British Imperialism in India Essay - 706 Words

â€Å"Englishmen.. have given the people of India the greatest human blessing - peace.† (Dutt). Merely coming to India in the 1600s to trade, the British East India Company established trading outposts. After ridding of French influence in India during the Seven Years’ War and having Indians mutiny against British rule, Britain gained full control of India. India has been under the imperialist control of the British until their independence in 1947. British imperialism caused some negative effects on India through poverty and persecution, but retained more of a positive impact due to its massive improvements in the modernization of India and the overall improvement of Indian civilization. Despite impacting India very positively, imperialism†¦show more content†¦Another way modernization is illustrated in India is through agriculture and industry, notwithstanding the effects it had on Indians. Industry guided India to a much stronger economy, arguably guiding th em to holding a spot in the top ten economies in the world (O.I). Irrigation cultivated approximately 30 million acres, awarding the country great agricultural wealth. Along with wealth also came a disappearance of the famines in India. Collectively, the country of India as a whole benefited from this modernization as it set a higher standard of living for the population. As India’s modernization developed, the entire civilization of India improved remarkably. The country’s improvement of civilization is exemplified through it’s establishment of schools and law. Western education was introduced by Britain and laws were well made with courts that enforce them. (Doc 3). One should take into account the speaker of this document because Romesh Dutt is an Indian like any other, yet he praises the British for what they have done to contribute to the development of India. In addition to these establishments is Britain bringing finer ideals of humanity to India. Infanticide, the killing of female babies, was brought to a halt as well as participation in the slave trade (Doc 5). Without the interference of Britain, these inhumane actions would be prevalent throughout India and the country would suffer from a bad reputation. TheseShow MoreRelatedBritish Imperialism In India1626 Words   |  7 Pagesthe impact of British colonial conquest o n India’s economy while lightly touch on the pre-colonial economic conditions as well. Colonialism refers to a process of control and domination where one country dominates the other. It is the control on the social, economic, and political policies of the colony countries (Emerson, 1969). Many European countries starting colonising other nations in order to gain raw materials, wealth, power and to spread their mission of civilization. The British controlledRead MoreBritish Imperialism in India Essay1746 Words   |  7 PagesEngland. They were influenced by British thought, British ideas, that is why our leaders were always telling the British How can you do these things? Theyre against your own basic values.. We had no hatred, in fact it was the other way round - it was their values that made us revolt. br-Aruna Asaf Ali, a leader of the Indian National Congress. br(Masani, quoted in Wood, 32, 1989) br brThere is no doubt that British imperialism had a large impact on India . India, having previously been an groupRead More British Imperialism in India and China Essay736 Words   |  3 PagesBritish Imperialism in India and China Imperialism is the domination of a weaker country by a stronger country. For instance Britain dominated India and China in the mid 1880s to the beginning of the 20th century. Imperialism has had both a positive and negative effects on the countries involved. Britain was imperialistic for many reasons, it could dominate because it had the technology and power to do so. They also needed land to acquire raw materials for growing markets.   Ã‚  Ã‚  Ã‚  Ã‚  One countryRead MoreThe Impact Of British Imperialism On Modern India1244 Words   |  5 Pagesinquiry is to analyze to what extent did British Imperialism have an effect on shaping modern India? The main source that will be discussed in this paper is the seventh book of the Spotlight on History Series called The British Raj, which explains the reasons behind the conflicts between the British Empire and Indian nationalism and assess the achievements of a memorable relationship. The whole notion behind imperialism, more often than not, is regarded as aRead MoreThe Effects And Effects Of British Imperialism In India1632 Words   |  7 PagesFor approximately 200 years, Great Britain had ruled over the Indian subcontinent. After Robert Clive’s forces won the Battle of Plassey, the East India Company had gained some power in 1757 (Ray). Before the period of British rule known as the Raj, India’s economy had been stable for some centuries. The Company had soon taken advantage of the strong framework in place, monopolizing industry and taking political control as well. India’s already large and growing population provided cheap labor forRead MoreHow British Imperialism Led to the Rebellion in India1187 Words   |  5 Pagesterms, referred to as Imperialism. The British approach to the colonization of India came out of: the European, specifically British, superiority mindset; the practical approach of attaining resources in return for modern ization and â€Å"guardianship†; and the solidification of Britain as the world’s dominating force. Britain’s use of Imperialism, as a necessity to maintain its Empire, acted as the catalyst of the Indian Rebellion. The colonization of India, through the use of British Imperial tacticsRead MoreDo You Agree with the View That by 1940 the Main Obstacle to Indian Independence Was Not British Imperialism but Divisions Within India?991 Words   |  4 PagesDo you agree with the view that by 1940 the main obstacle to Indian independence was not British imperialism but divisions within India? Many people believe that in the 1940’s most of India’s problems involving independence was to do with divisions within India rather than British imperialism. In this essay I will be looking at both points of view and finally giving my opinion. I will be using three sources also to help me show both sides of the story. I will also be using my further knowledgeRead MoreImperialism : Modern Global History852 Words   |  4 PagesTianze Shan Ms. Bonne Modern Global History 30 October 2016 Imperialism happened in the history In the history, strong countries always trying to conquer the small and undeveloped countries in order to gain resources that they need and show their power, that’s called imperialism. This paper will talk about imperialism in Southeast Asia, India and South America, how European power imperialize those areas and how imperialism effect those areas. Southeast Asia is located at the corner of Asia, madeRead MoreIndian Independence1255 Words   |  6 PagesApril 22, 2010 Indian Independence India, in the 18th century was ruled by the British for two centuries. The Indians wanted freedom from the British. British looted and caused fights in India and treated them with no respect. The Indian Independence was caused by British Imperialism. The British wanted to take over India, but India wanted freedom as well since it’s their country not the British. Although politics and nationalism were important causes of the Indian Independence MovementRead MoreIndia s Break From The British Raj1652 Words   |  7 PagesI’ve always been intrigued by India with its beautiful land and culture, but in my years of school I have never learned too much about it and had always wondered why there was such a heavy British influence there. Little did I know, this English influence began long before I imagined and will mostly likely continue to exist for quite some time. Furthermore, I have chosen to research and write about India’s break from the British Raj (rule) of a lmost 100 years of imperialism. The leader I chose in this

The Popularity of Social Mobility in Britain During the...

The Popularity of Social Mobility in Britain During the Last Fifty Years Some sociologists have argued that social mobility has become more mobile over the last fifty years, and that there is a lot of movement up and down the class system. However this view is not shared by all sociologists, as some would argue that Britain is more of a closed society than an open one. Different sociologists have opposing views on social class. All agree that it is an important aspect of society, but there is a disagreement as to the extent of how open or closed society has become. Social class has been defined in various ways by different groups of sociologists. The Marxists argue that in a capitalist†¦show more content†¦Weberians look at status and power divisions that are based on gender and ethnic background as well as economic wealth. The functionalists argue that an open social class system allows mobility between classes ensuring that the most talented individuals are given the opportunity to reach the top and to perform the roles vital for society. They think that intra-generational mobility is not too difficult to achieve, and society provides everyone with opportunities. Other sociologists would argue against this view and say that society is not as open as the functionalists make it out to be. For example, if an Eden student and a student from an ordinary state school were to apply to a university with the same the exam grades, the Eden student would be more likely to get the place because of their background. In an open society, the social background of individuals should make no difference to their chance of mobility. However, as with the Eden and state school student, social class background and low levels of educational qualifications can reduce peoples chances of mobility. Gender and ethnic background can also influence opportunities. For example, although women may receive better qualifications than men, they may be less likely to move upwards through employment than men as a result of taking time out to bring up children. Recently it has become less common for employers toShow MoreRelatedEssay on The French Revolutionary War of 18483088 Words   |  13 Pagesshaped this continent’s governance to this date. This revolutionary wave was very significant, as it marked the collapse of traditional authorities and the establishment of more political and democratic forms of government. This year 1848; has been recognized by many as the ‘year of revolution’ because of the great number of political revolutions that took place allover Europe at this time. These 1884 revolutions started of in the French republic before spreading out to the other Western European nationsRead MoreThe Importance of Demography to Development11868 Words   |  48 Pagesthe fundamental laws of social relationships, institutions, etc. It generally concerns itself with the social rules and processes that bind and separate people not only as individuals, but as members of associations, groups, and institutions, and includes the examination of the organization and development of human social life. The sociological field of interest ranges from the analysis of short contacts between anonymous individuals on the street to the study of global social processes. Most sociologistsRead MoreReceived Pronunciation: Historical Background and Application17580 Words   |  71 Pagesbeen educated at the great public boarding schools† (Daniel Jones 1965). The actuality of the theme chosen is explained by the importance of linguistic option and usage of RP in a particular social group. The object of our thesis is Phonology. The subject is Received Pronunciation and its usage in particular social groups. The aims of our research work are: - to investigate linguistic peculiarities of Received Pronunciation in the English language, - to reveal phonological similarities and differencesRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesperspectives on the past) Includes bibliographical references. ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7 (paper : alk. paper)—ISBN 978-1-4399-0271-4 (electronic) 1. History, Modern—20th century. 2. Twentieth century. 3. Social history—20th century. 4. World politics—20th century. I. Adas, Michael, 1943– II. American Historical Association. 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Constitution for the European Union? 67 Conclusions 72 Bibliography 76 APPENDIX 82 Introduction The twentieth century bears tragic scars left by the First and Second World Wars. Fifty million soldiers and civilians lost their lives in conflicts that left Europe in ruins.[1] In 1945 Europe faced the task to rebuild the European countries destroyed in war conflagration as well as reconstruct the peaceful relationships betweenRead MoreFor Against by L.G. 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The truth is that there has always been a committed Jamaican counter- culture that celebrates and sees redemption in Africa and rejects the European values that have oppressed a society. But prior to the advent of popular culture and especiallyRead MoreFundamentals of Hrm263904 Words   |  1056 PagesISSUES: Diversity Awareness 12 What Is a Work/Life Balance? 12 DID YOU KNOW?: Looking at the Future of HRM 13 DID YOU KNOW?: International Diversity 14 The Labor Supply 14 Do We Have a Shortage of Skilled Labor? 14 Why Do Organizations Lay Off Employees during Shortages? 15 How Do Organizations Balance Labor Supply? 15 Issues Contingent Workers Create for HRM 16 Continuous Improvement Programs 18 Work Process Engineering 19 How HRM Can Support Improvement Programs 19 How HRM Assists in Work Process EngineeringRead MoreStephen P. Robbins Timothy A. 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The Economic Revolution Free Essays

In the economic revolution, Heilbroner explains what factors affect the organization of society. The first way is tradition; professions are passed down from father to son generation to generation. For example, Adam Smith says, â€Å"Every man was bound by a principle of religion to follow the occupation of his father and was supposed to commit the most sacrilege if he changed it for another† (13-14). We will write a custom essay sample on The Economic Revolution or any similar topic only for you Order Now This system allowed for certain jobs to always be filled causing balance between occupations in society. The second way of organizing society was based on command/authoritarian. If things were not getting done, the dictator had the authority to use whatever means necessary to get tasks finished. For example, Heilbroner explains how the pyramids of Egypt and the Five Years Plans of the Soviet Union didn’t come into existence voluntarily, but because Russia and Egypt were both command societies, and they ensured economic survival through punishments dictated by the authorities. The third method of organization and survival came â€Å"upon the development of an astonishing arrangement in which society assured its own insurance by allowing each individual to do exactly as he saw fit—provided he followed a central governing rule† (14). Thus, the market system came about. Before this idea, personal gain was non-existent because people only grew up to simply survive; work was a means to an end. The concept of gain didn’t exist yet because the idea of a nation had not fully emerged, and the Catholic church condemned personal gain as the enemy. However, it finally started to emerge as nationalism increased, separation of secular and spiritual life came into play, businessman became valuable, and the people became eager to advance intellectually. Markets gave the meaning to means of production: land, labor, and capital. Adam Smith contributed to the economic world by exploring the concept of self-interest and â€Å"The Invisible Hand.† The invisible hand acts a force that promotes society. He believes that not everything must be planned to be orderly; order will emerge as a consequence of the interactions of individuals. Everyone is led by an invisible hand to â€Å"promote an end which was no part of his intention† (Handout). Smith also states how humans are selfish and no one does anything out of kindness, but they do it out of their own best interest. When trying to persuade someone, we make it seem as if it will benefit them to do us a favor. For example, Smith writes, â€Å"It is not from the benevolence of the butcher, brewer, or the baker, that we expect our dinner, but from their regard to their own self-interest† (Handout). They work to make money and benefit themselves. Smith’s laws of self-interest and competition being the driving force of the market are also crucial to economics. Both factors ensure the market meets consumer needs. Although businesses have the freedom to charge items as they please, they cannot do so without the fear of another company swooping in to steal business. Therefore, the market is self-regulating; one can do whatever he or she likes, but actions will have certain consequences including losing customers or workers. The competition imposes restrictions on price and quantity. Smith also discusses the Laws of Behavior: Law of Accumulation and the Law of Population. People will always want to accumulate more riches and economic prosperity, but population regulates this accumulation. Adam Smith also talks about the bourgeoisie’s admiration of â€Å"Laissez-Faire† or â€Å"free fair.† Because they are businessmen with lives centered around money, they believe the government shouldn’t interfere in business relations but only in safety aspects. Due to this, Smith worries that the working class will be taken advantage of. Although republicans love Adam Smith, he himself disliked capitalists because they lead to monopolies which were the market’s biggest enemy. Monopolies undermine competition which is necessary to regulate the market. Smith thought the government shouldn’t be pro-business but should strive to be pro-market. To accomplish this, business men shouldn’t be in charge because they will look out for themselves rather than society. Thomas Malthus was another idolized economist that built on the workings of Adam Smith. He believed humanity will eventually outstrip natural resources because population will outnumber everyday things such as land and water. Therefore, overpopulation would be the prime factor negatively affecting the prosperity of the system. On the other hand, Ricardo disagreed with Smith’s philosophy on the basis that humans cannot harmoniously work together. For example, Heilbroner writes, â€Å"Society to Adam Smith was a great family; to Ricardo, it was an internally divided camp† (47). He compared the world to an escalator; people are ruthlessly fighting to get to the top as they kick others back down. This introduced the idea of class mentality. His main contribution was â€Å"abstract mentality† where there is no feelings or humanity in his works. While Smith believed in finite progress, Malthus and Ricardo saw infinite progress and evolution. The German scholar, Karl Marx, stated that Capitalism is destined to fail. His two main reasons for this were the rebellion of the proletariat class and concept of surplus value. In Marx’s world, child labor was extensive to the point where kids were tortured. This was a result of Capitalism because the bourgeoisie made everything money oriented. Marx writes how the bourgeoisie have â€Å"torn asunder the motley feudal ties that bound man to his â€Å"natural superiors,† and has left no other bond between man and man than naked self-interest, than callous ‘cash payment'† (Handout). Regarding surplus value, people are being exploited to work more than they get paid for. In big C Capitalism, the price of something equals the labor put in. However, this system is flawed because there is no profit resulting in no incentive to work. Therefore, this is not how Capitalism works today because people are exploited to make money. He predicts both of these problems will lead to the fall of Capitalism. Another one of his greatest ideas is â€Å"Dialectical Materialism.† He believed that although ideas shape the world, the world also shapes the ideas; reality affects our ideas and vice versa. Things are always evolving around society’s superstructure: Capitalism. Another aspect of Dialectical Materialism is finding the moderation between two things. For example, the moderation between Capitalism and Communism is Socialism. Marx is well known for his laws of motion as well. These laws discuss the following: constant need for innovation, incessant need for new techniques, the business cycle going into depression, huge corporations such as Amazon and Disney coming into play, and the idea of small businesses dying. How to cite The Economic Revolution, Papers

Inspirational Speech for school elections free essay sample

Have you chosen me for no reason? Of course not. We insider giving our precious vote only to those chosen few whom we lay full trust on. Your votes stood by my side throughout this campaign. I thank each one of you integrally for that. I feel fully for all my worthy opponents who made this election what it was. One filled with suspense and Jitteriness right till this day. Thank you so much for being competition. This day will be written down in the books of our school for it received yet another new bunch of student leaders for the budding academic year, the head of which I am.Your strong support and blissful benevolence have resulted in this. I know I can take this very well. I know we can work towards a better school experience. I know I can see that smile on two thousand faces the day I graduate and say goodbye to you all. We will write a custom essay sample on Inspirational Speech for school elections or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The only thing we need to do, is go hand-in- hand each step of this treacherous path. It is time for me and the entire team to toil like slaves for a brighter tomorrow. I have everything in mind and so do you about the reforms within your heart that you genuinely want to see coming out.You all have known me from my primary years and the development and positive change of phase is all attributed to my loving teachers who have helped me reach as high as he stars The feeling that gushes down my spine as I hear the loud roar and the ecstatic expressions on all your faces is what gives me courage to go that tad bit further. Our road ahead is foggy. But we must not budge from our purpose. We must work towards a goal, work with passion, and work without thinking of the reward. Hard work is in our hands, the restOur future is uncertain, but shaping it is definitely certain and I convincingly believe that we are on our way to changing the normal and getting on to something more rewarding. We must come to terms about the fact that we hold the virtue to turn the tables to our benefit. You guys out there have already proved how every vote counts into the making of a great leader. It is now an obligation for this captain to make sure that all passengers safely reach the harbor. To move ahead, you need a vision. To move ahead, you must have capacity.To move ahead, you must have the vibrancy and enthusiasm that lights everyone else around you. These capabilities have been recognized in me and I will prove them and your choice to be cent per cent right. My dream and desire is to make this school pristine as Gold and for that, I need to be as industrious an ant for the next whole ear. Till when will we be stranded at the same stagnant spot? It is now time to rise above the high tides. We will not relax. We will strive and continually move to a resplendent outcome. You all have given me command.I will not let go of it. It is only for the destined few. We have to break all records, we have to strain for more holistic education, we have to not give up. Can the student body be capable enough? No doubts about that. We have seen great School Captains before. It is we who have to work willingly for ourselves. It is we who have to discreetly and prudently toil for best results. The scenic school and the fragrance of freshness as we enter this paradise is something that delivers immense and intense feelings for the only school that I have been to. Your altruistic adherence and undying loyalty are the sole factors for me being present here in front of you all. On this occasion of merriment and honor, I hereby make a crucial pledge. Dear teachers and my very own friends, as the new School Captain of this school, I pledge to always support the right thing and also promise to be available to anyone, anytime for anything that concerns our school or its benefit for that matter. As we plunge into this new century, I promise to upgrade the technological aspect of the school as well, so that the daily hassles and glitches can be done away with.I promise to be as busy as a beaver throughout only at your service. I am no more Shall Anodal, I am now your and this schools slave. On that note, I bid adieu this podium and stage. Enough said for today. Now time calls us to do much more in the days to come. Let me elucidate once again that I am here for each one of you since I owe my victory and this position to all of you as well. So dear all, cheers to a new beginning and hope for an even better end! Thanks and may God less all! (939 words) RATIONALE I have chosen a speech as my text type since it is very intense in its tone and content.A lot can be analyzed about a speech and therefore plentiful options of scrutiny are available on the palette. Speeches such as the one given after being triumphant in an election are always full of vigor and positive energy. This is the reason why I chose such a speech that related to the school I study in as well. The written task directly relates to Part 1 of the course being studied. The audience of the speech that has been made by using literary techniques from other famous speeches is teachers and dents of a school.

A Time of Change In The Great Gatsby by F.Scott Fitzgerald

A Time of Change In The Great Gatsby by F.Scott Fitzgerald ' 'Suppose you met somebody just as careless as yourself.' 'I hope I neverwill,' she [Jordan] answered. 'I hate careless people. That's why I like you.' '(Fitzgerald, pg. 63) Jordan is explaining to Nick how she is able to drive badly aslong as everyone else drives carefully. This quote represents the writing technique offoreshadowing, which is being used in one of its finest form. Fitzgerald isforeshadowing to chapter seven where Daisy kills Myrtle Wilson because of her recklessdriving. Fitzgerald uses foreshadowing to strengthen the plot of his book. In chapternine, Nick begins to recall the past and relive his old memories. His must relieve hislingering thoughts of the past. During the chapter, Nick uses a flashback to tell aboutGatsby's funeral for the readers to know what happen the day Gatsby was shot. Flashbackin The Great Gatsby also helps to give the reader background information about theThe Great Gatsbycharacters. In The Great Gatsby, the structure of the novel is influenc ed byforeshadowing and flashback.Fitzgerald utilizes foreshadowing to the best of its ability to help organizethe novel. 'Luckily the clock took this moment to tilt dangerously at the pressure ofhis head, whereupon he turned and caught it with trembling fingers and set it back inplace. 'I'm sorry about the clock,' he said. 'It's an old clock,' I told himidiotically.' (Fitzgerald, pg. 92) This quote is the first use of foreshadowing whichis in chapter five. It pertains to all of the trouble Gatsby causes as he tries to winDaisy back. The past is represented by the clock and how Gatsby wants to repeat it withDaisy. (Eble, pg. 963) This quote foreshadows to the end of the novel when Nick is leftto tell the story of the dreamer whose dreams were corrupted.(Eble, pg. 963) 'they smashed up things and creatures and then retreated back intotheir money or their vast carelessness or whatever it was that kept them together, andlet other people clean up the mess they had made.' (Fitzgerald, pg. 188) In chaptersix, Fitzgerald focuses on the first moment of disillusionment which Gatsby has.(Magill, pg. 90) ' 'Can't repeat the past?' he cried incredulously. 'Why of course youcan!' ' (Fitzgerald, pg. 116) This quote is clearly foreshadowing almost the entirebook. It foreshadows Gatsby's attempts to woe Daisy for Tom and tries to make thingsthe way they were before he left for the army . It also alludes to the fact that hemust be rich and powerful to do that. Overall, it shows that he destroys himself tryingto get Daisy back from Tom Buchanan. In the beginning of chapter eight Fitzgeraldforeshadows the death of Gatsby. 'I couldn't sleep all night; a fog-horn was groaningincessantly on the Sound, and I tossed half sick between grotesque reality and savagefrightening dreams. I heard a taxi go up Gatsby's drive and immediately I jumped out ofbed and began to dress- I felt that I had something to tell him, something to warn himabout and morning would be too late.'(Fitzgerald, pg.1 54) This quote definitely foreshadows the death of Gatsby.Fitzgerald also foreshadows Wilson's involvement when his wife died. ' 'He murderedher.' 'It was an accident, George.' Wilson shook his head. His eyes narrowed and hismouth widened slightly with the ghost of superior 'Hm!' ' (Fitzgerald, pg. 166) Thisquote clearly tells the readers that George is not going to let the person who he thinkskilled his wife get away with it. Foreshadowing is sparingly displayed though out thenovel and especially in the last chapters.Flashback is used quite often in The Great Gatsby. Jordan begins to rememberwhen she met Gatsby with Daisy for the first time and how they were in love. 'OneOctober day in nineteen- seventeen.....The largest of the banners and the largest of thelawns belonged to Daisy Fay's house. She was just eighteen....His name was Jay Gatsbyand I didn't lay eyes on him again for over four years.' (Fitzgerald, pg. 80) As thereader can clearly see, Jordan begins to narrate about the first and last time that shesaw Gatsby with Daisy which was four years ago. In chapter eight, Nick flashes back tothe night of Myrtle's death and begins to tell the story of what went on after herdeath. 'Now I want to go back a little and tell what happened at the garage after weleft there the night before.' (Fitzgerald, pg. 163) Nick tells the reader about howWilson thought he had figured out who had killed his wife. Nick follows step by step ashe walks all the way to Tom Buchanan's. Nick then describes Wilson killing Gatsby inthe pool and then Wilson killing himself.In chapter nine, another flashback is told by Nick. Nick recalls the night ofGatsby's death, and the next day, when all the policemen were at Gatsby's house.'After two years I remember the rest of that day, and that night and the next day, onlyas an endless drill of police and photographers and newspaper men in and out of Gatsby'sfront door.' (Fitzgerald, pg.171) Nick then proceeds into another flashback where he istry ing to get people to come to Gatsby's funeral. During this flashback Nick finallymeets Gatsby's father, Mr. Gatz, who came to his son's funeral. 'Next morning I sentthe butler to New York with a letter to Wolfshiem which asked for information and urgedhim to come out on the next train. [for Gatsby's funeral]...When the butler brought backWolfshiem's answer I began to have a feeling of defiance.....The third day that atelegram signed Henry C. Gatz arrived from a town in Minnesota...It was Gatsby'sfather.' (Fitzgerald, pg. 175) In the last sentence of the novel the reader realizesthe story is being told as seen through the eyes of a Dutch sailor which transports thereader into the past. (Magill, pg. 91) 'Boats against the current, borne backceaselessly into the past.' (Fitzgerald, pg. 189)As one can see, the book came to life through the use of flashback andforeshadowing. These two main ingredients in this novel made it possible for the readerto be able to understand Gatsby the way Fi tzgerald does. It also helps one tounderstand Gatsby's relentless pursuit of the American dream. These two elements of thenovel were weaved into a great book that was read and adored by millions of readers andschool students.

Clonong essays

Clonong essays Cloning Twenty-five years ago, scientists thought that cloning was virtually impossible. In the last five years, the science of cloning, has come to realization. What is a clone? A clone is a duplicate - much like a photocopy is a duplicate, or copy, of a document (Kolate, 238). A good example of copies that occur in nature are identical twins, which are duplicates of each other. On a daily basis, molecular geneticists and other scientists use cloning techniques to replicate various genetic materials such as gene segments and cells (Kolate, 238). Recently the cloning of a living life form was brought from the realms of science fiction to reality with the cloning of a sheep named Dolly (Kolate 236). Imagine meeting an exact replica of somebody or yourself seven to ten years from now (Kaku 6). They look alike, and even have the same genetic makeup. This is the new world of cloning. As with every new science, there are those who believe in it, and those who oppose it. So many questions arise. What if some one like Hitler had access to this technology? Would people want two identical copies of a child or a relative? What are the chances of people illegally obtaining blood samples of, for example, Albert Einstein, Bill Clinton, or even Lee Harvey Oswald for sale on the black market? Is there a way we can possibly outlaw and enforce cloning? Could this development actually be used for a benefit, such as bringing back endangered or extinct animals? The instantaneous reaction of the world has been mixed. However, the overall benefits appear to out weigh the other factors. This new technological development can not be passed off. It has the potential of enormous benefits to society. The new technology of cloning should be utilized because it could bring back extinct organisms, help infertile couples to have children, and potentially save many lives. Cloning could bring back extinct animals (Kaku 227). Over millions of years, thousands of differ...

Immigration & Ownership under EB5 Essay Example | Topics and Well Written Essays - 3250 words

Immigration & Ownership under EB5 - Essay Example Many of those families are facing the threat of deportation, while many troubled companies that were promised a boost from immigrant investors have closed their doors, leaving hundreds of workers unemployed"( Roche and Cohn, Cashing In: Immigration Official Insiders Siphon Millions Selling Green Cards To Wealthy Foreigners, Baltimore Sun).2 The impetus for the visa program came from a similar strategy in Canada that attracted millions of dollars from wealthy Hong Kong residents who looked elsewhere to settle when Britain announced that Hong Kong would merge with mainland China (We take a look at the Canadian Business Immigration Visa later in the paper).This made the American think-tank devise a strategy to lure the wealthy from around the globe to invest in the national coffer, which was suffering through an economic downturn. (Roche and Cohn, America for Sale, Cashing In: Immigration Official Insiders Siphon Millions Selling Green Cards to Wealthy Foreigners, Baltimore Sun)3. America was also looking to lure the wealthy from Hong Kong who dreaded the idea of living under communist rule in 1997. The response was lukewarm considering that this plan was patterned after highly successful programs in other countries, especially Canada and Australia. Canada's program, which began in 1986, had brought in more than $3 billion a year and created more than 40,000 jobs, which Canadian officials said was a real success. Australia, anticipating an exodus from Hong Kong brought forward their program a lot earlier. The program, begun in 1982, brought in $1.3 billion in new investment with about 10,000 settlers coming mostly from Asia, according to the Australian Embassy. There was animosity and revolt against this move to bring in settlers for a paltry sum of $1 million. Said Sen. Dale.Bumpers (D-Ark.), "allowing somebody into this country simply because he or she happens to have $1 million, either inherited, made in the drug cartel, regardless of where the money comes from" is nothing short of "selling of our souls". "One million dollars is not chump change," said St. Louis immigration lawyer George Newman. "People with that kind of money didn't get it because they are idiots," he said, and they are not going to jump into the program without a clear idea of what will happen, sums up the mood in the immigration section of INS (Al Kamen, An Investment In American Citizenship, Sep.29, 1991, The Washington Post)4. The EB-5 Immigrant Investor Visa (Pre- This is the story of Kenneth Carlsson, a man who brought with him all the wealth that he could amass to start an American dream. He, like a million before him, sought to make the United States his home. Kenneth banked on the investor visa program that was on offer for foreigners who desired to come here and invest U.S $500,000 - $1,000,000. This was seen as an avenue for the rich to walk into this country, invest in a business that would offer employment to a minimum of 10 and would

Aesthetic of the Maqbool Movie Essay Example | Topics and Well Written Essays - 750 words

Aesthetic of the Maqbool Movie - Essay Example Arjun Appadurai on giving his opinion about Maqbool said that the notion of the nation-state is on the edge of disappearing; however, its maintenance is based on certain ethical and political dimensions. It is because of the permeability of borders that the idea of national cinema is being questioned as the borders are being pushed and broadened. The major difference found in the Hollywood and Bollywood movies belonging to the same genre as Maqbool is the incorporation of music and background scores. For example, thriller movies like Maqbool, All about my mother, Black Orpheus etc. in Hollywood incorporate the background scores in order to provide more depth to the storyline. There are no thriller-drama Hollywood movies where songs can be found in the background. However, in Bollywood movies, there is a significant place for songs as they are used to define some intense and important scenes of the movie. The function of a song in the Hollywood movies is just to define the complexity of the scene, whereas its function in Bollywood movie may include defining the importance of a scene. Few songs that are used in Movie Maqbool define the infatuations between the movies lead character (Rastogi). The Bollywood film industry has always cherished the spirit of love in their movies. Most of the Bollywood movies irrespective of their genre incorporate love and romance. However, this is not always the case of Hollywood movie. The thriller dramas of Hollywood most of the time do not incorporate love story just to cater to some specific type of audience. The Hollywood thrillers usually revolve around a strong storyline following the authenticity of the original script, rather than focusing on the audience by including the elements of love and romance. In Bollywood movies, the love and romance constitute a significant part.

Humanity and climate change Essay Example | Topics and Well Written Essays - 1000 words

Humanity and climate change - Essay Example This paper provides evidence that human activities caused climate change. The Human Face behind Climate Change Numerous scholars and scientists agree that human activities have been the predominant root of global warming. Pollution has particularly raised global temperature levels which, in turn, affect numerous life forms. Kluger synthesizes reports that argue that global warming and climate change are real phenomena and that they are mainly the effects of prodigious human emissions. Extraordinary amounts of CO2 released into the air from people’s industries and automobiles have created the problem of global warming, which produce climate changes (Kluger). Glaciologist Rignot examines data from Canadian and European satellites and stipulates that Greenland ice is melting twice as fast than before, with 53 cu. mi. of water melting to the sea in 2005, compared with 22 cu. mi. in 1996 (Kluger). A cubic mile of water is around five times the amount that Los Angeles consumers ever y year (Kluger). In addition, the ocean water level is also rapidly rising and caused flooding in low-coastal areas, such as Bangladesh (Kluger). Schnoor provides additional proof that that increases in greenhouse gases or GHGs, such as carbon dioxide, methane, nitrous oxide, and others, in the atmosphere have produced global warming. NASA also concurs that these gases blankets the atmosphere and trap heat from escaping the Earth’s atmosphere. Schnoor emphasizes that burning fossil fuels, flooded agriculture, animal husbandry, and coal mining principally released higher carbon dioxide emissions (CO2) levels, leaked methane (CH4), and resulted to the denitrification of nitrogen fertilizers, which raised nitrous oxide (N2O) levels in the atmosphere. He stresses that CO2 is accountable for more than half of the greenhouse effect, and it is rising exponentially at ?0.4% per year (1106). He states that each time a person uses 10 gallons for their car; he/she releases 190 lbs of CO 2 into the atmosphere (1106). Schnoor depicts that each person in the United States releases â€Å"6 metric tons of carbon (22 metric tons of CO2) into the atmosphere each year† (1106). The total emissions from global anthropogenic activities are â€Å"more than 6–7 billion metric tons of carbon per year, and approximately half of that are accumulating in the atmosphere† (Schnoor 1106). Studies showed that the rising global atmospheric CO2 concentrations mostly came from humans because of three kinds of evidence. First, the increase in CO2 concentrations only began at the end of the 18th century, the time of the industrial revolution (Schnoor 1106). The Intergovernmental Panel on Climate Change (IPCC) report on the climate change in 2001 asserts that the atmospheric concentration of carbon dioxide has increased from 280 ppm (parts per million) in 1750 to 367 ppm in 1999 (31% increase)† (Khandekar, Murty, and Chittibabu 1563). The IPCC describes also the hu ge increase in other greenhouse gases (GHG) such as, methane and nitrous oxide, which heightened by 145% and 15%, respectively, in the last 250 years, where the Industrial Age coincided with these extraordinary high levels of greenhouse gases

What are the key elements of cbt

What are the key elements of cbt According to Beck, the cognitive approach to psychotherapy is best viewed as the application of the cognitive model of a particular disorder with the use of a variety of techniques designed to modify dysfunctional beliefs and faulty information processing characteristic of each disorder. At its current stage of development, CBT is considered one of the best validated psychotherapies available (Bennett-Levy et al. 2004, Salkovskis 1996), indeed, surveys indicate that CBT is fast becoming the majority orientation of practising psychologists (Gaudiano 2008). The fundamental premise of CBT is that emotional experience, behaviour and physiological sensations are influenced by individuals cognitive processes. Each of these realms of human experience is synergistically co-determining, with cognition mediating their reciprocal interrelationship (Sanders and Wills 2005); Clark Steer in Salkovskis, 1996). CBT asserts that the appraisal or meaning assigned by an individual to these processes t hat will determine their impact on psychological well-being (Beck 1976). Essentially, there may be several alternative ways of looking at experiences (Salkovskis 1996), that individuals actively construct their realities (Clark Steer in Salkovskis, 1996). The crucial role of cognitions in predisposing and maintaining psychological difficulties is emphasised, cognitive techniques are therefore viewed as a key element of the intervention process (Clark Steer in Salkovskis, 1996). The CBT model proposes that psychopathology is the product of faulty information processing that manifests itself in distorted and dysfunctional thinking which directly leads to negative emotions and maladaptive behaviours. Therapy aims to help clients identify and modify these distorted patterns of thinking (Bennett-Levy et al. 2004) by empowering them to choose alternative ways of interpreting and reacting, drawing from the fullest possible range of alternatives available. Psychopathology is conceptualise d as occurring on a continuum, symptoms being viewed as extreme variants of relatively common human experiences. For example, in anxiety disorders, cognitive models specify circumstances under which otherwise normal cognitive processes become stuck resulting in pathological levels of anxiety (Salkovskis 1996). Furthermore, CBT postulates the existence of cognitive styles and biases characteristic of particular psychological disorders known as the cognitive content specificity hypothesis. In practice, CBT is a collaborative, time limited, structured, educational, empirical and active form of therapy utilising a variety of methods, some specific to CBT, others adopted from other therapeutic approaches. Not only has CBT developed rapidly since Becks seminal work on depression, it has also changed greatly over the last 15 years with the emergence of CBTs 3rd wave approaches (Mansell 2008). Therapies falling under the CBT umbrella now include problem-solving therapy, DBT, ACT, rational-emotive behaviour therapy, cognitive processing therapy, MBCT and cognitive behavioural analysis of psychotherapy (Gaudiano 2008). Initially, this paper will explore the defining characteristics of conventional, mainstream CBT providing a brief overview of therapys structured format, its emphasis on collaborative therapeutic relationships and its cognitive and behavioural intervention techniques. The paper will endeavour to highlight throughout the defining characteristics of CBT, namely, i ts empirical, educational, parsimonious and adaptable approach to treatment using examples from a variety of clinical disorders. Examination of the main tenets of CBT will be followed by discussion of limitations associated with the approach. CBT has been criticised on multiple fronts, both from within CBT and from alternative therapeutic perspectives (Andersson and Asmundson 2008). A number of CBTs critiques will be examined including CBTs coherence as a theoretical framework, the role of the therapeutic relationship, its applicability across various populations and its current status within the broader socio-political context of mental health care provision. Limitations will be evaluated given recent developments within the discipline, primarily the emergence of the complementary therapeutic approaches heretofore mentioned. This paper will examine whether recent developments have sufficiently addressed CBTs limitations and will conclude with a discussion of possible areas of futur e research and development within the discipline. Case Conceptualisation CT is not a technique driven treatment, it should be driven by individual case conceptualisations that are based on a specific cognitive model (Wells 1997). The CBT assessment is a valuable opportunity to engage and socialise the client in the CBT approach, in which the therapist encourages the client to view therapy as a no lose experiment. In contrast to other therapeutic approaches, CBT assessments primarily focus on a detailed description of the current presenting problem (frequency, circumstances/situational aspects and associated distress levels), analysis of symptom, cognitive and behavioural details, historical and aetiological factors (primarily predisposing or triggering factors) and social/environmental influences. The majority of assessment is devoted to the identification and objectification of current presenting problems. Symptom presentation may be analysed in terms of its antecedents, associated appraisals and beliefs and emotional or behavioural consequences (Wells 1 997). In panic disorder, assessment would focus on the nature of catastrophic misinterpretations, a detailed description of the primary feared symptoms and the nature of safety and avoidance behaviours (Wells 1997). During assessment and indeed throughout the course of therapy, symptom and mood measures are used to establish base line rates and to assist in monitoring progress over time. Assessment is an important element of the formulation or cognitive case conceptualisation process. Case conceptualisation is envisaged as the process whereby client and therapist reach a shared understanding of the origins, development and maintenance of the clients problems. The formulation is an overview, essentially a working hypothesis, which is open to testing and verification throughout therapy and provides a tentative intervention plan. Conceptualisation is an active and continuing process throughout therapy, thus, the formulation is open to addition and revision as therapy proceeds (Sanders and Wills 2005). As the client becomes increasingly socialised in the CBT approach, SBs and cognitive biases may be incorporated into the initial formulation to aid clarity, understanding and planning. Crucially, the evolving formulation educates the client in the interaction between thoughts, emotions, behaviour and physiology, illustrating how the elements interact, trigger and maintain their problems. The assessment and formulation process allow the therapist to draw upon their knowledge of cognitive models of psychological difficulties, tailoring these models and associated protocols to the individuals case conceptualisation, thereby creating a bridge between theory and practice. At its simplest level, the formulation may be a diagrammatic representation of the clients problems, in which therapist and client plot the sequence of events in symptom presentation, often using vicious cycles (Wells 1997). The formulation represents the first stage in creating a cognitive set for the processing of alternative explanation of the clients problems (Wells 1997). However, there is a scarcity of evidence linking quality or style of formulation and therapeutic outcome (Sanders and Wills 2005); its value lies, from a practitioner viewpoint, in representing a roadmap of how therapy might proceed and possible intervention avenues. Structure and Format The brief nature of CBT necessitates a highly structured and goal directed format to be adopted from the outset. Through the negotiation of agendas, goals, a problem list, summaries and completion of self-guided activities (homework) (Padesky and Greenberger 1995), CBT maintains a focused, results oriented approach. At the beginning of each therapy session, an agenda is collaboratively devised and agreed upon, each session typically including a review of the clients mood, feedback, client and therapist agenda items, review and agreement of homework tasks (Sanders and Wills 2005). In early therapy sessions, the generation of a problem list (a practice inherited from behaviourism) highlights the main areas in which the client wishes to see improvement and guides target areas (Sanders and Wills 2005). Goal setting, which typically occurs at the end of the assessment, allows client and therapist to clearly define and operationalise the gains the client wishes to make by the end of therap y (Sanders and Wills 2005). A central component of CBT practice is self guided activity or homework. CBTs educational and self-help ethos seeks to empower the individual to ultimately become their own therapist, the completion of homework tasks outside session reinforce this learning experience. Homework can be enormously varied, from reading self help material to conducting behavioural experiments. Ideally, homework is devised collaboratively with a clear rationale for treatment gain. As therapy proceeds and the client becomes increasingly socialised to CBT, the client can adopt an increasingly independent role in devising homework with decreasing levels of therapist input. CBTs brief duration is greatly aided by the completion of homework outside session, enabling therapy to occur continuously in the clients own time. Successful homework completion has been associated with improved therapeutic outcomes, with clients who consistently complete homework between sessions improving more than patients who do not (B urns Auerbach in Salkovskis, 1996). Treatment including homework produced improved outcomes than treatment consisting entirely of in-session work (Kazantzis et al. 2003) Collaborative Therapeutic Alliance CBTs core competencies (Roth Pilling, 2007) affirm the importance of a collaborative therapeutic relationship within clinical practice. Competency as a CBT practitioner requires not only knowledge of cognitive models of psychopathology but also the ability to apply its theory in a structured manner. In practice, therapists must be able to formulate a useful case conceptualisation and apply empirically based clinical interventions within a collaborative therapeutic relationship (Padesky and Greenberger 1995). The collaborative element of the therapeutic relationship necessitates the adoption of a team work approach. This is underscored during therapy through the elicitation of client feedback, joint agreement of goals and frequent summaries by therapist and client to check understanding and learning. Collaboration is fostered by curiosity and inquisitiveness on the therapists behalf, both parties working in parallel towards achieving therapy goals. In contrast to alternative therapeutic approaches such as Psychodynamic, the therapeutic relationship is not conceived in of itself, to be the primary vehicle of clinical change in CBT. Beck, 1976, argued that although the qualities of a good therapeutic relationship are necessary, they are not sufficient as therapies active ingredient. Once the basic elements of the therapeutic relationship are established, CBT interventions may proceed (Burns Auerbach in Salkovskis, 1996). The importance of the therapeutic relationship within CBT has been reasserted over recent years. Demonstration that non-specific therapy factors, that is, the therapeutic relationship have an additive contribution to clinical improvement independent of CBT techniques has emphasised the importance of the alliance within CBT. These research findings illustrate that client subjective appraisal of the quality of the therapeutic relationship and therapist empathy are crucial (Squier 1990). Clients of practitioners wh o where rated as warmest and most empathic improved significantly more than patients of therapists with the lowest empathy ratings. Therefore, the quality of the therapeutic relationship, even in a technical form of therapy like CBT, has a significant impact on clinical improvement (Sanders and Wills 2005). As with other forms of therapy, the fundamental characteristics of a good therapeutic relationship such as accurate listening, empathy and congruence are vital for effective CBT practice (Sanders and Wills 2005). Guided Discovery Guided discovery, the primary learning process within CBT, teaches clients to question their own thoughts and beliefs (Padesky and Greenberger 1995). Therapists guide discovery verbally through questioning and experientially through BEs. Through this process, clients evaluate alternative perspectives or information which may be outside their immediate conscious awareness but when considered informs and impacts their existing thoughts, predictions and beliefs. Through the practice of collaborative empiricism, client and therapist adopt an experimental approach (Wells 1997), treating thoughts as hypotheses open to testing and verification (Padesky and Greenberger 1995). CBT encompasses interventions targeting cognitive content, from NATs to schema level and cognitive processes known as metacognition. Using Socratic dialogue, the therapist guides the client to uncover new information, integrating and generalizing these new insights into their thinking. The use of synthesising questions allows the therapist and client to extrapolate from the concrete to the abstract, applying information gleaned in the current discussion to previous ideas, thus facilitating generalizability and the construction of new beliefs. Socratic dialogue has been conceptualised as a means of loosening NATs, priming clients to consider alternative possibilities, increasing their range of attention, memory and highlighting cognitive biases in action. Thought records, a content focused intervention, enables the examination of evidence for and against a negative automatic thought, the identification of alternative perspectives and associated belief levels. The identification of the most salient or affect inducing thought (hot thought) focuses client and therapist on emotively charged and potentially debilitating or maintaining thoughts. Belief ratings assist in the distancing process, emphasising that thoughts are not true or false in a dichotomous sense. Moreover, thought records allow client and therapist to identify predictions which can be subjected to testing (Wells 1997). Whilst working with DAs, it may be more appropriate to emphasise the construction of new, more adaptive alternatives rather than attempting to disprove old rules using evidence for/against or examining pros/cons (Padesky and Greenberger 1995). Cognitive techniques targeting the core belief and schema levels such as positive data logs and retrospective though t records enable the generation of new helpful, alternative beliefs over a prolonged time period or the re-evaluation of past experiences using present day focus. Traditionally, CBT has tended to focus upon language content; metacognitive perspectives (thinking about thinking or the meaning of thinking) assert the importance of maladaptive cognitive processes in the development, maintenance and treatment of psychological problems. Advocates suggest that challenging of negative thoughts or beliefs targets the output or end product of dysfunctional metacognitive processes. Metacognitive awareness therefore highlights process level maintaining factors, for example, through the use of frequency counts; the client may record the number of intrusive thoughts or duration of ruminative thinking and associated impact on mood (Sanders and Wills 2005). Imagery based cognitive techniques are used when the clients thoughts and emotions present in visual rather than verbal form or when imagery is their preferred form of expression (Sanders Wills, 2005). For example, in social phobia, the clients fear of social rejection and perceived lack of coping skills may come to mind as an image of themselves blushing and being publicly humiliated. Therapeutic interventions focus upon restructuring or altering the form or content of images. The client can be encouraged to re-imagine an image, altering its appearance or creating a new ending finishing out (Wells 1997). In PTSD, in which intrusive memories and images maintain the current threat cycle, imagery techniques are used to contextualise the trauma image, embedding it within its historical context, thereby disabling its contribution to current threat perception. Behavioural techniques Behavioural intervention techniques such as activity scheduling and BEs have been described as the most powerful means of cognitive change (Wells 1997). The effectiveness of behavioural activation (BA), graded increases in activity levels and exercise has been demonstrated, particularly in depression (Westbrook et al. 2007). BA promotes improvements in mood and feelings of self-efficacy through focus upon increasing opportunities for enjoyment, mastery and pleasure. Activity schedules enable a baseline level to be established, plan future activities, increase problem solving and demonstrate to the client their current activities and achievements (Beck in Salkovkis, 1996). BA is typically the first intervention target in depression, progressive increases in activity levels and associated improvements in mood allow therapy to proceed to more cognitively focused tasks which may have been initially impossible. BEs are experiential exercises which enable clients to test hypotheses through action, reality check their predictions and generate new perspectives thus facilitating emotionally grounded change (Bennett-Levy et al. 2004). BEs are highly adaptable in design and implementation, in which the client may be an active participant or observer, can occur independently or with therapist support either in session or in vivo. BEs are most successful, that is, produce maximum cognitive change if outcomes that support the various hypotheses are clearly operationalised, results are reviewed in detail and their impact on existing beliefs openly discussed (Bennett-Levy et al. 2004). The potency of BEs as learning experiences means that a limited number of well designed BEs can not only target NATs but also begin to undermine dysfunctional assumptions and beliefs. Informed by the experiential learning cycle and adult learning theory, BE design is envisaged as containing four key elements: planning, experiencing, observing and reflecting. Each stage represents an opportunity to question predictions, generate new ideas and test them in everyday life. Theoretical considerations of the mechanisms of change underlying BEs invoke multilevel information processing models such as Teasdales ICS model (Teasdale in Salkovskis, 1996). ICS outlines two qualitatively different information processing systems, a propositional, logical, rational, verbal, affect-free processing system and an implicational, non-linguistic, rapid, experiential, emotionally salient learning system. According to the ICS model, the value of BEs is their ability to create enactive procedures that activate different schematic models. Essentially, BEs enable enactment of different ways of being rather than solely providing evidence which when rationally considered leads to belief chang e. In contrast to the cognitive techniques previously discussed, BEs are though to operate on both the propositional and implicational levels enabling a felt sense of their results. It is assumed that verbal cognitive techniques exclusively operate on the propositional level unless affect is stimulated. Research conducted with trainee practitioners has demonstrated that BEs produce significantly greater cognitive and behavioural change than thoughts records (Bennett-Levy 2003), although evidence for their specific effectiveness is sparse (Bennett-Levy et al. 2004). CBTs oft quoted limitations have been described as myths by those within mainstream CBT (Westbrook et al. 2007), critiques have originated however both within and external to the discipline (Andersson and Asmundson 2008). The following discussion will examine some of the main themes of this somewhat polarized debate, contextualising views within the reality of present day evidence-based, cost/efficiency focused, stepped care service delivery. It will argue that recent developments within CBT have done much to counteract its limitations and that CBTs future course will be defined by its ability to integrate increasingly fragmented perspectives into its ever evolving framework. Coherence According to Salkovskis, 2002, theory and empirical evaluation are central to developments within CBT; there is a continuous reciprocal relationship between science and practice. In recent years however, the necessity of cognitive intervention techniques, one of CBTs defining characteristics which differentiates it from other therapeutic approaches has been questioned (Jacobson et al. 1996). The necessity of logico-rational strategies to directly challenge and modify maladaptive thoughts has been questioned (Longmore and Worrell 2007);(Ilardi and Craighead 1994). A number of empirical anomalies within CBTs outcome literature have inspired this debate (Hayes et al. 2004). Component analyses investigating the necessary and effective elements of CBT have in some cases failed to demonstrate added value of cognitive intervention techniques. In a study of major depression, comparison of treatment conditions comprising of BA, BA with challenging of automatic thoughts and CBT resulted in equ ivalent performance across conditions at conclusion of therapy, 6 month follow up and in relapse rates at 2 years (Jacobson et al. 1996). The ambiguity has further intensified due to CBTs delay in researching its mechanisms of change, which according to (Burns and Spangler 2001) often fail to conform to cognitive model predictions. Additionally, measuring changes in the cognitive mediators of a disorder (thoughts and beliefs implicated by a cognitive model in disorder maintenance) do not appear to precede symptomatic improvement, thereby challenging cognitions assumed mediating role in therapeutic change. The course of this ongoing debate would appear to be directly in contrast with Salkovskis description of CBTs empirical focus above. The clarification of the essential and effective components of CBT practice across ranges of severity and CBT formats appears to be required (Waddington,) This equivocation is further exacerbated by characteristics instilled by CBTs integrative development. CBTs foundations in BT and CT have resulted in the development of a diverse and at times contradictory nomenclature (Mansell 2008). Its roots in clinical observations rather than empirical research, led to a disconnect with cognitive science and neuroscience (Gaudiano 2008). Furthermore, CBT has been criticised for its inability to define itself and its lack of coherence as a theoretical framework (Mansell, 2008). Although there is general agreement on the key characteristics of CBT, outlined earlier in this paper, there is not an accepted definition of the essential elements that comprise CBT. The recent proliferation of competing theoretical frameworks such as ICS, SPAARS, S-REF RFT has propelled CBT further from its foundations and towards increasing complexity and fragmentation. A reductionistic, mechanistic model of distress CBTs opponents have argued its approach is mechanistic, overly rationalistic (Greenberg and Safran 1987), fails to address the entire individual and has limited utility for people with long term or complex problems (Gaudiano, 2010). Critics cite its focus on the here and now, its lack of attention to developmental history, interpersonal relationships and CBTs technique driven focus governed by rigid protocols (Sanders and Wills, 2005). CBTs response has been two fold, further research and refinement of its cognitive models and intervention enhancements tackling enduring and complex problems utilising Schema Focused Therapy (SFT). For example, Becks initial schematic model of depression was augmented to include the concepts of modes and charges to account for findings of diathesis-stress, the relationship between cognition and personality and the phenomena of sensitization and remission (Beck in Salkovkis, 1996). This pattern can be observed in many cognitive models in which research findings have been integrated to provide a more comprehensive account, for example, the finding that self-directed attention is a critical mediator in social phobia. Schemas are unlikely to become a primary therapeutic target in conventional, short term CBT unless necessitated by client material or pose a significant risk factor for relapse. SFT developed from studies of CT non-responders and relapsers, so called treatment failures. These individuals were characterised as having more rigid cognitive structures, a history of chronic, lifelong psychological difficulties and deeply engrained maladaptive belief systems. These schemas were formed in troubled or abusive childhoods, resulting in the childs development of maladaptive coping or survival styles. Developed for the treatment of Borderline Personality Disorder (BPD), SFT builds upon its CBT foundations assimilating elements from attachment, psychodynamic (particularly object relations) and emotion focused perspectives, incorporating a range of therapeutic techniques from these approaches (Kellogg and Young 2006). A primary mechanism of change within SFT is limited reparenting, therapist and c lient dialogues enable the nurturing of the client as an abandoned child thereby challenging harsh and punitive adult relationships from early childhood. The therapeutic relationship is the antithesis of traumatic childhood relationships, an arena for clients to identify and test beliefs about relationships, practice alternative new behaviours and learn new ways of relating (Sanders and Wills, 2005). Patients are guided to generalise what they have learned in the therapeutic relationship to relationships outside of therapy. Confrontational, adversarial and dehumanizing Critics have asserted that CBT frames the client as a passive recipient of technical interventions (Strong et al. 2008), the CBT practitioner as controlling, medicalising, concerned with employing techniques and seeking evidence (Mansell, 2008; Sanders Wills, 2005). The use of technical terminology such as administered and implemented within CBT does little to assuage these concerns. Conversely, CBT advocates maintain that it is not an assembly of techniques applied mechanistically (Salkovkis, 1996). Research has demonstrated that CBT patients rate their therapists higher on various relationship variables (interpersonal skills, accurate empathy and support) than psychodynamic therapists, their level of active listening was found to be equivalent to insight-oriented therapists (Keijsers et al. 2000). The integration of a compassion based focus within CBT has further enriched and reinforced the importance of the therapeutic alliance. Compassion focused therapy (CFT) developed from observations that people with high levels of shame and self-criticism find it difficult being warm, compassionate and kind to themselves (Gilbert 2009), that they often use a harsh, bullying manner when attempting to change their thoughts and behaviours. People who are unable to self-sooth find it difficult being reassured or remaining calm when considering alternative thoughts or engaging in new behaviours. In CFT, the role of the therapist to help the client experience safety in their interactions, to feel safe with what is explored in therapy and to ultimately replace self-criticism with self-kindness. In compassionate mind training, the client learns the skills and attributes of compassion through modelling of the therapists compassionate abilities. CFT focuses upon the client experiencing alternativ e thoughts as kind, supportive and helpful. Throughout therapy, the client is taught to use warmth, compassion and gentleness as their foundation from which to move into more challenging activities. Limited applicability to certain populations: the psychologically minded Critical evaluations of CBT have highlighted its potential weakness and limited evidence-base for children, older adults (Kazantzis et al. 2003) and people with intellectual disabilities (ID). Critics argue whether CBT models and techniques can be applied to these disparate populations or whether CBT is best suited for the population in which it was developed. The extant literature has highlighted particular characteristics that engender suitability for CBT including, the ability to access thoughts, recognise, differentiate and label emotions, link events and emotions, understand the mediating role of cognitions and assume responsibility for change (James et al, 2001). Within ID, research is required on potential barriers to treatment that may or may not arise from capacity and motivational factors. CBT being an essentially linguistic method presents unique challenges within ID, cognitive techniques being more difficult to apply as verbal ability decreases (Willner and Hatton 2006). Furthermore, there has been a paucity of research within mainstream CBT regarding the applicability and validity of CBT models to ID (Willner and Hatton 2006). NICE guidelines for children indicate CBT, in either group or individual format for depression (NICE, 2005) and moderate to severe ADHD (NICE, 2006). Research investigating child focused CBT interventions have been almost exclusively derived from adult treatment protocols, with insufficient attention devoted to their applicability to children (Cartwright-Hatton and Murray 2008) or developmentally appropriate intervention techniques (Doherr et al. 2005); (OConnor and Creswell 2008). For example, it has not yet been demonstrated, that a childs developmental stage predicts treatment outcome. The role of family in child-focused CBT is receiving increased attention. Research investigating parental cognitions as triggering or maintaining factors in childhood problems have resulted in their incorporation within child-focused models. A recent study demonstrated that socially phobic mothers encourage their infants to interact less with a friendly stranger than mothers with GAD, which is predi ctive of the extent to which the child subsequently shows anxiety in the presence of a stranger (de Rosnay et al. 2006). Parental anxiety has also been found to be a significant predictor of treatment failure of individual child treatment. Preliminary evidence suggests that treating one family member whether it is parent or child can have secondary effects on other family members difficulties. A panacea for psychological distress Clinical significance analysis reveals that one third to a half of clients achieve recovery following CBT (or any other form of psychological therapy) (Westbrook et al, 2007). Therefore, it is clear that CBT and other therapeutic approaches cannot be conceived as a panacea for psychological problems. For a number of disorders, specifically tailored variants of CBT are recommended, often in parallel with family centred approaches, for example, anorexia and bulimia nervosa (NICE, 2004). CBTs impressive evidence base for depression and anxiety disorder treatment has encouraged the creation of the Increasing Access to Psychological Therapies (IAPT) programme in the UK (Ghosh 2009). IAPT focuses upon rapid throughput of patients aiming to reduce waiting list times and move 50% of people treated towards recovery (Rachman and Wilson 2008). IAPT draws heavily upon the NICE depression guidelines and Layards work on happiness (Layard, 2006) which outlined the social and economic costs of depre ssion and psychological problems. Mental health research has been dominated by symptom based

Attitudes towards women, and their role in American Musical Theatre. Es

Attitudes towards women, and their role in American Musical Theatre. For my essay, I am going to look at the attitudes towards women, both from men and other women, and the significant role that that women had in telling the stories in American musical theatre. Showboat was the first musical of its kind. Up to this point, musicals consisted of songs and dances, with often feeble storylines based around the big stars. Showboat had a real story, adapted from a novel, and both the singing and dancing told the story. At the beginning of Showboat, after we have been introduced to the main characters, we hear the main female characters attitude towards men and love. 'Fish got to swim, birds got to fly, I got to love one man till I die. Can't help lovin' dat man of mine.' Julie seems like a surrogate mother to Magnolia, giving her advice, as we see Magnolia's relationship with her own mother is very strained. Parthy doesn't want her daughter to have anything to do with the stage or Ravenal, the two things her daughter is most passionate about. Julie, on the other hand, just offers Magnolia advice and listens to her. We see Magnolia and Parthy's differences highlighted by the composer's use of the perfect fourth to show Magnolias closeness with the river, and the augmented fourth or tritone to show Parthy's distance from the river and its ideals. We see a mother-daughter relationship, where the mother wants one thing for her daughter and her daughter wants the opposite. The action in the musical then jumps forward and we see a now married Magnolia, destitute in a boarding house. She has been abandoned by Ravenal, just as her mother predicted. We then see Julie, now an alcoholic, who has also been abandoned by her husband. Magnolia comes to audition for a job where Julie is working. She sings 'can't help lovin' dat man' and Julie leaves her job so Magnolia can have it. Magnolia doesn't see Julie, but Julie supports her in this way. The musical ends happily, with Magnolia, Ravenal and their daughter Kim being reunited. Showboat was totally revolutionary, and tackled issues that had never been looked at through this medium before. It paved the way for all kinds of other issues to do with women to be looked at. Porgy and Bess was a totally new concept. Not only did it have a black cast, but it showed the life t... ... but out of place in the liberal seventies. In conclusion, the attitude towards women has changed and developed with that in the developed world. Musicals have both reflected this, whilst at the same time maintaining a continuity of strong female characters. Musicals, whilst being looked at as 'light entertainment,' constantly looked at new issues, often to do with women, to challenge their audiences and society at large. The role women played was obviously integral to the musical's stories as well as also in raising these issues. The roles women played varied widely from mother, daughter, strong, weak, and authoratitive. The issues varied from domestic violence to single parents, and forced society to pay attention to the way these were affecting women's lives. This focus helped play a part in getting equal rights for women and reflects on the society we have today. Bibliography Enchanted Evenings - Geoffery Block Rodgers and Hammerstein Ethan Morden Gonzl's book of the Musical theatre Kurt Gonzl and Andrew Lamb The Complete Lyrics of Cole Porter Hamish Hamilton http://musicals.net http://libretto.musicals.ru http://www.stlyrics.com

3 Songs and a Creed

Engineer Song Pin the castle on my collar, I’ve done my training for the team. You can call me an engineer soldier, The warrior spirit has been my dream. Essayons, whether in war or peace, We will bear our red and our white. Essayons, we serve America, And the U. S. Army Corps of Engineers. Essayons! Essayons! 1st Armored Division March Iron Soldiers, Old Ironsides 1st Armored Division, honor and pride Guarding Freedom, we are proud to be America’s Tank force, Steel Victory With that Iron Patch, worn on my sleeve I follow those who, fought for Liberty Always ready, for peace we strive Iron Soldiers, Old Ironsides The Army Song First to fight for the right, And to build the nation’s might And the Army goes rolling along. Proud of all we have done, Fighting ‘till the battle won, And the Army goes rolling along. Then it’s HI! HI! Hey! The Army’s on its way. Count off the cadence loud and strong! For where are we go, You will always know, That the Army Goes ROLLING ALONG. Soldiers Creed I am an American Soldier I am a warrior and a member of a team. I serve the people of the United States and the live the Army values. I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I am disciplined, physically, and mentally tough, Trained and proficient in my warrior task and drills. I will always maintain my arms, my equipment and my Self. I am an expert and I am a professional. I stand ready to deploy, engage, and destroy the Enemies of the United States of America in close Combat. I am a guardian of freedom and the American way of Life. I AM AN AMERICAN SOLDIER.

Veterans Burial Locations Available Online

Veterans Burial Locations Available Online More than three million records showing where veterans have been buried in the Department of Veterans Affairs (VA) national cemeteries are available online. The innovation will make it easy for anyone with Internet access to search for the gravesite locations of deceased family members and friends. Veterans Burial Locations The VAs  nationwide grave locator contains more than three million records of veterans and dependents buried in the VA’s 120 cemeteries since the Civil War. It also has records of some burials in state veterans cemeteries and burials in Arlington National Cemetery from 1999 to the present. Secretary of Veterans Affairs Anthony J. Principi stated in a VA press release: This advance in service culminates years of effort by VA’s national cemetery staffs to put old paper records into this database. Making burial locations more accessible may bring more visitors to the honored resting places that we consider national shrines and historical treasures. The records date to the establishment of the first national cemeteries during the Civil War. The Web site will be updated nightly with information on burials the previous day. The site displays the same information that visitors to national cemeteries find on kiosks or in written ledgers to locate gravesites: name, dates of birth and death, period of military service, branch of service and rank if known, the cemetery’s location and phone number, plus the grave’s precise location in the cemetery. The home page, Burial and Memorial Benefits, allows the reader to select the Nationwide Gravesite Locator to begin a search. State cemetery burial records are from those cemeteries that use VA’s database to order government headstones and markers for veterans’ graves. Since 1999, Arlington National Cemetery, operated by the Department of Army, has used that database. The information in the database comes from records of interment, which before 1994 were paper records, kept at each cemetery. VA’s interment records contain more information than what is shown on the Internet and cemetery kiosks. Some information, such as identification of the next of kin, will not be shown to the public for privacy reasons. Immediate family members with a government-issued identification card may request to see the full record of a burial when they visit a national cemetery.

List of Elements in the Lathanide Group

List of Elements in the Lathanide Group The lanthanides or lanthanoid series is a group of transition metals located on the periodic table in the first row (period) below the main body of the table. The lanthanides are commonly referred to as the rare earths, although many people group scandium and yttrium together with the rare earth elements. Its less confusing to call the lanthanides a subset of the rare earth metals. The Lanthanides Heres a list of the 15 elements that are lanthanides, which run from atomic number 57 (lanthanum or Ln) and 71 (lutetium or Lu): Lanthanum: atomic number 57 with symbol Ln Cerium: atomic number 58 with symbol Ce Praseodymium: atomic number 59Â  with symbol Pr Neodymium: atomic number 60 with symbol Nd Promethium: atomic number 61 with symbol Pm Samarium: atomic number 62 with symbol Sm Europium: atomic number 63 with symbol Eu Gadolinium: atomic number 64 with symbol Gd Terbium: atomic number 65 with symbol Tb Dysprosium: atomic number 66 with symbol Dy Holmium: atomic number 67 with symbol Ho Erbium: atomic number 68Â  with symbol Er Thulium: atomic number 69 with symbol Tm Ytterbium: atomic number 70 with symbol Yb Lutetium: atomic number 71 with symbol Lu Note sometimes that lanthanides are considered to be the elements following lanthanum on the periodic table, making it a group of 14 elements. Some references also exclude lutetium from the group because it has a single valence electron in the 5d shell. Properties of the Lanthanides Because the lanthanides are all transition metals, these elements share common characteristics associated with metals. In pure form, they are bright, metallic, and silvery in appearance. Because the elements can have a variety of oxidation states, they tend to form brightly colored complexes. The most common oxidation state for most of these elements is 3, although 2 and 4 are also generally stable. The metals are reactive, readily forming ionic compounds with other elements. Lanthanum, cerium, praseodymium, neodymium, and europium react with oxygen to form oxide coatings or tarnish after brief exposure to air. Because of their reactivity, pure lanthanides are stored in an inert atmosphere, such as argon, or are kept under mineral oil. Unlike other most other transition metals, the lanthanides tend to be soft, sometimes to the point where they can be cut with a knife. None of the elements occurs free in nature. Moving across the periodic table, the radius of the 3 ion of each successive element decreases. This phenomenon is called lanthanide contraction. Except for lutetium, all of the lanthanide elements are f-block elements, referring to the filling of the 4f electron shell. Although lutetium is a d-block element, its usually considered a lanthanide because it shares so many chemical properties with the other elements in the group. Although the elements are called rare earth metals, they arent particularly scarce in nature. However, its difficult and time-consuming to isolate them from each other from their ores, adding to their value. Lanthanides are valued for their use in electronics, particularly television and monitor displays. They are used in lighters, lasers, superconductors, to color glass, to make materials phosphorescent, and to control nuclear reactions. A Note About Notation The chemical symbol Ln may be used to refer to any lanthanide in general, not specifically the element lanthanum. This may be confusing, especially in situations where lanthanum itself isnt considered a member of the group!

Job Costing Essay Example | Topics and Well Written Essays - 750 words

Job Costing - Essay Example In numerous systems, costs can be classified in stages, cost classes and cost codes, and this breakdown must be meticulously customized to correctly reflect Dell’s needs. Dell should start by developing a team that will identify the needs of the company and organizes the structure and approach to be used to achieve them. This team should include among others, managers, account receivable, accounts payable, as well as payroll personnel since a diverse group will consider the views of numerous people to whom the data will benefit. The team constituted by Dell should meet for discussions on the items on their checklist and find ways of assisting the company to determine what it needs from a job hosting system and then identify an approach and the details that should be monitored. In Dell’s case, every functional area can be affected by changes to activity-based costing and this makes it imperative to for managers to participate and buy into all the functional areas. Variou s people from different departments at Dell bring particular knowledge to their functions which are required to complete the set of activities in the entire company while appreciating the cost drivers of every activity. At Dell, job costing is utilized for the collection of costs associated with direct labor, overhead and direct materials whereby overhead is allocated to computers, which are considered jobs, subject to a predetermined rate of allocation like square footage and machine hours among others(Dussart, 2010).

Ethics Case Study Term Paper Example | Topics and Well Written Essays - 250 words

Ethics Case Study - Term Paper Example According to Statement of Ethical Professional Practice issued by the Institute of Management Accountants’ (IMA), all members of the accounting profession have the responsibility to mitigate conflicts of interest and communicate regularly with associates in the field to nullify apparent conflicts of interest (Longstaff, 2010). The scenario presents an ethical issue. There is a conflict of interest between the right things the accountant should do against what the CEO wants him to do. Ethical dilemma sets in as the accountant has a hard time discerning and refraining from engaging in conducts that prejudice conducting his duties with the best of interest of all. If I were in the position of the accountant in the case study, I would strive to detach myself from any activities that may discredit the profession of accountancy. Even though my personal interests of retaining my job and paying mortgage are factors that would influence continuity of the company, I would not doctor fiscal records of the company to get a bank loan. I would advise the company CEO to look for more ethical ways to restore financial performance of the

Assignment 1 Example | Topics and Well Written Essays - 250 words - 14

1 - Assignment Example Such confusion happens because speech sounds and meanings relate in an arbitrary manner. In other words, there is no rational and logical relationship between speech sounds and meanings. The Portuguese model can best illustrate language arbitrariness. Similarity in words should not be an issue, and neither should the words be understandable to a foreigner. However, the tribesmen need to understand what words mean. The Portuguese words tigre-dente-de-sabre mean a sabre toothed tiger. These words are the signifier. Suppose one was to go back 40 years and ask a Portuguese where to find a tiger with a sabre tooth, he or she would have no idea about it. The reason is that there is no connection between the words and the animal in question. Maybe one would wonder how the words are signified or related to the animal. According to Tomasello, every sign is arbitrary and has conventional associations, which have been established by a social rule (Tomasello 87). At first, one could argue that the statement is completely flawed, especially when onomatopoeic words are concerned. However, when one looks gives a detailed look at specific languages, one will notice certain differences. For instance, cock-a-doodle-doo is the English representation of a cock’s crowing whereas cocorico is the French version of the same. It is unlikely that cocks in Britain and France crow differently. In conclusion, all languages are arbitrary but it does not mean they are unpredictable. Precisely, arbitrariness means that one cannot exactly predict specific features that can be found in a language. It is impossible to predict what sounds will occur. Languages have their systems that differentiate sounds and meanings. Not every new concept necessitates the creation of a new word. The wing of a plane, for instance, was lifted from the wing of a bird. Moreover, a banker and a baker sound almost the same

The Next Dance Company Concert Essay Example for Free

The Next Dance Company Concert Essay Yesterday I went to a dance concert Next Dance Company Concert whose presented work by The Sharon Disney Lund School of Dance. The dance was performed by the graduating students of this school. The performance was combined with eight pieces of dance, each of them has its own theme, mood, and phenomenon. With simple music and costume, performers and audiences were delighted and having spirit communication. One thing that most impressed me was the way they designed music. Many sounds from daily life can be heard in the music. I heard people wheezing, screaming, crying. I heard clock’s ticking. I heard sound’s in office, like keyboarding or pouring coffee. They are not composed by instrument, but they are pretty familiar to us. These sound, after editing, provided us a strong sense of rhythm. Combining the dance, it allows us to think of the deep meaning of each theme. Amount of eight pieces of dance, the one I like the most is Bad Faith. The two performers displayed a strong depressed feeling through their repetitive actions with some change in each repeat. They had a dialogue, but they didn’t act like talking. They rely on each other closely but sometimes they have problems and get separate. They used their bodies to express feeling each time they talked. Such movement is oppressing to me. I love it although it is not as large-scale as others performance I saw before. And because of this reason, I sat really close to the stage and the dancers. I could hear musicians tuning their instruments, I could see light refected on performers’ faces and, the most important thing, I could see dancers’ facial expression. Sometimes they even had no background music. Instead, they used the sound of dancer’s feet rubbing the floor or footsteps as the beat. Attending a live performance is really more enjoyable than watching the same event on television. Dancer is not just a job that repeats movement that other instructs he or she to do, but an artist that use their body as a tool to express emotion, story, or ideas in a nonverbal way. From viewing this concert, I discovered the motion of dance , I feel the change of my mood with the fluctuation of motion performed in different parts of the concert. From these eight pieces of dance, I feel like I have eight times of experience. From this dance, I discover that the dance has its own motion. It might show happiness or sadness and audience will experience the change of mood of their own. All I want to say is, this was a wonderful evening and it was really worthy to go!

Accessing Health and Social Care in the UK

Accessing Health and Social Care in the UK When the National Health Services (NHS) was founded in 1948, one of the principles was to provide complete services to all and free at the time of need in UK (nursing times.net 2009). Access to healthcare services is based on clinical needs of an individual and not the ability to pay the services. This means everyone has the rights of accessing to health and social care, although it is still a major problem for low social group and ethnic minority who are facing personal, socio economic, cultural and problems happening as results of the structure of health and social care processes (POSTNOTE 2007). In this essay, a case study will be used to demonstrate a patient with learning disability who faces various problems during his access to health and social care services and factors that contributed to these problems. Also it will focus on how nurses could support these individuals to make decisions about their care. The meaning of learning disability will be explained. The assignment will also look at major cultural and social economic influencing the health and health choices of individuals. Also it will analyze the differences between health education and health promotion and with their importance in individual in accessing health and social care. The challenges inherent in meeting the needs of people of varying abilities and social backgrounds will be look at as well as the factors that trigger the accessing of multi-professional health and social service. The essay will also discuss the understanding of the legislation related to the provision of health and social care, as a nu rse why are we needed to be aware of the inequalities in provision. A name mentioned in the case study has been changed in order to comply with the code of NMC (2008) and consent was obtained from the patient and the name Anil will be used in stead. Anil is a boy of eighteen years old who came to UK from South East Asia seven years ago. He lives with his parents in the housing estate of East London where majority are ethnic from South Asia. His father who earns minimum wages works in a food factory in six days a week, speaks English and his mother is a fulltime housewife and does not speak English, only Hindu. Anil was born with Asperger syndrome, a lifelong disability that affects how a person makes sense of the world, processes information and relates to other people. People with Asperger can find difficult to communicate and interacts with other (NAS 2010). Anil had never been to hospital in India and he was treated by traditional healers. He only started seeks medical assistance when he moved to UK. Anil physical condition has deteriorated recently. He does not eat well; look tired, sometimes suffered headache and finding difficult in sleeping. Since he came to UK, he had been to school for three years only and he never had friends. He does not mix well with other people and his parents do not bother about this. At times he lets himself become a little neglected. Anil represents a small and vulnerable group in a society who find difficulty in accessing and using health and social care because of the greater health care needs they have than general population. Motor and sensory disabilities, Epilepsy, hypertension and Alzheimers disease are some of the conditions that are common in this group (NURSING STANDARD 2010). The MENCAP report (DEATH IN DEFFERENCES 2007) states that people with learning disability are being treated wrongly in all part of healthcare provision and they are not equally valued in the health services. The government also revealed that people with learning disabilities are poorer particularly uptake of invitations on primary care and hospital provisions such as access screening services (ALD 200/01). Because of their greater needs of healthcare, they are more prone to a wide variety of additional physical and mental health problems as it shows to Anil. According to Tudor- Hart (cited in Hart 1985) there is an increasing in e vidence of an inverse care law where those who needs are greatest get the least. Learning Disability is a life long condition which has a significantly reduced ability to understand new or complex information and it is vary from one person to another. The World Health Organization (WHO) defines learning disability as impairment of the body function which limits the activity of an individual in performing a task or action (WHO 2010) According to Thomas and Woods in their book Working with people with learning disabilities 11(2003), a learning disability is a terminology used to label people with lower level of intellectual that is lower than the average to normal people in the society. The term itself was widely accepted in England following a speech in 1996 to MENCAP by Stephen Dorrell, the then secretary for Health. From time to time the title and labels have changed and this has been driven by several influences. The term used to cover children with specific learning problems that may arises from a number of different things like emotional problems, medical problems and language impairment (BILD 2004). In the past, many people with learning disability were lived in institutions and have been labeled differently by their generations. Many different forms of terms have been used before. Terminology such as menace, sub- human organism, unspeakable objects of dread, holy innocent, diseased organism, eternal child and many more (WOLFENSBERGER,1972). There are about 1.5 million people with learning disability in UK who require different levels of support (MENCAP). It has been identified that approximately 26.5% of people who have learning disability as being associated with genetic factors (Craft et al 1985). Learning Disabilities is caused by problems during brain development before, during and after birth (RCSLT 2009). There are different types of learning disabilities some of which are Asperger syndrome (a specific type of Autism) which affect a person the way interact to the world, reading disabilities, writing disabilities, non verbal learning disabilities (NVLD) and many more (ALD 2000-2010), reading disability (dyslexia), speech and listening disability, and auditory processing disorder. It is often detected in early childhood. In UK there are laws and policies which describe how the needs of people with learning disabilities should be met. The purpose of these laws and policies is to improve quality of life and based on empowerment, making choices and decision, having the same opportunity and rights as other people and social inclusion. Policy such as` valuing people which explain how the government will provide same opportunity and choice for people with learning disabilities and their families to live full and independent lives as part of their local communities and to ensure they gain maximum life chance benefit ( DOH 2010). The Disability Discrimination Act 1995 which is a piece of legislation promotes the rights of people with learning disabilities to access healthcare and other care services. Healthcare providers must respect, support them and their families and conforms to professional standard (NHS 2006). It is the NHS duty to make sure they provide an equal service that can be easily accessed by anyone according to this Act. Most of the people with learning disabilities have sensory and physical impairment that make it hard to make their choices and to understand by others. A piece of legislation which protects them in England is Mental Capacity Act 2005 which is empowers and protects vulnerable people who are not able to make their own decision. People with learning disability will still have the right to give their consent for daily living and accessing the services despite of having significantly reduced ability to understand new learning skills (NURSING STANDARD 2010). If the person lack a capacity of giving or refusing consent, it is still possible for care providers to provide care and treatments for the best interest of the person (DOH 2003). A survey showed that nearly 62%of all people with learning disabilities depend on their parents and other caregivers (EMERSON et al 2005). However, healthcare providers have a duty to understand and recognize the needs of a person with learning disabilities and make sure their needs are met. It is a nursing role to work in partnership with the clients to overcome barriers by identifying what management and decision to represent the person mostly professionally although clients and their cares may make their own decision. People with learning disabilities in lower social classes are particularly disadvantage relative to the higher social classes in accessing healthcare services because of physical, social, psychological and economic barriers that limit their full participation in society. Acheson (1998) identified the links between inequalities and poor health. He noted that health inequalities were widening with the poorest in society being more affected than those who are well off. The post code lottery which depends on where you might live is a big issue in NHS. The availability of better treatment, drugs and waiting time in a deprived area where people depend on state healthcare provisions will carry on experience poor access to services and treatment than those who have the power of buying services in private services (GUARDIAN 2000). People from ethnic backgrounds experience healthcare service differently due to their lack of knowledge which can be limited by the ability to communicate in English. They may find challenge to enter healthcare services because it may require, for example making a telephone call, appointment, coping with a queuing system and complex procedures ( NHS 2006). Different in cultures attitude and stigma between where they came from and UK can impact Anils health. It is believed that South Asian parents dont have positive attitudes towards disabilities because religious and superstitious beliefs (ROYAL COLLEGE OF PSYCHIATRIC 2003). Anils parents might not take his problem seriously because of their background and social stigma of having a child with disability (AUTISM-INDIA 2008). According to the report of Department of Health (2009) a review in development in tackling health inequalities of Acheson, recommended the improvement of living standards of people with lower income than average. Among the people in this group are people living in a deprived area and depend on social housing. Also people with learning disability may fail to get the necessary services because of lack of understanding about health issues articulating their needs based on their poor experiences of education system (Mathews 1996). Research carried out by Cartwright Obrien1976 found that General Practitioners spend far less time with their patients from lower classes ( cited in Hart 1985,p59). The situation may be more complex for service users who have little or no verbal communication and those with learning disability. A learning disability person may be unable to identify and describe the signs and symptoms requiring accurate medical attention. The information may not be presented in accessible format and the staffs may ask questions which can not understand (NURSING STANDARD 2010). Unavailability of an experience interpreter in the healthcare settings can be barrier. It can affect the sensitivity of patients values and attitudes. To use a professional interpreter can reassure patients to communicate and feel freer when describing their religious beliefs and unsatisfactory environment conditions but to healthcare professionals may feel disempowerment and may depend on interpreters in order to carry out their roles (ROYAL COLLEGE OF PSYCHTRIC 2003). Sometimes physical access may be an issue for people with learning disability; they find their appointment times are often too short to understand the system because of their difficulties and transport needs to access healthcare facilities are more distant. Practitioners may be given job in deprived areas with all facility available but they may be in the risks of vandalism, theft and anti social behavior (Thomson J et al 2003 p59). The aims of the government today in UK is convince individuals to be more involved in their health. But the problems with availability of health promotion services and involvements are some of concern due to the restructuring of health and social care for people with learning disabilities has been accelerated by NHS and community care Act (DOH 1990, Emerson Et al 1996 chap 11). For example, most of the health promotion discussion and activities to accessing suitable primary healthcare is focus on medical involvements such as immunization (Stanley et al 1998 p71). Some of this medical approach can lead to reinforced dependency for people with learning disabilities. Those with severe learning disabilities, their needs are becoming known to service providers through secondary and tertiary care after being referred by primary care. Among health promotion is prevention which is focusing on decrease of risk occurrence of diseases, disabilities and handicap. These activities occur in health care settings. Primary prevention is to prevent from risk factors such as obesity through education, exercise and diet. Primary prevention produces information on various health issues in pictorial and easily understandable format such as cancer. On secondary prevention, it involves identifies early signs of diseases occurring such as cancer screening and tertiary prevention is involves reducing the impact of the disease and promoting quality of life through active rehabilitation (Thomson et al 2003). Anils state of confusion may be caused a number of factors which might need further investigation. It is the duty of his General Practitioner (primary prevention) to refer him to hospital (secondary prevention) for investigation. A consultant may decide whether Anil has physical or mental illness. To deal with and removing barriers such as difficulty with interpersonal communication, health promotion will need to promote inclusion and reduce inequalities in service provision (Thomson et al 2003 p129). World Health Organization (2010) has made it clear that health promotion is the process of enabling individual to improve and increase control of their health. Many primary healthcare professional do not have skills to overcome this problem as results those people who have learning disabilities are less likely to receive lifestyle advice than those who do not have learning disabilities (Fitzsimmons Barr 1997). Learning disability nurses have a variety of skills in communication and observations which could be useful to teach other healthcare professionals in health and social care settings (Thomson et al 2003 p131) Health education as a part of health promotion is defined as a planned communication activities designed to attract well being and ill health in individuals and group through influencing the knowledge, belief, attitudes and behavior of those in power of the community at large (Tannahill 1985p167-8). For people with learning disabilities, health education might promote social inclusion through decreasing negative stereotyping by valuing and respecting their needs. On a more individual level, people who receive health education messages have a choice to decide whether to follow or not the message given (Thomson J et al 2003). Building partnerships between nurses, careers, other professional and people with learning disabilities is essential in order to promote and educating health by identifying their physical and mental health condition (DOH 1995). A partnership is not only the way to bring up to date statutory services but also is about developing and acknowledging the collective responsibility for the health and wellbeing of the community which they belong (Thomson J et al 2003, p102). Having the opportunity to make choice about their healthcare is critical to their sense of inclusion in society. It is also a key factor in allowing individual like Anil to feel in control of his life. The NMC (National Midwifery Council) code of 2008sets out number of responsibilities on nurses to promote choice and respect the decisions of those they care. Nurses need to help them making their choice by making some simple adaptations. The first step can be taking a little more time to explain something and giving the person with learning disability more time to understand what is being said (NURSING STANDARDS 2010, P53). Other approach could be the involvement of relative or paid career not to make choice on behalf of the person with learning disability but to use their knowledge of the person to help the care professional interpret or to explain treatment options. In all this processes, nurses need to ensure that they obtain consent before they begin assessment and treatment. Any decision to be taken by the staff must be in the interests of the person and must regard to his or her human rights. To conclude, the essay has set out key difficulties experienced by people with learning disabilities in accessing healthcare services and the gap between rich and poor who are accessing healthcare appear to be widening. People who have learning disabilities are generally underestimated and find themselves failure to succeed their expectation. They experience more health problems than any other group in a society but use healthcare services less than the general population (RODGER 1996). Inequalities in health for people with learning disabilities must be dealt with by healthcare providers in health care provision with the aim of closing the division between the general public experiences and this group. By using good quality of health care and respecting peoples rights to access, and making reasonable adjustment, the lives of people with learning disabilities can be changed. Healthcare providers have a duty to ensure that people with learning disabilities are offered regular checking and are included in health screening program.