, graphic, software Material or otherwise prepared by the Consultant for the Client under the Contract shall belong to and remain the property of the Client. The Consultant may retain a copy of such documents and software.

Financial Inclusion for Inclusive Growth in India

Financial Inclusion for Inclusive Growth in India Amartya Sen (2000) convincingly argued that poverty is not merely insufficient income, but rather the absence of wide range of capabilities, including security and ability to participate in economic and political systems. Franklin Roosevelt, the popular president of United States of America in 1932, referred to the American poor as the forgotten man at the bottom of the economic pyramid. Today the term `bottom of the pyramid refers to the global poor most of whom live in the developing countries. These large numbers of poor are required to be provided with much needed financial assistance in order to sail them out of their conditions of poverty. Joseph.E.Stilglitz opines that, if economic growth is not shared throughout society then development has failed. Accordingly, there is felt a need for policy support in channeling the financial resources towards the economic upliftment of resource poor in any developing economy. This study is an attempt to comprehend and distinguish the significance of Financial Inclusion in the context of a developing country like India wherein a large population is deprived of the financial services which are very much essential for overall economic growth of a country. Our understandings and analysis on the topic are presented here below in the following sections. In Section-II, the importance of `Finance for economic growth has been established with adequate literature review. In section III, Inclusive Growth and its significance for achieving sustainable growth is discussed. Section-IV brings to fore the Financial Inclusion and its dimensions in detail. In Section-V, the importance of financial inclusion for achieving Inclusive Growth in India is detailed with a statistical analysis. Section-VI contains the Recommendations and the Conclusion is presented in Section-VII. II. FINANCE AND GROWTH The earlier theories of development concentrated on labor, capital, institutions etc as the factors for growth and development. The leading works hardly include finance as a factor for growth. Since then there has been numerous research analyzing how financial systems help in developing economies. A wide agreement exists among economists that financial development prompts economic growth. According to Rajan and Zingales (2003), development of the financial system contributes to economic growth. Empirical evidence time and again emphasizes the relationship between finance and growth. According to the works of King and Levine (1993a) and Levine and Zervos (1998), at the cross-country level, evidence indicates that various measures of financial development (including assets of the financial intermediaries, liquid liabilities of financial institutions, domestic credit to private sector, stock and bond market capitalisation) are robustly and positively related to economic growth. Other st udies also establish a positive relationship between financial development and growth at the industry level, like the one by Rajan and Zingales (1998). Since the groundbreaking contributions of King and Levine (1993a, b), economists have shown renewed interest in the finance-growth nexus. It is indeed irrefutable that considerable part of the differences in long run economic growth across countries can be elucidated by disparity in their financial development (King and Levine, 1993a; Levine and Zervos, 1998, Demirguc-Kunt and Maksimovic (1998) and Rajan and Zingales, 1998). Beck, Demirguc-Kunt, Laeven and Levine (2006) use Rajan and Zingales (1998) approach, which provides supplementary evidence that financial development increasingly props up the growth of smaller firms which constitute largely the priority sector lending in the case of Indian Financial sector. Recent survey evidence suggests that access to finance has a direct nexus with faster rates of innovation and firm dynamism consistent with the cross-country finding that finance promotes growth through increase in productivity (Ayyagari, M., Demirgà ¢Ã¢â€š ¬Ã‚ ¡-Kunt, A. a nd Maksimovic, V, 2007, Levine, 1998, 1999). Further, it has also been revealed that financial development plays a significant role in moderating the impact of external shocks on the domestic economy (Beck, T., Lundberg, M. and Majnoni, G, 2006 and Raddatz, C, 2006). Besides debate concerning the role of finance in economic development, economists have also debated the relative importance of bank-based and market-based financial systems for a long time (Golsdmith, 1969; Boot and Thakor, 1997; Allen and Gale, 2000; Demirguc-Kunt and Levine, 2001). Joseph Schumpeter argued in 1911 that banks play a pivotal role in economic development. According to this view, the banking sector alters the path of economic progress by affecting the allocation of savings and not necessarily by altering the saving rate. Largely, the Schumpeterian view of finance and development highlights the impact of banks on productivity growth (Schumpeter, Joseph A, 1934). Banking sector can wield a positive influence on the overall economy, and hence is of broad macroeconomic importance (Bonin and Wachtel, 1999, Jaffe and Levonian, 2001, Rajan and Zingales, 1998). It is established that better developed banks and markets are closely associated with faster growth (Levine, Loazya a nd Beck, 2000; Loayza and Ranciere (2002); Christopoulos and Tsionas, 2004). Improved functioning of banks can be able to boost resource allocation and hasten growth (Boyd and Prescott 1986; Greenwood and Jovanovic 1990; King and Levine 1993a; Levine, R. and S. Zervous 1998). Correspondingly, by aiding risk management, improving the liquidity of assets available to savers, and by lowering trading costs; banks can enliven investment in potential economic activities (Obstfeld 1994; Bencivenga and Smith 1991; Greenwood and Smith 1997). Banks do exercise significant and causal impact on productivity growth, which feeds through to overall GDP growth. The long-run association between prioritised banking and both capital growth and private savings are more tenuous (Levine, Ross; Loayza, Norman; and Beck, Thorsten, 1999). It is also ascertained by some researchers that the size of the banking sector can be safely considered a good predictor for future growth, especially when focusing on lon g term projects (Andrea Vaona, 2005). The research so far has not only looked at how finance facilitates economic activity but also social aspects like poverty, hunger etc. The consensus is that finance promotes economic growth but the magnitude of impact differs. Financial inclusion is intended to connect people to banks with consequential benefits. Ensuring that the financial system plays its due role in promoting inclusive growth is one of the biggest challenges facing the emerging economies. We therefore advocate that financial development creates enabling conditions for growth through either a `supply-leading (financial development spurs growth) or a `demand-following (growth generates demand for financial products) channel. Access to safe, easy and affordable credit and other financial services by the poor and vulnerable groups, disadvantaged areas and lagging sectors is recognised as a pre-condition for accelerating growth and reducing income disparities and poverty. Access to a well-functioning financial system, by creating equal opportunities, enables economically and socially excluded people to integrate better into the economy and actively contribute to development and protects themselves against economic shocks. III. INCLUSIVE GROWTH Development economists and states have often been for a long time interested in the relationship between financial development and economic growth especially in the period which is known as the era of the Washington Consensus. A growing GDP is an evidence of a society getting its collective act together for progress. As its economy grows, a society becomes more strongly organised, more compactly interwoven. Growth is good, Sustained high growth is better and Sustained high growth with inclusiveness is best of all. Inclusive growth in the economy can only be achieved when all the weaker sections of the society including agriculture and small scale industries are nurtured and brought on par with other sections of the society in terms of economic development. The major development challenge is to make the growth inclusive. Policies for inclusive growth are vital components of majority of government strategies for sustainable growth. Commission on Growth and Development notes that inclus iveness-a concept that encompasses equity, equality of opportunity, and protection in market and employment transitions is an essential ingredient of any successful growth strategy (Commission on Growth and Development, 2008). Three pillars of inclusive growth are; (i) Maximise economic opportunities (ii) Ensure economic well being and (iii) Ensure equal opportunities to economic opportunities (Ifzal Ali, 2007). An inclusive growth strategy encompasses the key elements of an effective poverty reduction strategy and, more importantly, expands the development agenda. Developing inclusive financial systems which are financially and socially sustainable, as a poverty reduction strategy, should be given priority (Amit K. Bhandari, 2009). Levine, (1998), (1999) and Beck, Demirguc-Kunt and Levine (2007) have noticed a positive effect of finance on poverty reduction. Economies with higher levels of financial development experience faster reduction of poverty. This has been explained by an extensive body of literature including Deininger and Squire (1998), Dollar and Kraay (2002), White and Anderson (2001), Ravallion (2001) and Bourguignon (2003). In an often cited cross-country study, Kraay (2004) proves that growth in average incomes explains 70 percent of the variation in poverty reduction (as measured by the headcount ratio) in the short run, and as much as 97 percent in the long run. Lopez and Servà ¢Ã¢â€š ¬Ã… ¡n (2004) suggest that for a given inequality intensity, the poorer the country is, the more vital is the growth component in explaining poverty reduction. Thus, equitable growth is indeed an imperative for inclusive growth. IV. FINANCIAL INCLUSION Importance of financial inclusion arises from the problem of financial exclusion of nearly 3 billion people from the formal financial services across the world. The review of literature suggests that the most operational definitions are context-specific, originating from country-specific problems of financial exclusion and socio-economic conditions. Thus, the context-specific dimensions of financial exclusion assume importance from the public policy perspective. The operational definition of financial inclusion, based on the access to financial products or services, also underscores the role of financial institutions or service providers involved in the process. Furthermore, the operational definitions have also evolved from the underlying public policy concerns that many people, particularly those living on low income, cannot access mainstream financial products such as bank accounts and low cost loans, which, in turn, imposes real costs on them -often the most vulnerable people (H. M. Treasury, 2007). Thus, over the years, several definitions of financial inclusion/exclusion have evolved. In the Indian context, Rangarajan Committee on Financial Inclusion in India (2008)) defines it as: Financial inclusion may be defined as the process of ensuring access to financial services and timely and adequate credit where needed by vulnerable groups such as weaker sections and low income groups at an affordable cost. The financial services include the entire gamut savings, loans, insurance, credit, payments etc. The financial system has to provide its function of transferring resources from surplus to deficit units but both deficit and surplus units are those with low incomes, poor background etc. By providing these services, the aim is to help them come out of poverty. Measurement of Financial Inclusion is not universally the same. Different countries adopt different indicators to measure financial inclusion. Definitional Aspects of Financial Inclusion / Exclusion and their indicators as recommended by United Nations, World Bank, Committee on Financial Inclusion in India (Chairman: C. Rangarajan), Asian Development Bank [ADB] and Treasury Committee, House of Commons, UK are presented in Table-1 in Annexure-1. Global Experiences In the developed countries, the formal financial sector serves most of the population, whereas in developing countries, a large segment of the society, mainly the low-income group, has modest access to financial services, either formally or informally. Consequently, many of them have to necessarily depend either on their own sources or informal sources of finance, which are generally at high cost. According to Peachy and Roe (2004) developed countries have experienced good levels of inclusion (99 per cent in Denmark, 96 per cent in France, 96 per cent in Germany and 91 per cent in the USA) have bank accounts. However, it is reported that (ADB, 2007), in the developing countries, formal financial sectors serve relatively a small segment, often not more than 20-30 per cent of the population, the vast majority of who are low income households in rural areas Recent data (Table-2 in Annexure-2) shows that countries with large proportion of population excluded from the formal financial system also show higher poverty ratios and higher inequality. Further, it is observed that, often countries with low levels of income inequality have a propensity to have lower levels of financial exclusion, whereas high levels of exclusion are associated with the least equal ones. According to Kempson (2006), for example, While in the case of Sweden, lower than two per cent of adults did not have an account in 2000 in Germany, it was around three per cent. In comparison, less than four per cent of adults in Canada and five per cent in Belgium, lacked a bank account (Buckland et al, 2005). Countries with high levels of inequality record higher levels of banking exclusion. To illustrate, in Portugal, about 17 per cent of the adult population had no account of any kind in 2000 (Kempson, 2006). Policy Response to Financial Exclusion Country Experiences The policy responses to such exclusion have been varied. Two major kinds of policy responses have been implemented by central banks in response to financial exclusion: codes of practice and specific legislation. Table-3 (Annexure-3) presents the financial inclusion initiatives in different countries. Table-4 (Annexure-4) illustrates the extent of financial inclusion in some select countries. Initiatives for financial inclusion in India The broad strategy for financial inclusion in India in recent years comprises the following elements: (i) encouraging penetration into unbanked and backward areas and encouraging agents and intermediaries such as NGOs, MFIs, CSOs and business correspondents (BCs); (ii) focussing on a decentralised strategy by using existing arrangements such as State Level Bankers Committee (SLBC) and district consultative committee (DCC) and strengthening local institutions such as co-operatives and RRBs; (iii) using technology for furthering financial inclusion; (iv) advising banks to open a basic banking `no frills account; (vi) emphasis on financial literacy and credit counselling; and (vii) creating synergies between the formal and informal segments (Thorat, 2008). V. FINANCIAL INCLUSION AND INCLUSIVE GROWTH IN INDIA The importance of this study lies in the fact that India being a socialist, democratic republic, it is imperative on the policies of the government to ensure equitable growth of all sections of the economy. With only 34% of population engaged in formal banking, India has, 135 million financially excluded households, the second highest number after China. Further, the real rate of financial inclusion in India is also very low and about 40% of the bank account holders use their accounts not even once a month. It is universally opined that the resource poor need financial assistance at reasonable costs and that too with uninterrupted pace. However, the economic liberalization policies have always tempted the financial institutions to look for more and more greener pastures of business ignoring the weaker sections of the society. Some of the features of financial exclusion in India are captured in Figure-1 (Annexure-12). It is essential for any economy to aim at inclusive growth involving each and every citizen in the economic development progression. It is in this context that a study has to be made to understand the importance of priority sector lending in ensuring the inclusive growth in the Indian context. Select macro-economic and financial indicators of Indian economy are presented here below in Table-5 (Annexure-5). Analysis Based on the well accepted approaches for evaluation of the coverage of financial inclusion and to assess its impact on inclusive growth the study endeavors to analyse the following: Spatial Distribution of banking Services Regional Distribution of Banking Services Impact of Financial Inclusion on Inclusive Growth 1. Spatial Distribution of banking Services In order to analyse the spatial distribution of banking services in the country, data for the periods 1991 and 2005 has been verified. Further, bank offices in the country have been classified into Rural and Urban areas. This has been considered in order to get a clear understanding about how the spread of formal banking services has been affected in different parts of the country. The total number of saving accounts, considered to be a better indicator of banking penetration than other deposit accounts, as per cent of number of households, was 137 in rural areas and 244 in the urban areas on the eve of reforms in 1991. By 2005, despite the reforms, the differential continues to be similar. In the case of credit accounts, the situation have deteriorated for rural households while showing significant improvement in the urban areas (Table-6 in Annexure-6), corroborating the very significant increase in retail credit. 2. Regional Distribution of Banking Services An effort has been made to analyse the extent of financial inclusion in different regions of the country such as Northern, North-Eastern, Eastern, Central, Western and Southern regions apart from All India level. A purposeful analysis is made by comparing the data for the period from 1991 to 2005. Further, this data has been further split into rural and urban areas in the country in order to get an exact view about the distribution services in these areas. Further, the analysis is made in terms of population coverage per bank office, Number of Savings accounts per population of one hundred and Number of Credit (loan) accounts per population of one hundred. Table-7 (in Annexure-7) captures the data related to Financial Inclusion, Poverty levels, Population density and Literacy. Table-8 (in Annexure-8) presents the data related to Bank Branches, Workers, Population of Scheduled Castes and Percentage of Households with bank accounts in India. This data is largely sourced from the websit e of Census India and Reserve Bank of India publications. In terms of financial broadening, the scope for improvement remains. Table-9 (in Annexure-9) illustrates the level of financial inclusion in India with region wise statistics. It is discernible that Southern and Northern regions have population coverage below the national averages. All the other regions in the country have coverage well above the national average calling for urgent improvement in the population coverage of the population. Again in terms of rural and urban areas there has been a distinct progress in the coverage of the population by the bank branch offices. Table-9 provides further clarity by providing a break-up of the deposit accounts. Both the deposit and credit accounts are lower in rural households than urban households. Hence despite the rural-push, the rural population has not come forward and avail even basic banking services Impact of Financial Inclusion on Inclusive Growth In order to involve a comprehensive measure of financial inclusion in the Indian context, we consider Priority Sector Lending as a measure of financial inclusion. We are of the opinion that, mere opening of bank account would not be a true indicator of financial inclusion, but availment of financial services, more importantly; the much needed credit for the excluded sections of the society would definitely depict the measure of financial inclusion. Further, this measure would meet the requirements of the definition for measurement of Financial Inclusion provided by United Nations, wherein it is said that the indicator should measure the Access to credit, insurance, savings and payment services. Priority Sector Lending as an indicator in our study addresses all the above aspects. In view of this an attempt has been made to establish the relationship of priority sector lending (as a measure of financial inclusion) with the indicators of inclusive growth such as rural poverty. Rural pov erty is considered to portray inclusive growth as more than 70 percent of India lives in rural areas. The required data for the analysis is obtained largely from the most reliable and official sources such as Reserve Bank of India website, NABARD website, India Development Report 2008 and other related sources. Economic Reforms in Indian economy were initiated in the year 1991-92. As such, to cover equal number of years of priority sector lending and inclusive growth during pre and post-Liberalisation period, data for the period from 1974-75 to 2007-08 has been analysed for understanding the trends. For the purpose of analysis the most popular statistical measure Multiple Regression (OLS) Analysis is used (Andrea Vaona, 2005, Andrea Vaona and Roberto Patuelli, 2008 have also used the same kind of analysis for similar studies). The objective of this section of the paper is to recognize the determinants of Inclusive Growth which can be captured in Rural Poverty (RU_POV) (measured in percentage against that of the total population in rural areas and these figures are provided by the Census of India data) in India and ascertain the impact of Priority Sector Lending (PSL) on rural poverty in India. Priority Sector Lending in the Indian context refers to the bank credit under the directed lending towards the private firms and individuals which is an important parameter that determines the measure of development that can significantly contribute to inclusive growth (Andrea Vaona, 2005). Domestic Savings (SAV) (measured in Rupees in Crores) is included as a determinant in order to account for the argument that savings propels economic activity in the system at large and helps in inclusive growth process (Beck, Levine and Loayza 2000). Rural Employment is one of the significant measures of economic development and consequently of inclusive growth. A greater level of rural employment can be taken as evidence of greater economic development (Cole Shawn, 2007). In recognition of this argument, Employment in Rural Primary sector (EMP_RP) (expressed in million numbers) is included as one of determinants to study their impact on inclusive growth. Agricultural Production is another important determinant that affects the inclusive growth process in rural India. As a large population of weaker sections of the society still depends to a large extent on agriculture, Agricultural Production (AGRI_PRO) (expressed in Kilograms/hectare) determines their upward movement in the income ladder (Andrea Vaona, 2005 also considered production as an important variable in a similar study). Accordingly, agricultural production is also considered as a determinant in the analysis. There is also an indisputable argument that overall credit has profound impact on inclusive growth process (Andrea Vaona, 2005). In view of this, Credit to Gross Domestic Product (CRED_GDP) (measured as a ratio in percentage to GDP) is included as a determinant. If there is an increase in Per Capita Income (PCI) (measured as per capita NNP at factor cost expressed in Crores in Rupees) there certainly will be an increase in inclusive growth process. As such, Per Capita Income (as used as a determinant in a similar analysis by Andrea Vaona and Roberto Patuelli, 2008, Srinivasan 1994, Streeten 1994, and Sugden 1993) is commonly accepted measure of standard of living of people and consequently is a major factor that enhances inclusive growth and hence it is included in the analysis. The regression model can be; Y = à   + à ¡1X1 + .. + à ¡nXn + à ¦ -> Accordingly, Rural Poverty can be better explained and estimated with the following version of equation; RU_POV = f (PSL, SAV, EMP_RP, AGRI_PRO, CRED_GDP, PCI) + à ¦ > In order to control for other factors associated with economic growth not linked to financial development, the regression results are presented by using a simple conditioning information set, including the constant, the logarithm of all explanatory variables. Due to potential nonlinearities, the natural logarithms of the regressors are considered (Levine, Loazya and Beck, 2000). Accordingly, when we log-transform this model (also called a log-log, double-log) we obtain: Log (RU_POV) = à   + log (PSL, SAV, EMP_RP, AGRI_PRO, CRED_GDP, PCI) + à ¦ > `à   represents the `Y intercept, à ¡1,?n represent the respective regression coefficients for explanatory variables X1 .. Xn and `à ¦ represents the error term. Where, `Y represents the `RU_POV , i.e, Rural Poverty and `X1, `X2 , ., `X14 represent the predictor variables and `à ¡1 , `à ¡2, .., `à ¡n represent the partial regression coefficients of `PSL i.e, `Priority Sector Lending, `SAV-Savings, `EMP_RP-Employment in Rural Primary sector, `AGRI_PRO-Agricultural production, `CRED_GDP-Credit to Gross Domestic Product and `PCI-Per Capita Income respectively. `à ¦ represents the `error term. The results of analysis are presented in Table-10 (Annexure-10) for the period from the year 1977 to 2007. Inferring from the results of this analysis, it can be concluded that Priority sector lending has significant impact on rural poverty. Graphical presentation of the trend of priority sector lending in the pre liberalisation period from 1974-75 to 1990-91 and post liberalisation period from 1991-92 to 2006-07 is illustrated in Figure-2 (Annexure-13). It is clearly evident from the figure that priority sector lending has taken a gradually upward moving curve indicating a steady rise in the post liberalisation era. Further, the Nature and strength of the impact of the various determinants on Inclusive growth are captured in Table-11 (Annexure-11). A graphical presentation of the trend of the inclusive growth in India is presented in Figure-3 (Annexure-14). It is orchestrated by the rhythmic forward movement trends of the above discussed determinants during the study period. Rural Poverty is on a declining trend more pronouncedly during the post liberalisation period. Findings of the Study The study found that Priority Sector Lending has a very high significant impact on inclusive growth, which is in line with the findings of Kraay (2004) and Beck, et all (2007). Domestic Savings (in line with the conclusions of Levine, Ross; Loayza, Norman; and Beck, Thorsten, 1999), Credit to Gross Domestic Product (as established by Ayyagari, M., Demirgà ¢Ã¢â€š ¬Ã‚ ¡-Kunt, A. and Maksimovic, V, 2007, Narasimham, 2002, Obstfeld 1994; Bencivenga and Smith 1991; Greenwood and Smith 1997) and Per Capita Income (as stated by Levine, 1998, 1999) are found to have significant impact on reducing rural poverty in India. The model developed in the study explains the trend of rural poverty (Lopez and Servà ¢Ã¢â€š ¬Ã… ¡n, 2004) to the extent of 93.5 percent involving the important determinants such as Priority Sector Lending (Rajan and Zingales 1998), Savings, Employment in Rural Primary sector, Agricultural Production (Andrea Vaona, 2005), Credit to Gross Domestic Product (Andrea Vaona, 2005 ) and Per Capita Income (Andrea Vaona and Roberto Patuelli, 2008, Srinivasan 1994, Streeten 1994 and Sugden 1993). Further, it is also demonstrated (Figure-2) that financial sector reforms have indeed had a positive impact on reduction of rural poverty. VI. RECOMMENDATIONS AND POLICY CHOICES Based on the outcome of the above analysis, we present here below our recommendations. Strategize the Provision of Bank Credit Need is felt to strategize the provision of bank credit to the rural farmer households. Majority of the marginal farmer households are not at all covered by the formal finance. As such public sector banks and the co-operative banks in the rural areas have to sensitize about the need for provision of timely and cheaper credit to these segments. Reserve Bank of India in consultation with NABARD should come out with a comprehensive strategy for revitalizing the quiescent rural credit mechanism. Cover the Poor It is imminent to encompass the tenant farmers, oral lessees and share croppers, marginal farmers with small un-economical land holdings, agricultural laborers, rural artisans and people involved in making handicrafts and also majority of weavers in handloom Sector. Extensive use of Co-operatives The large number of PACS and primary cooperatives under the parallel Acts located in rural areas are not functioning effectively. Many of these cooperatives are in districts where the DCCBs are defunct or moribund. Such PACS could provide valuable services to their members if they get access to a commercial bank. In view of these there is a need to revitalize these cooperatives as per the Vaidyanathan Committee recommendations and use them extensively for financial inclusion in the rural areas. Undoubtedly a Greater Role for NABARD NABARD ha to play a pro-active role by partnering with the rural credit institutions in the field and identify new initiatives that will contribute to effectively improving the extent of financial inclusion involving SHGs, MFIs, etc. Procedural / Documentation Changes It is inevitable on the part of the regulators to find out an easy way of procuring the documents for opening of bank accounts and availing loans. The present guidelines are more tedious and result in huge costs for the poor in accessing the banks for any kind of services. Exemption from Stamp Duty for Loans to Small and Marginal Farmers, Simplifying Mortgage Requirements, Saral Documentation for Agricultural Loans. Proactive Role of Government State Governments should asked by the Centre to play a pro-active role in facilitating Financial Inclusion. Issuing official identity documents for opening accounts , creating awareness and involving district and block level functionaries in the entire process, meeting cost of cards and other devices for pilots, undertaking financial literacy drives are some of the ways in which the State and district administration have involved themselves. A role for Rural Post Offices Post Offices in rural areas can be asked to provide their services in accelerating the financial inclusion activity. In view of the postmans intimate knowledge of the local population and the enormous trust reposed in him post offices can be good use in the process of financial inclusion Effective use of Information Technology Solutions Financial Inclusion initiatives. Adequate Publicity for the Project of Financial Inclusion In a huge country like India, there needs to be huge publicity for popularizing the concept and its benefits to the common man. In this direction, a comprehensive approach has to be developed involving all the concerned at all levels to impress upon the need for financial inclusion for accelerating th

Native American Ritual Dancing Essay -- Native Americans Rituals Tradi

Native American Ritual Dancing â€Å"It has often been said that the North American Indians ‘dance out’ their religions† (Vecsey 51). There were two very important dances for the Sioux tribe, the Sun Dance and the Ghost Dance. Both dances show the nature of Native American spirituality. The Ghost Dance and the Sun Dance were two very different dances, however both promote a sense of community. â€Å"The Sun Dance was the most spectacular and important religious ceremony of the Plains Indians of 19th-century North America† (Lawrence 1). The Sun Dance became a time of renewal and thanksgiving for Native Americans. Everyone had a role to play either in the preparation leading up to the dance, or within the dance itself. The entire tribe was expected to attend the ceremony. There were also some social aspects to the dance, such as powwow dancing in the afternoon and evening. The Sun Dance was an important ceremony, which was held once a year. Turner states that ritual stresses unity of (the) group, and that is exactly what was done in the Sun Dance. Different tribes held the ceremony at different times of the year. Generally, â€Å"The Sun Dance was performed in either the late spring or the early summer, when all the bands of the tribe were reunited after the winter† (â€Å"Dance†). The Sioux tribes celebrated the Sun Dance ceremony for four days. Other tribes are reported to extend the ceremony over eight days. This dance, like other Indian rituals and ceremonies is not rehearsed. There are many provisions that need to take place in order to prepare for the ceremony. In the week prior to the dance, the Sun Dance chief arrives early to set up his campsite and oversee the raising of the ceremonial tipi that the dancers dress and prepare in (McGaa 85). The Sun Dance chief is said to be the most respected holy man with in the tribe. The men of the tribe then join in the preparations for the dance by construct sweat lodges, which are used in the ceremony. They also collect other necessities, which are needed for the dance. The first day before the Sun Dance is a very significant day. In the early morning hours a group of men â€Å"known for their eminence in their tribe were chosen to look for a (cottonwood) tree with a fork in the top† (â€Å"Dance†). Along with this select group went a chosen woman. She took the first chop at the tree. She then held a con... ...ight%20News/Native_American_Beliefs.htm> Hultkrantz, Ake. Belief and Worship in Native North America. Ed Christopher Vecsey. NewYork: Syracuse University Press, 1981. - - - . Native Religions of North America: The Power of Visions and Fertility. New York: Harper & Row, 1987. Irwin, Lee, ed.Native American Spirituality. Nebraska: The University of Nebraska Press, 2000. Kehoe, Alice Beck. The Ghost Dance; Ethnohistory and Revitalization. Chicago: Holt, Rinehart and Winston Inc, 1989. Lawrence, Elizabeth Atwood. â€Å"Sun Dance.† 2 Feb. 2002 http://www.crystalinks.com/sundance.html> †Massacre At Wounded Knee, 1890† 1998. 5 March 02 http://www.ibiscom.com McGaa, Ed. Mother Earth Spirituality: Native American Paths to Healing Ourselves and Our World. New York: HarperSanFrancisco, 1990. Miller, David. Ghost Dance. New York: Duell, Sloan and Pearce, 1959. Mooney, James. The Ghost-Dance Religion and the Sioux Outbreak of 1890. London: University of Nebraska Press, 1991. Neihardt, John G. â€Å"The Sun Dance.† 28 Jan 2002 http://www.wayne.esu1.k12.ne.us/neihardt/sun.html> Voget, Fred W. The Shoshoni-Crown Sun Dance. New York: University of Oklahoma Press, 1984.

Hinduism :: essays research papers

It could be said that Hinduism has many gods but only one supreme God, Brahman. Brahman is visualized as a triad, he is three gods that make up one being. He is Brahma, the Creator, who continually creates new realities; He is Vishnu, the Preserver, who is to protect the creations of Brahma; and he is Shiva, the Destroyer, who is the more chaotic force that though sometimes is compassionate, often brings death and destruction. There are two main sects of Hinduism, Vaishnavaism and Shivaism. In Vaishnavaism they believe the Vishnu is the ultimate deity. In Shivaism they believe that Shiva is the ultimate deity. But is some rural areas a village god or an earth goddess is worshiped. Hindus are very tolerant of other faiths. The have a saying for it â€Å"The truth is One, but different Sages call it by Different Names†. Hindus believe in transmigration of the soul, the transfer of one's soul after death into another body to live another life. This closes the cycle of life and death. This whole concept follows the Hindus’ belief that the whole world is cyclic. While you live your life you collect Karma, the sum of a person’s good and bad deeds. Karma determines how you will live in your next life. If you live a bad life you could be born into a low social cast or be made to suffer in your next life. It also works the other way around, if you do pure acts and have devotion to God, you can be born into a higher level in your next life, or can even achieve enlightenment. The Hindus have many holy text. The most important of the sacred text are the Vedas, which is made up of many different volumes of text. They contain hymns, incantations, and rituals from ancient India. The oldest volume is the Rig Veda that was composed around 1500 BC. Another important group of books is the Upanishadas. They are about Vedic philosophy, and were written between 800 and 400 B.C. They are about how the soul can be united with the ultimate truth through contemplation and mediation. Hinduism is said to be one of the longest practiced religions in the world. Its roots can be traced back to the civilization in the Indus valley, some time for 4,000 BC to around 2,000BC. It was shaped by many invasions to the area over a span of thousands of years.

Harmful Effects Of Smoking Essay -- Argumentative Persuasive Example E

Every year thousands of people die because of lung cancer or other tobacco related illnesses. Everyone in the world comes in contact with smoke from a cigarette at least once in their lifetime, whether it is at a restaurant or at work. Millions of people are addicted to smoking, and thousands more become addicted every year. Cigarettes and other tobacco products are everywhere. Most of the addicted smokers started when they were young (Roberts 18). The reason why people get addicted to any type of tobacco product is because all tobacco products have nicotine in them, which is the addictive ingredient (American Thoracic Society 22). Every time a person smokes a cigarette or chews tobacco, that person ingests nicotine. I believe that the tobacco companies should be liable for every tobacco-related death each year.   Ã‚  Ã‚  Ã‚  Ã‚  On the other hand, some people believe that everyone has a right to make their own judgment about their life. My opponent, Rosalind Marimont argues drugs and alcohol are more dangerous to society than tobacco (26). Second hand smoking is not a danger to the health of the community (Marimont 26). There are health benefits for people that do smoke tobacco (Marimont 27). So many people quit smoking each year, it is so ridiculous to think that tobacco products are addicting argues Richard DeGrandpre (39). The facts about tobacco and tobacco products have been shaded by the government and government agencies to make smoking less acceptable and more inconvenient to smokers and tobacco users Sullum argues (55). My opponents firmly believe that there are no risks if a person starts smoking. As you will see, I will show extenuating facts that disprove my opponents views on tobacco products.   Ã‚  Ã‚  Ã‚  Ã‚  My opponent states that smoking is not dangerous, however, I intend to prove that smoking is dangerous not just to smokers, but to everyone as well. It is a proven fact that smoking causes lung cancer and heart disease (American Thoracic Society 19). Every person that breathes the smoke of tobacco products is at risk for tobacco-related illnesses. Even though smoking is not as publicized by the media as much as illegal drugs, cigarettes are just as bad. Smoking cigarettes leads to the use of other drugs that are more harmful to the person than cigarettes (Hall 22). If smoking was not ... ...mber of teens that start smoking each year. Study after study has proven that with smoking comes major health risks. Even people that do not smoke are at risk of these heath problems. Statistics do not lie, one thousand people die everyday from tobacco or tobacco related illnesses. Statistical data can not be altered in any way nor can they be shaded by anyone. Tobacco products are not going to go away for good, however the Food and Drug Administration should be given the authority to regulate the advertising of tobacco companies. The only product the Food and Drug Administration can not regulate is the manufacture, sale, packaging, and distribution of tobacco products (Douglas 33). If the advertisements can be cut down, then many teenagers will not be influenced to try them as much as they are now. Given this compromise, the tobacco companies will still get money from the people that are already addicted, but it will greatly reduce the amount of money they make each year. Tobacco products are always going to be around, but I hope that the Food and Drug Administration will be able to regulate them for the safety of not only adults, but for all of the children as well.

How to Increase Medication Compliance in Children with ADHD Essay

Attention-deficit hyperactivity disorder, or ADHD, is an enduring mental disorder that may become noticeable in a child’s formative preschool years. According to the Centres for Disease Control and Prevention ADHD affects approximately 7 percent of the school-aged population and, for that reason, has turned into a public health concern (Medical News Today, 2007). Treatment compliance is exceptionally vital in view of the fact that the success of the medication depends on consistent administration. Unfortunately, hardly any children with ADHD are capable of assuming full responsibility for their medication. In view of that, the underlying principle of this study is not just to present another piece of information to the already vast literature on ADHD. Instead, the author aims to specifically examine how to enhance medication compliance in children with ADHD. Existing studies will provide the author an overview on how ADHD medication compliance among children has been approached within the past years. Accordingly, a careful investigation in the current approach, future strategies, and obstacles will be done in this self-effacing research. Moreover, anticipated changes, that will present a forecast on what will transpire in the future if the proposed medication in children with ADHD is effectively complied with, will be done in this research. Background of the Critical Issue ADHD is a form of brain disorder that sets off difficulty in concentration and attention, as well as can cause problems of being compulsive, which is the hyperactivity aspect of it (Reporter News, 2009). Children with ADHD may easily misplace several things or get bored really easily. Sometimes they demonstrate irritability problems when they get anxious and edgy. Moreover, they normally divulge unrelated things during conversations. While symptoms of ADHD may appear to be childlike and merely annoying to observers, if left untreated or medication is not complied with, the pervasive and persistent effects of the symptoms can severely and insidiously interfere with one’s ability to maintain a generally positive self-esteem, maintain and establish interpersonal relationships, carry out one’s potential in the workplace, and to get the most out of education. With that, ADHD has become the most commonly identified and studied psychiatric disorder in children. However, notwithstanding the numerous ADHD studies undertaken, only a handful of articles explain how to increase medication compliance in children with ADHD and, consequently, only pieces and bits of information become known in published sources. At present, what experts know about medication compliances are merely information from few studies and experiences from other chronic conditions. The only interventions directly referable to ADHD are derived from specialty treatment centres that exchange information when clinicians convene at symposiums (Dodson, 2006, p. 1). With this regard, this paper will comprehensively examine current and planned approaches on how to increase medication compliance in children with ADHD. Current Research Management together with medication has been presently believed to be the most cost-effective approach in increasing medication compliance. Some of the known medicines for ADHD are atomoxetine, pemoline, dextroamphetamine, methylphenidate and a combination drug known as Adderall. These medicines are believed to increase medication compliance since they are seen to improve concentration and attention, and decrease overactive and impulsive behaviours among patients. However, with the idea that it is advantageous for children to have a few days per week to be prescription free, many of them take their medication only during school days. These children even experience a drug holiday during holidays or summer; therefore, allowing their bodies to function for a period of time exclusive of the aforesaid medications. In addition, researchers currently recommend a multi-tiered approach to children medication compliance, proposing more exhaustive services to children in greatest need and more traditional services to at-risk children; they believe that this may be the most cost-effective and practical strategy for helping preschoolers prevail over academic and behavioural challenges (Medical News Today, 2007). Accordingly, early medication and intervention compliance techniques generally consist of extremely individualized school programs that normally relies reinforcement behaviour on positive supports. For instance, in consultation with preschool teachers the National Institute of Mental Health researchers attempted to increase medication compliance and provide effective intervention by modifying the school environments, such as altering classroom activities and tasks in order to accommodate ADHD students (Medical News Today, 2007). Proposal for Change  Treatment adherence and compliance are vital issues in the management of every chronic psychiatric and medical condition. ADHD shares a number of the barriers to adequate compliance that is common to all chronic conditions. For instance, many people believe that children would â€Å"grow out† ADHD as symptoms of the disorder generally get better as children learn to adjust and grow older. Apparently, however, this is not true for the majority of children. A noticeable number of children who have ADHD continue to be hot tempered, have mood swings, easily distracted, and are incapable of completing tasks. In addition, many people believe that ADHD is a school-based disorder. As a result, the consequences of non-treatment adherence and compliance take place mostly outside the school environment, when children with ADHD are least expected to have been prescribed medication. Strategies The good thing about finding out Attention-deficit hyperactivity disorder early and treating it early is that children are more expected to live to their full potential (Reporter News, 2009). However, children who have ADHD may have trouble and difficulty in understanding directions, particularly in complying medications. This can be very challenging not only to doctors and teachers, but also to parents, as it can cause a great deal of time, patience as well as trouble to the family. Parents need to adjust their home life to some extent in order to assist their child. In view of that, parents should make a schedule by setting specific times for going to bed, waking up, playing video games or watching TV, doing chores, doing homework, playing, eating and taking medicines. Schedule should be placed where the child is most expected to see it always, and if there are intended changes to the routine, parents should clarify the aforesaid changes in advance. Parents should also make simple house rules, and to spell out what will happen when the rules are broken as well as when they are obeyed. Likewise, parents should ensure that the rules are understood by their child. They should get their child’s attention by making an eye contact with them. Parents should then tell their child in a calm and clear voice what they want the child to follow. Nevertheless, parents should keep all instructions short and simple, and must ask their child to repeat the said instructions back to them. Finally, parents should ensure that their child is appropriately supervised all the time, as well as commend their child when the latter completes a task. For that reason, parents should reward these excellent behaviours. Obstacles Most people, including healthcare providers, still perceive ADHD as a strictly academic dilemma. This observation is reflected in medication patterns showing a large number of school-age children being exclusively treated Monday through Friday, from 7 in the morning to 3 in the afternoon but not on weekends, evenings, or during summer vacations and holidays (Dodson, 2006, p. ). This is particularly depressing given the extensive study on the alarming consequences of non-treatment. Anticipated Changes If left untreated, children with ADHD have significantly greater possibility of being involved in illegal activity, becoming divorced or separated, having an unexpected pregnancy, contracting a sexually transmitted disease, being involved in serious accidents, and developing substance use disorders. However, a growing amount of evidence reveals that successful medication reduces the possibility of these untreated ADHD outcomes to be found in non-ADHD general population (Dodson, 2006, p. 2). Accordingly, children who have supportive and loving parents who continuously work for the their wellbeing at home alongside mental health workers, school staff, and their doctor have the most excellent chance of becoming normal upon reaching adult age. Conclusion Up to 7 percent of American students suffer from Attention-deficit hyperactivity disorder, or ADHD. However, this research concludes that ADHD is not just a school-based disorder in view of the fact that children with ADHD can also cause and experience troubles at home. Unfortunately, considering the high level of research in children with ADHD, little information is available on out of school interventions that help improve patient medication compliance. Children with ADHD require continuous encouragements and clear structure, both in school and home, in order for them to experience behavioural changes and, consequently, increase medication compliance. Therefore, aside from medicines, doctors and teachers efforts, parents must also make a religious endeavour in taking care of their child with ADHD at home since it is strongly believed that ADHD medication does not end at school or clinics. Children who have ADHD tend to need clearer and more structured guidance, and home environment presents an enormous weight of realizing this appropriate guidance. Suggestions for Additional Information Tics and Tourette’s Syndrome, Changing Your Childs Behaviour, ADHD Medicines, Parenting Tips, Treating ADHD Medication.

Assessment for Learning techniques and the teaching of Science

The intent of this literature reappraisal is to research recent literature and research conducted into Assessment for Learning ( AfL ) techniques and associating straight to the instruction of Science as a topic within Primary Education. This literature reappraisal is preponderantly designed to turn to the undermentioned research inquiries: Which are the most normally used techniques of AfL in scientific discipline? How is constructivism linked to AfL in Science? Make other topics use different AfL techniques than are used in scientific discipline? How common is the usage of AfL in scientific discipline? What is the impact of the usage of AfL on students ‘ apprehension of scientific constructs? How does AfL impact on the application of scientific accomplishments at KS2? To research these inquiries, hunts were made utilizing ‘Athens ‘ , seeking the British Education Index ( BEI ) and The Educational Resources Information Center ( ERIC ) and Australian Education Index ( AEI ) research systems for articles and books associating to Assessment for Learning ( AfL ) , formative appraisal and scientific discipline instruction which had been published since 1990. Hand hunts were besides made through Primary Science Review, Science Education and School Science Review. Appraisal for Learning ( AfL ) has been defined as: â€Å" the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where scholars are in their acquisition, where they need to travel and how best to acquire at that place. † ( Assessment Reform Group, 2002 ) The application of scientific accomplishments at KS2 has been encapsulated by the Welsh Assembly Government in their new Welsh Curriculum paperss introduced in 2008 as: â€Å" Learners should be taught to associate their scientific accomplishments, cognition and apprehension to applications of scientific discipline in mundane life, including current issues. They should be taught to recognize that scientific thoughts can be evaluated by agencies of information gathered from observations and measurings. † ( Department for Children, Education, Lifelong Learning and Skills, 2008 ) Research into AfL ( e.g. Black & A ; William, 1998 and Osborne & A ; Freyberg, 1985 ) has indicated that whilst it is apparent that all kids benefit, it is ‘not something added to learning, but is built-in to it ‘ ( Harlen, 2006b, p. 176 ) . In kernel, AfL can non be an add-on to the pedagogical procedure ; conversely it must be inherently encompassed within all instruction and acquisition patterns. Harrison and Black ( 2004 ) develop the political orientation behind Black and William ‘s work ( 1998 ) associating to AfL techniques and research straight to the topic of Science. Whilst preponderantly focussed towards secondary scientific discipline instruction, this work is still relevant to Primary Education. In this work, they develop the logical thinking behind the advantages of the usage of AfL within Science lessons. â€Å" Science provides the agencies by which scholars can interact with the universe around them and develop thoughts about the phenomena they experience. So, when they attempt activities such as shooting seeds, their surveies in scientific discipline equip them with ways to detect and oppugn what is go oning. Through experiments they can get down to work out and predict what might go on if conditions for the turning works alteration. To be able to larn scientific discipline in this manner, pupil demands help in developing procedure accomplishments to look into, and communicating accomplishments to inquiry and discuss findings. Formative appraisal fits good into this acquisition scenario, since its intent is for instructors to sift the rich informations that arise in schoolroom treatment and activity, so that professional opinions can be made about the following stairss in larning. † ( Black & A ; Harrison, 2004, p. 3 ) In her paper presented to the British Educational Research Association Annual Conference, Moody ( 2009 ) highlights the by and large accepted techniques of AfL used within the schoolroom, which many articles are by and large in understanding with, which are: Peer and self-assessment Sharing larning ends and success standards Effective inquiring and duologue Effective instructor feedback In add-on, the importance to an effectual schoolroom clime where kids are encouraged to portion their ideas and unconstrained by the rectification of incorrect replies and the feeling that being incorrect is a negative instead than the chance to portion initial thoughts, is indispensable. When researching methods into AfL and its debut into the primary schoolroom, history determines that the Plowden Report ( 1967 ) must be mentioned and discussed sing her research and determination that showed, harmonizing to Bell ( 2008 ) ‘in hindsight, astonishing vision ‘ when it indicated that a successful instruction should include: ‘child-centred ‘ approached to learning a subject based course of study find acquisition The nucleus rules and values that straight relate to modern AfL techniques and doctrines require that: kids ‘s positions are extremely valued and actively sought out that their acquisition engages them in a manner that they can actively associate them to other facets of their lives the acquisition of accomplishments across the course of study enables kids to be equipped to cover with a assortment of state of affairss instead than a individual capable subject. Critics of these ideals as Gillard ( 2004 ) describes are the ‘writers of the ‘Black Papers ‘ and their followings ‘ who ‘criticised much of what the primary schools were making and blamed the Plowden Report at least in portion for what they saw as unwanted tendencies ‘ during the 1970s and 1980s. Driver ( 1983 ) , nevertheless agrees with the underlying doctrine behind the Plowden study findings, saying that ‘It is, after all, the coherency as perceived by the student that affairs in larning. ‘ Driver was besides portion of the Children ‘s Learning in Science Project ( CLISP ) which researched the country that â€Å" it is every bit of import in learning and course of study development to see and understand kids ‘s ain thoughts as it is to give a clear presentation of the conventional scientific theories † ( Driver, 1983 ) In their article, Lindsay and Clark ( 2001 ) describe ways in which AfL schemes ( and specifically self- and peer-assessment ) can be used to develop a ‘constructivist schoolroom ‘ where kids take part in ‘creating and reflecting on their acquisition ‘ ( p. 15 ) . They besides identify advantages to these techniques specifically develop scientific accomplishments saying that ‘children go more scientific in their enquiriesaˆÂ ¦encourages kids to be invariably involved in the scientific procedure and their function within it ( p. 18 ) . Black and Harrison ( 2004 ) besides discuss the importance of treatment within the scientific discipline schoolroom where ‘students feel they can uncover current apprehension and be helped to further understanding ‘ and experience that this is ‘an indispensable ingredient to doing formative appraisal map in the schoolroom ‘ ( p. 9 ) . With respects to speak within the schoolroom, many authors have defined three different sorts: Triadic duologue ( three phases – normally teacher induction, pupil response and teacher rating ) , Authorative discourse ( teacher conveying information to the students ) and Synergistic or non-interactive talk. Chin ( 2006 ) suggests that the triadic duologue method is ‘often perceived to hold restrictive effects on student believing ‘ ( p. 1316 ) , that thoughts conveyed by the instructor utilizing authorative discourse tend to be ignored and that synergistic talk is described as duologue. By and large in understanding are Asoko and Scott ( 2006 ) who propose that ‘effective learning involves all these attacks ‘ ( p. 163 ) . Hodgson ( 2010 ) describes the sharing of success standards with the kids in a Primary schoolroom as a ‘key AfL scheme ‘ and is linked straight with feedback. Black and Harrison agree with this point in their sum-up of what they believe are the indispensable factors of effectual feedback: â€Å" should actuate the kid ‘to discourse his or her ideas with the instructor or a equal ‘ ( p. 12 ) in order to originate the self-development of the kid encourages instantaneous action ‘relates back to the success standards ‘ ( p. 13 ) Allows scholars to compare their ain thoughts of accomplishment against that of the instructor or equal Indicates to the kid ‘where to travel for aid and what they can make to better ‘ ( p. 13 ) † ( Black & A ; Harrison, 2004 ) Leakey ( 2001 ) carried out a survey where she reported on her ain experiences with experimenting with sharing larning aims and success standards with kids of a scope of ages and believes it to be a successful AfL scheme because it ‘gives kids ownership of their ain acquisition ‘ ( p. 68 ) . Leakey besides suggests that it is merely with the penetration of what it is that they are seeking to accomplish can kids are able to do connexions with any feedback that they later receive. Koegh and Naylor ( 1996 ) delivered a talk at Manchester Metropolitan University sharing their thoughts that: â€Å" Constructivist positions of larning in scientific discipline suggest that scholars can merely do sense of new state of affairss in footings of their bing apprehension. Prior cognition is used by scholars to construe observations ; significance is constructed by persons in a procedure of adding to or modifying their bing thoughts. † ( Keogh & A ; Naylor, 1996 ) and cited the plants of others who portion the same position ( Driver ( 1983 ) ; Osbourne & A ; Freyberg ( 1985 ) and Scott ( 1987 ) ) . The illations behind the constructivist theory associating to instruction are that the instructor is required to happen out kids ‘s thoughts ( evocation ) in order to take them into consideration when be aftering their instruction to supply instruction and acquisition experiences which will develop the kids ‘s thoughts and dispute their apprehension of a specific country. Within scientific discipline instruction, there has been a great trade of research into the benefits of utilizing constructivism as a method of AfL with many instructors appreciating the construct of constructivism within the scientific discipline schoolroom. Curriculum resources have been developed along with specific research including the ( Science Processes and Concept Exploration ( SPACE ) undertaking ( 1990-92 ) and as a consequence research by Nuffield Primary Science who have used this research to develop many pedagogical AIDSs and learning resources for instructors within the schoolroom. However, Bentley and Watts ( 1991 ) discussed their concerns that there is a differentiation between what they define as the ‘strong ‘ features of theoretical constructivism and the ability of instructors to use it to their instruction ensuing in a ‘weak ‘ version of constructivism that is delivered in the schoolroom. Leeds ( 1992 ) describes that although instructors find it easier to be after activities following an evocation session where scholars ‘ preconceived thoughts have been identified, the practicalities of orienting an inclusive instruction where all kids ‘s larning issues associating to a specific country is near impossible when faced with a category of 30 differing thoughts. In relation to the difference between the sum of research into the benefits of a constructivist attack to instruction and the teaching resources and pedagogical counsel available, Claxton ( 1986 ) described the ‘mountain of illustrations of kids ‘s alte rnate constructs ‘ ( p. 126 ) which were available at that clip and noted that the counsel for instructors on how to reconstitute the scholars ‘ thoughts was less outstanding in the literature. More recent research besides focuses more closely on the evocation of thoughts, but much less is written about methods and techniques which allow instructors to reconstitute these thoughts as a whole category exercising. The purpose of the SPACE undertaking was to: â€Å" ‘start where the kids are ‘ , constructing on the thoughts kids bring with them to lessons and assisting them to develop their apprehension of scientific constructs. † ( Nuffield Foundation ) Nuffield Primary Science developed a series of books covering the Science Curriculum, which included many misconceptions of kids in each country along with illustrations of construct sketchs and illustrations of activities that could be used in order to reconstitute the highlighted misconceptions and develop kids ‘s thought, in order to assistance instructors within the schoolroom to enable kids to prove out their ain thoughts through ‘practical hands-on activities and probes ‘ . These publications are now unluckily out of print ; nevertheless the studies associating to the SPACE undertaking continue to be available from the Nuffield web site ( Nuffield Primary Science ) . The usage of specific schemes such as construct sketchs ( Keogh & A ; Naylor, 2000 ) and mind function ( Stow, 1997 ) present researched methods of evocation within the scientific discipline schoolroom and offer an effectual manner of reasoning any undertaking where kids can revisit the original thought and discourse how and why they have developed throughout the survey period. However, instructors require the flexibleness and infinite within the course of study in order to efficaciously set these theories into pattern in order that the benefits can be maximised. AfL will merely be successful when both instructors and kids are committed to its procedure and where both use it as a method for developing current acquisition and development and spread outing their accomplishments and cognition base. This thought is supported by the followers: â€Å" Appraisal for larning merely works if students and instructors take action on larning demands. † ( Ward, Roden, Hewlett, & A ; Foreman, 2005 ) Black and William best summarise the usage of AfL within the schoolroom as follows: â€Å" There is a organic structure of steadfast grounds that formative appraisal is an indispensable characteristic of schoolroom work and that development of it can raise criterions. We know of no other manner of raising criterions for which such a strong Prima facie instance can be made on the footing of grounds of such big larning additions. † ( Black & A ; William, 1998 )

The Addie Model – Instructional Design and Example Lesson Plan

The ADDIE model is a generic process that is usually used by instructional designers and training developers. It offers instructional designers with a definite structure that ensures efficient instructional products.   ADDIE stands for its five phases: Analysis, Design, Development, Implementation, and Evaluation.These five phases are representations of a flexible and dynamic guideline for establishing effective training and support tools for performance. Each phase is represented by as a project output and a set of activities.   More so, each phase ends in a review, which forms a go or a no-go point to determine whether to proceed to the next phase or not.During the Analysis phase, the instructional problem is defined and the instructional goals are established.   More so, this is the phase where the learner’s present skills and knowledge and the learning environment is identified.   Some of the outputs and activities to be considered in the Analysis phase are as foll ows: §Ã‚   Clarify instructional problem and instructional objectives §Ã‚   Determine the audience and their characteristics §Ã‚   Identify the existing types of learning constraints §Ã‚   Identify the new behavioral outcome §Ã‚   Determine the delivery options §Ã‚   Determine the timeline to complete the projectIn the Design phase, the complete design of the learning solution is determined. This phase addresses the training methods (administered online or detailed storyboards with training program and course content illustrations).The Design phase considers the assessment tools, lesson planning, learning objectives, content, subject matter, media selection, and exercises.   Therefore, this phase entails a systematic and specific approach.   The following procedures are utilized in the Design phase: §Ã‚   Documentation of a project’s instructional, technical, and visual design strategy §Ã‚   Application of instructional strategies based on the intended beh avioral outcomes by domain (affective, cognitive, and psychomotor) §Ã‚   Designing the use interface and experience §Ã‚   Prototyping the creation §Ã‚   Application of visual or graphic designThe Development Phase of the ADDIE model involves the creation and assembly of the content assets, which were blueprinted in the Design phase.   Instructional designers and developers create storyboards, write the contents, and design the graphics in this phase.   The following activities are conducted during the Development phase: §Ã‚   Acquisition and/or creation of required media §Ã‚   Determining apt interactions through creativity, innovation, and exploration §Ã‚   Planning of activities that allows the construction of a supportive social environmentThe Implementation Phase involves the development of a training procedure for both learners and facilitators.   The training of facilitators should encompass the course content, learning outcomes, delivery methodologies, and p rocedures for testing.   On the other hand, learners should be trained on using new tools, which will be used in the learning process.   The Implementation phase usually involves only two activities: execute and maintain the learning solution.The last phase in the ADDIE model, which is the Evaluation phase, consists of two parts, the Formative and Summative evaluation.   The Formative evaluation is present throughout the entire ADDIE process while the Summative evaluation involves tests that are designed for criterion-related referenced items.   The Summative evaluation provides opportunities for feedback from learners.The ADDIE Model is a repetitive instructional design process in which the outcomes of the formative evaluation of each phase may prompt an instructional designer to go back to any previous phase.   The outcome of one phase determines the starting product of the next phase.ADDIE Model and Instructional PlanningInstructional Planning asserts that instruction s hould be data driven.   It is assumes that both learners and teachers should gain access to the expected results of a course.   The purpose of Instructional Planning is to acknowledge quality and aid in the enhancement and improvement of a course.Since an instructional plan presents individual instruction from teaching to learning, this is where the ADDIE model comes in; the ADDIE model provides a definite structure of the instructional plan.As the instructional plan serves as a communication tool between learners and teachers, the ADDIE model provides a step by step process of the instructional plan.   Each step in the instructional plan consists of outcomes from the ADDIE model that feed the next step in a specific sequence.   

Drugs And Treatment Of Diabetes Health And Social Care Essay

There are two types of diabetes: type I Insulin Dependent Diabetes Mellitus ( IDDM ) and juvenile oncoming diabetes. It is caused by autoimmune devastation of Isles of Langerhans of pancreas. Type II: Non- Insulin Dependent Diabetes Mellitus ( NIDDM ) and big oncoming diabetes. It occurs above 40 old ages of age and go more common with increasing age. Type II diabetes is more common than type I. It includes about 90 per centum of entire instances. It varies within and between states and increasing throughout the universe. Familial constituent plays a major regulation in type II diabetes than type I diabetes. Identical twins are much more prone to type II diabetes than type I. If male parent or female parent has type II the possibility of disease in kids is 7-14 per centum. If both parents have type II diabetes so the possibility of disease additions to 45 per centum. Almost all patients who are holding type II is are symptomless. Other patients show symptoms like hyperglycaemia and vascular prostration.Former TreatmentsIn early seventeenth century a London doctor, Dr. Thomas Wills, confirms diabetes by trying his patient ‘s piss. He diagnosed his patients with diabetes mellitus, if the piss had a sweet gustatory sensation and he called it as ‘honeyed diabetes ‘ . Monitoring of blood sugar degrees by this method m ostly unchanged until twentieth century. In 1921, sawbones Frederick Banting, his helper Charles Best extracted insulin. They administered the extracted insulin to Leonard Thompson, a immature male child death of diabetes, with aid of Dr. Collip and Dr. Macleod. Within a twenty-four hours, Leonard ‘s perilously high blood sugars had come to normal degrees. This find is cardinal portion in diabetes history. In 1936 PZI, longer moving insulin was created. In 1952 Lente, which contains high degrees of Zn, advancing the longer continuance of action was invented. In 1950, unwritten medications- sulfonylureas were developed for the people with type II diabetes. These drugs stimulate the pancreas to bring forth more insulin, assisting people with type II diabetes maintain tighter control over their blood sugar degrees ( Diabetes Health, 1996 ) . The individual usage syringe was introduced in 1961 by Becton-Dickinson. This reduced the sum of hurting from injections every bit good as the clip consuming of boiling acerate leafs and glass panpipes. The first portable glucose metre was created in 1969 by Ames Diagnostics. Diabetes Health board member Dr. Richard Bernstein, in his book titled Diabetes Type II, Including Type I, depict his first Ames metre: â€Å" In October of 1969, I came across an advertizement for a new device to assist exigency suites distinguish between unconscious diabetics and unconscious rummies when the research labs were closed at dark†¦ The instrument had a four-inch galvanometer with a beady bearing, weighed three lbs † ( Diabetes Health, 1996 ) . New engineerings modified the size of glucose metres to the size of reckoners. Insulin pumps were designed as per the organic structure ‘s normal release of insulin in 1979. It pumps insulin utilizing a little acerate leaf which is inserted into tegument. But it had no force per unit area accommodation characteristic, so the users got awful hurting. To avoid this hurting Derata released modern needle free injectors holding adjustable force per unit area called Derma-Ject which are comparatively pain free. The haemoglobin A1c trial was devised in 1979 in order to make a more precise blood sugar measuring. With the A1c, haemoglobin, the oxygen-carrying pigment in ruddy blood cells, is used to track glucose alterations over a period of four months, the life span of the cell. Hemoglobin links with the glucose in blood ; the more glucose nowadays, the greater sum of haemoglobin linked with glucose. The A1c became a standard measuring for blood sugar control in the comprehensive ten-year survey from 1983 to 1993-the Diabetes Control and Complications Trial ( DC CT ) ( Diabetes Health, 1996 ) .Present TreatmentFinally an unwritten medicine was approved by FDA in 1995 that is Metformin ( biguanides ) . Like other sulfonylurea drugs Glucophage does non increase insulin production in the organic structure but it increases musculuss ability to utilize insulin. Another drug Precose was approved by the people with diabetes II. It reduces sudden rise in blood glucose degree because it delays the saccharides digestion after a repast. The patients should wait for long clip to take these types of drugs so, Lispro a rapid fast drug was developed which can be taken 15 min prior to repasts. In recent old ages unwritten hypoglycaemic drugs are good being used by the patients. Sulfonylureas are the first line of drugs like glimepride, gliclazide, Glucotrol. Weight addition is more with these drugs. To avoid this complication meglitinide parallels are derived such as repaglinide, nateglinide. They cause less weight addition and less allergic than sulfonylureas. Another drug phenformin a biguanide which was discontinued because it causes lactoacidosis and it does non demo any long term effects. Lot of combination drugs are used to handle insulin opposition. Biguanides can be combined with sulfonylureas, meglitinides and with glitazones to handle insulin opposition syndrome. But glitazones exhibits significant insulin opposition at this clip dose of sulfonylureas or of insulin should be decreased to counterbalance for any enhanced insulin activity. Combination therapy of Glucophage and rosiglitazone in patients with type II diabetes mellitus was studied to measure the efficaciousness of this therapy. This drug combination therapy improved the glycemic control, I? cell operation and insulin sensitiveness more efficaciously compared with separately metformin intervention. In some other surveies multi drug combination therapy is used which is ternary therapy with glimepiride along with Glucophage and a thiazolidinedione. This survey resulted in compared to double combination of Glucophage and thiazolidinedione. But it shows hypoglycaemia with low hazard. With these ratings we can state that usage of unwritten hypoglycaemic drugs are really common than any other type of dose regimen. ‘Anakinra ‘ the drug which acts an interleukin-1 receptor adversary showed successful lessening in glycated haemoglobin. It decreased the production of interleukin-1 I? cells in pancreas of human. Thus it regulates the high blood glucose degrees in the organic structure. New engineerings made really much easier in readying of insulin and their types. Recently Inhaled Human Insulin ( Exubera ) was approved by EU and US for preprandial usage in grownup patients with diabetes mellitus. It was good tolerated and was effectual in patients with type II diabetes mellitus when administered entirely or in combination with anti-hyperglycemic therapy or in combination with basal hypodermic insulin. Inhaled insulin, Exubera appeared to be effectual but it is non better than injected short moving insulin. It has no long term safety and is non a cost effectual intervention. Research workers showed involvement in patient ‘s life style besides. Surveies like control of Lifestyle Over and Above Drugs in Diabetes ( LOADD ) suggest that there was an betterment in both anthropometric and glycemic control steps, nutritionary intervention in patients with diabetes mellitus II who are at high hazard of cardio vascular disease.FUTURE TreatmentsFuture diabetes intervention is pancreatic cell organ transplant and islets of Langerhans organ transplant. Pancreatic cell organ transplant tests are done in 2009 on monkeys in which two monkeys showed effectual consequences and one monkey was died due to undetermined causes. Grape fruit ingredient is another new developing drug for diabetes chiefly for type II. ‘Naringenin ‘ compound nowadays in grape fruit makes the liver to fire fat instead than hive awaying after a repast. Recent tests in America utilizing ‘naringenin ‘ are successful in mice but non yet in worlds. It may be success in worlds and may be a good nearing intervention in type II diabetes. ‘Tolrestat ‘ is a new drug utilizing for distending micro vass and increase in tissue perfusion. Generally sorbitol causes inspissating of membrane of capillary endothelium, which leads to narrowing of micro vass and a lessening in tissue perfusion. STOP-NIDDM tests are done with acarbose therapy in pre-diabetic instances. It successfully prevents the figure of new instances by reconstructing I? cell map. Recent surveies proven that ‘resistin ‘ a compound in adipose tissue is moving as insulin resistant so selective I? 3 agonists are given for corpulent patients. Transplant of I? cells and incorporation of insulin cistrons in non I? cell lines are one of the approaching interventions for diabetes.DecisionThe betterments in diabetes attention should go on. Awareness should be increased in people who are at high hazard of the disease. All the drugs which are utilizing have side effects and lead to discomfort to the patients. In this background, there is demand to research therapies from alternate systems of medical specialties, which will be effectual, safe and good tolerated. For the past decennaries new medical specialties are discovered with new engineerings may be in future we can anticipate the drug which has no side effects and remedies diabetes. For the clip now insulin pumps and combination therapies are the best to handle diabetes.