Battle regarding evolution in public schools Essays

Battle regarding evolution in public schools Essays Battle regarding evolution in public schools Essay Battle regarding evolution in public schools Essay Essay Topic: The School for Scandal Many groups have tried to force their thoughts on the populace through schooling. Public school pupils, totaling in the 1000000s, seem a perfect, confined audience for the announcement of the thoughts of a few holier-than-thou groups. These groups have tried to act upon national thought by advancing their positions in the schoolroom, but this is non an acceptable method. A public school schoolroom is a topographic point for the passing of recognized cognition from an teacher to a pupil, non the topographic point for the thoughts of the nescient few to act upon the thought of the many. The local and province school boards serve as the cheque on the vocal few and find the course of study to be administered to the multitudes of pupils go toing category. Current scientific discipline course of study is widely accepted. Parents and communities have no ailments over their pupils larning about the categorization of animate beings and workss, chemical science, gravitation, cells, and organic structure procedures. The ailments are focused around the instruction of development, but for the many educated people in the field of biological science, development is a basic rule. Public school pupils must be exposed to this cardinal construct and be familiar with it. Evolution must be taught in schools since it is a scientific theoretical account that can non and should non be ignored. All other alternatives-creation scientific discipline, intelligent design, creationism, and others-are spiritual and have no topographic point in the public school schoolroom. Looking at the histor ical case in point and scientific credence, development is the lone theoretical account of life beginnings and patterned advance that should be taught in public schools. The conflict sing development in public schools has been traveling on for over a century. Charles Darwin published his book On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life in 1859. The conflict in the American tribunals over his thoughts being taught in school did non get down until after the bend of the century, nevertheless. The jobs began when fundamentalist Christians, or creationists, began to worry as they saw the figure of high school pupils explode to over two million between 1900 and 1920. [ 1 ] Darwin s evolutionary thoughts were now making more pupils than of all time. The Christians decided they needed to beef up their place in schools and initiated measures in several provinces to mandate the already present patterns of supplication and Bible reading. Along with these measures came antievolution Torahs. 1923 saw the first of a long line of measures doing it illegal to learn development in public schools. Ohio started things off with their measure that banned public school text editions that taught Darwinism. Florida s declaration of that same twelvemonth stated that it was improper and insurgent for public schools to Teach as true Darwinism or any hypothesis that links adult male in blood relationship to any signifier of lower life. [ 2 ] Tennessee followed suit in March 1925 when their le gislative assembly stated that it shall be improper for any instructor in any of the Universities, Conventions and all other public schools of the State which are supported in whole or in portion by the public school financess of the State, to learn any theory that denies the narrative of the Divine Creation of adult male as taught in the Bible, and to learn alternatively that adult male has descended from a lower order of animate beings. [ 3 ] Textbook publishing houses began to fear a diminution in gross revenues get downing about this clip and began to revise their editions to take all mentions to development and Darwinism. [ 4 ] Fundamentalist Christians had won their first conflict as the instruction of development was stunted across the state. Three provinces passed new antievolution statute law between 1925 and 1930 and by the 1930s, fundamentalist fastnesss in the South had established some signifier of antievolutionary policy, whether school board mandates or administrative opinions. [ 5 ] The antievolutionary feelings had spread, much to the hurt of scientific acquisition. Evolution shortly became forbidden in the public schools. Through the 1940s, instructors and decision makers worried about piquing parents and communities and therefore avoided the instruction of development. Textbooks continued to go forth out evolutionary thoughts. It was estimated that less than half of all high school scientific discipline instructors in the early 1940s taught anything about development. [ 6 ] 1947 marked the beginning of the terminal for fundamentalist Christians contending the war over development. The United States Supreme Court ruled that neither a province nor the federal authorities could go through any statute law aiding or giving penchant to a faith. The fundamentalists took another blow in 1948 in McCollum vs. Board of Education. The Court stated that Illinois affords sectarian groups an priceless assistance in that it helps to supply students for their spiritual categories through usage of the province s mandatory public school machinery. This is non separation of church and province. [ 7 ] This ended all spiritual direction in public schools. The Space Race of the 1950s spurred new ardor in scientific discipline instruction. Scientists and politicians likewise pushed for new biological science text editions, conveying development back to the schoolroom. Fundamentalists that had triumphed in the first one-fourth century were losing the war over development, conflict after conflict. After supplication and Bible reading were eliminated from the schoolroom in 1962 and 1963, development itself eventually made it to the Supreme Court in 1968. The new push for greater scientific discipline instruction triggered by Sputnik ran into a wall of antievolution Torahs. These Torahs prevented the enlargement of scientific, chiefly biological, cognition and new findings into the schoolroom. The instructor s brotherhood in Arkansas challenged the province jurisprudence and appealed the opinions until their instance landed in the Supreme Court. The Court found the Arkansas antievolution jurisprudence to be unconstitutional. [ 8 ] This efficaciously ended all Torahs forestalling development from being taught in public schools. Another loss for fundamentalists and a immense addition for pupils and scientific discipline. The creationists had been defeated repeatedly in the tribunals and could merely acquire their positions back in the schoolroom with a large interruption. Much to the irritation of the scientific community, this interruption came in the eightiess with the rise of equal clip measures. The fundamentalists were still smartly seeking to barricade the instruction of evolutionary biological science in the schools, or if that proved impossible, to demand equal clip for the instruction of creation scientific discipline, which was an effort to flex scientific informations to conform to one of the scriptural histories of creative activity and throw uncertainty on the finds of evolutionists. [ 9 ] In 1982, nevertheless, McLean vs. Arkansas Board of Education put an terminal to the creative activity scientific discipline effort though. A federal tribunal ruled that creative activity scientific discipline is non a scientific discipline at all, but a spiritual belief, and therefore non allowed in public school schoolrooms. [ 10 ] Another measure, passed in Louisiana in 1981, went to the Supreme Court in 1987, giving the Court an chance to reenforce the place against creative activity scientific discipline. The determination states that Louisiana s equal clip Act impermissibly endorses faith by progressing the spiritual belief that a supernatural being created world The Act s primary intent was to alter the public school scientific discipline course of study to supply persuasive advantage to a peculiar spiritual philosophy that rejects the factual footing of development in its entireness. Therefore, the Act is designed either to advance the theory of creative activity scientific discipline that embodies a peculiar spiritual dogma or to forbid the instruction of a scientific theory disfavored by certain spiritual religious orders. In either instance, the Act violates the First Amendment. [ 11 ] Creationists were unrelenting though. If they could non convey their ain version of the beginning and development of life into the schoolroom, they would seek their hardest to discredit development. In the mid-1990s, the thought of text edition disclaimers took clasp, particularly in the South. The Alabama State Board of Education voted in 1995 to necessitate an absurd one-page disclaimer to be pasted into every new biological science text edition. The disclaimer began, This text edition discusses development, a controversial theory some scientists present as a scientific account for the beginning of life things, such as workss, animate beings and worlds. No 1 was present when life foremost appeared on Earth. Therefore, any statement about life s beginnings should be considered as theory, non fact. [ 12 ] In 1994, the Tangipahoa Parish Board of Education in Louisiana required that the undermentioned disclaimer be read before the beginning of any lesson sing development: It is hereby recognized by the Tangipahoa Parish Board of Education, that the lesson to be presented, sing the beginning of life and affair, is known as the Scientific Theory of Evolution and should be presented to inform pupils of the scientific construct and non intended to act upon or deter the Biblical version of Creation or any other construct. It is farther recognized by the Board of Education that it is the basic right and privilege of each pupil to organize his/her ain sentiment or keep beliefs taught by parents on this really of import affair of the beginning of life and affair. Students are urged to exert critical thought and garner all information possible and closely examine each alternate toward organizing an sentiment. [ 13 ] The tribunals found these statements unacceptable. The National Science Teachers Association ( NSTA ) adopted as portion of their place on the instruction of development in 1997 that [ s ] cience text editions shall stress development as a consolidative construct. Publishers should non be required or volunteer to include disclaimers in text editions refering the nature and survey of development. [ 14 ] Thankfully, textbooks no longer come with a sacredly based spine that undermines the credibleness of development. Creationists have non given up-the contention continues today. In 1999, the Kansas State Board of Education voted to replace development, the large knock, and any mentions to an earth one million millions of old ages old with the Intelligent Design theory. Fortunately, this determination was overturned in 2001 when a new Board was elected. [ 15 ] Unfortunately, Kansas is non the lone province covering ill with development though. A national survey done by the Fordham Foundation in 2000 found that 12 provinces had useless or absent instruction of development, but Kansas was given the lone F- for making a scandalous occupation. [ 16 ] As one can see, the history of development in schools is disruptive. Different groups within the fundamentalist motion have tried, and failed, to set faith in schools. Since all options to development are sacredly based, they can non be included in the course of study. It seems clear though that development is the lone option that can lawfully be taught in schools. Throughout the conflict in the tribunals, the creationists have failed to understand what scientific discipline truly is. Harmonizing to Webster s lexicon, scientific discipline is cognition or a system of cognition covering general truths or the operation of general Torahs. [ 17 ] Evolution falls absolutely into this class. Evolutionary biological science is a cardinal scientific theory that provides a all right instance history of how scientific discipline is done. [ 18 ] It is non a topic that can be ignored and pupils must be exposed to it in school. In fact, it is important to the apprehension of many biological constructs and must be referred to throughout the course of study, which should reflect and learn scientific cognition, non the specific beliefs of an involvement group or organisation. Since scientific discipline is neither a spiritual dogma nor a portion of a belief system, one can non believe in development. Evolution is non a spiritual belief or credo. [ 19 ] One can, and should, accept the rule as scientifically accurate, but it is non something one can believe in or non. This is different from creative activity scientific discipline. Creation scientific discipline is non a scientific theoretical account because of its trust on the supernatural. It steps outside the scientific kingdom with its thoughts that are non of the natural universe itself. Foundations of Biology, a text edition from 1953, explains the scientific rejection of creationism this manner, the particular creative activity theory as a actual account of the life universe is non accepted as a sound biologic rule by most life scientists. Credence of this theory would virtually shut the door to farther research. [ 20 ] Besides, since the constructs of creative activity scientific discipline ca n non be seen or tested since they are based on scriptural histories, they do non fall into the field of scientific discipline. As stated in the National Science Education Standards and supported by the National Science Teacher s Association, accounts on how the natural universe alterations based on myths, personal beliefs, spiritual values, mystical inspiration, superstitious notion, or authorization may be personally utile and socially relevant, but they are non scientific. [ 21 ] Evolution, on the other manus, is based on discernible, testable grounds found in nature. Development is clearly scientific and has and will go on to be tested in assorted subjects and countries of survey. The occupation of the scientific discipline instructor is to supply the pupil with a full instruction of all scientific rules. Development is one of these rules, and a really of import one at that. Eugenie C. Scott, the executive manager of the National Center for Science Education put it this manner: The occupation of a scientific discipline instructor is to learn province of the art scientific discipline, and that means development. Students who do non understand development can non be said to be scientifically literate. [ 22 ] The NSTA supports the place that development is a major uniting construct of scientific discipline and should be included as portion of K-College scientific discipline models and course of study. [ 23 ] Pennsylvania s Academic Standards for Science and Technology adopted in 2002 concur. The province s Department of Education includes evolutionary constructs and theory as portion of the criterions that depict what pupils should cognize and be able to m ake by the terminal of 4th, 7th, 10th and 12th class. [ 24 ] The National Science Education Standards besides include development as a cardinal subject in life scientific discipline and biological science. The 9-12 class content criterions include the fact that natural choice and its evolutionary effects provide a scientific account for the dodo record of ancient life signifiers, every bit good as for the dramatic molecular similarities observed among the diverse species of life beings. [ 25 ] Textbooks from throughout the century, when they were lawfully allowed, devoted big subdivisions to development. General Biology from 1928 says, the development of life things is to the trained life scientist an established fact. To him the grounds in support of such a belief is every bit convincing as that underlying the phenomena of gravity and chemical affinity. [ 26 ] The text edition exhaustively explains the major facets of development theory and even explores controversial human de velopment. As one can see, legion organisations believe that pupils should be exposed to the best scientific cognition in biological science, every bit good as in all Fieldss of their instruction. Public school pupils need to larn the positions of modern scientists, non scriptural literalists. The National Academy of Sciences provinces that [ s ] cientists every bit good as pedagogues have concluded that evolution-and merely evolution-should be taught in scientific discipline categories because it is the lone scientific account for why the existence is the manner it is today. [ 27 ] The creationists are non satisfied with scientists and scientific organisations publicity of development. They merely do non believe that development in true. This is a immense false belief, but they use the theory versus fact statement to deny development s credibleness. They say that since it is called the Theory of Evolution it is non proven true and hence should non be taught in schools. The scientific community, nevertheless, disagrees. John A. Moore, Professor of Biology at the University of California, Riverside and textbook writer explains in his book Science as a Way of Knowing, The Foundations of Modern Biology, theory for a scientist may stand for the grandest synthesis of a big and of import organic structure of information about some related group of natural phenomena. [ 28 ] The scientific community accepts a theory as true after extended and thorough testing and experimentation. Theories are alterable with new grounds though. If parts of Darwin s expansive theor y of development are found to be false, the theory itself will non be tossed out. Those parts will merely be eliminated or replaced by more accurate or likely informations. General theories are neer disproved, merely improved, says Professor Moore. [ 29 ] The NSTA agrees. They say, [ T ] heories and other accounts change as [ the ] organic structure of scientific cognition alterations [ with ] new observations and finds. [ 30 ] Development can be a confusing topic, but [ m ] any misconceptions about the procedure of natural choice can be changed through direction. [ 31 ] The instructor needs to show the facts and guide pupils into accepting the truth that the grounds shows. The dodo and anatomical record grounds for consecutive alterations of the workss and animate beings through geologic clip, with more complex signifiers looking subsequently, is so overpowering that all one demands is to hold pupils analyze the facts. [ 32 ] This is non where the conversation sing development should stop, nevertheless. Teachers have to cover with the contention every bit good. When discoursing controversial issues such as development, normally it is non the facts under consideration that are controversial ; these are by and large good established. It is the reading of the facts for personal behaviour which may be controversial. [ 33 ] This helpful testimony was shared with instructors in the 1958 edition of a ushe r for learning high school scientific discipline called A Book of Methods. It goes on to state that much is gained by promoting pupils to talk out in expostulation to evolution and so patiently pulling from them the statement that the rule of development is what life scientists have developed as an account of the facts at manus. [ 34 ] Teachers can non anticipate to learn the topic with no expostulations and no inquiries. The pupils will all convey their personal values and beliefs with them to category and particularly sing development, will be really defensive of them. The instructor should explicate why lone development is taught and why options to evolution, including creative activity scientific discipline and intelligent design, are non presented. These options are non to be presented in category because they, and all other options, are sacredly based. Based on the case in point set by the Supreme Court, none of these religiously based theoretical accounts can be allowe d into the public school schoolroom. Development is doubtless indispensable to a complete apprehension of scientific discipline. Students will non hold a full position of the scientific universe if they do non larn development. But faith besides has its topographic point in society. It should non be ignored or silenced, but it merely can non be allowed into the sphere of the public school schoolroom. Religious thoughts and survey should be accepted for what they are, but they are non science. Teachers of scientific discipline can non convey alternate theoretical accounts of the patterned advance of life into the schoolroom. Some may experience that by making this, we deny pupils their academic freedom, but this is non so. They are free to research as much of creationism or intelligent design as they desire, but non in school. We can non deny our pupils the chance to larn the scientific findings about the astonishing patterned advance of life that has taken topographic point on this planet.

Decentralization. What Level of decentralization within Government Research Paper

Decentralization. What Level of decentralization within Government Institutions Is Needed for a State to Become Democratic - Research Paper Example Private investors and the sector in general may still access some of these services, but non-profit earning and collective goods require funding and delivery by sub-national government units if any of these are to be available. Secondly, research indicates that top down and highly centralized service delivery is cumbersome, expensive, slow, and inflexible to new information, as well as prone to political bias. Third, consistent incapacity and collapse of governments, patterns that are common in education, marketing, and sanitation, highlight the untapped local capacity in taking collective actions and making collective choices. Lastly, past research and studies indicate that for democracy to thrive, it must have foundation in preparatory and local self-governing institutions. Decentralization of power, with emphasis on government institutions, improves the democracy of those institutions. Therefore, the main problem that democracy and decentralization seek address is central state pl anning and centrally administered bureaucracies. According to critiques of central state planning, administrations that adopt this form of administration suffer from potentially destructive and inefficient methods of allocating resourcesii. There are three assertions used to justify these claims. The first argument is that centrally administered bureaucracies lack place and time knowledge in designing and implementing programs and policies that truly reflect the real preferences and needs of the people. Secondly, based on principles of control and command, states differ qualitatively from markets (based on exchange and competition) and voluntary organizations (based on altruistic motivation measures). From these perspectives, states do not have the reach and flexibility to provide some particular services and goods, especially those that require large information. The last argument suggests that inadequate incentives and unchecked authority (highlighted in promotion rules, salaries, hiring, and so forth may encourage rent-seeking behaviors by officials from the governmentiii. The main case for advocating for democratic decentralization is the assertion that a highly decentralized state apparatus will have more exposure, and thus more responsive and sensitive to local aspirations and needs. Proponents argue that decentralization will create a system of governance that will be more accountable and effective to the local population. Decentralization essentially means more than the downward delegation of authority. Essentially, it implies a system of governance where the local citizens have the right to hold local public officials accountable through collective actions, elections, and other democratic means. Different scholars have researched on the topic of decentralization in the past, including Johnson Craig from the Rural Policy and Environment Group Overseas Development Institute, Sheila Rai, an assistant professor at the at University of Rajasthan in India. Others are Camille Cates Barnett from the Research Triangle Institute, Robert Pringle from The Wilson Quarterly, Jonathan Rodden from Comparative Politics, Maria Escobar-Lemmon from Publius, and R. A. Ayee from African Studies Review, among others. The main area of focus for these scholars has been the positive and negative effects of decentralization, especially democratic decentralizationiv. Jonathan Rodden in â€Å"Comparative Federalism and Decentralization: On Meaning and Measurement" and "Fiscal Decentralization and Federalism in Latin America" by Maria Escobar-Lem

Ethical Study Review Assignment Example | Topics and Well Written Essays - 1250 words

Ethical Study Review - Assignment Example This paper will discuss the scenario given according to the guidelines provided. Objective analysis is paramount in understanding an ethical dilemma. According to the scenario, we are told that the 96-year-old suffers from liver cancer. There are no other complications mentioned in the details. Moreover, one is not able to assert the advancement of the disease. The National Cancer Institute points out that the symptoms associated with liver cancer are unusually severe. Some of the most regular symptoms that are presented by patients who are diagnosed with liver cancer include pain in the upper abdomen, lumps in the upper abdomen, loss of appetite, yellow skin and eyes, fever, fatigue, and weight loss. According to the details given, the 96-year-old patient depicts these symptoms. The second person of interest is the daughter of the patient who is a naturopathic physician. Naturopathic physicians are trained in naturopathy practices that are regarded as traditional approaches to healt h-related issues. The daughter insists that she has the capability of healing her father with some smelly tarry substance. Research shows that chemical poisoning symptoms are similar to those depicted by liver cancer patients. The fact that the patient is in pain can draw several suggestions. Firstly, the daughter’s drugs can be reacting with other treatments; secondly, the daughter could probably be poisoning her father; lastly, since his liver is not functioning appropriately, there is a probability that the patient has an accumulation of toxins in his body. There is an ethical dilemma according to the scenario presented. An ethical dilemma can be defined as a complex circumstance which involves an apparent mental disagreement between moral imperatives. For example, human beings have certain complex relationships that cannot be avoided: If a person tries to murder another individual, therefore, there is a high prospect that the probable murderer is mentally disturbed. There fore, the best method of resolving ethical dilemmas is through the ethical decision making techniques. In most cases, ethical decision making involves five chief steps. They should be in a position to recognize the dilemma as an ethical issue, which requires knowledgeable individuals. Secondly, the individuals involved should be able to gather all the facts that correspond to the ethical dilemma. Thirdly, they should appropriately evaluate some of the optional actions they can employ when addressing the ethical dilemma. The most prevalent approaches to ethical dilemmas include the utilitarian approach, rights-based approach, virtue approach, common good approach, and justice approach. Fourthly, the individuals have the right to test the decision that they have taken, and, lastly, they are able to resolve their ethical dilemma with the decision met. On the contrary, ethical decision-making is not easy, but one can arrive at the right decisions by following these five procedural steps . Moreover, the individuals should not overlook the consequences that might be brought about by resolution of the ethical dilemmas. This ensures that the resolution of the dilemma does not inflict any form of harm to any of the parties involved. In relation to the scenario, the other hospital attendants are seemingly upset, since they think that his daughter is hastening the death of the father. Furthermore, there is no clear license that depicts the

Innovation and Invention in the Current Age Essay Example for Free

Innovation and Invention in the Current Age Essay I’m sure you all might have sensed something wrong as soon as you would have read the title of the article- Invention is the mother of necessity. Well, to go by conventions there is a proverb which goes like –Necessity is the mother of Invention. My English teacher used to elaborate this one by explaining that, it’s the necessity or paucity of something that leads to an invention. To cite a few simple examples- Telephones, mobiles etc. The telephones and mobiles were invented because it was a necessity for people to get in touch even when they are miles away. So that is how the proverb- Necessity is the mother of Invention goes. But, the technology traits today converse the proverb in entirety. In today’s mind-bogglingly advancing Technology Universe, it’s the invention of something that evolves its necessity. We need not be Marketing Experts or Trade Analysts to understand this simple yet cunning gamble of Technology vendors. I will begin justifying my topic with one the latest Tech-trends- The Tablet PCs. I’m sure you all might have seen the recurrently flashing endorsements of Tablet PCs, most popular of them being Apple’s Ipad. Let’s go in deep waters. The Tablet PC vendors in their advertisements claim that Tablet PCs are a vital necessity for professionals in the Corporate World. Corporates have lots of work, to be specific important work, and if they want to carry it with them, they can just do it via Tablet PCs. Hence, this would increase the response of the corporates towards events and thereby increasing a firm’s productivity. This is the most clichà ©d explanation a marketer for Tablet PC would provide. But, I would make a simple question here. Were Microsoft, Apple Inc, Hawlett Packard and other Big Daddies in B-World making losses when Tablet PCs weren’t invented? Or did their profit graph break the charts after the Tablets were invented? Obviously not ! Then why the Tablet PCs? Answer to this is simple- Profits. If we try to understand the marketing strategies, we would come to a conclusion that a company cannot sustain profits with a single product. You cannot keep on selling the same thing every day, because people already have it, their necessity is quenched and they wouldn’t want to buy it again. Hence, why not create something new? Once a new product is  made, the demand for it can always be created. People are always in hunt of new gadgets, not out of necessity but out of curiosity and voracity. People would always want to try something which they’ve never tried. That too, if the target audience is the Corporate World, sell them anything in the name of profit and they would buy it obliviously . As a result, now you see the corporates going GAGA over the Tablet PCs, some of them have even started equipping the creamy staff with IPADs and stuff in panic for high profits. Another example is Facebook. Facebook was created under the pseudo motive of Social Networking. I feel like laughing when I hear the term Social Networking associated with Facebook. The reason being, there is everything else happening on Facebook except Social Networking. Spying, Virtual Relationships, Corporate Deals, Advertising Marketing, Gaming, Celebrities but Social Networking is something with definitely seems absconding. It was invented to get people ( rather strangers ) closer socially. But I’ve a question to ask, did people have no friends before Facebook existed? I bet people had better friends and better relationships before Facebook. Now, the scenario is that, we would see the newspapers reporting breakups and divorce due to spying issues over Facebook. We would find people’s privacy violated and hence misused. 3 out of 7 days in a week, the news fader on Yahoo! homepage shows issues posed due to usage of Facebook A couple got divorced due to suspicious wall posts, an employee was sacked for writing ill about his boss in his status updates, celebrities digging at each other and what not. In the name of a bliss pertaining to Social Networking and Togetherness it proved a jinx! Not only this, it made the youths so fervent about it, that its mania affected their academics. Facebook now has become an indispensable part of almost everybody’s life. It was never a necessity, but its invention made it a necessity, to be more explicit-an ADDICTION. If you look around, you will find so many things which logically hold negligible prudence in our life, still we have got hooked to it, rather we have been made to hook to it. Sometimes, we are hooked to a particular thing not because we find it necessary or important, but just due to peer pressure. Ipods, Ipads, Smartphones have become a STATUS SYMBOL today and  hence many people use it involuntarily to show off their lofty stratum. Marketing Strategies have cast such a robust spell on our mind that it hardly sees the vitality of anything and just makes it a part of our life. It’s difficult to get out of this conjure but not impossible. It’s time we contemplate about the things we’re using, and about the things we’re addicted to. To conclude, â€Å"Invention is the Mother of Necessity†- is the Mantra which Vendors and Marketers follow today. We being mere mortals fall an easy prey to this hoax. Yet, if thoughtful approach is given precedence over Peer Pressure, Greed for Profit and Class Conscious Approach, it can be tackled with. As soon as people need something, they invent it. For example, when ancient people felt hunger – they went on hunting and for that they invented the bow and arrows. When they needed to carry heavy cargos to large distances the wheel was discovered. In fact, every day the humanity faces new challenges that can’t be met using only the existing technologies. And that’s why new inventions are made every day. Actually, there are people who would challenge even the seemingly obvious statement that â€Å"Necessity is the mother of invention†. They say that inventions were not inspired by the necessity alone. Curiosity was, and still is, a powerful stimulus for explorers, researchers, and inventors. Besides, I have heard more than once, sometimes as a joke, the idea that laziness is the mother of invention, as the man by nature has always been trying to make his life easier by all possible means. Laziness combined with ingenuity, inspired the man to boost his strength by means of the lever, the wheel and axle, and the pulley. For the same reason, the man discovered the sail which enabled him to move fast across the seas without putting any effort into it. But the most obvious proof of this statement is the invention of the remote control for the TV set. Only a very lazy person could have invented a way to avoid having to stand up from a sofa or a  recliner to press a button of the T V set manually. Moreover, there is another point of view that jealousy is the mother of invention. It’s known that the man has only invented the wings because people had long envied the birds their ability to fly. The envy of the fish’s ability to breathe under water has encouraged the man to invent the aqualung. So, those who say that envy gives the start to any progress are not far from the truth. But still, whichever it may be: curiosity, laziness, or jealousy – all of them are nothing but substitutes for necessity. It was necessity that forced the man, almost half-ape, to start The meaning of the proverb is self-evident. We invent what we need; unless we feel the pressure of needs, we are not likely to invent anything. The fable of the thirsty crow which collected pebbles and threw them into the jar to raise the level of water to the birds reach of lips is well-known. Mere necessity would not help us much if we are not moved by thought. Animals have their needs but because t hey lack the power of thinking and ingenuity, they cannot invent anything. They act on instinct and follow a beaten track. Hence, the correct formula should be necessity is the mother of invention but only when it is supported by the power of thinking. This, of course, is obvious. When man feels the pinching need of anything, he begins to think how he can satisfy his needs. He then sets his mind to the task of invention. Necessity gives the first impulse; the rest is the work of the intellect. In primitive times men lived by hunting. It became necessary to shoot and bring down the bird flying or the beast running beyond the reach of man. Hence, the bow and the arrow were invented. Clothes were devised as protection against cold, houses for shelter. Implements were invented for production of food. In this way, various instruments were made to secure a better standard of living. Man is not only the slave of his needs but their creator as well. He not only seeks to satisfy his necessity but also his desire for beauty, his lust for power. Culinary skill has been invented to please the palate. Ornaments were invented to add to female beauty. Man has spent millions trying to invent guided locomotives to the moon and other planets like Mars, not because there is any crying need for the same, but because it gives the thrill of doing the outwardly impossible. The mere satisfaction of needs can never be the sole motive for exercising mans faculties for inventiveness. The proverb tells us not to be passive in our attitude to life.

Pat Buchanan :: History

Pat Buchanan Pat Buchanan is currently campaigning to become the Republican representative in the next U.S. Presidential election. He is credited with striking a chord amongst the main stream, blue collar sector of the country. This is because he has based his economic platform on common myths about free trade and how it is the cause of the economic problems in the U.S. His theme is that layoffs and the closing of American plants are the result of foreign companies and countries taking advantage of easy access into U.S. markets which, in his opinion, is not being reciprocated abroad. This is how he accounts for the current trade deficit that the U.S. is running with countries like Japan. Pat's economic platform regarding trade policy can be summarized as follows: * Impose a 10% tariff on Japanese imports and a 20% tariff on Chinese imports. This would generate, in his opinion, $20 billion in government revenue and reduce the trade deficit which could be reinvested into the American economy and help create tax cuts for small businesses. * Impose a social tariff on Third World manufactured goods to protect U.S. workers' wage rates from the foreign laborers who are paid a fraction of what their U.S. counterparts earn. He also resents that foreign companies do not have to adhere to the strict environmental, safety, and health standards that American firms do yet get free access to the U.S. market via GATT and NAFTA. It is evident that Pat Buchanan believes that trade deficits and trade with Third World countries are at the heart of what he perceives to be America's economic problems. He feels that through tariffs the burden of income taxes paid by U.S. workers and small businesses can be shifted onto consumers who purchase foreign goods. His underlying sentiment about his trade restrictive policies is, "This is our land; America is our country; the U.S. our market. We decide who enters here and who does not." The basis of international trade is that their are gains to be had from partaking in it. This was proven by David Ricardo, an economist in the early 19th century, who introduced the concept of comparative advantage. His theory stated that a country's "absolute advantage (overall productivity differences between countries) should be reflected in differences in income, whereas comparative advantage (variations in productivity differences by sector) will determine the pattern of international trade.

The effectiveness and roles of CAMHS Emergency/Paediatric Liaison Teams in general hospital/Paediatric settings: A Systematic Literature Review

our site – CUSTOM ESSAY WRITING – DISSERTATION EXAMPLES Abstract CAMHS Emergency/Paediatric Liaison plays a vital role in the mental and physical health of children and adults, and has numerous benefits, both for the practitioners and for the patients. This report presents a systematic review of literature on the effectiveness and roles of CAMHS emergency/paediatric liaison teams in general hospital/paediatric settings. The main source of literature that were used in this study comprised of journal articles obtained from different scientific databases such as PubMed and Emerald. Whilst the role of CAMHS emergency/Paediatric liaison teams in healthcare are acknowledged in this research, it has been established that their effectiveness is hampered by their current limited capacity. Introduction In healthcare, interdisciplinary or multidisciplinary teams play a key role in provision of overall services to different groups of interest. Such teams comprise of healthcare professionals and workers specialised in different disciplines, each providing different services that contribute to the overall well-being of the patient(s) (Ke et al., 2013). An example of such teams is the collaboration between professionals in child and adolescent mental health services (CAMHS) and paediatrics, who work in liaison to provide mental and physical health interventions for children in different healthcare settings (Lamb & Murphy, 2013). The link between mental and physical health problems among children have been recognized for a long time, and one way in which this can be addressed is through the integration of child psychiatric and paediatric services (Herrenkohl et al., 2013). Child psychiatrists who work in paediatric liaison settings argue that there are several cases of children whose parents/guardians incur high service costs in treating physical symptoms that turn out to have underlying psychiatric issues (Costello et al., 2014). Such conditions include Somatoform disorders, which are exhibited through physical symptoms(Perez et al., 2015). These high costs can be effectively through hospital paediatric liaison mental health services because it facilitates evidence-informed diagnoses and treatment from both physical and psychiatric practitioners. Other benefits include proper interventions for physical and psychiatric health issues among children(Costello et al., 2014). However, evidence from researches such as Foster (2009) indicated that in the United Kingdom, such liaisons are few and as well, have a high vulnerability to service cuts. As this literature review explores of the effectiveness and roles of CAMHS emergency/paediatric liaison teams in general hospital/paediatric settings, it critically evaluates its possible positive and negative implications in child care. It is based on this reviews that recommendations for practice can be provided to ensure that such multidisciplinary teams solve the problems that may be currently being faced as a result of the shortage of paediatric liaison mental health services (PL CAMHS). The objectives that are to be addressed in this review of literature are as listed below: To examine how CAMHS Emergency/Paediatric Liaison Teams in general hospital/Paediatric settings work. To establish the effectiveness of CAMHS Emergency/Paediatric Liaison Teams in general hospital/Paediatric settings. Methodology During this research, a secondary study approach, through a systematic literature review, was used. This research approach involved the utilization of data from sources that have already been published on the subject being studied. The selection of this research approach was because a lot of information can be obtained from a wide variety of sources within a short time (Lilford, et al., 2017). This is as compared to primary research where respondents would have to be selected, and data collection approached administered to them, which is both time consuming and costly. With regards to the inclusion and exclusion criterion, priority was given to article that have been published in reputable journal databases such as Pubmed, Wiley Online Library, Biomed and Emerald. This was instrumental in ensuring the authenticity of both the sources and the information contained in them because journal articles published on these databases undergo a rigorous process of review. When searching for data sources on the internet, keywords were used in order to return the articles, books or reports that had the most relevance for the research. Some of the key words that were used included ‘paediatrics, ‘child mental health’, ‘CAMHS Emergency/Paediatric Liaison’ and ‘multidisciplinary teams in healthcare’. Another criterion used for selection was the time of publication. The sources used were only to be those published within the past 10 years. Selection of recent data sources is ideal because it provides information that is still relevant and valid. Given that the UK health sector undergoes constant changes in order to make it more effective and efficient, reliance on older sources might provide an inaccurate description of the current situation with regards to CAMHS Emergency/Paediatric Liaison. On application of these search, inclusion and exclusion criteria in searching for secondary sources, there was an assurance that the information presented in the systematic review was highly relevant. Tables were used in the presentation of results.FindingsIn most cases, caregivers of the patients may be concerned, and wish to access some advice so as to determine the possible impact of an illness to a child and also explore some of the possible ways of getting to communicate about the illnes ses (Herbert et al., 2016). Referrals in most cases get to typically involve those situations where there are some additional psychological issues. The liaison service has a great advantage as it is multidisciplinary and it provides so many interventions that could include; psychiatric nursing, family work, and some psychological therapies. Teaching, consultation, supervision and training is provided for the therapists and also the staff that is working hard towards the provision of the required services. Young people and child mental health is sub-specialty of both paediatrics and also mental health. The disparity that exists between the fields leads to some delay in the development of young people and child mental health services (Wilson, Metcalfe & McLeod, 2015). Berelowitz, and Hugo (2015) claim that liaison between the mental health and general services can be quite challenging and it is often unmanaged and unplanned. The need for a robust liaison model is recognized, however collaborative working especially between the professionals is rarely evident. A framework that is multidisciplinary is the most effective working model for liaison. There needs to be a lot of commitment in the psychiatric, paediatric and also psychological disciplines as they are very essential to its overall success. More children and also adolescents are presenting the A & E departments with harm that they cause on themselves, they are admitted with other conditions that include, psychosis, psychosomatic problems and also some eating disorders (Griffith &Glasby, 2015). It has generally led to an increase in the number that is accommodated on the adolescent units and the pediatric wards. Provision of the inpatient CAMHS is yet to catch up with an increase in the recognition of the increased need. The mental health needs of the children and adolescents have received a high priority especially in those health policies that have been formulated recently. The nurses have a role to ensure that they provides collaborative and also evidence based mental healthcare for the children and adolescents as well irrespective of their clinical environment (Wilson, Metcalfe & McLeod, 2015). CAMHS nursing role is very specific and adds a lot of dimension in most cases to the care that the children and also adolescents that have the mental health issues need. It is inclusive of those other disciplines that lack time, resources and also skills so as to deliver effectively. Liaison nursing has its major focus on the relationship that exists between the patients and also the nurses rather than the treatment and also diagnosis of various diseases (Cleaver, 2014). Nurses that are available in CAMHS liaison have the duty of providing, consultation, clinical care, education, supervision, nursing and also ensure that they undertake research(Ke et al., 2013). They ensure that they provide both support and also nursing advice to the colleagues that are in the paediatric setting and they all the time as they have a responsibility of ensuring that the wellbeing and also safety of the clients is provided fully. Recognition of the fact that nurses are providing care in an environment t hat is less than perfect is very important to the building of partnerships that are effective. It also leads to the acknowledgement of the challenges of caring for those adolescents that are troubled in the emergency departments or even the paediatric ward (Herbert et al., 2016). Glazebrook, Townsend and Sayal (2015) found out that the response given to the children and adolescent mental health needs requires some serious consideration of the variety of services that are provided at different levels. They are the early intervention programs, the ones of mental health promotion, the primary and also community mental health care services, and specialist services on mental health for those conditions that are more serious. A lot of evidence has been documented to clearly demonstrate that the behavioural difficulties and also early implementation of the programs that are meant to support the families can lead to better outcomes in the health of the children and also adolescents that are at risk of developing chronic mental health problems (Griffith & Glasby, 2015). CAMHS programs have been very crucial in addressing the risks that are faced and also providing some protective factors early in life need (Glazebrook, Townsend & Sayal, 2015).Wilson, Metcalfe, and McLeod (2015) add that for those children and also adolescents that are at more risk, this includes those ones that come from families that have a lower income, low levels of education, and also all those ones that live in those areas that are disadvantaged. The schools also have a role of ensuring that they focus on promoting positive mental health. An approach that is based on the school encompasses the whole learning environment of the learner and this includes the physical environment, curriculum, and also the links that exist between the community and the parents as well (Cleaver, 2014). There are some capacity building and also personal elements of mental development that lead to the general improvement of the children and also provide more opportunities that promote their wellbeing. Prevention of bullying is a key element that leads to the promotion of health, so there is need to develop some policies that deter such vices from existing in the learning environments(Costello et al., 2014). Adolescent is a very crucial stage in the psychological development of a child. The children require a lot of understanding of the life challenges that they face so that they can develop skills so as to cope with those emotions that are considered to be difficult (Cleaver, 2014). The adolescence stage is a time that a higher risk of poor mental health that may result in depression, anxiety, depression, psychosis, substance misuse and even some eating disorders. There is also an increasing risk of suicidal behaviour and even deliberate self-harm. CAMHS is very crucial in providing the children and also adolescents the services that they need (Glazebrook, Townsend & Sayal, 2015). Discussion The increasing number of both children and also young people who have mental problems and receive care in the paediatric settings presents a huge challenge to the nurses. Some of them do not have any mental nursing experiences or even qualifications (Herbert et al., 2016). Cleaver (2014) claims that on call nursing support is something that most of the nurses feel is the most beneficial, aspect of the services of liaison teaching and also individual support with the young person is very important. There is need to ensure that a project is initiated that will lead to improvement of liaison in the general paediatric wards and the child and also adolescent mental health services. There is a gap that exists in addressing the need of the many children and young adults that have physical illnesses and also some mental health needs. CAMHS paediatric liaison service tends to focus on the mind and also body interface. The service offers consultation to so many referrers. They provide a lot of help to the children and also adolescents that have mental health problems. Interventions that they offer are of help not only to the affected group, but also to their families as well (Cleaver, 2014). Herbert et al. (2016) assert that they also target the psychological barriers that exist to physical care, the psychological management of the physical symptoms among many other issues. It has over the years provided consultation and also advice to adult services especially in the hospital for those patients that need some care due to their mental state. Even though the objectives of the research were met, there are several limitations that were encountered in this research that may have limited the effectiveness with which the research objectives could have been met. One of these was the challenge in the selection of article to include in the report, out of hundreds that were found online. In addition to this, the fact that many databases had to be accessed, some of this requiring paid access, also contributed to the limitations of the study. Whilst the secondary research approach has its strengths, there are some associated limitations. The strengths include the fact that the need for ethical clearance before carrying out the research is less emphasised (Mallett et al., 2012). This is as compared to primary research where research ethics have to be adhered to in order to avoid exposing research subjects to any form of harm. A limitation, on the other hand, is in the fact that the information collected is not first hand and thus, makes it difficult to ascertain that indeed, that is the exact issue or challenge being faced in CAMHS Emergency/Paediatric Liaison situations in the United Kingdom. In conclusion, the findings from the different sources that were included in this systematic review highlight the importance of CAMHS-PL liaisons in general hospitals. Children and adolescents who may have psychiatric issues that are manifested through physical symptoms have an assurance of getting the necessary intervention and relief by seeking these services. Another advantage is that the overall costs incurred in treatment are less than when physical and mental healthcare are disconnected(Costello et al., 2014). Some of the issues that can be effectively addressed by CAMHS/Paediatric liaisons include tobacco use among adolescents that may lead to mental issues, insecure attachments that contribute towards self-harm, acute mental distress and ICD-10 psychiatric disorders, among others. This justifies the need for more multidisciplinary teams in child and adolescent physical and psychiatric care. References Berelowitz, M., & Hugo, P. (2015). Management of the Really Sick Child or Adolescent with Anorexia Nervosa in Hospital: The Role of Child and Adolescent Mental Health Services. In Critical Care for Anorexia Nervosa (pp. 11-40). Springer International Publishing. Cleaver, K. (2014). Attitudes of emergency care staff towards young people who self-harm: a scoping review. International emergency nursing, 22(1), 52-61. Costello, E. J., He, J. P., Sampson, N. A., Kessler, R. C., & Merikangas, K. R. (2014). Services for adolescents with psychiatric disorders: 12-month data from the National Comorbidity Survey–Adolescent. Psychiatric Services, 65 (3), 359-366. Foster, C. (2009). Adolescents in Acute Mental Distress on Inpatient Pediatric Settings: Reflections From a Pediatric Liaison Practitioner. Journal of Child and Adolescent Psychiatric Nursing, 22 (1), 16–22. Garralda, M., & Slaveska-Hollis, K. (2016). What is special about a Paediatric Liaison Child and Adolescent Mental Health serviceChild and Adolescent Mental Health, 21 (2), 96–101 . Glazebrook, K., Townsend, E., & Sayal, K. (2015). The Role of Attachment Style in Predicting Repetition of Adolescent Self?Harm: A Longitudinal Study. Suicide and life-threatening behavior, 45(6), 664-678. Griffith, L., &Glasby, J. (2015). â€Å"When we say ‘urgent’it means now†¦Ã¢â‚¬  Health and social care leaders’ perceptions of each other’s roles and ways of working. Journal of Integrated Care, 23(3), 143-152. Herbert, A., Christian, C. I. S., & RA, C. (2016). CAMHS/AMHS Transition Policy, Islington. Policy. Herrenkohl, T. I., Hong, S., Klika, J. B., Herrenkohl, R. C., & Russo, M. J. (2013). Developmental impacts of child abuse and neglect related to adult mental health, substance use, and physical health. Journal of family violence, 28 (2), 191-199. Ke, K. M., Blazeby, J. M., Strong, S., Carroll, F. E., Ness, A. R., & Hollingworth, W. (2013). Are multidisciplinary teams in secondary care cost-effectiveA systematic review of the literature. Cost Effectiveness and Resource Allocation, 11 (1), 7. Kulkarni, M., Huddlestone, L., Taylor, A., Sayal, K., & Ratschen, E. (2014). A cross-sectional survey of mental health clinicians’ knowledge, attitudes, and practice relating to tobacco dependence among young people with mental disorders. BMC Health Services Research, 14 (1), 618. Lamb, C., & Murphy, M. (2013). The divide between child and adult mental health services: points for debate. The British Journal of Psychiatry, 202 (54), s41-s44. Perez, D. L., Barsky, A. J., Vago, D. R., Baslet, G., & Silbersweig, D. A. (2015). A neural circuit framework for somatosensory amplification in somatoform disorders. The Journal of neuropsychiatry and clinical neurosciences, 27 (1), e40-e50. Wilson, S., Metcalfe, J., & McLeod, S. (2015). Comparing Choice and Partnership Approach assumptions to Child and Adolescent Mental Health Services in NHS Greater Glasgow and Clyde. International journal of health care quality assurance, 28(8), 812-825. Wilson, S., Metcalfe, J., & McLeod, S. (2015). Comparing Choice and Partnership Approach assumptions to Child and Adolescent Mental Health Services in NHS Greater Glasgow and Clyde. International Journal of Health Care Quality Assurance, 28 (8), 812 – 825.

Evaluate Interpersonal and Written Communication Skills

Role Plays I have also demonstrated my interpersonal skills well while presenting role plays in class such as engaging with the audience while I was showing my role plays by using eye contact while I was performing however I did not use hand gestures like I did in my presentation. In the role plays that I performed in class I did not use all the interpersonal skills as I did in my presentation because some were not necessary such as summarising and paraphrasing because there was nothing to summarise and there was nothing that I had to change into my own words, however there was some interpersonal skills that I should have demonstrated and need to improve such as intonation because I struggle to vary the tone of my voice and this is something I need to improve on the next time I’m presenting a presentation or performing a role play in class. General In general in everyday life I demonstrate some interpersonal skills well such as active engagement because when people are talking to me I show that I am listening to them by doing things such as nodding when a person says something I agree with or to show that I have understood what they are saying, also in everyday life I have good use of intonation which is important so that people know how you are feeling. Also in everyday life I think I am good at engaging with the person who I am talking to because I use eye contact. In everyday life I think that people are able to understand me because I do not speak too fast or too slow.Show MoreRelatedhealth science937 Words   |  4 Pagesrequire good communication skills in order to carry out their roles effectively. It is therefore important for those embarking on a career in health and social care that they gain knowledge and understanding of skills involved in communication. 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