Drugs, Crime And Prohibition Essays - Drug Control Law,

Drugs, Crime And Prohibition Drugs, Crime and Prohibition Do drugs really cause crime, or is it our governments way of controlling the communities? Many people blame drugs for every problem in our society, but is it the true evil in our society? No one person can answer that question. There are only opinions and supposed theories on this issue. We have been taught over the years that drugs were bad and that they only affected the poor and less fortunate, and turned them into crazy criminals, but this isnt true to any extent. The laws controlling and prohibiting drugs are the true culprit. Would our crime levels decline if drugs were legalized to some extent, or would we just increase the destruction of our country? Over the past fifty years, prohibition has been proven to actually increase crime and drug use instead of its intended purpose, which was to extinguish the use of illicit drugs in the United States. We constantly here of prison over crowding, and why is that? Most of our prisons are filled with drug offenders, ranging from use to distribution of supposed illicit drugs. What is our country coming to? The purpose of this research paper is to view the advantages and disadvantages of the legalization of illicit drugs in the United States. I will examine each side of this major problem plaguing our fine country from past to present. People wake everyday to their normal and monotonous life without even thinking about what they are doing. They do not realize that they have been conditioned by the government and its laws to obey and follow the supposed norm of society. What is the norms of society, and who set the guidelines for them? No one can explain how these norms came about, they only know that they must follow them, or they could get in trouble with the law. We are going into the twenty first century, and we still follow laws that were passed hundreds of years ago. Why is this? We are a highly advanced country, but we spend time, lives and money on abiding by laws that were around before the automobile was even invented. I will begin with the history of our drug control policies, which have failed miserably, and examine the drug-crime connection. Policy History Drugs have been in this country since the beginning of time in some shape or form, which was used for personal and medicinal use. Usage of marijuana has been reported to date back to the founding of Jamestown (1). George Washington himself cultivated and used to relieve the pain of an aching tooth. Opium was accessible to anyone who wanted to purchase it, as Tylenol is today. People were able to obtain these drugs at any pharmacy or grocery store that stocked them. It was socially acceptable to use and sell drugs, but the addictive properties were not known at this time in history. In the beginning of the twentieth century, the Progressive movement wanted some form of drug regulation (1). There were a few factors that affected the change in public opinion. First, the US acquired the Philippine Islands, which gave the US a legal supply of opium to supply addicts. Second, was the concern over the affects that drugs had on people. Journalist at that time, who were highly influenced by t he government, published many fictional articles about crazy drug addicts, who raped and killed because of their drug use. Third, drugs were associated with blacks and Chinese immigrants, and this caused panic through the white communities( 1 ). In the early 1900s, President Roosevelt appointed three men, Rev. Charles Brent, an Episcopal bishop, Dr. Hamilton Wright, and Charles Tenney, a China missionary, to represent America at The Hague International Opium Convention of 1912. At this conference, the modern movement for abolitioning narcotics trafficking was began with the US involvement in the Philippines (2). Although there was regulations abroad, there was no legislation protecting the United States. In 1913, New York Representative Francis Harrison introduced two bills into Congress. One was to prohibit use and importation of opium, and the other was to regulate the manufacturing of smoking opium within the US. It was recognized as a revenue

French and Indian War - French and Indian War Seven Year War

French and Indian War - French and Indian War Seven Year War Previous: 1758-1759 - The Tide Turns | French Indian War/Seven Years War: Overview | Next: Aftermath: An Empire Lost, An Empire Gained Victory in North America Having taken Quebec in the fall of 1759, British forces settled in for the winter. Commanded by Major General James Murray, the garrison endured a harsh winter during which over half of the men suffered from disease. As spring approached, French forces led by the Chevalier de Levis advanced down the St. Lawrence from Montreal. Besieging Quebec, Levis hoped to re-take the city before the ice in the river melted and the Royal Navy arrived with supplies and reinforcements. On April 28, 1760, Murray advanced out of the city to confront the French but was badly defeated at the Battle of Sainte-Foy. Driving Murray back into the citys fortifications, Levis continued his siege. This ultimately proved futile as British ships reached the city on May 16. Left with little choice, Levis retreated to Montreal. For the 1760 campaign, the British commander in North America, Major General Jeffery Amherst, intended to mount a three-pronged attack against Montreal. While troops advanced up the river from Quebec, a column led by Brigadier General William Haviland would push north over Lake Champlain. The main force, led by Amherst, would move to Oswego then cross Lake Ontario and attack the city from the west. Logistical issues delayed the campaign and Amherst did not depart Oswego until August 10, 1760. Successfully overcoming French resistance, he arrived outside of Montreal on September 5. Outnumbered and short on supplies, the French opened surrender negotiations during which Amherst stated, I have come to take Canada and I will take nothing less. After brief talks, Montreal surrendered on September 8 along with all of New France. With the conquest of Canada, Amherst returned to New York to begin planning expeditions against French holdings in the Caribbean. The End in India Having been reinforced during 1759, British forces in India began advancing south from Madras and recapturing positions that had been lost during earlier campaigns. Commanded by Colonel Eyre Coote, the small British army was a mix of East India Company soldiers and sepoys. At Pondicherry, the Count de Lally initially hoped that the bulk of the British reinforcements would be directed against a Dutch incursion in Bengal. This hope was dashed in late December 1759 when British troops in Bengal defeated the Dutch without requiring aid. Mobilizing his army, Lally began maneuvering against Cootes approaching forces. On January 22, 1760, the two armies, both numbering around 4,000 men, met near Wandiwash. The resulting Battle of Wandiwash was fought in the traditional European style and saw Cootes command soundly defeat the French. With Lallys men fleeing back to Pondicherry, Coote began capturing the citys out-lying fortifications. Further reinforced later that year, Coote laid siege to t he city while the Royal Navy conducted a blockade offshore. Cut off and with no hope of relief, Lally surrendered the city on January 15, 1761. The defeat saw the French lose their last major base in India. Defending Hanover In Europe, 1760 saw His Britannic Majestys Army in Germany further reinforced as London increased its commitment to the war on the Continent. Commanded by Prince Ferdinand of Brunswick, the army continued its active defense of the Electorate of Hanover. Maneuvering through the spring, Ferdinand attempted a three-pronged attack against Lieutenant General Le Chevalier du Muy on July 31. In the resulting Battle of Warburg, the French attempted to escape before the trap was sprung. Seeking to achieve a victory, Ferdinand ordered Sir John Manners, Marquess of Granby to attack with his cavalry. Surging forward, they inflicted losses and confusion on the enemy, but Ferdinands infantry did not arrive in time to complete the victory. Frustrated in their attempts to conquer the electorate, the French moved north later that year with the goal striking from a new direction. Clashing with Ferdinands army at the Battle of Kloster Kampen on October 15, the French under the Marquis de Castries won a protracted fight and forced the enemy from the field. With the campaign season winding down, Ferdinand fell back to Warburg and, after further maneuvers to expel the French, entered into winter quarters. Though the year had brought mixed results, the French had failed in their efforts to take Hanover. Prussia Under Pressure Having narrowly survived the previous years campaigns, Frederick II the Great of Prussia quickly came under pressure from Austrian General Baron Ernst von Laudon. Invading Silesia, Laudon crushed a Prussian force at Landshut on June 23. Laudon then began moving against Fredericks main army in conjunction with a second Austrian force led by Marshal Count Leopold von Daun. Badly outnumbered by the Austrians, Frederick maneuvered against Laudon and succeeded in defeating him at the Battle of Liegnitz before Daun could arrive. Despite this victory, Frederick was taken by surprise in October when a combined Austro-Russian force successfully raided Berlin. Entering the city on October 9, they captured large amounts of war materials and demanded monetary tribute. Learning that Frederick was moving towards the city with his main army, the raiders departed three days later. Taking advantage of this distraction, Daun marched into Saxony with around 55,000 men. Splitting his army in two, Frederick immediately led one wing against Daun. Attacking at the Battle of Torgau on November 3, the Prussians struggled until late in the day when the other wing of the army arrived. Turning the Austrian left, the Prussians forced them from the field and won a bloody victory. With the Austrians retreating, campaigning for 1760 came to an end. Previous: 1758-1759 - The Tide Turns | French Indian War/Seven Years War: Overview | Next: Aftermath: An Empire Lost, An Empire Gained Previous: 1758-1759 - The Tide Turns | French Indian War/Seven Years War: Overview | Next: Aftermath: An Empire Lost, An Empire Gained A War Weary Continent After five years of conflict, the governments in Europe were beginning to run short of both men and money with which to continue the war. This war weariness led to final attempts to seize territory to use as bargaining chips in peace negotiations as well as overtures for peace. In Britain, a key change occurred in October 1760 when George III ascended to the throne. More concerned with the colonial aspects of the war than the conflict on the Continent, George began to shift British policy. The final years of the war also saw the entry of a new combatant, Spain. In the spring of 1761, the French approached Britain regarding peace talks. While initially receptive, London backed out upon learning of negotiations between France and Spain to widen the conflict. These secret talks ultimately led to Spain entering the conflict in January 1762. Frederick Battles On In central Europe, a battered Prussia was only able to field around 100,000 men for the 1761 campaign season. As most of these were new recruits, Frederick changed his approach from one of maneuver to one of positional warfare. Constructing a massive fortified camp at Bunzelwitz, near Scheweidnitz, he worked to improve his forces. Not believing the Austrians would attack such a strong position, he moved the bulk of his army toward Neisee on September 26. Four days later, the Austrians assaulted the reduced garrison at Bunzelwitz and carried the works. Frederick suffered another blow in December when Russian troops captured his last major port on the Baltic, Kolberg. With Prussia facing complete destruction, Frederick was saved by the death of Empress Elizabeth of Russia on January 5, 1762. With her demise, the Russian throne passed to her pro-Prussian son, Peter III. An admirer of Fredericks military genius, Peter III concluded the Treaty of Petersburg with Prussia that May ending ho stilities. Free to focus his attention on Austria, Frederick began campaigning to gain the upper hand in Saxony and Silesia. These efforts culminated with a victory at the Battle of Freiberg on October 29. Though pleased with the victory, Frederick was angered that the British had abruptly halted their financial subsidies. The British separation from Prussia began with the fall of William Pitt and the Duke of Newcastles government in October 1761. Replaced by the Earl of Bute, the government in London began to abandon Prussian and Continental war aims in favor of securing its colonial acquisitions. Though the two nations had agreed not to negotiate separate peaces with the enemy, the British violated this pact by making overtures to the French. Having lost his financial backing, Frederick entered into peace negotiations with Austria on November 29. Hanover Secured Eager to secure as much of Hanover as possible before the end of fighting, the French increased the number of troops committed to that front for 1761. Having turned back a winter offensive by Ferdinand, French forces under Marshal Duc de Broglie and the Prince of Soubise began their campaign in the spring. Meeting Ferdinand at the Battle of Villinghausen on July 16, they were soundly defeated and forced from the field. The remainder of the year saw the two sides maneuvering for advantage as Ferdinand again succeeded in defending the electorate. With the resumption of campaigning in 1762, he soundly defeated the French at the Battle of Wilhelmsthal on June 24. Pushing on later that year, he attacked and captured Cassel on November 1. Having secured the town, he learned that peace talks between the British and French had begun. Spain the Caribbean Though largely unprepared for war, Spain entered the conflict in January 1762. Promptly invading Portugal, they had some success before British reinforcements arrived and bolstered the Portuguese army. Seeing Spains entry as an opportunity, the British embarked on a series of campaigns against Spanish colonial possessions. Utilizing veteran troops from the fighting in North America, the British Army and Royal Navy conducted a series of combined-arms attacks that captured French Martinique, St. Lucia, St. Vincent, and Granada. Arriving off Havana, Cuba in June 1762, British forces captured the city that August. Aware that troops had been withdrawn from North America for operations in the Caribbean, the French mounted an expedition against Newfoundland. Valued for its fisheries, the French believed Newfoundland to be a valuable bargaining chip for peace negotiations. Capturing St. Johns in June 1762, they were driven out by the British that September. On the far side of the world, British forces, freed from fighting in India, moved against Manila in the Spanish Philippines. Capturing Manila in October, they forced the surrender of the entire island chain. As these campaigns concluded word was received that peace talks were underway. Previous: 1758-1759 - The Tide Turns | French Indian War/Seven Years War: Overview | Next: Aftermath: An Empire Lost, An Empire Gained

International Business Analysis Project Research Paper

International Business Analysis Project - Research Paper Example According to Busfield (2006), the total worldwide sales of pharmaceutical products in the year 2003 amounted to $ 466 billion (10). It is necessary to note that the usage of prescription medicines globally is on the increase (Blume 1992). All the leading pharmaceutical multinationals, including Glaxo Smith Kline, have head offices in all advanced societies; and their worldwide presence is on the increase (Berg, 1997,). The challenges driving down revenues from the blockbuster strategy to 5% are recognized: declining R&D (Research and Development), rising expenditures of commercialization, augmenting payor influence and shorter exclusivity terms. The pharmaceutical industry has traditionally used the blockbuster approach to develop new drugs, despite numerous challenges of this approach (Williams et. al., 2008, p. 845). Using this approach, some prospective drugs may fail and when their costs are factored in, the actual cost of discovering, developing, and launching new drugs overly i ncreases (McKeown 1976). Publishing arm of a consultancy firm forms the basis of this report and audience are expert in the pharmaceutical field. Challenges of the model The model structure is provided in the diagram below revealing the requirements of the model. The challenges of the model are viewed as the enslaving factors in the pharmaceutical industry. ... vironment for pharma companies has transformed dramatically in the recent past; however, the founding model has not kept the pace thus posing challenges to emerging pharmaceutical companies. The declining research and development (R&D) productivity, increasing costs of commercialization, shorter exclusivity periods and augmenting payor influence have increased the mean expenditure per a successful introduction to $ 1.7 billion and decreased average expected profits on novel investment to the indefensible level of 5%. The challenges has presented predicaments that mergers created will not improve profitability. This forces pharmaceutical organizations to require fresh business models that fit the new environment. The model presents major challenges to all but the three largest organizations; GlaxoSmithKline PLC, Pfizer Inc., and Merck & Co. Inc. the choice is comparatively desolate: with little resources to drive primary care commodities and to venture in the arms race in sales & mark eting, and research and development project (R&D), they will probably be driven faster to replace their blockbuster-based models (Moncrieff 2002). Market worth is shifting previously to some smaller actors that have embraced new models. The effects of model dilapidation have been seen in many pharmaceutical organizations. According to Busfield (2006), pharmaceutical companies get most of their revenue from patented drugs, with most patients lasting for a period of up to 20 years. In 2003, for instance, The US pharmaceutical market, including of six of the peak 10 pharmaceutical corporations, accounted for ‘just under half of the world’s revenue, (Busfield 2006, p. 3).’ The other four companies were based in Europe. Despite the importance of this industry in the world, companies in

Education in developing countries Assignment Example | Topics and Well Written Essays - 750 words

Education in developing countries - Assignment Example This part of investment by any firm can defines any part of then organization labor ability and it is very essential for the productivity of any firm. To be noted is that not the whole world population is referred to as the working population but only that portion that is able, willing and working on agreed wage rate. In any developing country and economy work force is a necessity that is required to propel its growth. This makes human capital very essential as it is cheap and readily available in the developing countries (Becker, 1993). Q.2 Explain some of the reasons why developing countries have not realized a greater positive development impact from their higher education programs. In this context, why should the development of a solid elementary education system take precedence over an expansion of the university system in developing countries? Developing countries need a solid base for elementary education because majority of the jobs are not technical. Industries are not well developed and casual works are the basis f their economy. Higher education though needed is for the few who are only needed to supervise the majority who only require elementally education and knowledge. Developing countries can import these few university graduates but it will cost more if they were to do the same for the unskilled human work force (Becker, 1993). Therefore, elementary education should be invested for more by these countries. Like wise due to underdevelopment and poor governance productivity of these nations is poor and they heavily depend on imports thus their production is for raw materials. Q.3 In developing countries higher educational facilities have tended to expand to the point where social benefits exceed private benefits. What is the economic explanation for this? Due to poor governance and unplanned occurrences social benefits have exceeded private benefits as organizations and external investor try to compensated the void. This has diluted the gap making these organizations bend towards social benefits rather than have private motives. This has made an economic impact as there is investment in the education sector that is very essential in the growth of any economy. Furthermore, there is direct investment that is injecting money directly into the economy as well as offering employment to the citizens. These institutions also pay taxes directly to the central government and this helps in the management of the economy through government expenditures. Q 4.Explain how a better-educated population will also tend to be a healthier, and vice versa, that a healthier population will tend to be better educated. In this context, how can an increase in human capital lead to an increase in GDP? Why might it not lead to an increase in GDP? Educated populations will always be healthier as this adds to their knowledge, experience and time management. Good investment options can only be made through well thought ides and these skills require educat ion in order for them to materialize. Higher education therefore contributes to a higher GDP for the developing countries as productivity is achieved and also by them using their own citizens cutting on importation of labor. However, this may not be the case if everybody acquires higher education as majority would not fit in their job description and as earlier stated the economies

Health issues and reforms Assignment Example | Topics and Well Written Essays - 1000 words

Health issues and reforms - Assignment Example Additionally, the paper outlines other crucial aspects of health economics not discussed in the videos and other appropriate objective functions. Discussion 1. The three videos discussed the cost effectiveness and recommendations for modern health care. The videos are relevant because they dealt with modern issues of economics and how they can be improved. The narrators talked about where the government might start to improve the system’s efficiency. It is believed that systems of health care lack equity and are costly. Every person is responsible in the structure of the health care system today1. In the present world, doctors cannot understand everything. It is believed that the most expensive treatments are the best, which is not true. With the help of doctors, everyone should involve in shaping up the health care system. Better health care control should have the following elements: ability to flag out failures and success of current techniques, ability to develop solutions for health care problems, and ability to employ solutions worldwide. Health care groups must embrace teamwork, and use checklists to ensure every patient follows protocol. The three videos also differed in certain aspects. Ms. Rebecca Onie discussed the relationship between difficulties in socio-economic and the kind of risky prone people. She emphasizes on incompetency among nurses and doctors whom the society trust. Administrative specialists and social workers have been sidelined yet they possess expertise and knowledge in getting things done. However, Eric Dishman, talks about his personal experience to illustrate the point of reinventing the health care system around the world. Compared to other videos, he used his personal experience to pass issues in health economics2. Atul Gwande emphasized on the effectiveness of cost in health care. 2. Other health issues not addressed in the three videos include: availability of care which accounts for 11 percent in the world. Another is sue is corporate bureaucracy which accounts 11 percent. Also, errors in medicine have not been addressed. Medical errors accounts for 11% of health economic issues. Consequently, prescription to drug cost forms a major health concern in the world. 3. Allocating resources optimally depends on what the consumer needs to achieve. All models of health economics must have objective functions, even when states implicitly. The objective functions must specify resources distribution at hand. For instance, in maximizing health, health care is differently allocated from the normal if the objective were to satisfy those that are severely. Models of health economics make assumptions on the relationship between outputs and inputs. The objective that needs to be achieved is the maximization of health care3. The key input factors are medicinal drugs(X) and human capital (Y). The constraints accompanying these objectives are the cost of health and technology. Max U=f (x2y) s.t x2 + y2 =24 Constrain t 1: x, y ? 24 Constraint 2: x, y ? 0 U= x2y-?(x2 + y2 -24) F.O.C for x 2xy-2 ? x=0---1 F.O.C for y x2-2 ?y=0----2 F.O.C for ? x2 + y2 -24=0----3 Solving the equation. 2xy-2 ? x=0-----4 2xy/2x=? ?=y x2-2 ?y=0--------5 x2=2 ?y ?= x2/2y y= x2/2y 2 y2= x2 Substituting in 3 2 y2+y2=24 y2=8 x2=16 x=4 y=8^ (1/2) 4. Some of the crucial constraints facing the health system include: severe deficiency in trained health employees. This undermined the effort to provide better health care. Lack of financial support to set up isolation facilities and drug purchase is

Concepts and Definitions of Mental Illness

Concepts and Definitions of Mental Illness INTRODUCTION The conceptualisation and definition of what is meant by the term ‘mental illness’ is not a straight forward task. This is because of two key reasons. Firstly, a given definition of mental illness will be significantly affected by the specific characteristics of the source of the definition. For example, a member of the general public would be likely to provide a definition which is significantly different from a person who worked within the legal profession. The perceptions of the member of the general public are likely to have been influenced by factors such as the media and their experiences involving people who are viewed as being mentally ill. In contrast, the legal profession would be influenced by the guidelines and recommendations set out by law (e.g. the Mental Health Act 1983 and subsequent amendments). The definition used within the health care profession is likely to differ again from these alternative approaches Such differences are likely to exist within th ese categories. For example, the definition used by a Psychiatrist may not be the same as that which is used by a General Practitioner. Therefore, whenever one is discussing ‘what is meant by mental illness’, it is important to note the significant impact which is made by the perspectives and experiences of those providing the definition. For the purposes of the following discussion, the definitions which are employed within the health care industry will be predominantly focussed upon but references will be made to the perceptions of other relevant groups. The second reason why the definition of ‘mental illness’ is not a simple one is because of the wide range of different symptoms, behaviours and personal characteristics which may be perceived as signs of mental illness. A person may be perceived as mentally ill if they claim to hear voices, experience prolonged episodes of depression, are addicted to drugs or even because they are extremely scared of spiders. These wide range of symptoms ensure that it is difficult to derive a definition of mental illness which encompasses all of the relevant aspects and issues. In terms of behaviours, a person who is going through a period of extreme optimism may be viewed as being a very positive person by some and as experiencing a manic episode by others. Therefore, it is difficult to clearly define the boundaries as to when behaviour moves into the realm of being a sign of mental illness. Finally, the personal characteristics of the person being observed are likely to influence whet her or not they are perceived as being mentally ill. For example, a young person who is forgetful may be viewed as simply having a poor memory. However, if an elderly person was to perform the same episodes of memory loss, they may be more likely to be viewed as suffering from the early signs of Alzheimer’s Disease. Therefore, the definition of mental illness is made more difficult by the range of applicable symptoms, the problems associated with clearly defining boundaries and the effect of the personal characteristics of the person being observed. The following review will discuss these relevant issues and highlight the key elements of the debate regarding ‘What is Mental Illness?’ THE CONCEPT OF MENTAL ILLNESS This section will consider the statistical approach to mental illness along with the importance of social desirability. The roles played by cultural and societal factors in determining what is labelled as mental illness will then be discussed. Finally a theoretical definition of what is meant by mental illness will be provided. 2.1 THE STATISTICAL APPROACH TO MENTAL ILLNESS The more traditional approach to mental illness was based on the concept of how rare a given person’s characteristics, thoughts and behaviours were viewed as being. Somebody who is acting very differently and in a way which is rarely seen, had the potential to being perceived as mentally ill. For example, the extreme behaviour and actions performed by Adolf Hitler would lead many to claim that he was ‘insane’ However, This statistical approach to mental illness can be criticised in two ways. Firstly, the extreme behaviours of somebody like Picasso are viewed as talent and ability rather than as being a sign of mental illness. Rarity, it could be argued, is only relevant when it is combined with behaviour which is socially undesirable. The statistical approach can be criticised in a second way. There are certain categories of mental illness which are not that rare. For example, a significant number of people in the world suffer with depression. One could not argue that depression is not a mental illness merely based on the theory that there are too many people suffering with it. Thus the traditional statistical approach was shown to not be a comprehensive and appropriate conceptualisation of mental illness. 2.2 CULTURAL AND SOCIETAL FACTORS IN MENTAL ILLNESS Subsequent approaches to mental illness have focussed on the concept of ‘deviance’ (Maher 1966). This highlights the key role which is played by cultural and societal factors in determining what is labelled as mental illness. The case of homosexuality provides a good demonstration of this point. In previous centuries, performing homosexual acts was seen as a sign of mental illness by both society and the mental health profession. However, over subsequent years homosexuality has become a more accepted form of sexual behaviour. Although some people would still view it as a mental illness, a societal shift appears to have taken place relative to the historical treatment of homosexual people. Heather (1976) argues that there is a moral aspect to mental illness as well as the underlying medical condition. The case of homosexuality outlines this point of view and shows that the concept of mental illness is not a fixed one but rather has the capability to change over time. Szasz (1962) also supported this view and argued that mental illness is as ‘real’ as witch craft was in the past. It is the way in which society perceives mental illness which has a significant impact on what is actually labelled as mental illness. Other cultural aspects have a part to play. Cultural norms regarding a situation are important. For instance, undressing is an acceptable behaviour if one is just about to have a shower However, if one was to undress in the middle of the high street then it would not be seen as acceptable. Similarly there are developmental norms within given cultures. Temper tantrums are expected when a child is around two years of age. However, if the same behaviour was performed by a 30 year old then it is likely that this would be seen as unacceptable and potentially viewed as a sign of mental illness. This section has shown that cultural and societal factors have an important influence on what is seen as mental illness. A given behaviour i n one community may be acceptable but the exact same behaviour in a different community may be seen as a sign of mental illness. 2.3 DEFINING MENTAL ILLNESS Johoda’s (1958) Framework of mental illness will be outlined here as well as the importance of distress and consequences. CATEGORIES OF MENTAL ILLNESS This section of the review will outline three of the more prevalent categories of mental illness. This discussion will enable a more comprehensive understanding of what is meant by mental illness. Within each category, an example of a mental illness will be provided as a further illustration. The first category is Psychosis. A definition of psychosis will be given and the case of Schizophrenia will be discussed as an example. The second broad category to be considered is Substance Abuse.. The case of people being addicted to recreational drugs will be provided as a modern example. The third and final category is Depression. Bipolar Disorder will be discussed as another example of mental illness. For each of these examples, both the causes and different treatments will be briefly outlined. 3.1 PSYCHOSIS The first category of mental illness to be covered in this discussion is Psychosis. The term ‘psychosis’ has been defined as a range of symptoms that can be found within the diagnostic categories of Schizophreniform illness[1] (Gregory 1987). A variety of different experiences can be described as psychotic symptoms. They can be viewed as ‘highly convoluted expressions of everyday experiences (Beck Rector 2000). They include auditory hallucinations (e.g. the patient may hear a voice instructing them to perform certain behaviours), disturbing thoughts (e.g. the patient may become paranoid that they are being targeted by someone) or a distressing inability to distinguish what is ‘reality’. Combinations of these psychotic symptoms are associated with different forms of psychosis, including both Acute and Chronic Schizophrenia. The mental illness which is labelled as ‘Schizophrenia’ will now be outlined in more detail. The symptoms associated with this illness will be outlined along with the different possible causes and treatments. 3.1.1 SCHIZOPHRENIA The term Schizophrenia was first used by Bleuler (1911). It was intended to mean ‘Split Mind’ or ‘Divided Self’. Clare (1976) stated that a person can be said to be suffering from Schizophrenia if they have at least one of the ‘first rank’ symptoms, outlined below, and do not suffer from a diagnosed brain disease. The ‘First Rank’ Schizophrenic symptoms were outlined by Schneider (1959). They are: Passivity experiences and thought disturbances Auditory hallucinations in the third person Primary delusions or false beliefs The potential consequences for a person suffering with Schizophrenia are both serious and wide ranging. One of the most significant problems can be social exclusion. This has the potential to cause great distress on the part of the patient and may lead to a relapse and or increase in their psychotic symptoms. Therefore it is an important issue to consider and one which needs to be carefully addressed by the mental health nurse. 3.1.2 CAUSES OF SCHIZOPHRENIA Information regarding the different causes of Schizophrenia will be added here. 3.1.3 TREATMENTS Many different approaches to the treatment of Schizophrenia and psychotic symptoms have been taken over the past fifty years. These have ranged from Neuroleptic medication and Electro-Convulsive Therapy through to Social Support and Family Therapy. The 1960s witnessed the introduction of Phenothiazine as a medication for treating psychotic symptoms (Fenton 2000). Subsequent research evaluating a purely drug-BASED approached suggested that it may be somewhat limited. For example, research has revealed that between 25 and 50% of patients ON medication still experience persistent psychotic symptoms (Garety et al 2000). Furthermore, even when the patients strictly adhere to their medication regime, they still can experience difficulties (Hogarty Ulrich 1998). Other research has supported the view that patients suffering from psychotic symptoms who are on medication still experience residual symptoms as well as social disabilities such as having difficulty with interpersonal skills (Sand ford Gournay 1996). Such social disabilities can negatively effect the patient’s ability to socially interact and to form relationships. This in turn may help to reinforce the stereotypes that people have regarding the mentally ill and hence contribute to the stigmatisation which they have to suffer. Other alternative and supplementary approaches to the treatment of psychotic symptoms have been offered. For instance, based upon Social Learning Theory, Social Skills Training was developed. This involves training and re-training the motor and interpersonal skills of the patient. However, evaluations of this approach have suggested that any positive effects were short term and that rather than dealing with the psychotic symptoms Social Skills Training merely allows the patient to disguise them and to avoid talking about them (Bradshaw 1995). It may be the case that such training needs to be provided via the mental health nurse and this could be one way in which they could help a patient who is suffering from Schizophrenia. Other treatments based on a psychodynamic approach have also been tested and evaluated in terms of their effectiveness and efficacy for the treatment of psychotic symptoms. It was found that there was no significant effect (Malmberg Fenton 2002). However, other s imilar research suggested that approaches which emphasise problem-solving seem to be more effective than those which simply focused on analysis (Fenton 2000). Such findings have led people to advocate the psychological management of psychotic symptoms whilst also emphasising the possible role that could be played by the mental health nurse in addressing problems which are not effectively overcome by the treatments which are presently given for Schizophrenia. 3.2 SUBSTANCE ABUSE Another major area of mental illness concerns addiction. It has been included here as it is not generally perceived as being a mental illness by the public although it is included within the DSM-IV classification framework. Humans can become addicted to a wide range of different stimuli from gambling and sexual behaviour through to drugs and alcohol consumption. As a result of the prevalence of such addictions, and the potentially serious consequences for the sufferer, the topic of addiction has attracted a considerable amount of research projects and theories from a variety of different theoretical perspectives. The case of people being addicted to recreational drugs will now be provided as an example which is of particular relevant to the modern debates within this field. 3.2.1 ADDICTION TO RECREATIONAL DRUG USE The system within the brain which is activated by the consumption of water and food, as well as during sexual activity, can also respond to the taking of drugs. This is associated with an increase in the release of dopamine from the nucleus accumbens within the brain. This effect has been seen with amphetamines, cocaine, nicotine, PCP, opiates and cannabis. Recreational drugs are primarily taken by individuals because of the feelings of euphoria, alterations in sensory perception or to experience an increase in their perceived mental or physical abilities. The issue of recreational drug use has seen a significant amount of coverage within the UK media over the last decade. Through a combination of the prevalence of recreational drug use, the reporting of drug-related deaths and the Government’s deliberations over the relevant legal considerations, a growing interest in the topic has been facilitated. The Government and researchers in the field are working to gain an understand ing of the drugs which are being used, who is using them, how addictive behaviour can develop and what interventions can be taken in order to ensure the safety of those at risk. Research has been conducted which has attempted to quantify the extent to which recreational drugs are used within the United Kingdom. For instance, Wadsworth et al (2004a) conducted a postal survey which revealed that 12% of the respondents had taken elicit recreational drugs within the last year and 7% had done so within the last month. For respondents under the age of 25, it was found that 34% reported having taken recreational drugs in the last year and 19% in the last month. It appears that these figures are increasing and that they have been increasing for a number of years. Bauman Phongsavan (1999) performed a review of the epidemiology of drug use and found that it had been steadily increasing since 1990. They also note, however, that it is difficult to collect accurate data regarding the true extent of recreational drug use as people may be reluctant to admit using drugs and to report the amount that they usually take. 3.22 CAUSES OF ADDICTION An addiction involves a person having a compulsion to take a given substance or perform a specific behaviour. They also have an inability, or find it very difficult to limit their in-take of the substance or to control their performance of the given behaviour. Explanations for the development of an addiction have been proposed from a number of different theoretical perspectives. Some of the more prominent approaches will now be outlined. The biological approach, often cited as ‘the disease model’, suggests that a person has a pre-disposition to becoming addicted to a specific stimuli. This does not necessarily mean that they will become addicted, just that they are vulnerable to it and that the onset of any addiction may occur more easily or rapidly. The Genetic approach suggests that people may inherit addictions from their parents through their genetic make-up. Therefore, the children of a person who is addicted to a specific stimuli are said to be more vulnerable to becoming addicted to that stimuli than would normally be expected. The Sociological perspective emphasises the role played by societal factors in the development of addictions among its members. For instance, within a society which creates a stressful environment, high levels of conflict and which allows significant advertising of products to which people may become addicted, more people with addictions may exist relative to another less s tressful society with lower levels of conflict and advertising. Other explanations have been offered which are fundamentally based on psychological principles. It is these approaches which are being proposed as most appropriate for understanding recreational drug addiction. This approach is fundamentally based on the assumption that human behaviour is learned. Such learning is said to be shaped by positive and negative reinforcements which are associated with performing the behaviour. A negative reinforcement may come in the form of information regarding recreational drugs. Such information may be provided by family members, a friend, the media or through the education system. Through emphasising the potential health-related consequences of recreational drug use, the likelihood of an individual taking recreational drugs should be reduced. Negative reinforcement could also occur through an individual experiencing or witnessing an unpleasant event regarding drugs and involving themselves or their friends. Positive reinforcement regarding recreational drug taking could also be provided by an individual’s friends. It could also occur through witnessing other people taking recreational drugs and focussing on the positive consequences of such behaviour. Perhaps the most powerful positive reinforcement, however, occurs when an individual takes recreational drugs and experiences positive feelings as a result. These positive feelings are likely to go beyond the actual physical reaction to include potential factors such as the individual’s acceptance into a social group or scene and a significant rise in their reputation. All of these positive reinforcements are likely to combine, to varying degrees, to encourage the individual to repeat the recreational drug taking behaviour in the future. The addiction can begin when they become tolerant to such positive feelings. This psychopharmacological approach suggests that this tolerance takes two forms. Firstly, the individual can become Contingency Tolerant This relates to their behaviour after the stimuli and it is this which they become tolerant of rather than the stimuli itself. Therefore, to continue with the recreational drug-taking example, the individual may become tolerant of the positive feeling experienced when taking a drug and hence they go in search of a larger effect by taking more of the same drug or by experimenting with other substances. The second form of tolerance is Conditioned Tolerance This relates to the environment in which the behaviour is performed. The drug taker may experience a positive response when they walk into a night club or to a friends house where drugs are usually taken. It is suggested that the individual with the addiction can become conditioned to consuming the given substance or performing the specific behaviour when in a given environment or situation. 3.3 MOOD DISORDERS The two major conditions which are included within this category of mental illness are Depression and Bipolar Disorder. They are both amongst the more common forms of mental illness. As an example of this kind of mental illness, the case of Bipolar Disorder will now be outlined in more detail. 3.3.1 BIPOLAR DISORDER Bipolar Disorder is a form of psychotic illness which involves the patient experiencing episodes of mania and depression. The periods of mania may involve the patient being in extremely high spirits and exhibiting high levels of optimism. In contrast, depression may witness the patient feeling very low and even suicidal. These extreme moods will be separated by times in which the patient is in a ‘normal’ mood. This cyclical pattern of moods can become more rapid over time (Goodwin Jamison 1990). A distinction can be drawn between two forms of the disorder. Bipolar Disorder 1 is the classic form in which the patient experiences recurrent episodes of mania and depression. Bipolar Disorder 2 involves milder episodes of hypomania and depression. If the patient is witnessed to go through four or more episodes in a year then they can be categorised as suffering from Rapid Cycling Bipolar Disorder. It has been estimated that around 1% of people who are over the age of 18 can suffer with Bipolar Disorder in any one year (Regier et al 1993). As a result of the prevalence of this illness, combined with the potential for it leading to suicide (Brent et al 1993), research has been conducted in order to gain an understanding of the causes and the most effective treatments for Bipolar Disorder. This field of investigation has attracted theorists and researchers from a psychological and sociological perspective. This move has been facilitated by the findings of research which has demonstrated that the traditional approach of medication may not address all of the relevant issues. For example, Ameen Ram (2001) suggest that only 60% of patients respond to Lithium and other Anti-Convulsion medication. Furthermore, they also suggest that just 40% of sufferers remain without relapse for three years after initial treatment despite adhering to their medication regime. Such statistics have ser ved to highlight the potential role that could be played by people working from a psychological and/or sociological perspective. The following discussion will now consider and critically review these perspectives with reference to the causes and then the treatment of Bipolar Disorder. 3.3.2 CAUSES OF BIPOLAR DISORDER A significant amount of research has been conducted to investigate the underlying causes of Bipolar Disorder. The role played by genetics and biological factors does appear to be a significant one. Research has demonstrated that one identical twin can suffer with Bipolar Disorder where as the other identical twin may not. However, they are significantly more likely to suffer with the illness relative to another sibling (Genetics Workgroup 1998). Therefore genetics seem to have a significant impact but it is not the only potential contributory factor. Other psychological and sociological factors have been offered as possible explanations for the development of Bipolar Disorder. These will now be discussed with reference to three key areas, the individual, their family and environmental factors. The psychological perspective would highlight the potential causal factors which relate to the individual sufferer themselves. Factors such as substance abuse and alcoholism have been linked with Bipolar Disorder (Winokur et al 1996). A number of psychological issues could under-pin such behaviour and these need to be addressed if a comprehensive understanding of Bipolar Disorder is to be gained. For example, the individual may not be equipped with sufficient coping skills or an ability to manage stress which in turn leads to their use of alcohol or drugs which then contributes to their Bipolar Disorder. The psychological perspective emphasises the influence of factors relating to the individual’s characteristics which cause or contribute to their illness. The second key area which relates to the psychosocial perspective is the family. The interactions between family members during a person’s developmental years appears to have a significant impact on the onset of Bipolar Disorder. Research has been conducted which has assessed what sufferers of Bipolar Disorder view as the main causes of their illness. Lish et al (1994) found that sufferers believe that their illness started in their childhood. The way in which parents act towards a child in forming their behavioural patterns is an important consideration. This is of particular importance when the parents themselves suffer with Bipolar Disorder (Grigoroiu-Serbanescu et al 1989). The child will observe the behaviour of their parents and this in turn will play a significant part in developing their behaviour in given situations. The learning of social skills and the interactions which take place within the family are viewed by those from a psychosocial perspective to be an import ant consideration in understanding the causes of Bipolar Disorder. As well as family related issues, general environmental factors are also advocated by the psychosocial perspective as a cause of Bipolar Disorder (Pike Plomin 1996). The social environment in which an individual lives and the events which they experience may contribute to the development of their illness. The social support which a person has when they are first experiencing a manic or depressive mood can significantly impact the course of the mood and potentially facilitate the development of a more serious problem. Furthermore, the general lifestyle of the individual, and the social settings which this puts them in, will be another influencing factor. If they live or work in an environment which facilitates significant high and low periods then this could facilitate the onset of a psychotic symptom. Therefore, if an individual lives in an environment which encourages alcoholism, provides no real social support and incurs significant episodes of highs and lows, then the environment may lead to them suffering with Bipolar Disorder. Thus far the discussion has demonstrated that those coming from a psychosocial perspective would argue that individual, family and environmental factors all have a part to play in causing, and contributing to, Bipolar Disorder. The empirical evidence, however, for such assertions is somewhat limited and hence the argument exists mainly from a theoretical perspective. It is difficult to conduct experiments which control for all of the potentially confounding variables and because of the relevant ethical considerations involved. Research generally focuses on people with Bipolar Disorder and tries to identify the causes of their illness. Having said this, the relevant research which has taken place involving identical twins would lead one to conclude that psychological and sociological factors do merit consideration when assessing the onset of Bipolar Disorder. The remainder of this discussion will now address the treatment of Bipolar Disorder from a psychosocial perspective. Again the categories of the individual, the family and the environment will be used to structure the discussion. 3.3.3 TREATMENT OF BIPOLAR DISORDER Although Bipolar Disorder is a serious illness, it can be successfully treated (Sachs et al 2000). Due to the fact that the traditional medication-based approaches have significant side-effects (Vainionpaa et al 1999), and because they are not always fully effective, psychosocial treatments have been proposed. These approaches will now be discussed with reference to individual, family and environmental methods as these were the areas addressed in terms of the causes of Bipolar Disorder. Fundamentally based on psychological principles, therapy has been offered as a possible treatment for Bipolar Disorder. For example, Cognitive Behavioural Therapy (CBT) has been used to treat mild episodes of depression and post-manic dysphoria (Leahy Beck 1988). This approach aims to foster an improvement in the patient’s coping skills, self control technique and on their ability to manage stress. Also the patient can be taught useful strategies such as combining the taking of medication with a routine task. In evaluating this approach Satterfield (1999) used an empirical case study to demonstrate that it can enhance the treatment of rapid cycling. Therefore, CBT is a possible approach for treating the individual factors associated with Bipolar Disorder. An alternative individual approach comes from the psychodynamic perspective. It focuses on abandonment fears, repressed rage, manic defences and the need for engagement through the testing of limits. Limited evaluations of this approach have been made. Early research indicated that there are some long term benefits (Scott 1963). However, this research only used a small sample and hence the extent to which these findings can be generalised is questionable. Much of the research in this area involves single case studies (Kestenbaum Kron 1987). Therefore this approach is predominantly supported by theory rather than sound scientific research. Therefore therapy based on a psychological perspective has been advocated as a method by which individual factors can be addressed. Indeed the Expert Consensus Guideline Series (1996) recommended the use of psychotherapy alongside medication so that a more comprehensive treatment programme can be achieved. Conflict within the family can result from the patient’s desire for the situation to ‘go back to normal’ after an episode, their dependency on a family member for medication and because the family become concerned at the first signs of anger or sadness. Such conflicts can be addressed with therapeutic programmes like that which is proposed by Miklowitz Goldstein (1990). Family Focussed Therapy (FFT) involves assessing and educating the family as well as providing training in communication and problem-solving skills. Evaluations of this approach for treating Bipolar Disorder have shown that it significantly reduces relapse rates whilst improving communication (Miklowitz et al 2000). A key element of approaches within this field is education. Information and hence improved knowledge can help to enhance the patient’s illness management skills. Spouses, other family members and care-givers all need to be involved within this process. Honig et al (1997) found t hat a psycho-educational family approach can reduce relapse rates, increase social support and significantly improve a family’s expression of their emotions. Therefore Family Therapy can be used to help address some of the causes of manic and depressive episodes whilst also improving the family’s ability to cope with them if and when they do occur. The third and final area of treatments of Bipolar Disorder from a psychosocial perspective concerns environmental factors. By manipulating the environment, it should be possible to both reduce the number of manic or depressive episodes whilst also reducing the negative consequences of them should they happen. For example, Frank et al (2000) proposed Social Rhythms Training. This aims to stabilise a patient’s social rhythms, such as sleeping patterns, and their patterns of behaviour. It also aims to identify the factors which disrupt a person’s social rhythms. Similarly, Wehr et al (1998) advocates the creation of an environment which facilitates regular and healthy sleepi

Essay --

Joon Choi Ms. Postma AP English/ 4th Period Jane Eyre Essay 3/14/2014 St. John’s Moral Ambiguity and Jane’s Understanding of Self-Respect Every great story includes a morally ambiguous character, often either a Byronic hero whom everyone loves despite his utterly depressing nature and moral flaws (such as Hamlet in Hamlet and Sidney Carton in A Tale of Two Cities) or a strict, principled character who unfortunately earns the readers’ hostility as his moral ambiguity is somewhat deeply offensive to many. The example of the latter is St. John Rivers, a morally ambiguous character in Jane Eyre, written by Charlotte Bronte, who is a compassionate man but has a quite misogynistic characteristic that he vainly attempts to have a loveless marriage with Jane Eyre, expecting her to be subservient. Nevertheless, despite his moral flaws, as St. John makes a moral determination that surprisingly resembles that of Jane Eyre, Charlotte Bronte allows the protagonist to project her own image onto St. John, the morally ambiguous character of the novel. As a consequence, St. John Rivers contributes to the work as a whole by drawi ng the very meaning of the text, Jane’s quest for love and self-respect, and allowing Jane Eyre to appreciate herself in her entirety and realize the true meaning of self-respect. Jane Eyre finds her own image in St. John Rivers as they share several similarities in their moral determinations. After learning of Bertha Mason’s existence, Jane Eyre refuses to stay in Thornfield, fearing that she might lose her self-respect if she would give into Feeling, or â€Å"temptation† (447). The Feeling demands her to comply with Rochester’s entreaty, asking â€Å"Who in the world cares for you [Jane]? Or who will be injured by what you do?† (4... ...conflicts generated by the characters’ moral ambiguity. In Jane Eyre, as St. John Rivers’s passion for spiritually superior life, abiding by the principles of God, ultimately encourages him to coerce Jane into marriage, Jane finds the love without desire equally appalling as the love without principles. Nevertheless, at the same time, Jane acknowledges that her self-respect can be accomplished when she avoids neglecting her inner desires and accept herself in her entirety. St. John Rivers, the morally ambiguous character, plays a pivotal role in the novel as he reveals the meaning of the text through the conflict with the protagonist and develops the overall theme of the novel: the self-respect arises from appreciating oneself as a whole, not from concealing the inner Feeling from others. â€Æ' Works Cited Bronte, Charlotte. Jane Eyre. London: Puffin Books, 1994. Print. Essay -- Joon Choi Ms. Postma AP English/ 4th Period Jane Eyre Essay 3/14/2014 St. John’s Moral Ambiguity and Jane’s Understanding of Self-Respect Every great story includes a morally ambiguous character, often either a Byronic hero whom everyone loves despite his utterly depressing nature and moral flaws (such as Hamlet in Hamlet and Sidney Carton in A Tale of Two Cities) or a strict, principled character who unfortunately earns the readers’ hostility as his moral ambiguity is somewhat deeply offensive to many. The example of the latter is St. John Rivers, a morally ambiguous character in Jane Eyre, written by Charlotte Bronte, who is a compassionate man but has a quite misogynistic characteristic that he vainly attempts to have a loveless marriage with Jane Eyre, expecting her to be subservient. Nevertheless, despite his moral flaws, as St. John makes a moral determination that surprisingly resembles that of Jane Eyre, Charlotte Bronte allows the protagonist to project her own image onto St. John, the morally ambiguous character of the novel. As a consequence, St. John Rivers contributes to the work as a whole by drawi ng the very meaning of the text, Jane’s quest for love and self-respect, and allowing Jane Eyre to appreciate herself in her entirety and realize the true meaning of self-respect. Jane Eyre finds her own image in St. John Rivers as they share several similarities in their moral determinations. After learning of Bertha Mason’s existence, Jane Eyre refuses to stay in Thornfield, fearing that she might lose her self-respect if she would give into Feeling, or â€Å"temptation† (447). The Feeling demands her to comply with Rochester’s entreaty, asking â€Å"Who in the world cares for you [Jane]? Or who will be injured by what you do?† (4... ...conflicts generated by the characters’ moral ambiguity. In Jane Eyre, as St. John Rivers’s passion for spiritually superior life, abiding by the principles of God, ultimately encourages him to coerce Jane into marriage, Jane finds the love without desire equally appalling as the love without principles. Nevertheless, at the same time, Jane acknowledges that her self-respect can be accomplished when she avoids neglecting her inner desires and accept herself in her entirety. St. John Rivers, the morally ambiguous character, plays a pivotal role in the novel as he reveals the meaning of the text through the conflict with the protagonist and develops the overall theme of the novel: the self-respect arises from appreciating oneself as a whole, not from concealing the inner Feeling from others. â€Æ' Works Cited Bronte, Charlotte. Jane Eyre. London: Puffin Books, 1994. Print.

Locke and Hobbes and Their Philosophical Views

When one thinks of the great philosophers of the 16th and 17th centuries, the names John Locke and Thomas Hobbes automatically come to mind.   Both men were instrumental in the philosophical world.   Both were educated at Oxford and both chose a self-imposed exile to Holland because of their political views. On the state of nature, John Locke believed that God created the world and man.   Therefore, all men are equal.   No one has the right to take a life and that also applied to suicide.   He felt that all men were entitled to life, liberty, health and property.   However, he felt that government was something that took away these rights instead of insuring them.   To him, it seemed that only God was to have control of man. While Locke felt that man was better off without laws and government, Thomas Hobbes thought that it would be a complete state of confusion if this were to take place.   Without laws, people would be able to avenge any wrong that they felt was done to them.   He felt that it would leave man in a constant state of fear because there would be no safety.   Disputes would become a time of violence according to Hobbes. John Locke thought that a world without government would return man to his simpler, more rightful place.   This idea derives from the idea that no one man has the right to be in charge of another.   With the act of government and enforcement of laws, there are people who would have to do the enforcing of the laws.   Unfortunately, this would pit man against man and that would go against the natural order that should exist. Hobbes ideas of government seem contradictory.   In one sense he believed in a government with absolute authority, but then he states that man should not obey a law if it takes away his dignity and honor.   Hobbes felt that no one should even question whether one should obey authority of his/her government and that for anyone to be able to choose which laws that would be obeyed was insanity and would lead to complete confusion. Locke’s thoughts on the rights of each individual is that of self-ownership.   In other words, an individual was completely responsible for himself/herself and answered only to God.   He did believe in self-discipline and strict moral character.   He thought that even the monarch had to answer to God.   So he thought that all people should have equal rights and all rights should be afforded to all people. Since Hobbes was a Calvinist, he believed that man was inherently evil while Locke believed that it was society that was evil.   Hobbes believed that men needed something to dictate his behavior.   That is why he believed in a strong government which allowed certain civil rights, but not others.   He also believed that it was possible for some to enjoy more rights than others because of their behavior. Both men also had strong feelings on the right to revolt or rebel.   Locke felt that one of the true reasons that it would be right to rebel against a government was if that government was not a legitimate government.   The way that people could tell that a government was not a legitimate government was to look at how it believed in the rights of the individual.   If the government believed that it was right for a man to be enslaved or took away other rights that others shared, then that government should encounter a rebellion of its people. Hobbes on the other hand believed that revolt and rebellion would lead to mayhem.   He sighted that the French revolution ended in many useless executions of working class people because of a rebellion against the government.   He agreed that to change the government, one should change it by changing the laws and not by rebellion. Rene` Descartes was a philosopher who was known as the father of modern philosophy.   He was called that because he used much from science and math.   He believed that the body represented the physical world and the mind represented the metaphysical.   Descartes felt that if one was out of sort then the other would be as well.   He felt that everything in the natural world had to work together and so should the body and the mind.   The body was the physical organs while the mind was composed of the brain and the neurological system.   It was quite possible for a dysfunction of the brain to allow something in the body to not work properly. Locke, Hobbes, and Descartes gave great contributions to the world of philosophy.   They were in many ways different.   However they did cause the world to stop and think and not just take things at face value. Works Cited Stanford Encyclopedia of Philosophy. 7, July 2007, http://plato.stanford.edu/  

Terminator 2 vs the Matrix essays

Terminator 2 vs the Matrix essays The movies Terminator 2 and The Matrix both present separate views of a scientific reality. The idea that in the future our lives could be controlled by machines and not vice versa is readily embraced by both movies, which communicate this idea in different ways. The movie Terminator 2 embraces typical sci-fi topics such as time travel and robotics whilst The Matrix derives its meanings through concepts such as virtual reality. Through these separate entities, the viewer is able to open his or her mind to possibilities that were previously unsung before witnessing these movies. In our society, the importance lies in the present and not the future. These films attempt to bridge the gap between the separate realms of time and bring the future to the viewer. While both movies muster different meanings, both deal with a single issue, being the uncertainty of the future. The uncertainty of the future is a thought, which crosses the minds of most people during a lifetime. The directors of The Matrix and Terminator 2 both depict their values and attitudes on the subject through the plots of the film. It can be stated that James Cameron, director of Terminator 2, has a different vision of the future than the directors of The Matrix. Due to the complexly different plot lines and stories, it can be said that different people have different beliefs and as such, different expectations. This brings us back to the issue at hand, the uncertainty of the future. The fact that both films intertextually relate to one another further builds upon the issue of the uncertainty of the future. To be more specific, The Matrix intertextually relates to Terminator 2 because of the theme that technology has the power to rule over humans and vice versa. Particularly in the movie Terminator 2, the viewer is subject to the theme of machines becoming dominant over humans. The fact that the man-made machin...

How to Write a Visual Analysis Essay

How to Write a Visual Analysis Essay How to Write a Visual Analysis Essay Visual analysis essays are usually written for English, Art and History classes. The principal thing in this kind of essays is to use various concepts of visual analysis and choices, and engage them in a written form. It may sound difficult and intimidating to write a visual analysis essay but visual analysis is simply colors, shapes, ideas, concepts, forms, etc. Taking into account all these elements, you have to extract a thesis for the essay and defend it. Personal responses are the central and the most essential piece in writing a visual analysis essay. The language used in the essay should be precise and simple. It is very important to note that the language in the visual analysis essay should be descriptive and should consist of formal observation. In its core, a visual analysis essay will simply describe an artwork, illustration or any other visual subject, will reveal a specific feature or will examine the artwork as a whole from the perspective’s point of view. But let’s be more precise and present more details on how to write a visual analysis essay. One of the most specific things in writing a visual analysis essay is that usually, it is brief and very precise; however, if in your instructor notes the vice versa is stated explicitly you will have to follow it. As any type of essay, the visual analysis one will consist of introduction, body and conclusion. Introduction of visual analysis essay An introduction in visual analysis essays is usually short, not exceeding two sentences. The purpose of the introduction is to present an artwork to the audience that is going to be examined, your attitude towards it and the response you are looking for. Very often the introduction is not even given separately but it is attached to the first paragraph of the visual analysis essay. We all know that the purpose of the introduction, apart from stating our thesis and perception towards this specific piece of artwork, is also to capture attention of the audience. But how can you achieve this since you are bound to have a specific number of words? One of the ways to do that is to start with a strong statement. For example, let’s say that you have to write a visual analysis essay on the painting â€Å"The Battle of Nashville† by Howard Pyle. For the ones who are not familiar with it and do not want to search it online we can say that the painting represents the battlefield in which an army is advancing towards its enemy. The painting is dark and full of violence and terror. Here, with one sentence we managed to state our attitude and response to the piece of art. But if we want to make our opening stronger and more influential we can start, for instance, with the following question: can war and violence be justified? You can therefore add a sentence that by examining the painting of Howard Pyle and observing the terror and violence on the faces of the soldiers made you once again realize the insanity of war and violence, or you can go in the other direction. The most important thing, however, in the opening of the visual analysis essay is to introduce the audience with the artwork that is going to be examined and to state your attitude and the response you are looking for. Body of visual analysis essay You move on with the so-called body of the visual analysis essay. However, before starting to write it, it will be good if you spend some time observing the object of art on which you are going to write. Examine it in detail. Be precise. Consider carefully the colors, composition, size, texture, space and all other possible visual attributes that affect your perception. Then formulate your thesis. The following step is to support your thesis with an analysis of the art object. Write and analyze the object as a whole, the techniques that are being used, the lines, the colors, shape and everything else that will support your thesis and reach to the response you are looking for. Again, you should only address to those elements of the art piece that support your thesis. Organize them in logical manner, depending of their strength, reflect on why you have chosen to discuss them precisely and discuss the relationship between them. Use specific vocabulary; for example, words like: linear perspective, foreshortening, demonstrate, intend, and show, etc.. Conclusion of visual analysis essay After you have finished with the body of your visual analysis essay, you move to the conclusion. The conclusion must be strong and written in a perceptive manner. Here it is not necessary to restate your thesis but to strengthen and form it for one last time. You may keep one last interesting fact for the conclusion in order to make it more trustworthy and convincing. Always proofread your essay.

Marketing Management Individual work week11 Coursework

Marketing Management Individual work week11 - Coursework Example Point-of-purchase promotions have been popularized as a method of increasing sales as it is reported to have a great impact in influencing consumer buying behavior. While there are consumers who are insistent on brand loyalty, most of them decide to purchase and try new brands especially when their preferred brands are out of stock. If such a product happens to be better than the original brand, consumers can make the decision to switch the brands. Some of the promotions that I recently came across include McDonald’s food products, apparel stores and grocery stores (Jones et al, 2003). At the point of sale, McDonald’s burgers, fries, burgers, beef and all their food products are displayed on a screen in a very appealing way. The purpose of such display is to entice consumers who are passing by to feel hungry even when they are not really hungry, and thereby end up buying their food. The point of sale advertisement of their food items is also aimed at adding to, rather than changing the beliefs of people who believe that their products are high in fat by promoting the sweet tastes and convenience of their food. I felt that he point of purchase of McDonald’s beef was very helpful as it was not interested in changing my perception about the dangers of eating product with so much fat, but revealing why it is convenient for me to have such beef once on a while, and therefore they influenced me into purchasing a piece of McDonald’s beef. This type of media is very effective and I would recommend that McDonald spend their advertising budget on this f orm of media. Sometimes people go inside the stores and come out without there being major variations inside. However, the apparel stores are changing that by making their front door an invaluable tool of enticing consumers to enter the store and make a purchase. This is done by displaying the best designs and

M. Butterfly Director's Concept Essay Example | Topics and Well Written Essays - 250 words

M. Butterfly Director's Concept - Essay Example The disillusionment is portrayed as a gravest cause of faulty decisions and motives that lead to multiple consequences. For instance, due to his disillusionment, Gallimard in the movie lost his life, family, legacy, wife, and personal dignity. Looking at the complicated love affair, I see the potential of disillusionment in derailing noble courses. Gallimard already had a stable marriage with children and a reputation to safeguard. However, due to the disillusions of beauty and stereotype, he engages in a parallel and fateful affair with a fellow man. It is uncertain whether at any one time it has been morally upright for men to have affairs outside a legally constituted marriage like in the case of Gallimard. Furthermore, the practice of same sex affairs that is the component of the film is uncommon among many civilizations. Only currently are single sex marriages gaining root in liberal