Instructional strategies exam essay Essay

Teachers are constantly challenged to ensure that teaching strategies employed in the classroom are appropriate the learning styles and experiences of the learners. As far as possible instructional strategies should be modified to take into consideration the unique characteristics of individual learners and aim to discover the best way forward when dealing with specific learning styles. Cooperative learning strategies are useful in teaching learners who function best in learning sessions that take into concern their individual needs, interests and abilities as well as provide opportunities for interaction and discussion with and among other learners. Constructivists have long established that learning cannot be separated from real-life experiences as both share a symbiotic relationship (Huang, 2002, p. 28). Bringing real-life situations into the learning environment will facilitate and enhance learning while knowledge, skills and attitudes gained in learning provide opportunities for additional life experiences. Cooperative learning strategies have a great amount of flexibility in the classroom and make it possible for the teacher to effectively match learning style to teaching strategy. Cooperative learning strategies are therefore quite attractive for adult learners as there is a multiplicity of activities and tasks that can be brought into any one learning experience to make learning not only effective but meaningful. These strategies are also useful in ensuring that learners have some amount of freedom and independence, as well as participate actively in their own learning. In a learning session using cooperative learning strategies individuals can be assigned to interest groups at the beginning of the session. Interest groups are individuals who may share either the same background or viewpoint. Interest groups are assigned either based on the particular task to be covered in the lesson or based on previously defined characteristics such as favorite type of food, music, TV shows etcetera. This is simply to ensure that all learners feel a sense of belonging by being able to identify with at least one other person in the group and therefore all will be motivated to actively participate in the lesson. Countless authors have pointed to the merits of using small groups as an effective teaching strategy to ensure participation and involvement (see Slavin, 2000). At the beginning of the lesson students are presented with the objectives and given precise guidelines of what they will be required to do throughout the lesson. Each group, that would have been identified previously, is given a particular aspect of the lesson to report or focus on and even within the group each member is assigned a specific responsibility and, of course, made aware how his/her role fits into the group task and the general lesson. In this way students will be accountable, not only for their own learning but also for the learning of the rest of the members who will be dependent upon him/her to correctly complete what is required. Kounin is famous for stressing this concept of accountability in learning. He also argues that it is essential to maintain the involvement of all students in all aspects of the lesson (as cited in Slavin, 2000, p. 373). Direct instruction often cannot be avoided in delivering lesson content depending on the material to be covered and may be essential in some cases. Thus in this setting direct instruction has its place but is supplemented with other strategies to ensure its effectiveness in meeting lesson objectives. To make a topic more meaningful and of immediate interest to the learners suggestions are gathered as to possible topics to explore, that can be aligned well with the overall curricular goals. By using the direct teaching method the teacher delivers the content to the entire class but each group is at that time paying particular attention to the aspect that is most relevant to the task they had been previously assigned. Visual aids and demonstrations, as appropriate, are used to enhance the impact of the lesson. A PowerPoint ® presentation would be particularly attractive to learners incorporating computer graphics, animation and even sound so that learners are able to interact with the lesson on a variety of levels. An alternative to the direct teacher or a supplemental to it would be to invite an outside speaker to deliver the specified topic. This guest speaker could be someone that the class nominates or someone that has expertise as well as being able to gain the interest and attention of the learners. Using either direct teaching, the PowerPoint ® or the guest speaker the group function is still maintained. At the end of these sessions groups meet to collaborate on completing the task assigned. In completing this task learners use problem solving skills to ensure that objectives are met. Working collaboratively group members have to explore alternatives for solving the problem or accomplishing the task that has been assigned. Included in the discussion is a decision on what aspect of the presentation is relevant or irrelevant to the task they have been assigned and the most appropriate way of organizing their work. They will also have to choose the most appropriate form in which to present their information. Each group is required, whether as a part of the session or in a subsequent session, to present their task to the rest of the class. As a part of the task description the teacher allows each group the flexibility of choosing whatever approach they feel will best be suited to presenting their information to the entire class. Role-play, simulation, demonstration, presentation or any other method could be adopted by the learners based on their individual preference. Alternatively all groups could role-play their particular scenario. Role-playing can be used to develop problem solving skills and to assess how much and how well learning has occurred. There is still a considerable amount of flexibility in that the groups use their own styles and ideas to come up with an appropriate situation to depict the problem they were assigned to. All members of the group will be required to roll-play ensuring that group activities are not manipulated by a specific set of learners and so that some learners do not opt out. Feedback of course, in any learning context is essential. Peer evaluation in this situation is useful. A discussion can ensue after each group role-plays or presents. Other classmates give feedback on the same issues and present possible alternatives to the solution that was taken or discuss why the option taken was the most appropriate for the particular issue at hand. Additionally comments relevant to the lesson could also be made. Learners in the small-group and large-group context are therefore able to cooperatively learn from each other by sharing ideas and making suggestions. Evidently learners are given a lot of independence within the specific guidelines and a lot of self-directed learning takes place. All these are essential for learners to make the most out of learning sessions and are preferable to techniques that are teacher-centered rather than learner-centered. In this way learners are actively participating in learning not just being passive listeners and observers. Throughout the lesson the teacher plays the role of facilitator or guide but the learners are the ones actively involved in the learning experiences and thus they would reap much more benefit. References Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37. Slavin, R. E. (2000). Educational Psychology: Theory and Practice. (6th ed. ). Boston: Allyn and Bacon.

Diversity and Inclusion in Work with Children Essay

Equality, diversity and inclusion in work with children and young people Assignment 1 Within a school, equality, diversity and inclusion is very important. It is their duty to make sure all children have equal access to the curriculum. Whether they are a different race, culture, gender or have a special need or disability, it is important that they are supported and have a right to participate and be treated equal; this is known as inclusion. As part of this it is important that schools and other professionals support and promote cultural diversity in schools and the wider society, breaking down any discriminatory barriers to learning. (1. 2) In a school participation means that everyone has to be involved and this involves the inclusion of the children. The Government is committed to children’s rights and participation. Under Article 12 of the United Nations Convention on the Rights of the Child (UNCRC), children and young people have the right to express their views, and for these to be respected by adults when making decisions on matters that affect them. This means that the schools have to involve the children in the planning, delivery and evaluation of the curriculum on a daily basis, asking children what they think, what works and what they think could be better. Children should be given opportunities to express their opinion in matters that affect their lives. Effective participation gives children and young people the opportunity to make a positive contribution to their learning and to develop the skills, confidence and self-esteem they will need for the future. Every child has the right to access the curriculum, Equality of access. This means that children can work to the best of their ability and be treated equally within their learning. The schools have a duty to support these rights and they must be reflected through their policies and procedures and must comply with current legislations and codes of practice. The Equality Act 2010, UN Convention on the Rights of the Child 1989, Children Act 1989/2004, SENDA 2001 and SEN Code of Practice 2002 are the relevant legislations that give guidance on how to understand the children’s rights to participation and equality of access. Promoting participation and equal access makes sure that the school is meeting the 5 outcomes of ECM/HCAM and will therefore provide children with the best possible opportunities to to achieve to the best of their ability within the curriculum and their school life. (1. ) Cultural diversity provides a framework to bringing children together who would otherwise be naturally separated by cultural barriers. Pupil’s cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in other’s ways of doing things and curiosity abo ut differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture. Schools have to promote cultural diversity and follow legislations relating to equality and discrimination, it is the law not to discriminate and this is set out in the Equality Act 2010. There are many ways that a school can promote acceptance and respect of different cultures throughout the school, this could be through teaching in the classroom where the pupils can explore varied cultural backgrounds, learning about celebrations that different cultures participate in for example multicultural festivals that take place different times throughout the year. Also many schools now have ‘welcome’ signs which are written in languages that pupils within the school speak, displays are also used with work of the children these are a brilliant way of showing the pupils understanding of others cultures and provides information for all within the school. All staff must act as role models and promote cultural diversity this helps reduce prejudice and discrimination and if staff are putting this in place then it will influence pupils to be tolerant of other cultures and with this helps the children understand the diverse society to which they belong. Pupils who understand cultural diversity will be more likely to participate and those of different cultures will feel more involved as they can help with the learning of their culture, with this it will help children in schools and outside in the wider society. In conclusion, schools who promote equality and inclusion through participation and a value of cultural diversity are encouraging children to ave respect for others and not to discriminate and promotes independence for the children. Children’s rights to equal access has to be supported by quality teaching, school policies and procedures. Children’s rights are protected by the law but if the schools follow the laws and provide the vital information through learning, children are more likely to respect others and appreciate their responsibilities to others.

Martha Graham Essay

Throughout history, Modern Dance has been pioneered by inspirational choreographers such as Isadora Duncan and Martha Graham. Martha Graham in particular, revolutionised the dance industry with her numerous choreographed works. By experimenting with foreign movements and establishing the fundamental technique in Modern Dance, Martha Graham clearly expressed this dramatic dance style as a new form of life. Her style, created from raw emotion, challenges the technical barriers of traditional ballet and has evolved into today’s contemporary dance form. Born into a privileged life in 1894 near Pittsburgh Pennsylvania, Graham was inspired from her father being a specialised physician interested in the way the human body moves. In 1915, she studied dance with Ted Shawn and Ruth St Denis, the innovative teachers at Denishawn. She then moved to the Greenwhich Village Follies for two years to establish her lengthy career. Living in a time of misconceived ideas, Martha Graham used her dancing genius to represent the many issues in American society in an abstract form. Martha Graham’s technique is classically based but tweaks the usual symmetrical body alignment with sharp, precise and angular shapes. Graham’s moves communicate through the dancer, her emotion and stance on American social issues. These moves are expressed through; contraction, release, spirals, flexed hands and feet, rolls, flexion and suspension, clenched fists, fall and recover, curl and twist. Her stimulus for creating movements was breathing and the way she could emotionally express how she felt about life. The contraction starts from the pelvis and travels up the spine. This curvature in the upper body is developed from an exhalation of breath. The release brings the body back to a neutral position with an inhalation of breath. All of the dancers in her company have an extremely strong core and maintain flexibility even though strength is the dominating component. To train the dancers, Graham would often perform classes with just floor work to strengthen the technical elements (contract, release and spiral) as well as learning control. Here the discipline of dance was drilled before allowing the freedom of performing. Graham was quoted, â€Å"Practice means to perform, over and over again in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired. † Her experimental technique allowed her dramatic view on life to be performed through Modern Dance. One of Graham’s theatrical works Night Journey, displays her established technical elements of modern dance. Inspired by Sophocles’ Greek Tragedy, the dance begins with King Oedipus and his Queen Jacosta complementing each other in their arms. As the dynamics in the music develop, intruding onto the stage are six chorus members (Daughters of the Night) in a grieving state. Lunging forward in a contraction with their fists covering their eyes, they repeat this sequence around the stage recovering to a release in between each contraction. As the contraction is a Graham interpreted symbol of the human emotion grief, this has been consequently used multiple times throughout. Showing locomotion in unison as they clench their fists and flex their hands demonstrates this pleading state. These movements, contractions, releases, developpes, attitudes and shuffling of feet, depict the women as vulnerable to lustful desires. Graham was quoted, â€Å"The body is your instrument in dance, but your art is outside that creature, the body. † The expression of the upper body is sharp and angular with the reoccurring contraction and release. Non-locomotor movements are often in isolated poses of fear positioned around the males. At the time, women were often discriminated against not having the same power as men. Graham has used this theme to display the social inequality sending a message that men have been in control of women for centuries and that women need to break free. The males use dominating gestures throughout, with the blind-seer Tiresias, portraying power and purpose with the repetition of arabesque promenades and high levels. These foreign movements have expressed the themes in a dramatic way developed from her dance style. In this Greek themed performance, the women wore long black dresses with stripes down the side and crown-like head pieces. King Oedipus wears a simple black tunic revealing most of his body. Tiresias dresses in a black flowing coat, carries a wooden staff, and wears mask to show he is blind. Tiresias uses this wooden staff to indicate his wisdom and this symbolizes truth. The silk rope used to hang Queen Jacosta symbolises the connection to Oedipus from birth til death. The music is an extension to the dancers and enhances this performance dramatically. Wild, fierce and harsh would be a way to describe William Schumann’s dynamic instrumental score. The dancers reacted with the music emotionally as well as physically increasing the overall effect of the performance. This choreographic style has allowed modern dance to communicate life’s emotions through drama intertwining with physical movement and relationships. Martha Graham has created countless choreographic pieces that have revolutionised the traditional outlook on dance. The Martha Graham Company was established in 1926 and is still a leading company to date. She has pioneered the Modern Dance industry by creating the fundamental technique and applying it to her 181 choreographed performances. Martha Graham has created a dance style to express a new form of life which has changed the dance world forever.

Contact allergy to cinnamon case report Assignment

Contact allergy to cinnamon case report - Assignment Example nickel, palladium, gold and mercury used in dental amalgam may also cause contact stomatitis. Allergic contact stomatitis is classified as type IV hypersensitivity reaction and prone to people who have previously been sensitized to the allergen. Its reaction falls under â€Å"delayed hypersensitivity reaction† as it several hours or even a day for the antigen reaction to become evident. The allergic process occurs in two phases namely the induction phase and the effector phase. In the induction phase, the allergens which have infiltrated and bound themselves to epithelial protein thus forming complexes are phagocytised by macrophages, specialized cells. The cells then move to regional ganglia stimulating production of the memory T lymphocytes. These lymphocytes are responsible for keeping memory of the antigen so as to trigger a more rapid immune response in the event of subsequent occurrences of the antigen. The effector phase is characterised with the activation and production of T lymphocytes (CD4 cells) by the cytotoxic T lymphocytes (CD8 cells) produces in the fi rst phase. The cytotoxic T lymphocytes bind to the epithelial cells causing the death of cells that present the complexes. There are two basic reasons as to why this condition is not common despite high rates of exposure to the allergens: first, saliva ensures constant cleaning of the mucosa thus minimizing contact time with the allergen; and, second, the high degree of vascularisation of the mucosa increases the rate of antigen absorption, reducing further prolonged exposure to these substances. Contact stomatitis manifest in a number of symptoms which include tissular edema, erythema, cracking, ulcerative areas, hyperkeratosis, desquamation, and vesicles. They manifest in the area that is exposed to the causal agent and may be with or without pain. Its appearance is determined

Working under the influence Coursework Example | Topics and Well Written Essays - 500 words

Working under the influence - Coursework Example Schulte et al. (2014) further intimate that after notification to the counselor, the next step would be gathering the known concerns raised by the employees and the patient with respect to the conduct of Clark while on duty. These documentations would assist in mapping out potential issues for discussing with Clark against the expected conduct of employees as expressly stipulated in the employee guide and regulations. Here there will be documentation of specific mistakes in the performance of Clark while at work that raise concerns. I will seek the counselor’s help in proofing the documentation that concerns the conduct of Clark at work. Having the counselor go through the documentation would help equip the supervisor with material facts and complaints sequence against Clark. This arrangement would allow for flexibility in dealing with the misconduct in the case any of us approaches Clark for mentioning the mistakes and accusations leveled against her. In the case of Clark, intervention may also be another source of creating flexibility into the issue. In this case, there could be a session scheduled with Clark with the very important people in her life would be present such as fellow colleagues, the clergy, close friends and her spouse. This session has to go on through the guidance of a well-trained professional, in this case, a counselor. In this session, these important people in Clark’s life would directly inform Clark how her working under the influence affects them and what how it affects their co-existence. This method could best help Clark to avoid going into denial of her unacceptable and antisocial demeanor while at work. If this method leads to acceptance of the malpractice, it can be a very effective tool for having Clark acknowledges that she has a problem, which she needs to drop, and this may enable her to seek help. It is

Portrait Of A Dog from FAMILY GUY Essay Example | Topics and Well Written Essays - 750 words

Portrait Of A Dog from FAMILY GUY - Essay Example Producer, writer, MacFarlane tries to portray and explain through this episode how a dog is segregated from society despite being the closest member of a family; he wants to have a major impact on the audience by letting them know how the most loyal member of their families, who might even be the caretaker, is not taken care of and bossed about, like a slave. Upon reaching the dog show, Brian is forced by Peter to behave like the other dogs in order to win; however when Brian refuses because he feels that his dignity is at stake, Peter orders him and shouts at him. This makes Brian feel unwanted and oppressed in a way and puts him in a difficult situation. To support his position, MacFarlane has tried to draw an analogy with respect to most people belonging to society and how they are stereotyped. Then, he talks about exclusion from society for a certain section of people, and finally about how even though they are living beings and have equal rights, are not treated equally in accor dance to the laws that have been laid down, and do not even have a voice which can be heard because of the deafening noise of society in the environment. Just because Brian is a dog does not mean that he has to obey his master by sitting when his masters commands him to, or rolling and heeling when his master orders him to. Brian refuses on the grounds of having his own voice and his own wishes and dreams to fulfil; he does not want to be treated like how the other dogs are treated because he has evolved more than them and is capable of much more than just being a pet and guarding the house; Brian is a true depiction of what kind of a friend a dog can be to a man. Brian however feels unwanted and leaves Peter’s side; Peter’s ego also leaves him to himself, not going to search for the lost dog, despite his wife Lois repeatedly asking him to. In his heart Peter knows that he has made a mistake by stereotyping Brian, however, he does not give in to the fact as soon. MacFa rlane wrote this episode in order to impact his audience so that they would understand how people and animals are stereotyped; for example, when the police find Brian without a leash, they immediately turn him in, when Brian drinks from the public fountain in the park, he is frowned down upon by the other people around him and again taken in by the police as a fugitive for a crime that he has not even committed. All he asks for is to be understood by people properly who do not look at him as a dog, but as a living being with feelings, just the same as other human beings. Furthermore, when he tries to enter a supermarket or a restaurant, he is thrown out just like ‘dogs’ are, just because he is stereotyped to be a dirty and misbehaving animal. Ultimately during the courtroom scene as well, the judges, even though they give Brian a chance to explain his conduct, suddenly change their minds and ask each other â€Å"Why are we listening to a dog?† This comment howeve r hurts the other Griffin family members who by this time have realised the importance of Brian in their family – just because he is a dog does not mean that he needs to be treated like one. If he is willing to expand his intellectual horizons, then he should have the full opportunity to be treated like an equal member of the family. Peter understands that having an equal status and being treated with an equal status of the family are two different things and finally, the Griffins are able to provide the same to Brian. This is how MacFarlane achieves his

Microfinance Essay Example | Topics and Well Written Essays - 250 words - 1

Microfinance - Essay Example In this aspect, they provide more than just banking services. In my opinion, MFIs have empowered the poor by bringing financial services closer to them. However, it is also of equal significance to lay policies for efficient management and operations of the MFIs (Ledgerwood 205). To determine if the MFIs are able to make sufficient returns to meet their needs without extreme risks and remain financially viable while extending loans to small businesses, a periodic analysis of their performance is necessary (Ledgerwood 205). The targeted beneficiaries also require training in capital management and investment to gain profits. A report on the financial analysis is not only helpful to the internal management of the MFIs, but also to donors and financiers that have invested in them (Ledgerwood 205). This aspect applies to both non-profit and profit making entities. An analysis of the performance provides information that assist in identifying existing and potential problems. From the analysis, changes in policy and management can be implemented, improving financial performance. In conclusion, I believe MFIs need to be monitored and undergo periodic evaluations. This is because well managed MFIs are in the forefront in supporting generation of sustainable income to financially challenged entrepreneurs, driving them towards a financially independent society (Ledgerwood 8). The way they are managed enables practitioners to determine how well they are performing financially and also determine future performance goals.

Environmental impact Essay Example | Topics and Well Written Essays - 1000 words - 1

Environmental impact - Essay Example The sector of property is now aware that there is need to reduce exposure of any kind to environment risks in all constructions although many developments-related to risks overtime have been linked to pollution activities or sometimes the failure on the part of the specialists when dealing with particular environment hazards. The construction industry may experience serious impact in future related to environment if certain measures are not taken soon enough (Anderson & Shiers, 2007). The environmental impacts are categorized in different forms, since is clear without doubt that there is continues mounting of carbon dioxide (CO2) accumulations in the atmosphere and other harmful â€Å"greenhouse† gases, for example, methane. The result of this will be leading the world into serious global warming as well as climate change. Since the main source behind greenhouse gases is a result of burning fossil fuels to extract energy. The Green Guide intention is to use all building assessment tools like the BREEAM, this stands for the code to identify sustainable homes or rather EcoHomes instead of standalone tool. The choice of materials taken together with specification has some impact on the total environmental, social and economic outcome on the building that Green Guide may not be able to account, therefore, BRE Global cannot recommend possible targets based on the specifications by Green Guide rating that is set separately (Kocsis, 2010). Low carbon technology structure is encouraged for many home owners especially wooden structures, and at the same time ensures that the structure/house has sufficient renewable energy is very important, proper guideline on the issue of managing design, constructions as well as operation towards carbon building technology. There are gaps that sometimes exeunt between the design and the performance despite genuine intentions of developing relatively low carbon buildings although it does not

Religion, science and faith Essay Example | Topics and Well Written Essays - 1250 words

Religion, science and faith - Essay Example By deconstructing these institutions, Vonnegut invites us to appreciate the fact that most of the truths to which we hold fast are really rather silly when examined closely as well as things we used to believe in. John’s gradual conversion from Christianity to Bokononism, the fictional religion created by Vonnegut, is at the heart of the novel. As he pursues the Hoenikkers across the globe, each time he comes to a realization that pushes him one step closer to a Bokononist outlook. Brave New World being a classical example of a dystopian novel revolves around the idea of totalitarianism and is set in a futuristic world where a combination of science and pleasure form a rather feudalistic society. I think this book is really interesting as it explores the dangers of technology and what it can do to a whole world; Brave New World explores the idea of just how far science can go without being immoral. Would we really want to live in a world where eugenics rule and despite everyon e being equal on the surface, deep underneath prospers the idea of inequality and unfairness (1)? Vonnegut uses the plot of Cats Cradle to make a postmodern parody of how science really does not lead to a utopia and clashes with faith and religion. He employs humor as a means to make his reader assume a critical stance toward science and religion. We can assume that in Cat’s Cradle science became a revered institution of truth and knowledge, and few people seriously questioned whether the truth and knowledge of modern science were necessarily beneficial. Vonnegut uses a religion he created for the novel called Bokononism to convey society’s misconceptions about the usefulness of truth. Bokononism is a religion that identifies with its own falseness. It rejoices in accepting that its ideals are not true. At the same time, when we talk about Brave New World, we usually have in mind the

Google Analytics Essay Example | Topics and Well Written Essays - 250 words

Google Analytics - Essay Example ce generators like how many times Yahoo, Google or Bing generated traffic to your web site, which key word used more often to brought a user to your website. Through traffic sources you will come to know which activity will be the best practice for attracting visitors towards your site. The results will help you to identify your preferred way to drive your target audience towards your site. It will guide you to exert more effort on either social networking website like Facebook, LinkDin etc, blogs, or through emails (direct traffic). You can set your goals which serves as conversions for your web site and funnels are the path which you want to take by user to achieve goals. You can calculate your goal conversion metrics by creating one or more goals. Goals and funnels can be set by setting the name of the goal, defining funnel (by specifying pages up to ten), and by setting the value of the goals. GA goals section offer reports about total conversion (daily or hourly), conversion rate (percentage of visits), reverse goal path (the navigational path to the selected goal and their conversions), goal value, goal abandoned funnels, and funnel visualization It helps a user to identify the importance of your site content by visitors trends. Which page attracted most of your traffic? by reading which content your visitor could not stay any more on your site? Specially click pattern spells out importance of hyperlinks pasted by you on your web page. Page click pattern could be help full for you to generate more traffic by increase more content related to key words or links with higher click

Art museum Essay Example | Topics and Well Written Essays - 750 words

Art museum - Essay Example This essay discusses that Getty Museum is that it offered any viewer, who might not even have a definite or groomed sense of appreciation for art him/herself, a clear insight into the Byzantine culture and the monastic life that was a hallmark of the Holy Monastery of Saint Catherine. The way myriad historical objects were displayed in this exhibition took a viewer immediately into another part of the world, the part that was alive with all the vibrant colors of a rich culture about thousands of years ago. About fifty-three objects were transferred from the ancient monastery in Sinai from Egypt to Los Angeles for organizing this unparallel exhibition. Monks have resided at the foot of the Mount Sinai since the third century, and since then the various rare and historically and culturally important objects there have been tried to be preserved by the generations of monks at the monastery. The veneration of icons in the monastery continued uninterrupted by the monks because this place was left safe from the wild destruction of religious objects, which was a defining feature of the Byzantine emperorship.   An unprecedented look at some of the world’s oldest surviving icons that prove to be potentially capable of giving the viewers an insight into the ancient Egyptian culture was an ultimate goal of the exhibition held at the Getty Museum named Icons From Sinai. Another important goal of this exhibition was to bare the astoundingly marvelous aura of these ancient remnants for the eyes of the general public.            Ã‚  ... on held at the Getty museum is that it offered any viewer, who might not even have a definite or groomed sense of appreciation for art him/herself, a clear insight into the Byzantine culture and the monastic life that was a hallmark of the Holy Monastery of Saint Catherine. I am not stating this fact merely for the sake of empty appreciation, but the way myriad historical objects were displayed in this exhibition took a viewer immediately into an another part of the world, the part that was alive with all the vibrant colors of a rich culture about thousands of years ago. About fifty-three objects were transferred from the ancient monastery in Sinai from Egypt to Los Angeles for organizing this unparallel exhibition. Monks have resided at the foot of the Mount Sinai since the third century, and since then the various rare and historically and culturally important objects there have been tried to be preserved by the generations of monks at the monastery. The veneration of icons in the monastery continued uninterrupted by the monks because this place was left safe from the wild destruction of religious objects, which was a defining feature of the Byzantine emperorship. The viewers, including myself, got to appreciate a vivid picture of the cultural history of the Monastery of Saint Catherine and Mount Sinai via many priceless objects displayed in the exhibition. An unprecedented look at some of the world’s oldest surviving icons that prove to be potentially capable of giving the viewers an insight into the ancient Egyptian culture, was an ultimate goal of the exhibition held at the Getty Museum named Icons From Sinai. Another important goal of this exhibition was to bare the astoundingly marvelous aura of these ancient remnants for the eyes of the general public.

Emotion and New York Essay Example for Free

Emotion and New York Essay In Proof, there is a contrast presented between the abstract and tangible aspects of life. Claires life revolves around everything that is practical while Catherine relies more on things that are theoretical. These choices cause problems in each sisters life in that they are both disconnected from the real world and neither can relate to other people, including each other. Catherine focuses on the theoretical, letting her life revolve around things that are not tangible, things that other people cannot necessarily see. Early on in the play, Catherine figures out that the number of days she has wasted because of her depression is a mathematically significant number. Math is a very abstract science and this scene shows how mathematically minded Catherine is. It also shows how easily she is able to think abstractly. Her father helps her mathematically manipulate this number right before he admits that he is, in fact, dead at the time of this conversation. Again, Catherine is relying on something intangible, the mental representation of Robert. While Robert was ill, Catherine stayed with him to take care of him emotionally. She did not typically wash dishes, clean the house, or pay bills, Catherine was taking care of her fathers emotional state. In her mind, she was making sure he stayed well by having someone to rely on for the intangible aspects of life. Because Catherine lives in the abstract, she is unable to relate to people who live in the real world. Because of this and other reasons, she has no friends. She tells her father, in order for your friends to take you out you generally have to have friends. Most 25 year olds would go out with friends on their birthday; the fact that she has no friends is odd and causes the audience to worry. In the end of Act 1 Scene 1, Catherine calls the cops to keep Hal from stealing one of her fathers notebooks even though, as she admits in the beginning of Scene 2, she didnt really want them to come. The cops come back the next morning and are not happy. This shows that she does not relate well with the practical world and its consequences. Unlike her sister, Claire is overly practical, completely engrossed in material aspects of life. While Catherine is at home with their father,  Robert, Claire moves to New York to continue her education, get her own place, and have a job. She pays all the bills from New York, but does not involve herself with other aspects of taking care of their father besides encouraging Catherine to put him in a full time care situation. Bills are very material and concrete, showing how much Claire relies on tangible aspects of life and how well she can deal with these things. When Claire is visiting Catherine for their fathers funeral, she tries to get Catherine to try a conditioner she likes. When Catherine asks Claire for some scientific facts about the Jojoba in the conditioner, Claire replies, it makes my hair feel, look, and smell good. Thats the extent of my information about it. Claire doesnt know any scientific information about the Jojoba, only how it physically affects her hair. Claire values material objects over immaterial things like emotions, which makes it difficult for her to connect with people and deal with them appropriately. At the party after the funeral, Claire tries to out drink the theoretical physicists and fails miserably waking up with a horrible hangover. Claire does this because she believes, incorrectly, that she is better than the theoretical physicists based on their lack of grounding in the practical world. At the end of Act 1, Claire tells Catherine, its not your fault. Its my fault for letting you do it. This implies that Claire thinks she can control Catherine. Claire believes she can control people like she can control things. Claire also decides she wants Catherine to move to New York so she can keep a better eye on her. She tells Catherine it would be much easier for me to get you set up in an apartment in New York again showing how she wants to control Catherines life and does not show regard for Catherines emotions such as Cath erines desire to stay in her home town and her sense of belonging there. Due to Catherine and ClaireÂ’s different priorities, they do not relate to each other and have a disconnected relationship. This is established early on in the play when Catherine says to her father, she is not my friend, she is my sisterAnd I dont like her. It is clear from this statement that Catherine does not feel connected to Claire. At one point Claire goes so far as to accuse Catherine of being insane, claiming that Catherine has made up  Harold Dobbs. She later meets Hal and does not even apologize to her sister. Sadly, this is not the only thing Claire does to show complete disregard for her sisters feelings. When Hal shows up in Act 1 Scene 2, Catherine makes a big scene and Claire completely ignores her. “CATHERINE: Okay? I really donÂ’t need this, Claire. IÂ’m fine, you know, IÂ’m totally fine, and then you swoop in here with these questions, and “Are you okay?” and your soothing tone of voice and “Oh, the poor policemen” Ââ€" I think the police can handle themselves! Ââ€" and bagels and bananas and jojoba and “Come to New York” and vegetarian chili. I mean it really pisses me off, so just save it. (Beat.)CLAIRE: (smoothly to HAL) IÂ’m Claire. CatherineÂ’s sister.”Clearly Claire is ignoring CatherineÂ’s emotions and chooses to not try to deal with her sisters fit. This is also an example of how Catherine inappropriately deals with her own emotions and her sisters attempts to help. Claire cannot be there for Catherine if she wonÂ’t deal with any emotions and Catherine chooses not to react calmly to ClaireÂ’s assertions. Neither sister has found the best way to live their life, they need to find a happy medium between the practical and theoretical aspects of life so that they can function properly in the real world and relate to the people living in it. Works Cited: Proof by David Auburn

Barleria Prionitis Linn

Barleria Prionitis Linn

Causes of Stalking and Experiences

Causes of Stalking and Experiences Stalking is an issue that affects 1.5 million people each year. While women are commonly the general target, men can become victims of stalkers as well. Stalkers share similar traits, each of which fuel what they do. Oftentimes a stalkers motives are as easily profiled as their traits. Stalkers commonly share similar personality characteristics as well as reasons for doing what they do (Michele, 2002). Stalking has been around since the beginning of time. Men and women alike have been accused of such a crime because they either cant get it out of their head that the other person does not want to have anything to do with them, or they are just obsessed with a stranger. It is just recent that the UK Government has decided to make stalking a crime in it self. This type of crime was labelled as harassment, annoyance, or domestic violence. It wasnt until the 80s and 90s that stalking cases were brought to the attention of the media and high political policy makers (Michele, 2002). Discussion Many stalkers are loners. Because of the lack of other relationships, they become severely attached to the idea of possessing a relationship with the person who they are stalking (Paul, 2000). In many cases, the lack of ability to form relationships starts at a young age. Some stalkers are neglected by their parents, and in turn are unable to form attachments with other people later on in life. This causes them to be extremely lonely, which is a main characteristic of a stalker. This lack of personal relationships, combined with a low self-esteem creates a feeling of worthlessness (Michele, 2002). They feel like without a connection with the person they are stalking, they have no purpose in life. This is one reason for most celebrity stalking. The idea of establishing a connection with a person of high status becomes appealing, because these stalkers believe that they will acquire a higher level of importance. When this does not happen, stalkers can often become extremely angry, even violent toward that person. Frustration builds up, and they do not know how to deal with the situation. This can sometimes lead to stalker related deaths. A common characteristic shared by most stalkers is their lack of anxiety, and even shame in a stalking scenario (Paul, 2000). In most situations, a person would be absolutely beyond embarrassed to be caught snooping around in another persons personal belongings. Rummaging through someones garbage in order to find personal information would be so inappropriate that the average person would not even consider it. Beyond that, if they were, in fact, caught in the act, most people would be completely mortified. Stalkers, on the other hand, do not think this way. No action is too out of line. Stalkers see it as an attempt to gain the love of the person that they are stalking. These people seem to be immune to anxiety and discomfort, and in turn they have no trouble continuing in their pursuit. Some of the tasks that are carried out by stalkers are quite difficult. Stalkers need way more intelligence than one would assume that they have. But although many of them have mental disorders, most stalkers are much smarter than the average person. Obtaining information about a person is not usually the easiest task, but stalkers may go as far as changing jobs in order to do so. Stalkers sometimes learn how to tap into phone conversations, hack into computers, and spend thousands of dollars to find a particular person, or information about that person. Psychologists have long puzzled over the way in which individuals may act differently in identical situations, resulting in various strands of personality theory to have emerged within the realm of psychology each attempting to explain personality traits at various levels , these being experimental, psychometric and clinical (Michele, 2000). Butt (2004) notes how Eysencks theory although presented as a clinical approach to understanding individual difference, was fundamentally rooted within the psychometric tradition which emerged from within the mainstream paradigm in the early twentieth century. Most famously to appear from this era was the Likert scale- a graded style response questionnaire which had been engineered for attitude measurement. For Eysenck however psychometric testing aided the process of assessing and predicting individual levels and likelihood of extroversion or neuroticism by reducing dimensions of personality ranging on a bipolar scale from unstable to stable to either being classified as a typical extrovert or introvert. According to Eysneck the reduction of variables in personality traits to either extroversion or neuroticism could be biologically explained by differences in the cortical and autonomic arousal systems . According to Eysnecks Personality Inventory individuals who were perceived with introspective, quiet, reserved and generally unsociable traits were classified as having a high N score whilst those who appeared optimistic, talkative, sociable and outgoing were prescribed a high E score. This lies in contrast to Eysencks model of a fixed personality which appears to be unaffected by external circumstance . In addition, Salmons re- working and application of theories in the context of educational learning has shown how her intervention of the Salmon Line provides a basis for facilitating change (Jens, 2008). Salmons intentions in developing the Salmon Line were aimed at providing a tool that could stretch beyond diagnostic mo del and assist the learning process. The success of technique has been attributed to the ways in which behaviour change and learning is enhanced through eliciting pupils and teachers experiences and identifying areas of conflict and collaboration. The approach is rich in subjective experience captivating the diversity that exists amongst individuals and allowing for reflexivity in its approach. In summary for PCT theorists, differences in personality is viewed as a reflection of the complex ways in which individuals build constructions of their world rather than a simply reflection of innate biological forces. Having contrasted Eysnecks theory with others people shall now explore to what use and purposes such theories can apply as well as their validity in either upholding an agency-structure dualistic approach or seeking to dissolve it (Jens, 2008). Stalkers often also possess the ability to manipulate friends and family members of the person who they are stalking (Thomas, 2003). They will find ways to trick the people into giving away information about the person they are harassing. This involves a higher level of intelligence than that of an average person. Often, people who stalk celebrities suffer from a condition called erotomania, which is also known as de Clerambaults syndrome. Stalkers fall deeply in love with a person and in their own mind, that person is in love with them as well. Stalkers will watch the actions of the person very closely, and even if they have never met the person before in their life, they believe that that person is in love with them as well. Stalkers may dream up an entire relationship, such as Margaret Ray did when she told people that she was David Lettermans wife. Not only did she claim to be married to Letterman, but one day she showed up at his house carrying a baby which she demanded was his (Letterman stalker killed by train in apparent suicide)(Thomas, 2003). Sometimes people will stalk celebrities simply because they desire the fame and status of those people. Michael Lewittes article Serial Celebrity Daters describes the lives of Lisa Chiafullo and Jennifer Young-two girls who are obsessed with being obsessed (Joseph, 2001). Each of these girls began dating the stars at young ages. While Jennifer grew up in luxury in Beverly Hills, Lisa was on welfare and in bad financial shape. While Jennifer enjoyed the high life and luxury of dating celebrities, Lisa sometimes counted on meals, shelter and money from celebrities to keep her head above water. The desire is summed up perfectly by Lisa (Joseph, 2001). She always wanted to be somebody so if she couldnt be somebody; she wanted to date someone who was. This type of thinking is what causes many fans to turn into fanatics. They obsessed over people simply because of whom they are and how famous they are. Stalking is not only limited to celebrities, however average people are in danger of being stalked just as well (Thomas, 2003). In the case of simple obsession stalkers, victims arent chosen based on celebrity status or popularity, rather their past relationships with the stalker. Simple obsession stalkers harass people who they have been involved with in previous relationships, most of the time; the victim puts an end to the relationship, which seems to be tragic to the stalker. Suddenly, the stalker feels that his or her life has been destroyed, and that they simply cannot live without having that person back. The reasoning behind the stalking is that they feel like they have no self worth in the world and that its a necessity to have the person back in order to regain their identity and power that they once had. The person falls into a deep state of denial, refusing to accept the idea that they will have to go on in life without that person. Stalking is not always based on positive feelings and desire to by love. Some people stalk to seek revenge or simply out of pure hatred for a person. Sometimes stalking can occur in the workplace. A large number of murders due to stalking are carried out by people who have recently been fired from a job and who want to get revenge on the person who fired them. Psychotherapists sometimes become targets of stalking as well. They are severely harassed by former patients of theirs. Dissatisfaction, anger, and hatred are a few reasons that can fuel stalkers to harass and sometimes abuse- or even kill their victims (Thomas, 2003). Taking charge and admitting there is a domestic abuse problem is the key to starting to take back ones life, but the legal system must also be utilized to ensure individual rights are preserved and protected (Joseph, 2001). While great strides have been made in recent years to strengthen laws and educate judges on how to address domestic violence cases effectively, there is still work to be done. Some domestic violence cases have languished in district circuit courts for years. Because there are weak justices and numerous loop holes in the written law, there are criminals who will return to society un-rehabilitated seeking revenge or to target another to abuse. The feminist movement during the 1970s fundamentally changed societys attitude towards domestic violence (Logan, 2006). Women who formerly had been battered and abused developed services for domestic violence victims. They also lobbied for government support of these services and raised awareness of domestic violence. Since then, numerous changes have taken place to address the problem of domestic violence. Class action lawsuits and civil-damage suits forced law enforcement agencies to revise their policies and adapt processes to better address domestic violence. Domestic violence incidents were, in many states, established as crimes against the state, resulting in the victim no longer having to press charges. Law enforcement officers today are often trained on how to respond to domestic violence incidents. The medical community also felt the need to act in response to domestic violence. In Delaware, for example, the Delaware Coalition against Domestic Violence together with Delaware s medical community and the Domestic Violence Coordinating Council (DVCC) developed a manual for healthcare providers addressing how to respond to domestic violence (Stephen, 2002). The DVCC also trains hospitals and clinics, police officers, prosecutors, judicial officers, court personnel, executives, faith-based personnel, social workers, advocates, probation officers, and therapists throughout the First State on domestic violence. While most laws pertaining to domestic violence are on the state level, the federal government also responded to domestic violence. For example, it is a federal offence to travel from one state to another to commit domestic violence or to force an intimate partner to cross state lines in an attempt to commit domestic violence. Additionally, the federal government passed interstate stalking legislation making it a federal offence to cross state lines in an attempt to stalk a victim, and also barred offenders from carrying and owning weapons. The Violence against Women Act (VAWA) further protects victims of domestic violence and provides funding for services. VAWA also requires that the victim, if so desired, be heard at a bail hearing with regard to the danger posed by the defendant. VAWA also stipulates that the victim be reimbursed for costs occurred to the victim in obtaining a restraining order and other costs connected to a domestic violence conviction. Another important aspect o f VAWA is the ability for battered and abused spouses and children of citizens and lawful permanent residents to self-petition for independent legal residency. Before VAWA, immigrant victims had to fear deportation when leaving an abusive relationship (Logan, 2006). Since the late 1970s, states took an active role in domestic violence prevention. About a third of domestic violence outreach and services are funded from state level (Stephen, 2002). Most states have laws that allow prosecutors to charge abusers without having to involve the victim. Many times victims are no longer are required to testify against their abusers. In 1997, a total of seven states and the nations capital had mandatory arrest laws on the books that required law enforcement to make an arrest if there is evidence of an assault. Even more states encouraged such arrests. A 1984 study showed that arresting abusers lowered the re-arrest rate within the next 6 months for domestic violence to 10%. However, more studies are needed to replicate these findings (Stephen, 2002). According to the study, most intimate partner abuse is not reported to law enforcement, making it difficult to know exactly how many men and women are abused. Only about 20 percent of all rapes, 25 percent of physical assaults, and 50% of stalking incidents against women were reported to law enforcement. The number of victimizations of men by intimate partners reported to police is even smaller. A general belief that the police cannot help or would not do anything keeps victims from reporting abuse or stalking incidents (Stephen, 2002). Many positions related to domestic violence are held by social workers. Social workers often help clients build s support system by referring them to resources they need and by helping them gain access to such services. Social workers may also be involved in crisis and long term counselling to help victims make significant decisions. Additionally, social workers may develop and co-lead support groups for victims, lobby on a national or state level for funding, and perform advocacy work. Advocacy work may include fund raising, training, explaining domestic violence, speaking to the media about domestic violence, developing materials to give to battered women, and community education. These are only a few of the essential functions performed by social workers in the domestic violence field. In 1993, following the murder of a woman by her ex-lover, who violently harassed her in breach of a protection order before killing her , the New South Wales Parliament responded by enacting a separate offence of Stalking which is now part of the Crimes Act. Stalking is conduct that is harassing or threatening, directed at a person with the intention to cause intimidation or fear. It is a form of non-physical violence, causing psychological and emotional abuse (Logan, 2006). The awakening of concern about this type of behaviour was caused by its prevalence in domestic violence cases. Firstly, the nature of the offence of stalking makes it inappropriate to prosecute under the current law of criminal assault. Related to this is the severe impact that stalking behaviour inflicts on its victims. The current law of assault is simply not broad enough to deal with the complexities that arise from an offence such as stalking. Assault is an act, which intentionally or recklessly causes another to apprehend immediate and unlawful personal violence, charged under s61 of the Crimes Act. At the essence of the offence of assault is a requirement that the threat created by the offender must cause a fear of imminent violence in the victim. Stalking involves instances where a person does not explicitly threaten their victim but silently follows them around or sits outside their dwelling. When placed in this context, such behaviour is dangerous beyond its immediate significance. Although, it is difficult to charge this as assault since it is not sufficient that the threat raises apprehension that violence will be inflicted at some time in the future. The inability to prosecute an offence that is of a similar nature to stalking under the law of assault was apparent in the case of Knight. Knight had made a series of phone calls threatening to kill or injure those involved his prior conviction, including a policeman, a magistrate and to a judge who later dismissed his appeal (Logan, 2006). On appeal to the Court of Criminal Appeal, his conviction for these offences was quashed on the basis that the requirement of a threat of immediate violence was not satisfied. Even though his behaviour caused fear and was dangerous, it fell short of the necessary accuses and hence could not be sanctioned under the law of criminal assault (Paul, 2000). Alternatively, the case of Ireland demonstrates an instance where an offence with characteristics that can be likened to stalking was successfully prosecuted under assault. The accused had proceeded to harass a woman whom he had a prior social relationship with, by making both silent and abusive phone calls, frequenting her place of work and home and taking photographs of the victim and her family. While fearful of personal violence the victim was also diagnosed with suffering a severe depressive illness. The offenders behaviour amounted to assault. This reasoning was founded on the fact that the victims fear of the caller arriving at her door could be seen as imminent since he may be making the calls in close proximity to her home and able to arrive at her door within minutes. However the legal reasoning in this case, has been criticised for being rather artificial by stretching assault beyond its natural legal meaning. As shown in Knight, most stalking cases are not suitable for pr osecution under the elements of criminal assault. The main area of assault also poses difficulty for the prosecution of stalking. It is constituted by intention to either affect an unlawful contact or to create an apprehension of imminent unlawful contact in the mind of the victim (Larry, 2000). Despite that the common law of assault is now more accommodating to the offence of stalking, through developing an interpretation of harm to include psychiatric as well as physical injury (Logan, 2006). It is still difficult to prove the imminence requirement in both of most stalking cases where the threat of harm is protracted rather than immediate (Sandra, 2007). Therefore, there is more rationale in treating stalking as a separate offence with its own specific elements rather than distorting the elements of assault to accommodate for the manifestations of stalking. The wide-ranging and severe impact of stalking further necessitates the need for a separate offence of stalking to deal with this crime. The psychological responses caused by stalking such as anxiety, fear, paranoia and often symptoms of post- traumatic stress disorder have been acknowledged in a study as emotions induced by stalkers. This research has found that 94% of victims have made changes to lifestyle patterns such as temporary or permanent relocation, changing personal contact information and even identities. Perhaps more compelling is that victims of a recent psychopathological study indicated that they might have coped better with more tangible damage of physical assault than with a stalkers constant intrusion and menace (Paul, 2000). Furthermore, stalking is often a precursor to severe and fatal physical violence as demonstrated in the case of Thomas v Burk. In this instance the applicant had been in a previous relationship with the complainant. After they separated, the complainant experienced many incidents of stalking such as receiving harassing telephone calls at work and being followed on a vacation trip. These incidents eventually escalated to physical abuse when on one occasion, the applicant stroked the complainant with such force across the face with an open hand that it caused injury to her eye. This is one of many cases that reflect the statistic that 80% of women who report being stalked by an intimate partner are eventually physically assaulted (Sandra, 2007). It therefore becomes apparent that there is a need to take preventative action. Such as prosecuting this behaviour under an offence of stalking at its early stage, rather than waiting until the situation amplifies and the victim is physically a ssaulted and only then taking action by prosecuting for assault. Sexual Harassment is defined as a continuum of behaviours that intimidate, demean, humiliate or coerce (Diane, 2006). These behaviours range from the subtle forms that can accumulate into a hostile working, learning, or worshipping environment to the most severe forms of stalking, assault or rape. For many businesses, preventing sexual harassment, and defending its managerial employees from sexual harassment charges, has become key goals of legal decision making. In contrast, many scholars complain that sexual harassment in education remains a forgotten secret, with educators and administrators refusing to admit the problem exist in their schools, or accept their legal and ethical responsibilities to deal with it. Previously stalking behaviour has been prosecuted as offensive conduct under s4 of the Summary Offences Act. An artificial reasoning was drawn by the courts that stalking was offensive from the fact that it was continued or repeated. While offensive conduct carries a light maximum penalty of three months this may be satisfactory for minor instances of stalking but it is a clearly an inappropriate reflection of the magnitude of behaviour that amounts to intimidation and harassment. The protracted nature of stalking and the serious implications on its victims necessitates the need for a specific offence of stalking with its own appropriate penalty in order to capture the severity of the offence. This is arguably more effective than collapsing this offence into the category of offensive conduct or treating it as criminal assault. The offender would then, also have to bear the stigma of being labelled a stalker (Larry, 2000). In 2006 study on sexual harassment at colleges and universities, it was reported that 62% of female college students and 61% of male college students report having been sexually harassed at their university, with 80% of the reported harassment being peer-to-peer. Fifty-one percent of male college students admit to sexually harassing someone in college, with 22% admitting to harassing someone often or occasionally (Diane, 2006). Thirty-one percent of female college students admitted to harassing someone in college. Sexual harassment can occur in a variety of circumstances. The harasser can be anyone, such as a supervisor, a client, a co-worker, a teacher or professor, a student, a friend, or a stranger. The victim does not have to be the person directly harassed but can be anyone who finds the behaviour offensive and is affected by it. While adverse effects on the victim are common, this does not have to be the case for the behaviour to be unlawful. The victim can be a male or female. The harasser can be male or female. The harasser does not have to be of the opposite sex. The harasser may be completely unaware that his or her behaviour is offensive or constitutes sexual harassment or may be completely unaware that his or her actions could be unlawful. There are however, some instances where a criminal sanction may not constitute an effective strategy of deterring further stalking even though the impact on the victim is traumatic. This mainly applies to the category of stalkers classified as erotomaniacs who are mentally ill. It would be more appropriate to deal with these stalkers through the mental health system as they are impervious to judicial sanctions and thus require assertive psychiatric management. The inefficacy of using stalking legislation to punish a perpetrator who has a psychiatric condition was illustrated in the case of Strong v The Queen. The appellant had been sentenced to imprisonment for the offence of stalking a female contrary to s562ABof the Crimes Act 1900(NSW) (Paul, 2000). Whilst serving his sentence in prison, the accused began writing sexually suggestive letters to another female with whom he had no prior relationship. After his release, he continued with his stalking behaviour by following and watchin g her and subsequently moved to live opposite her home. This conduct became the basis of another substantive charge of stalking for which he was again imprisoned. On appeal of this conviction the issue was raised that he had been diagnosed with suffering symptoms of psychosis. The Criminal Court of Appeal agreed that in cases such as this, the offenders condition should be managed under mental health legislation rather than sanctioned under the criminal law. This case demonstrates the inability of the criminal law to deter psychiatrically ill stalkers as the rate of recidivism of people in this category suggests. However, it is important to note that the majority population of stalkers are from the intimate category of non- psychotic ex partners and are not mentally ill at the time of committing the offence. Courts can issue an Apprehended Domestic Violence Order under s562AE of the Crimes Act 1900(NSW) or an Apprehended Personal Violence Order under s562AI of the Crimes Act 1900(NSW). Unfortunately this method of dealing with stalking offences is often criticised for having little effect on serious obsessive behaviours exhibited by some offenders. A recent study has shown that after issuance of an apprehended violence order, stalking and physical violence was reduced in the first six months only to reoccur in over half the cases of women who undertook the study. This shows that these orders are an inappropriate long-term prevention tool. Helen Katzen reported in her study that of the 22,556 apprehended violence orders granted in New South Wales in 1998, 9,647 breaches were recorded by the police (Joseph, 2001). The ease with which these orders are breached and the fact that they are not taken seriously is reflected in the case of Long field v Glover. The appellant had been in a relation ship with the complainant. When the relationship ended she obtained an apprehended domestic violence order, which prohibited the appellant contacting her. He disregarded this order and persisted calling her at home and at work, making threatening statements such as I control your life (Michele, 2002). Similarly in the case of R v Powell, the appellant had broken into the victims premises in breach of an apprehended violence order and maliciously wounded her by stabbing her twice in the back. Both these cases demonstrate the inability of these orders to deter offenders which highlights how inefficient a mechanism they, are for dealing with such behaviour. Furthermore, apprehended violence orders were found in many cases to be aggravating factors, which exacerbate the likelihood of violence (Paul, 2000). This was exemplified in the case of Igbinoba v Commissioner of New South Wales Police Service, where a court issuance of an apprehended domestic violence order aroused further anger in the defendant towards the complainant, which resulted in a threat being made towards her that he was going to get her (Paul, 2000). Shortly after receiving the order, the defendant started a campaign of harassment against her and physically assaulted her. Recent research shows that incarceration has a sobering effect on stalkers and allows them to adjust their lives. This supports the idea that a more preventative approach would be to immediately prosecute this behaviour under an offence of stalking with a prison sentence, rather than wait for breach of an order to occur by which time the situation may have escalated to a degree of violence. While, it is impractical to contain all stalking offences by criminalising them, it is also inefficient for the court to proceed with prosecuting minor nuisances under the stalking legislation. Many of these cases would not lead to any conviction due to the lack of the requisite intent necessary to prove the offence. In 1998, two example cases were given by the model criminal code committee where stalking legislation was used inappropriately (Joseph, 2001). In the first case a fourteen year old girl had stalked her teacher, by following him around school and singing a mocking song about the teacher. In the later case Yugoslavian parents had stalked their teenage daughters because they had moved away from home in violation of family traditions. These stalking incidents are more commonly known as conformist who is the stalking falls within the acceptable range of social behaviour rather than criminal stalking. Neither of these cases led to convictions. In circumstances such as these, a pplicants are more likely to succeed in obtaining apprehended violence orders since they would only be required to prove on the balance of probabilities, that they are in fear of the other person and that these fears could culminate into an act of personal violence or harassing conduct (Sandra, 2007). With advances in technology people see new and scary ways criminals commit crimes. With the introduction of cell phones and scanners years ago, criminals could listen to police radio traffic and see where and how we police were responding. No need for look outs, technology became the look out. Now in the computer age people see crimes from identity theft and hacking into computers to steal personal and corporate confidential information to cyber stalking and sexual predating to cell phone cloning. Criminals have a whole new playground and the playground as technology advances (Lorraine, 2008). But technology is not just for criminals. Law enforcement agencies are using technology to make police work more effective and efficient. Also police and communities are also using technology to make their communities safer. Cyber stalking is described as the procedure or offense of deliberately and constantly irritating another person in situation that would cause a sensible person to panic harm or death because of articulated or obscured fears is a comparatively latest trouble. Annoying others over the Internet is a little that usually happens, but the word constantly placed in front of that report can make a huge distinction. If someone is causing a nescience that interferes with ones professional or individual life it is measured stalking. Catching the criminals of computer is the tough part. There are Computer Crime Stopper groups, hackers turned excellent, whose only intention and job is to track down and catch criminals of computer (Keith, 2002). Activity of tracking computer is a hard thing to do, particularly over the Internet. There is no track left for the criminal to be followed through. Generally the only things crime-stoppers have to go on are the IP addresses and telecommunication lines to trace to find the source of the signal, but the performer is generally long gone through the time authorities arrive. Anticipation is a vital part in defending the computers of these days. Through secure servers, which are particular c

My Dream Meal :: essays research papers

High on a mountaintop overlooking the shoreline of Cruz Bay in St. John of the U.S.V.I., there sits a small restaurant called â€Å"Chateau Bordeaux.† A mid-sized deck protrudes out the back of the restaurant. Nine tables are randomly placed on this patio, each with its own single white candle in the center. It is night, and bright wicker torches line the veranda, consecutively spaced about six feet apart. Looking down at the bay, colorful lights from the inner Caribbean city reflect onto the glistening water of the shore. The tables are set with solid white China and beautifully shined silverware. Tall crystal wineglasses are placed at each setting, each filled with ice cold pià ±a coladas. In the background, you are able to make out the melodious tune of â€Å"Unchained Melody† being played softly on a piano. Sitting at a table closest to the cliff sits my boyfriend and I, gazing at the radiant view of the sea. Jack is wearing a jet-black tuxedo with a blood red dress shirt underneath the jacket, and I am wearing a long, flowing black, fitted, strappy velvet gown with black satin slippers and a small silver diamond necklace. My hair is gently stirred by the constant trade winds of the Caribbean, adding an almost eerie effect to the mood. As the two of us sit down to eat, we are befuddled with the exquisitely prepared meal set before us. The main course sits near the center of our table, just inches away from the candle. It is a large, wooden bowl filled with salad from The Olive Garden and mixed with their own, homemade dressing. At each of the two place settings that we sit, there is a large plate of angel-hair pasta topped with just the right amount of delicious marinara sauce, and sprinkled with only the best parmesan cheese. Next to the wooden salad bowl in the center of the table on the opposite side of the candle, there is a small wicker basket filled with Olive Garden breadsticks, covered by a thin flowered napkin. This fine meal is just begging to be consumed.

Human Nature/Cycles of Life and Escape and Adventure :: Essays Papers

Human Nature/Cycles of Life and Escape and Adventure Throughout the life everyone goes through cycles of events that inevitably lead them to new directions in life. It leaves one wanting to explore a life greater than what he or she has. Such cycles can include the creation of new friendships, longing for love or lust, boredom or simply wanting something more from life. In the book Dubliners by James Joyce, stories of escape and adventure are clearly evident in "Araby" and "Eveline" and "The Dead". Each story presents a desire to search for something greater in life and to leave something behind. But the idea of escaping from something or someone, or reaching a new place, is impeded by their situation [Dublin]. In the story Araby, a young man looks to embark on a new journey that with the hopes of pleasing his new found desire for romantic intimacy with a particular girl. The boy's adventure lies in going to a place called Araby to find a gift for this girl that he is trying to impress. If I go, he says, I will bring you something" (24). Joyce uses the cycle's theme in this story. At some point in time in life everyone finds some person that he or she likes and hope to impress in some way. A lot of times it happens more than once; most of the time a token of our attempt to "woo" a special someone is through gifts, usually materials, which he clearly wants to do in the story. Joyce clearly shows the boy's desire to adventure, through his willingness to impress this girl by going to a bazaar to search for her a gift and that seems to be all he can think of for quite some time; "I hardly had any patience with the serious work of life which, now that it stood between me and my desire, seemed to me child's play, ugly monotonous" (24). He also has this idea about the bazaar form hearing other people talk about it. Another cycle the boy in Araby is going through is dealing with sexuality; "All my senses seemed to desire to veil themselves and, feeling that I was about to slip them, I pressed the palms of my hands together until they trembled" (23) A bazzar is the equivalent to a modern day Mardi Gras. Joyce uses the bazaar to symbolize, exotic delights, escape, and sensuality. Joyce uses the description of the event to represent this mode; "In front of me was a large building which displayed the magical name" (26). The boy's infatuation with this girl leaves him with fantasies about the girl

The ship of dreams

As the clock struck 7. 00 we could hear the faint sound of the ships horn, dinner had been announced. Anna, Gretchen and I got dressed in our eveningwear, touched up our make up and headed down to the dining room. I remember very clearly what I was wearing that night. A pale blue sleeveless dress made out of very heavy material with embroided roses around the hemline. I was also wearing a matching shawl and pale blue shoes. I loved this particular dress as William bought it for me the very same week he passed away. As we walked down the grand wooden staircase, the smell of dinner was divine. We were escorted to a table next to a window where already a couple were seated. I looked out on the horizon and saw nothing but the great Atlantic Ocean. The dining room was magnificent. The crisp cream tablecloth draped over the wooden tables matched the napkins folded into swans, which matched the curtain ties. The string quartet played lively music in the corner of the room. All the waiters looked extremely smart with gelled back hair and matching tuxedos. The chandeliers overhead caught the sunlight and reflected all the colors of the rainbow and everybody and everything looked so beautiful. The couple opposite were obviously on their honeymoon. Everybody on board, on course recognized the young brides, we had watched them laughing and promenading with their husbands. We offered our congratulations to the couple and they very happily accepted them. The bride asked why we were travelling on the Titanic so Gretchen explained how we had gone over to visit her husband, George in England as he was doing some business over there. It turned out that Mary's brother was working on the same film as George so that was a talking point. We chatted merrily all the way through dinner. Mary and James were a very lovely couple and Gretchen was certainly glad of some company of her own age to talk to. After a very enjoyable dinner Anna, Gretchen and I took a stroll around the decks watching the sunset. Little were we to know that was the last sunlight we would see whilst aboard the Titanic. Anna and Gretchen wanted to join in with the evening dance but I didn't feel up to it so said I would meet them back at the cabin. When walking back along the promenade deck, the air was icy cold. This change in temperature had only occurred with in the last hour. I had suddenly come down with a headache so when I returned to the cabin I changed into my nightwear. The doctor said it was best if I got an early night so I went to bed. I woke up at 11. 30pm and both Anna and Gretchen were in their bedrooms. My headache had disappeared and I wasn't tired anymore after my nap so I decided to read my book. Just as I was slowly drifting away, I was sharply awakened by this terrible shudder. My fists were tightly holding on to my bedpost and the shaking lasted approximately 1 minute. It gave me the impression that a blow on the side had moved the entire vessel laterally to a considerable angle. My instincts told me that we had hit an iceberg, there was no other explanation. Wearing only my nightwear and slippers, I went through the companionway, but to my surprise, found no one seriously considering the shock. Men in evening clothes stood about chatting and laughing, and when an officer hurried by I asked, â€Å"What is the trouble? † he replied nervously â€Å"um, something wrong, something is wrong with the propeller, nothing serious, don't worry madam†. He didn't sound very convincing so I asked two other officers but was reassured that everything was fine. A little while later, still feeling nervous, I went to the promenade deck and there saw a great mass of ice close to the starboard rail. When returning to my cabin again, I met with my day steward and it was he who finally informed me that the Titanic was in danger and I was to report to the boat deck with a lifebelt. I rushed back to my stateroom where Anna and Gretchen were getting dressed as both had been awakened by the impact of the jar. I told them we were in danger so we all got dressed, put on our fur coats and headed to the boat deck. Up on deck everything seemed quiet and orderly. The thing that scared me most was that there was no sense of fear or panic. I knew in the bottom of my heart that the Titanic had received its death wound yet no one else had the slightest realization. There was an order issued that all women and children should congregate on the port side of the vessel. I supposed all the women were congregated on the port side as it would naturally be the highest side, therefore the safest as it would be last to go down. At this point there were only upper class people on the decks so obviously the steerage had been told not to come up yet. They started to lower the lifeboats after a lapse of some minutes. It was a drop of fifty feet to the surface of the sea and apparently everybody considered that they were safer on the ‘unsinkable Titanic' than in a small boat whose only propelling power was four oars. It was for that reason alone why the first boats were only half filled. I believe there were 20 life boats lowered away altogether. It was after the fifth or sixth boat was lowered and there was a definite slope to the ship that people understood that they were no longer safe and began to panic. When the steerage passengers came up many of them had knifes and revolvers and were stabbing left and right in an endeavour to reach a boat. This brought a lot of fright and terror to the atmosphere. As we were waiting to get into a boat I saw across the other side a steerage passenger being shot as he tried to jump onto a boat. The crowd fell silent with shock and his body was tossed over board. That is an image I could never forget. Anna, Gretchen and I were helped aboard the seventh boat to be lowered, which turned out to be lifeboat 10. There was some problem lowering it so we sat there for a while. We then saw Mary and James, the couple we had eaten dinner with only hours ago when everything seemed fine. We summoned Mary to join us in the boat. She refused in a very determined manner to leave her husband, although she was twice entreated to get into the boat. James declined with great force to get in the boat while there were still women on the decks. Owing to the angle of the sinking ship, another boat was being lowered almost directly above us. If it had not been for our yells and shrieks, both boats would have fallen into the water, but our cries saved us from the catastrophe. When we got out on the water I was so annoyed with the amount of crewmen on the boat. We realized that they only claimed they could row for the purpose of saving themselves, in the end my niece had to take an oar. When we were only a few metres away I could see for myself the severity of the collision as the bottom half and the front of the ship was completely covered by the Atlantic Ocean. In a boat alongside of ours, a sailor lighted a cigarette and flung the match carelessly among the women in our boat. We screamed in protest to which he replied, ‘Ah, we're all going to die anyway, we might as well be cremated now as then'. We were all so shocked by this attitude. When we were rowing away the front of the ship was being dragged under the water leaving the back deck well over 400 feet above the surface of the sea. At this point the ship was nearly vertical. I cannot imagine what it must have been like for those passengers left hanging at the top, seeing the world at right angles and watching objects like tables and chairs flying down the deck. From the upper rails I could see husbands and fathers waving and throwing kisses to their loved ones. I started crying when I saw people jumping off from the top. It is terrible things to see when people choose to jump such a deadly drop, as they have no other option except drown to death. We were a mile away from the Titanic when there was great explosion. It had appeared to me as if the boilers had blown up and the Titanic had been lifted in amidships and broken in half. It was then that the ships lights cut out and we could no longer clearly see what happened. Only one of all the boats set adrift from our side had a lantern. We had to follow that boat as did many other boats and if it wasn't for that solitary lantern, possibly many of the other boats might have drifted away and gone down. The most terrible part of the whole experience was the awful crying after the ship went. Our boat was silent with shock, as it seemed to last for ages. The temperature that night could only have been a couple degrees over freezing so we all cuddled together for extra warmth. I felt so scared sat in that boat, sat in the middle of the ocean in the pitch black not knowing if I went to sleep if I would ever wake up again. We sat there for hours not moving saying the occasionally sentence between us. It is strange how I felt we had really bonded as a group and become quite close even though we didn't really talk. I think it is because even without telling each other we knew exactly how everybody else was feeling. As the sun was rising, the sight of the Carpathia in the distance brought such relieve to the group. As we drew closer I could hear moans of disappointed wives waiting for their husbands to arrive. When we were welcomed aboard too much cannot be said for the kindness shown by the Carpathia passengers. They gave up their staterooms for us and let us borrow their clothes. In fact I left the ship wearing garments owned by a very kind middle-aged women, Catherine who was married and had 3 children. I am sad to say though, that although we never gave up hope waiting for Mary and James they never arrived and we never saw them again. I later found out that both went down with the ship. Six months have passed since that terrible night and it has deeply affected me. So many innocent lives were lost that night and for what, so we could make a good time crossing the Ocean. Everybody put so much hope and belief in that wretched ship, as it was said to be unsinkable. What I don't understand though is why they only put enough lifeboats on the ship to save less than half the amount of people. I don't trust anything that is published in the media nowadays and I am certainly not going to be leaving my country again. The Titanic was renamed the Ship of Dreams by many of the papers, and many believed it was when first stepping on. It is that name that hurts the most as the truth is that the Titanic destroyed so many of those dreams.

Save Fuel

The higher the speed, the higher the fuel consumption. Slow down, relax, and enjoy the ride. Driving at a moderate speed will always help save fuel. Check tree pressure. Check your tree pressure regularly. Trees lose pressure over time (about 1 SSI per month) due to temperature and other factors. Trees with lower pressure will have more rolling resistance resulting In increased fuel consumption. Filling fuel: The more fuel you have In your tank. The less alarm occupying capacity It will have in the empty space. Petrol evaporates very fast. While filling up fuel, do not squeeze the trigger of the nozzle In a fast mode.If you are pumping on a fast rate, some of the liquid that goes to your tank will become vapor. Accelerate with moderation. If you accelerate speedily and often, the less fuel you save. You should drive with required moderate speed and use your brakes less often to save fuel. Slow speed and attention to regular bumps will serve the purpose. Use stock tree. Before changin g your tree to the modern style thick ones, think again. The more the width, the higher the rolling resistance offered and higher the fuel consumption. Park your vehicles in shade since it will take less time for the car to cool down once you start riving again. SE gears wisely. Higher gears at low speed and vice versa will lead to lose of more fuel. Shift gears carefully and according to the desired speed.

Medicines and drugs Essay

A drug or medicine is a chemical that alters incoming sensory sensations, mood or emotions, or physiological state. Painkillers, hallucinogens and alcohols are examples of drugs and medicines that alter incoming sensory sensations. Prozac and alcohol alter mood or emotions Steroids, cigarettes and heart medicines alter physiological state, including consciousness, activity level or coordination. Drugs such as antiseptics, antibiotics and antivirals are infection fighters; hormones and vitamins affect body chemistry or metabolism; stimulants, depressants, analgesics and anesthetics affect the central nervous system and the brain. It is also important to understand that the human body has great natural healing processes; some drugs just increase the rate of natural healing. Also, there could be a placebo effect, it is when a pharmacologically inert substance that make seems to help because the person taking the substance was told that it would work. Placebo effect is examined by giving sugar pills to one group of tests patients, and real drugs to another group (when they are not aware of which they receive). B.1.2: Outline the stages involved in research, development and testing of new pharmaceutical products. This takes a very long time and costs a fortune, and is often controlled by the government. Before drugs are tested on humans, they must be testing on various animals (start with small animals and then go to bigger ones). The range of effective doses, the doses in which side-effects arise and the lethal doses have to be determined. There are 3 phases then; clinical trial; clinical evaluation (more in depth analysis); human studies with more evaluation, Very few drugs make it to the market, and the development would have cost a lot. Sometimes, things can still go wrong, like Thalidomide. It was given to pregnant women to treat morning sickness, but it cause deformities in babies! Now it is still used, but to treat skin sores. B.1.3. Describe the different methods of administering drugs * Oral: Very convenient. However, it might not be reliable as the rate of absorption depends on drug concentration, stomach content and pH value. As most is absorbed in the small intestines, so the drug must survive the gastric acid. Therefore it often lays in time release capsules. * Rectal: Good when drug cannot be taken orally due to vomiting or because the drug is pH sensitive. * Inhalation: Rapid, as there are loads of blood vessels in the lungs, and therefore a drug would have a reliable effect. Good for general anaesthesia, and asthma medicine. * Parental o Just below the skin; slower than for intravenous. Used often for dental injections o Into muscles; for large doses, or when immediate response is not needed (vaccines etc). o Intravenous; almost instantaneous, but cannot be undone when injected! Fatty lipids may bind some kinds of drugs, so the drugs won’t leave the body so fast The half life of a drug is the time for half the dose in the body to be eliminated. B.1.4. Discuss the terms lethal dosage (LD50), tolerance and side effects. LD50 is the lethal dose for 50% of the population; and it varies a lot from drug to drug. When one is tolerant, then one has to take a larger dose in order to feel the wanted effects. Some people after often use of a drug becomes dependant on it; physically (they must have it to be able to function physically) or psychologically (they must have it to feel right). Tolerance doesn’t necessarily mean that one gets used to the harmful effects. Sometimes it is hard to know the difference between main effect and side effect. A drug has many effects, and some patients benefit from a few of those effects; then those are the main effects, and all the other are side effects. Someone else, with another disease may benefit from other effects, and then those become the main effects. There are always harmful effects too. The risk : benefit ratio should also be considered. B.2.1. State and explain how excess acidity in the stomach can be reduced by the use of different bases. Bases, most often metal oxides, hydroxides, carbonates or hydrogen carbonates are used as antacids. These react with acid in the stomach to adjust the pH value. The purpose of gastric acid is to kill off bacteria, and help in digestion. However, over-eating or stress stimulates more production of acid, causing discomfort. The active ingredients tend to be; this react only with HCl: Magnesium Oxide: Magnesium Hydroxide: Aluminium Hydroxide: Calcium Carbonate: Sodium Hydrogen Carbonate: Magnesium Trisilicate: Some of the products; Carbon dioxide is a gas. So a foaming agent has to be added to prohibit excessive belching. Also alginates are used, to prevent acid reflux. If too much antacid is used, the stomach becomes too basic, and that hurts too; then more antacid might be wrongly taken. This leads to alkalosis. B.3.2. Describe the use of derivatives of salicylic acid as mild analgesics and compare the advantages and disadvantages of using aspirin and paracetamol (acetaminophen) Salicylic acid is used as an anti-pyretic (fever reducer) and mild analgesic (painkiller), but it is a strong acid and hurts the stomach and mouth; so variations of salicylic acid was used. One is Acetyl Salicylic Acid (ASA) or Aspirin, which has the benefits of salicylic acid and does not irritate so much due to the acetyl group. When ASA reacts with water, it becomes salicylic acid, and the by-product of ethanoic acid. GOOD: It is good for killing minor pain, reducing fever, acting as an anti-inflammatory agent and prevents abnormal blood clot. BAD: Upsets stomach and bleeding; allergy; accidental poisoning in infants and Reye’s syndrome. Acetaminophen is also an anti-pyretic and analgesic. However it does not upset the stomach and is safe. However, overdose can still occur and lead to liver and brain damage. And it is not anti-inflammatory. Ibuprofen is like aspirin and cause fewer stomach problems. It is anti-inflammatory and is very safe. B.3.3. Compare the structures of morphine, codeine and the semi-synthetic opiate heroin. These are strong analgesics and are often called opiates, narcotics or narcotic analgesics. The major pain relieving substance originates from the opium poppy plant is sleep inducing and pain relieving. All three share the same skeleton. Remember the group C2H3O2 is called an acetyl group. B.3.4. Discuss the advantages and disadvantages of using morphine and its derivatives as strong analgesics. These affects: The Central Nervous System, the Eye and the Gastrointestinal tract (the digestive system) They are used as: Strong analgesics (severe pain from injury and chronic diseases); treatment of diarrhoea, relieve coughing. However they are very addictive and are rather replaced with something else. They also produce mood changes, drowsiness and mental clouding. Tolerance can arise by adaptation of the liver and neurons in the brain. Some people can’t function without the drug, feeling restlessness, sweating, fever, chills, vomiting, aches etc due to abstinence of the drug. There is often severe psychological dependence too (one might feel extremely depressed).’à ¯Ã‚ ¿Ã‚ ½ Short term effects: Sedation, stupor, pain relief, euphoria, reduced tension, worry, couching reflex. One might die of overdose. Long term effects: Loss of appetite, sterility, withdrawal illness, crime, diversion of energy. B.4.1. Describe the effects of depressants Tranquilizers, sedatives and hypnotics, which calm and relax; they slow down heart rate and breathing. Tranquilizers include alcohol, Valium and Librium and are weaker than the others. These relieve anxiety and tension. Sedatives: Barbituates that soothe distress without producing much sleep in small doses. Hypnotics: Like chloral hydrate. These induce sleep. Too much can lead to coma or teach. B.4.2. Discuss the social and physiological effects of the use and abuse of ethanol. Social effects: Major costs from alcohol are from sickness and death, as in hospital treatments and lost efficiency. Property crimes and crimes against people; drinking while driving. Physiological effects: Harmful to relationships, and may physically or emotionally harm others. One may lose control and develop dependence and tolerance. It increases blood pressure when drinking and nausea, sweating and anxiety as withdrawal of use. Short-term effects: CNS depressant reduces tension. It triggers Euphoria, Talkativeness, Dilation of blood vessels, Violent behaviours, Inertia, Coma, Death. Long term effects: Cirrhosis, liver cancer, coronary heart disease, high blood pressure, strokes, gastritis, low birth mass etc. Alcohol can be used for antiseptics such as mouthwashes. B.4.3. Describe and explain the techniques used for the detection of ethanol in the breath of in the blood or urine. Ethanol passes from the stomach into the blood and therefore it passes into the lungs and ethanol vapour is formed. The breathalyser test might involve a redox equation with potassium dichromate: as oxidizing agent. Color change: Red-Orange to Green The gas liquid chromatography works as follows: Small samples of gases and volatile liquids such ethanol are separated. These are pushed through a column using an unimportant gas, such as Nitrogen gas and different gases take different time to come to the detector, where concentration of gases are measured. Intoxilyzer, Infra-red spectroscopy: Infra-red energy make molecules vibrate. Different types of bonds absorb and vibrate at different infer-red frequencies. By measuring how much energy is not absorbed by the molecules, one can find the number of certain bonds in the molecules. B.4.4. Describe the synergistic effects of ethanol with other drugs. Alcohol is easily absorbed in the stomach, so drugs that can be dissolved in alcohol will be absorbed much quicker, and the dosage will seem higher as in normal conditions the liver removes a part of the drug. So performance of the drug is enhanced and may lead to devastating effects such as death, especially if alcohol is combined with barbituates. Alcohol with aspirin increases the risk of stomach bleeding. B.4.5 . List other commonly used depressants and describe their structures. Valium (diazepam) is a tranquilizer, Mogadon (Nitrazepam) is a hypnotic drug (used to control seizures and infantile spasms), Prozac (hydrochloride) is an anti-depressant drug used to treat mental depression. Diazepam and Nitrazepam have similar carbon skeletons meanwhile Prozac is different. B.5.1. List the physiological effects of stimulants. Stimulants are chemicals that stimulate the brain and the central nervous system. It is the opposite of a depressant. These increase alertness. Examples are amphetamine, nicotine and caffeine. B.5.2. Compare amphetamines and adrenaline They both derive from the phenylethylamine structure, and therefore look similar. Furthermore, amphetamines mimic the effects of adrenaline (they are sympathomimetic drugs), as they constrict arteries and thus increases sweat production. They increase heart rate, blood pressure, respiration and insomnia. Medical uses: Treat mild depression, narcolepsy and asthma. They use up the body’s reserve energy and can lead to a collapse. B.5.3 Discuss the short- and long-term effects of nicotine consumption. Tobacco is a source of nicotine which is a mild stimulant with a short lived effect. The response is followed by depression and thereby makes one pushed to use it more often. Short-term: Increase in heart-rate and blood pressure. It constricts blood vessels and therefore strains the heart. Nicotine also reduces urine output. Long term effects of nicotine: It stresses hard and may lead to heart diseases and blood clot; May lead to increase of fatty acids in the blood. Smoking leads to more carbon monoxide in the blood making the blood less able to carry blood. It also increases the gastric acid production and may lead to ulcer. Smoking causes: Cancer in lungs and mouth; heart and blood vessel disease; breathing difficulties and chronic bronchitis; air pollution; fires; bad teeth; insomnia. B.5.4. Describe the effects of caffeine and compare its structure with that of nicotine. Caffeine stimulates the respiratory system (more energy is available from respiration), so heart and brain gets more energy. So one becomes more alert, motivated and well-being. In small amounts in is rather harmless, but too much causes insomnia. One gets more urine as well. Caffeine leads to some tolerance but no physical addiction. It can be given to babies to help their breathing. It also constricts blood vessels and therefore helps against migraines. Both caffeine and nicotine contain a tertiary amine group. Caffeine has more of those though. B.6.1. Describe the historical development of penicillins. In 1928, Fleming accidentally saw that some types of fungi killed off a certain bacterium and started to try to isolate the fungi, but it was too hard to purify it. In 1940, Floray and Chain continued with penicillin testing and development, and in 1943 it was available clinically. The first penicillin was Penicillin G. However it was deactivated by stomach acid so it had to be injected. Acid resistance penicillins such as penicillin V was developed by modifying the side chains of the basic penicillin structure. Some bacteria could deactivate penicillin G by synthesising an enzyme, therefore one had to make other synthetic penicillins. 6-APA penicillin is inert, but an extra amino group H2N would activate it. B.6.2. Compare broad spectrum and narrow spectrum antibiotics A broad spectrum antibiotics is effective against a wide variety of bacteria. Examples are tetracyclines. Narrow ones are effective only against certain types of bacteria; most penicillins are narrow spectrum antibiotics. One often has to determine the bacterium before getting antibiotics, because a broad-spectrum one can kill beneficial bacteria and give discomfort. B.6.3. Explain how penicillins work and discuss the effects of modifying the side chain. The cell walls of some bacteria are composed of polysaccharides, and these layers are supported by cross-links. However, penicillins interfere with the formation of these links and therefore weaken the structure. The bacteria can easily burst. Animals cells don’t have these cell walls and are therefore not affected. It is important to modify the side chain to work against bacteria have evolved and are able to break down certain types of penicillin. Side chains are also added to make the penicillin work (as for the 6-APA) and to survive the gastric acid (Penicillin G) B.6.4. Discuss and explain the effect over prescription of penicillins has, and the use of penicillins in animal feedstock Repeated use may lead to allergic reactions. They can also wipe out harmless and beneficial bacteria in the food canal, and harmful bacteria might eventually replace these. Bacteria can become resistant against certain antibiotics and then pass on their immunity. In feedstock: They are used to kill dangerous pathogens which may otherwise endanger humans and animals. They are also used to increase productivity. However, this increases the chances that bacteria might become resistant. B.7.1. State how viruses differ from bacteria Bacteria are relatively large single cell microorganism with DNA strands. Viruses are noncellular and are much smaller and are not living. They can only reproduce within a host cell. B.7.2. Describe the different ways in which antiviral drugs work * Block the transfer of genetic information * Control by inoculation, vaccines. * Block the enzyme activity in a host cell, so that the virus can’t use it to replicate. B.7.3. Discuss the difficulties associated with solving the AIDS problem HIV molecules bind to proteins on T-type of white blood cells and hinder them from fighting infections by inactivating them. HIV virus is good at mutating and together with their similarities with human cells, it is very heard to treat with antiviral drugs and vaccines. B.8.1. Describe the importance of geometrical isomerism in drug action. Stereoisomers are isomers with the same molecular formula and the same structural formula, but different arrangement of atoms in space. Geoemetric isomers have different physical properties such as polarity, boiling point, and solubility etc. They may also undergo different t chemical reactions although their functional groups are identical. For example cisplatin is en effective anti-cancer drug (as it may enter the nucleus of a cancerous cell), but the trans-isomers is inactive in such purposes. B.8.2. Discuss the importance of chirality in drug action. Optical isomers differ from geometric isomers in two ways: * Optical isomers are chiral (asymmetric) * Optical isomers are non-superimposable mirror images of each other One optical isomer rotates the plane polarized light one direction, meanwhile its other isomer rotates it the other way. An equi-molar mixture of two enantiomers means a 50-50 ration and will not totate the plane of polarised light at all; this is a racemic mixture. Penicillin V is active, but its enantiomer is inactive. One enantiomer of Thalidomide could be used to treat morning sickness in pregnant women and was marketed as a racemix mixture, but its other enantiomer gave foetal deformities. B.8.3. Describe the use of chiral auxiliaries to form the desired enantiomer. It is very heard to separate racemic mixtures into separate enantiomers, as they have identical chemical properties in relation to non-chiral reagents. Instead, scientists use stereospecific synthesis to produce only one kind of enantiomer. Chiral auxiliaries are used to convert non-chiral molecules into a desired enantiomer by attching itself chemically to the non-chiral molecule so that only one type of enantiomer can be formed. After the procedure the auxiliary can be recycled. This is used when synthesising Taxol which isa drug effective against breast cancer. B.8.4. Explain the use of combinatorial chemistry to synthesise new drugs. This is when one creates lots of molecules and test them quickly for biological properties; one starts with a set of basic chemicals which are then combined in all possible combinations, and this allows a fast production of many different molecules, increasing the chance of finding better drugs. A library is a collection of compounds that are screened to determine their usefulness as a drug, using parallel synthesis (identical processes with many different molecules at the same time). B.9.1. Compare local and general anaesthetics in terms of their modes of action Local anaesthetics block the pain in specific areas when they are injected under the skin or used as a crà ¯Ã‚ ¿Ã‚ ½me. Examples are cocaine, procaine, benzococaine, lidocaine etc. These block local nerve transmissions and decrease blood supply to that area. Procaine and lidocaine do not affect the brain, meanwhile cocaine does. General anaesthetics affect the brain and produce unconsciousness. But it is easy to reverse the unconsciousness. Examples are nitrous oxide, diethyl ether, chloroform, cyclopropane and halothane. B.9.2. Compare the structures and effects of cocaine, procaine and lidocaine. All three have the benzene ring and the tertiary amine. Cocaine also stimulates the central nervous system. It constricts blood vessels which leads to high blood pressure, and can’t be safely used. Although it doesn’t produce withdrawal symptoms and tolerance, it produces a strong psychological addiction. An overdose suppresses heart and respiration. Cocaine has a very short half life as it is metabolized by the liver fast, and is poorly absorbed when taken orally. Procaine gives prolonged relief from pain which is good for surgery and dental procedures. It is non-toxic and non-irritant. Lidocaine is used topically to produce numbness. It is more potent that procaine, but may cause swelling and itching. B.9.3. Discuss the advantages and disadvantages of nitrous oxide, ethoxyethane, trichloromethane, cyclopropane and halothane. Nitrous oxide is not very potent, and makes one feel good Trichloromethane is nonflammabe, but leads to liver damages. Narrow safety margin Ethoxyethane alleviates the pain in surgery well, but it is very flammable and nonstable. Cyclopropane is a very potent anaesthetics, however it forms explosive mixtures with air and is very flammable. It also causes vomiting and nausea. Halothane is widely used as it is not flammable and one may recover fast from it. It doesn’t irritate the respiratory tract. However, it takes time to become unconscious. It is potentially harmful to the ozone layer as it produces chlorine and bromine free radicals. B.9.4. Calculate the partial pressures of component gases in an anaesthetic mixture The partial pressure ratios of the total pressure equal the molar ratios of different gas molecules. It is important to have enough oxygen in the anaesthetic mixture so that the patient can live. At least 20% oxygen is needed B.10.1 Describe the effects of lysergic acid diethylamide (LSD), mescaline, psilocybin and tetrahydrocannabinol. Psychadelic drugs like these alter the mind and produces a change in thought, perception or mood and induce vivid fantasies. Colors seem more brilliant for the user. There are the effects of the mentioned mind altering drugs: LSD: This is a powerful hallucinogen that strongly magnifies perception and may destroy the sense of judgment. No physical addiction, and not very strong psychological dependence. Mescaline: Color hallucinations which last 12 hours. Psilocybin: Similar to LSD, especially at high doses, but at low doses produces relaxation. Shortlasting; 4 hours THC: Milder drug similar to alcohol. At larger doses, changes in perception occurs – sees bright colors and gets sharper hearing. May get extreme anxiety, depression, uneasiness, panic attacks etc. There is no tolerance, but could lead to psychological dependence. B.10.2 Discuss the structural similarities and differences between LSD, mescaline and psilocybin. LSD and psilocybin both have the Indole ring (Heterocyclic amine compound where the nitrogen atom is part of a ring). However, mescaline includes the benzene ring but not the indole ring; it does have a primary amine. Serotonin also has the indole ring. B.10.3 Discuss the arguments for and against the legalization of cannabis. Cannabis offers relief from symptoms from AIDS, cancer and glaucoma. Marijuana may increase the appetite, and relieves nausea. Cannabis helps terminally ill patients to relieve tension and anxiety. Marijuana relieves pressure inside the eyeball for glaucoma patients. However there are many bad sides to it too. Smoking marijuana may lead to lung problems and may suppress the immune system. It might lead to decreased fertility for men and cause brain damage and birth defects. Users may also start using harder drugs too. Users of prohibited drugs need to obtain it from criminal sources and may therefore be forced into crime to support their habit. It damages the society a lot.