Tuskegee Syphilis Study

Introduction Ethical behavior has always been assumed to be the foundation of a productive and well functional society. Ethics are especially significant in medical circles since unethical practices can have dire impacts on the society. One of the most infamous unethical research studies in American history was the Tuskegee Syphilis Study.Advertising We will write a custom essay sample on Tuskegee Syphilis Study specifically for you for only $16.05 $11/page Learn More This study resulted in research abuses on the test subjects and had dire consequences that continue to be felt to date. This paper shall review the Tuskegee Syphilis Study (TSS) which resulted in widespread outcry over allegations of gross unethical practices. The paper shall begin by a brief description of the study and its findings. The unethical aspects that characterized the experiment shall then be reviewed. Description of the Study The now infamous Tuskegee Syphilis Study was commissi oned by the United States Public Health Service (USPHS) and the study was conducted from 1932 through to 1972. The motivation for this study was the prevalence of syphilis among blacks and the possibility of coming up with mass treatment of the condition. Macon County, Alabama was chosen as the town of choice due to the fact that it had the highest syphilis rate in the counties surveyed. The main aim of the study was to test the effects of untreated syphilis over a long period of time. The test subjects were 399 sharecroppers from Alabama who were all African American (Katz, 2009). The study sought to determine the natural course of syphilis and as such, the test subjects were all suffering from syphilis before the study began. 200 uninfected men served as controls for the study. Another aim of the experiment was to demonstrate that antisyphilic treatment was unnecessary for treating latent syphilis. Ethical Issues From the very onset, TSS was characterized by blatant lying to the s ubjects by the experimenters. The test subjects were not informed of their involvement in an experiment. Instead, they were told that they suffered from â€Å"bad blood† and they were required to regularly attend the clinic for free treatment. In reality, the subjects were not being treated for syphilis but were instead given placebo treatments so as to give the researchers a chance to observe the progression of their syphilis. The subjects therefore unwittingly participated in the study under the guise of treatment.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another ethical issue from this experiment was that the study subjects were denied access to physicians who could have correctly diagnosed them with syphilis and proceeded to give them the necessary treatment. Brandt (1978) reveals that in the course of the 40year experiments, the experimenters colluded with local physicians t o ensure that the text group was not given medical care. Letters were distributed requesting that the subjects be referred back to the USPHS (where the study was taking place) if they sought health care from other hospitals. While at the onset of the study in 1932 there was no widely available cure for syphilis, penicillin emerged as the preferred treatment for syphilis in the early 1950s. Gray (1998) reveals that despite this, the men who were a part of the TSS did not receive any therapy. This was unethical since the health status of the men was known and the physicians could have intervened to restore the health of the test subjects. This action went against the basic code of nonmaleficence which obligates physicians not to do harm. Discussion and Conclusion Unethical conducts have many adverse effects both to the individual and the society at large as was demonstrated by the TSS. Katz et al (2009) reveals that the TSS resulted in great mistrust for public health efforts by Afric an American’s. In addition to this, the black community began to demonstrate great reluctance for clinical research studies; a legacy that continues to date. This paper set out to discuss the TSS which is hailed as one of the most unethical studies carried out in American history. From this paper, it is clear that unethical practices can result in great loses for the society and the individual. The Tuskegee Syphilis Study is one of the research studies whose unethical nature resulted in the death of subjects as well as mistrust by the black community for public health initiatives. References Brandt, A. M. (1978). â€Å"Racism and Research: The Case of the Tuskegee Syphilis Study†. Hastings Center Magazine. Gray, D.F. (1998). The Tuskegee Syphilis Study: the real story and beyond. NewSouth Books.Advertising We will write a custom essay sample on Tuskegee Syphilis Study specifically for you for only $16.05 $11/page Learn More Katz, V.R. et a l. (2009). â€Å"Exploring the â€Å"Legacy† of the Tuskegee Syphilis Study: A Follow-up Study from the Tuskegee Legacy Project.† Journal of the National Medical Association Vol. 101, NO. 2, 179. This essay on Tuskegee Syphilis Study was written and submitted by user Helen Lamb to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Temperature and Betula disribution on the Holy range Massachusetts1 essays

Temperature and Betula disribution on the Holy range Massachusetts1 essays Temperature and Betula distribution on the Holyoke Range, Massachusetts In this study, it will be tested whether temperature affects tree densities in the genus Betula on different slopes of the Holyoke Range, specifically the north and south faces of the mountain range. My prediction is that the north face of the mountain will have a higher density of these trees than the south face of the range because of the temperature differences of the north slope being warmer than south slope for the range of growth for these trees. This experiment can be used to predict patterns of vegetation in other similar latitudes and slopes around the world. On September 20, 2000, the birch tree genus, Betula, density was measured on the north face of the Holyoke Range and on September 27, 2000, Betula ¡s density was also measured, but on the south face of the Holyoke Range. There were eight sites laid across a 150m transect line running across the slope starting from a subjectively chosen point. Based on the data collected on the Holyoke Range, the birch trees densi ties were not significantly higher on the north face than on the south face of the mountain range. Eight separate t-tests were performed, four on the density of the adult birch trees, and another four on the basal density of adult birch trees. From this data analysis it was possible to determine that the results were due to chance, not congruent with my prediction. From the results of my data, it can be concluded that temperature is not a factor in the tree density of Betula. In fact, temperature is not the only factor that can determine the growth of Betula, or other species of trees. Certain biotic and abiotic factors that can explain vegetation patterns of similar areas compared to this study. In this study, it will be tested whether temperature is one of the factors that affect tree densities in the genus Betula on different slopes of the Holyoke Range, specifically the north and ...

Do You Need a Teaching Degree to Be a Teacher

Do You Need a Teaching Degree to Be a Teacher SAT / ACT Prep Online Guides and Tips If you have a goal of becoming a K-12 teacher, there are a number of ways to become licensed. Depending on where and what you want to teach, you can pursue a degree from an approved teacher education program or a means of alternative certification. In this article, we’ll cover how and where you can get a teaching degree, as well as which type of certification is best for your situation. Do You Need a Teaching Degree to Become a Teacher? Bottom line: do you need a teaching degree to become a teacher? Well, it’s complicated. Speaking from personal experience, I’m a licensed teacher in the state of Tennessee with endorsements in three subject areas. However, I never got a teaching degree; I received an alternative license through Teach for America. What you need to become a teacher will be dependent on the state you want to teach in and what you want to teach. Some states will allow alternative certifications; some will not. Some will require specialized coursework if you want to teach certain subjects (e.g., upper grades math); some will not. You can find information on your state’s requirements by visiting your state’s department of education website. How to Get a Teaching License If you want to become a teacher at a public school in the United States, you need to obtain a teacher’s license. Each of the 50 states has its own process and requirements for obtaining a teacher’s license. Most states require that you complete some sort of teacher training program (e.g., obtaining a bachelor’s degree in education) and pass standardized tests that prove your mastery of the content you’re teaching. You might also need to have supervised teaching experience, such as working for a year as a student-teacher. Once you obtain your teacher’s license, you’ll likely need to keep your license in good standing by participating in continuing education programs or taking other tests. Types of Teaching Degrees There are a number of different types of teaching degrees. Depending on what you want to teach, you might choose to pursue one of these paths. Associate’s Teaching Degree An associate’s teaching degree is one that you get by completing your associate’s program. An associate’s program usually takes two years and you can complete it at a community college. If you receive an associate’s degree in education, you probably won’t be able to be a full, lead classroom teacher. The vast majority of states require at least a bachelor’s degree for you to be the head teacher. Associate’s degrees qualify you to work as an assistant teacher or to work in pre-K. You’ll take classes on basic principles of education and pedagogy. You might complete an internship in a school, but probably won’t do a full student-teaching semester, as associate’s degree programs are already quite short. Bachelor’s Teaching Degree A bachelor’s teaching degree requires you to complete a four or five year program at a traditional college or university. In a four-year program, you’ll take classes on basic principles of education and pedagogy. You’ll likely also choose to specialize in a specific teaching area, like elementary or high school education. If you decide to be an elementary school teacher, you’ll take more classes on foundational learning objectives. If you decide to be a middle or high school grades teacher, you’ll take classes on how to teach specific subject areas. Most bachelor’s programs require you to do at least one semester of student teaching, if not a full year. They’ll also prepare you to take teacher licensing exams, like the Praxis exams. In most states, obtaining a four-year bachelor’s teaching degree will qualify you to be an apprentice teacher leading your own classroom. Master’s Teaching Degree A master’s teaching degree gives you more specialized training in your field. Most master’s programs are one or two years long. Obtaining a master’s degree can open you to more options in your teaching career. Some teaching fields, like special education, require more training in certain states. Most school districts also offer higher salary levels for teachers with master’s degrees. As part of your master’s degree program, you’ll likely have to do field work. This field work will be different than regular student teaching. You might be conducting research for a capstone project or observing specific programs. Obtaining a master’s degree will qualify you to be a lead teacher in your subject area. Alternative Paths to Teaching If you don’t have a college degree in teaching, you might still be able to be a K-12 teacher. Here are some alternative paths to teaching. Working at a Non-Traditional School If you want to be a teacher but don’t have a teaching degree, you might be able to work at a non-traditional school. While public schools managed by state and local departments of education have strict licensing requirements, schools that manage themselves set their own requirements for hiring teachers. Charter schools and private schools, for instance, often allow candidates with certain skills or experiences to become teachers, even without teaching experience. For instance, if you worked as a biology researcher, you might be allowed to become a science teacher, even if you don’t have any teaching experience. Going Through an Alternative Certification Program Alternative certification programs like Teach for America provide candidates with a nontraditional path to become a teacher. These certification programs work with specific school districts to become a licensing body, just like a college or university. Alternative certification programs have their own requirements and you’ll have to apply to be accepted. Depending on where you are and what program you’re in, you’ll need to complete different types of training. Teach for America, for instance, requires its corps members to complete an intensive summer program. Alternative certification programs work with school districts to help you obtain your license by fulfilling their requirements. Obtaining Subject Matter Expertise Depending on your state and what you’d like to teach, you might be able to get a teaching license by demonstrating subject matter expertise. This path to your teacher’s license is typically for people who want to teach upper-level subjects, like AP biology or calculus. You can demonstrate subject matter expertise through a combination of work experience and education. You’ll need to research your district’s requirements to see if this path is an option for where you want to teach. Teaching Degrees: The Bottom Line The type of teaching degree you’ll need depends on where and what you want to teach. Each state has its own requirements. You can pursue a teaching degree through a traditional program, like a bachelor’s degree at a college or university, or through an alternative means of certification. What’s Next? Getting ready to take the GED?Read our complete guide on GEDs for everything you need to know about this important exam. If you're hoping to attend college but are unsure howto begin the search process, check out this step by step guide for doing college research. If you're looking to get a teaching degree, you may choose to attend community college for a year or two and then transfer to a four-year college. Read our complete guide to transferring colleges to learn more about this process.

Feasibility study of mobile pizza trucks Research Paper

Feasibility study of mobile pizza trucks - Research Paper Example The document also allows flexibility to change various project parameters to suit the needs of the entrepreneur. Feasibility study is very important for a business. It makes an analysis of all the aspects of a business- the external factors influencing it and also the internal factors. It also analyzes all the costs associated with the project and how the material would be sourced. On the other hand, it will also make an estimate of how much sales are to be expected and what profits would the project make. If the results of the feasibility study are favorable, it is logical to proceed with it. On the other hand, if the results are not favorable no businessman will take a risk on it. Executive Summary 1.1 Background It has always been the researcher’s dream to open his own business-but what type of business he wasn’t sure about. At the end of his years long study in Business Management and Innovations he finally made up his mind-he wanted to run a pizza parlor that would give Papa John’s and Dominos Pizza a run for their money. The pizza industry is a very competitive market. However, in 2010 he decided to go forward with an idea that was brought forward to him by a very close friend-mobile pizza trucks. At first, it sounded like a typical and stupid idea, but when he actually thought about it; it might be just what New York needs-its favorite fast food on wheels. New York has vast amount pizzeria outlets to choose from with 75% of the market being privately owned and the remaining 25% of the market remaining to the franchising pizza making moguls such as Pizza Hut, Papa John’s and Domino’s. The researcher then decided to go into a partnership with someone else who has had extensive amount of experience in the pizza making industry-Jacob Miller. Both researchers decided to call the enterprise Buck’s Mobile Pizzas and their main aim was to bring a twist to the pizza industry. There will be a definite market for a mobile p izza restaurant as there is none in New York and there is a definite demand for pizzas in New York. 1.2 Product and Service Buck’s Mobile Pizzas is a newly established company scheduled to start operations on the 23rd of September 2011 out of the Bronx, New York. As the name suggests ‘Buck’s Mobile Pizzas has no set physical location or space to conduct business and it requires no land. Instead Buck’s Mobile is a customized truck known as the ‘Buck’s Mobile’ that is making America’s favorite deliciously tasting pizzas daily with the most succulent toppings such as; pepperoni pizza, triple meat pizza, Greek style pizza, caramelized onion, Hawaiian pizza, Chicago style pizza, Californian and Mexican style pizzas. Buck’s Pizzas understand and believe in the habits of eating healthy as such our pizzas are being made fresh with wholesome products including; imported cheeses, organic vegetables, and top-shelf meats. The product will also be developed to enhance presentation. Customer service will be Buck’s Pizzas primary priority because considering its current competition it is important to attract new but keep repeat customers.  Buck’s Pizzas is appealing to a wide clientele through the use of its mobility, customer service and affordable pizzas. Buck’s mobility will sure give it an edge over its competitors. Buck’s mobility will make the possibilities endless when gaining market share. The Buck’s mobile will be there to take care of the burning

Critique of a qualitative study Essay Example | Topics and Well Written Essays - 1000 words

Critique of a qualitative study - Essay Example They will be better handle to handle the situations and help them and give them support in areas that will be most beneficial to their recovery. Moreover, the method used to collect data is compatible with the purpose of the research. The method is also adequate to address the phenomenon of interest, to document and follow whether African-American men and women utilize their support network and resources when coping with their illnesses. The type of sampling used is that 28 African-American men and women were selected from 291 men and women who had completed Health-funded studies for three National Institutes: Managing Uncertainty: Self-Help in Breast Cancer Study funded to Principal Investigator (PI) Merle Mishel, Phd, RN, FAAN; Promoting Self-Help: Underserved Women with Breast Cancer Study to PI Carrie Braden, Phd, RN, FAAN, and Managing Uncertainty in Stage B or Early Stage C Prostate Cancer Study to Mischel. The informants who were chosen were appropriate to inform the research because the 28 African men and women that were selected did not receive any type of intervention for their conditions. Some of the men were in control groups, resulting in them having to deal with their condition full-force. They would be better able to study whether they might be affected by support in coping with their illnesses because they didn't have any interventions to stop or alter the full affects of the illnesses. Additionally, the data collection is focused on human experience, and the researcher does describe the data collections used such as interviews, observation and discussion. The protection of human participants is addressed, and the saturation of the data is described in that the support findings and interviews with the participants are described in detail. The procedure for collecting data was open-interviewed with the participants, mostly in their home, in a place where they would feel comfortable. It was also stated that the interviews were began very casually, "Tell me more about your experience." This helped the interviewee relax more knowing that their experience was important enough to be heard. Another procedure used was data analysis of the participants. This helped to know what backgrounds, social status, or other areas the participants were contained within. Additionally, the researcher does address the credibility, auditability, and fittingness of the data in this research. The researcher does address that these findings are important to the welfare of the participant, thereby making it fitting for the welfare of others that are African-American men and women as well. The participants did recognize the experience as their own, and they were given ample time to fully understand the phenomenon of their cancer. Furthermore, the reader can document the researcher's experience as they read through the experiment. The researcher does document the research process very well by separating the experiences of the individuals into labeled categories, there again better enabling the

The True Measure of Success Essay Example for Free

The True Measure of Success Essay â€Å"Beware ! Don’t be greedy for what you don’t have. Real life is not measured by how much we own. † Luke 12: 15 Success in the world system is measured by how much wealth one has accumulated. The rich people are considered as the most successful. This is the main driving force behind everyman’s hard work. Hard work is good and highly commended in the Bible but it should not be used as a means to satisfy one’s covetousness. The rich are highly honored in the world. They are given the best seat wherever they go. They are highly esteemed people. They live in the most expensive communities and villages. They drive the most expensive cars. They are dressed with the most expensive wardrobe. They eat the best cuisine. No wonder it becomes everyone’s dream to be rich. So covetousness becomes the driving force behind hard work. So every people in the world covet the lifestyle of the rich. So many people become discontented in their life, dissatisfied with just having the basic things in life. So they pursue for their worldly ambitions and turn away from the ways of God. But Jesus says, â€Å"Real life is not measured by how much we own. † In Jesus mindset to become rich is not synonymous to being successful. For Him, success is not measured by the worldly standard. What is then the true measure of success? It is written in I John 2:17: â€Å"And this world is fading away, along with everything it craves. But if you do the will of God, you will live forever. † Everything in the world, all the things it crave such as wealth, material possessions, money, position, power ,prestige, etc. are all bound to fade away. The world system is not meant to last forever. There will be an end for everything. Worldly success is not bound for eternity for one day God will judge the world and will destroy it. Those who hold on to the things the world give will be greatly frustrated. And who will remain forever? According to the passage those who do the will of God will live forever. Can you count on to your earthly wealth to make you live forever? Even the world’s richest people have no power to make themselves live forever. Their vast wealth cannot make them live for eternity. When they die, they cannot bring their wealth to their tombs. They have to pass it to somebody else, to their next generation. Can we then consider worldly wealth as a measure of success if it has no power to make us live for eternity. Therefore the measure of success is based upon whether you have fulfilled the†Will of God† in your own life for this will make us live forever. You can say that you are successful then if at the end of your life you can pronounce what apostle Paul has said before he died: â€Å"I have fought a good fight. I have finished the race. I have kept the faith. † Apostle Paul was able to say this because he was able to fulfill the mission God entrusted to him. He was able to do the â€Å"will of God† in his life therefore Paul’s life is indeed a great success.

What is the Future of Social Security? Essay -- essays research papers

What is the future of Social Security?   Ã‚  Ã‚  Ã‚  Ã‚  There is much-heated debate on the issues of Social Security today. The Social Security system is the largest government program of income distribution in the United States. People are concerned that they won't see a dime of what they worked so hard to contribute into the Social Security system for so many years. Social Security provides benefits to about forty-three million Americans. Not only to retired workers, but also to their spouses and dependents of the workers who die prematurely. It also provides benefits to disabled workers and their dependents. Social Security appears to most people like a simple retirement saving’s account. After all, you generally contribute through payroll deductions, then get money back after you retire. Nonetheless, Social Security is a complex and intricate communal program. By design, Social Security involves massive subsidies from the next generation of retirees to the present, from single workers to married couples. Now that the gigantic post World War II baby boomers generation approaches retirement age, there is concern about the consequences it will have on Social Security. There are basically three options, we can do nothing and allow Social Security to run it’s course, revise Social Security, or consider privatization of the system.   Ã‚  Ã‚  Ã‚  Ã‚  Historically, the Democratic and Republican parties have clear and opposing viewpoints. Quite simply, the Democrats whole-heartedly oppose change to a program initiated under Roosevelt's New Deal. The Republicans consider this social program contrary to capitalism. However, over time the Republicans learned that it's popularity with the voters has made this issue untouchable.   Ã‚  Ã‚  Ã‚  Ã‚  According to Congressman Richard Gephardt, the social security was not meant to be the sole source of retirement income but rather as a foundation for retirement to give all working Americans a safety cushion. There will be money in the fund until 2029, so distressing baby boomers don’t have to worry. After that money is depleted the revenue from the payroll tax will be sufficient enough to pay 75% of every social security benefit for the subsequent 75 years. But how many burdens should be put on the young and middle age individuals, whose taxes basically pay for government retirement ... ...s for generations to come, which in essence, needs to start now. Using a conservative economic projection should be one of the steps taken for the growth of future social security. We all know there are no free rides in life; someone is always taking the bill, much less in social security. Any of the changes discussed in this report would impose a real alteration in the level of benefits, taxation and risks. Ultimately, we need to look forward with complete understanding and full acceptance of changes, while keeping faith in a system, which has served us so well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Richard A. Gephardt, Being Careful with Social Security [article online], Newsweek Inc. Accessed 15 January 1997; Page A19. Social Security Administration. Available from http://www.ssa.gov   Ã‚  Ã‚  Ã‚  Ã‚  Robert J. Samuelson, Justice Among Social Security [article online], Newsweek Inc. Accessed 1 July 1998; Page A23. Social Security Administration. Available from http://www.ssa.gov   Ã‚  Ã‚  Ã‚  Ã‚  

Education in Nazi Germany – History Change

Education in Nazi Germany – Change and Continuity Assessment When Hitler became Chancellor of Nazi Germany, in 1935, he proposed many changes in education and throughout the country. He believed that these changes would influence people and indigenise them of his beliefs and reforms that should happen in the country – to praise his glory and make Germany the most powerful country and its rule to continue forever. One of these integral changes was education.Hitler strongly believed that, younger minds were easier to infiltrate and indoctrinate, as they were developing and imposed this sudden change amongst schoolchildren to provoke stronger Nazism in the future generation of Germans. Older generations, could oppose and have opinions to disapprove Hitler’s ideas. So, the Nazis changed education drastically to mould these children for the future of Germany. However, some parts of education were vital for basic human needs and could not be changed.In contrast, they w ere continued but they were portrayed in such a way, which would influence the way a German child thought, in that time. They introduced a lot of changes to education, from the days of teaching to the subjects that had to be taught or taken out of the curriculum; which also had a lot of Nazi indoctrination in them. All of the changes that were introduced had a major impact on children, as Dr Bernhard Rust pointed out that, â€Å"The whole function of education is to create Nazis† which highlighted that indoctrination was a key fundamentality in education to induce Nazism.One major change was starting school at 8:00 am sharply and a higher emphasis on sport and keeping fit. This is because, Hitler wanted to create a future generations of tough and strong soldiers, that would fight for his country – so unfortunately for most boys, this would be the discipline in the army and Hitler exactly wanted then to be ‘trained for the army’. Hitler had always said that ,’ boys had to be as swift as a greyhound’ which highlights the idea of leadership, strength and power amongst boys. Moreover, boys had to play football, rugby, and boxing to toughen them up.PE was also heavily enforced upon girls, as they were the future mothers and wives of the future generation of soldiers. Also, they needed to be fertile and to be able to have the strength to give birth to healthy children. Furthermore, PE took up 15% of the education and boys who failed to pass fitness tests were to be expelled from schools and could be discriminated by the older students as a laughing stock. This attitude, inspired children to be tough and strong to serve their ‘Fatherland’ (Germany) and in a way frightened them. Also, it can be interpreted that this also invoked discrimination against the Jews.Further evidence to support the idea of keeping fit, is a line from a German newspaper which suggests that the ultimate aim of sport was to have enough men fi t for the army. This deploys the idea of that Hitler purely wanted the future generation to fight for him. We can trust the provenance of the source, as it’s from a German teacher’s newspaper and we know that, Hitler arranged teachers into the League of Teachers so this is a valid piece of evidence. Exceedingly, a picture from a children’s textbook in the 1930s from Nazi Germany denotes a sketch of children in army uniform with weapons.This is clearly a heavily signified indoctrination, as it connects with the sports and inspires children to become like that. It can be interpreted that, Hitler and the Nazi party knew that children could be infiltrated through play and education and visual learning; so included subliminal messages in their learning to become Nazi. In addition, another change that the Nazis introduced was a change to the lessons itself and the days of education to supply enough deployment of brainwashing that would mould their character. New lesso ns were introduced and lessons that were thought of unnecessary were removed.Eugenics, Race Studies, Ideology and P. E were some of the new lessons introduced. These lessons had a lot of Nazism in them, such as Eugenics and Race Studies which taught children that German (pseudo Aryan race) were superior than others, and how others were inferior – Jews, Gypsies, Black, Czech, Slavs etc. Moreover, R. E was removed and replaced by Ideology as Dr Rust and Hitler had pointed out that the main thing was to focus of patriotism and the ideas of Hitler, to be reinforced amongst students. Evidence to support this is, is a German speaking about her life story and said it was really boring to learn about Hitler’s ideals.This source is useful, as it supplies information of experiences; however it can be said that they may have difficulties remembering and often the German people don’t want to take the blame for Hitler’s tyranny, so this is a source worth considering. Also, to reiterate, religion amongst German children was changed as in a girls’ timetable singing is a lesson that is taught a lot. In singing, Dr Rust enforced prayers and songs of praise that highlighted Hitler’s glory. Also, the amount of time on religion was reduced and attendance at school prayers was optional.This suggests that, the sole purpose was to only strive for Hitler. These songs, such as a German man remembered, were praises to Hitler and gave a goal to the children to ultimately fight for Hitler. To point out, women were also considered inferior to men, as they couldn’t continue their further education to obtain jobs. Also, the girls’ timetable shows the attributes of a housewife – such as domestic science, hygiene, sex education, childcare – eugenics and biology were heavily taught for the purpose of selective breeding amongst all races – the perfect ‘Aryan’ match.Similarly, Dr Rust was called unstable as he used to immediately change school-days and curriculum to pressurise propaganda and Nazi attributes on children. For example, he made Saturday as a Youth Day, where children from the Hitler Youth went for school tests, army camping, and ‘fun activities’ where the main idea was to completely brainwash children to become robot-soldiers for Hitler. Moreover, some evidence suggests that children used to turn in their own parents if they said anything against Hitler.According to interpretations, this would more likely to be true as they were mostly propagandised by their education and became like soldiers – to fight for ‘justice. ’ Moreover, many teachers that opposed were sacked and others were in the League of Teachers. Some opposing teachers stood there in the silence; however, they couldn’t do anything. Dr Schuster, a geography teacher (1938) highlighted that he wanted to teach real geography and create non-Nazis with other similar teachers – however Nazi soldiers were in the way.He also said that they cannot have a newspaper or a conference. This denotes the tight security of the Nazis in the school as they didn’t want anything to get in their way. In my opinion, children would be heavily indoctrinated that they might not have the willingness to oppose or might be in the fear of persecution by the Nazis. Notwithstanding, not all lessons could not be changed but the way they were delivered had a lot of impact. Such as, the clip on indoctrination of Nazi Germany shows that Maths was taught by measuring the angles of shooting and had a lot of military twist.Similarly, chemistry and physics were taught constructing the efficiency of warfare weaponry and devising new guerrilla, military aviation science and chemicals. Also, geography and history talked more about Germany’s glorious past and it needed a lot of living space (Lebensraum) by conquering nearby countries as they were a superior race. This wo uld be conditioned in a child’s mind and they would think it is right to invade other countries for Germany; as they’re highest of all. This is source is more useful, as it is itself a recording from an actual lesson with photographs of textbooks.So, there was continuity in the lessons however, with a great impact of the way Hitler wanted it. Also, some lessons were taught more of – to reiterate the greatness of Nazism. In my opinion the questions to ask the pupils are- why were you against your parents and turned on them? Why didn’t you oppose and protest – you were the future generation, so your generation with the help of other voices could’ve protested. However, this was not possible, as children wanted to join the Hitler Youth as there were activities and enough influence was done, to mould them.Moreover, anti-Semitism, hatred towards Germany’s ‘infidels’ was forever show in textbooks. Further evidence suggests that, textbooks such as maths textbooks contained the right theory, but had a twist. For example, a question would be written to discriminate Jews and mentally ill people as a burden in society. In addition, textbooks would show these ‘infidels’ as sinners i. e. a German textbook of1935 showed Jews being laughed at and bullying the Aryans. This would gradually strengthen in a child’s mind to show hatred towards them and increase their dedication on Hitler and the Aryans.Moreover, a modern textbook on Nazi Germany explains that children having different opinions on Jews from home put a family in trouble. A quote – ‘My daddy says not all Jews are vile. His daddy was put into prison. ’ This was practiced to reinforce anti-Semitism in all and so that people notice this and are possibly in fear to support Hitler. This can be trusted, as we know that the Nazis were mentally dehumanised and so persistently cruel, that they would do this. The Jews wouldâ⠂¬â„¢ve been significantly affected, as there was a lot of adverse discrimination on them, and with the growing indoctrination of children, the hatred would increase.Finally, change and continuity of education in Nazi Germany aimed to literally create a sense of discrimination, an acceptance of Hitler’s ideas, and to create willing soldiers to fight for Hitler. From 1933-1945 Nazi Germany changed a lot, from increasing its empire and destroying Jews, to the loss of the war. This education had a big impact on how children thought, and how they would think. In my opinion, P. E. was not an issue that gave a major impact, as children are meant to be active and they have to play. However, the most significant change was the continuity with a lot of military impact and the way it was taught differently.Logical subjects such as maths and science, would already impact people to think logically, so the addition of Nazism would have a greater impact on the children making them think mo re about this. More to the point, the introduction of the new subjects would also massively impact the children, as they have not thoroughly studied the older ones so they couldn’t differentiate between fact and opinion or truth and false. The most significant evidence is of the textbooks as they were actually written and directed by Dr Rust and his quotes support the idea of Nazism so that is reliable. Also, the filming is actual evidence of what happened.Despite of the technology, we cannot always rely on the filming. The anti-Semitism indoctrinated people the most, and influenced them a lot having hatred and dehumanisation sense against the Jews to become blindly loyal towards Hitler and to fight for him. Germany's population at the beginning of WWII was approximately 70 million -, 12. 5 million served in the German Army. This just shows that, how many men were selected and joined the army after so much indoctrination. We can see the result of the teaching; which created G ermans with new inventions such as the Blitzkrieg, new weapons etc.

Mask Work in Drama Essay

Our mask work in drama was an experience that I very much enjoyed very much. It also made me a better drama student because I increased my body movement far more as my face could not be seen. It has also shown me that with a mask on you can go for it with your body movement but you should go for it just as much with out a mask on. Fragments This part of the portfolio is where I say what Fragments of Mask work I learnt and enjoyed. Key word Fragments: Fragments of movement we mainly made up our self’s but always had to keep them ritualistic and precise. The movement we were taught in certain lessons were from a ritual and had to be Ritualistic and precise so every move was important. Examples of fragments I learnt in the lessons regarding Mask work: I remember the first lesson that we did mask work I was so unsure weather I would like it or not. What we did was sat in a circle Miss Grenene did movements that we had to copy in a ritualistic style. Then she made up copy the ritual routine with sounds so eventually we were all doing the same movements and sounds making us a chorus. Then she made us carry on the ritual adding sounds and movements on to it as we go. Miss was also playing the drum, which made it sound like an ancient ritual war drum. I felt unsure while doing this but however my emotions became more confident as the class ritual got better and better. The feelings I had were that I had to keep together with the group like a chorus should. Real life sounds and memories of sounds and movements were used in that ritual to carry on to making our own ritual. Like clapping whistling stomping all kinds of sounds and movements. All these ideas ran through my h ead and I was thinking this is good so why not add this, this and this to the piece. This was the starting point for our work as next we had to do a ritual in masks, which really does complete the ritual. I had to team up with Ross, Jack, Lisa and Joe to perform a Ritual of travelling from a neutral calm place to a hot place, to a cold place and then a funny place. I discovered on this first performance with a mask that because my face was covered up I had to express my character with my body and even more so as I didn’t have speech. We all had to huddle together as well to look like a chorus. Sadly I felt nervous on that performance as everyone was moving at different times and I could not keep up so it went badly. For the movements I thought I should look freezing and act it and look hot and act it for the others I did the same basis for the ritual. I understand that a ritual is to be a serious occasion and you should act serious and focused while acting out a ritual like for example in a funeral or wedding. Which brings me onto my next piece which was when me Jack, Lauren, Keeli, and Michelle were acting out a wedding. The manor of this performance had to be serious and precise which it was. We did slow clear-cut movements that flowed and were symbolic to a wedding. This was a good piece when we performed it however the white cloth got caught in Keelis hair and we all ended up laughing. When we performing it I saw weddings on t-v and in real life and saw how formal they were, so I decided to draw my performance from that. I played the vicar and with the mask on I felt that Ginny was gone and the Vicar of the wedding was there. I felt calm and good about this performance as it was done well but we all laughed which emphasized even more the need t be serious in a ritual. Not one of my fragments up until now has made me happy with Mask Work. Not because I don’t like because I always couldn’t do my role correctly in movement or voice. Now I was put in a group for my moch exam and I was brilliant and confident from the word go I had no problem expressing my self and loved it. I feel that i f I did it once I can do it again maybe it was the pressure of the exam that made me do well, however I am far more confident with mask work after that. Response: My emotional response to mask work is to approach it in a willing way. I felt like I had failed whenever I didn’t give a good performance, which was most of the time, which hindered y confidence. I felt down like I did not know what I was doing wrong for a long time this made me frustrated with the work. This made me more determined though because I love drama so much I was not going to be perturbed by improvements that could and were in the end made. Also while we were trying new things I felt happy or sad or angry and this was related to the movements. I found that moving a lot made me happy and I could do that a lot if I was down. My Intellectual response to the work was to always be prepared and try everything and improve. I always wanted to intellectually give a good input to work and get a good out put from it. Ideas were always flowing into my head to put into a drama piece, but sadly I didn’t know when to stop. The movements that we explored were always ritualis tic and expressive according to the character or ritual we were playing in. In our moch exam I was so pleased with the response I gave to the work, which were magical ideas, and ritualistic movements, which got a good response, back this made me pleased. I always felt ready to try but had varied emotions through out mostly of focus and confusion to the drama piece. Development: Fragments were connected and developed as we learned more and put our increasing mask work techniques together into a ritual piece. Like our sounds like drumming or humming were connected to movements. For example a scream sound+ hands trying to pull your hair out could = an insane person in ritual. Another example could be a person with clawed hands above their head + a long grunt could = a person in a ritual who is angry. Mask + Movement = A soundless piece of drama where only the body can interpret the ritual using serious prà ¯Ã‚ ¿Ã‚ ½cis and ritualistic movement. Also you must always have your head forward and facing the audience. Then you should have your shoulders back and have clear ritualistic movements and if there is sound use it so it’s clear and relevant also loud or quite depending on the mood. Mask +Movement+ Sound= A Ritual with expressive movement and sounds were effective adding atmosphere depending on the ritual piece. Mask+ Movement+ Sound+ Music= For example a piece of mask work like Oedipus which was the play we did and turned into a ritual. Fro sound we used words from the play like death, marriage, hanging, the grouching of the eyes. Then we linked these to ritualistic movements like people dieing and the grouching of the eyes. We used the music when there was a lot of tension at a high peak of the ritual. The chorus did movements all together this looked very effective and I liked the way they all moved at different level but still looked like a chorus in a ritual. Evaluation: The moch exam we did was based on a play called Oedipus and which we had to extract 10 words and turn it into a ritual with movement and music. Our 10 words were: Death, Marriage, Hanging, Grouching, Suffering, Hurl me, Madness, stabbing daggers, pain, and loved ones. The chorus which was Niki, Chris, Kirsty, Joe and Michelle used slow movements and long drowning words which made the ritual sound like a world of despair. I was the narrator and I said about the Marriage, death and hanging and the gouging of the eyes in the beginning. This was very effective and then at the end I came on screaming madness. Then the madness the chorus came out and stabbed me to death then I said the madness is done like I was closing the ritual. I must say I loved the way every ones movements were so precise and ritualistic. This so effective and the sounds we used symbolized the movements we did which made it look really good. I liked it because it flowed well and the sounds were loud and expressive. If I had to change something about the ritual it would be the fact that we could have moved more in time and also that the music could have been used more to show tension. Also the clothes were good too Red symbolising blood and black is the madness of killing. The other groups were so good as well I learnt that from them practise makes perfect. They were so realistic in voice and movement. Especially Sheryl and Daniel in voice. The choruses in all the groups could have moved better though. From this the thing I have learned that everyone must work on is their movements. The audiences were so good they gave us a lot of claps and support to spur us on.

Private Prisons Essays - Free Essays, Term Papers, Research Papers

Private Prisons Essays - Free Essays, Term Papers, Research Papers Private Prisons Private prisons, commonly known as for profit prisons, were developed in the States by the Corrections Corporation of American in the 1 980 's . The private prison system involves the incarceration of prisoners by a third party that is contracted by a government agency. While private prisons save the government and taxpayers money, they provide a dis advantage to society at large as well as those incarcerated and also open the door for moral dilemmas in the judicial system. Currentl y, private prisons are becoming a more popular choice for detaining prisoners. In 2016 it was reported that private prisons held nearly three-quarters of federal immigration detainees. (ACLU,2016) However the conditions that these prisoners live in is sub par when compared to sta te run prisons. Private prisons higher fewer guard because the pay is less attractive. This heightens the levels of violence and riot ing as there are less people to help control it. Not only is prisoner safety affected: so is their health. A class action suit on behalf of prisoners at the East Mississippi Correctional Facility in Utah stated that as a direct result of the atrocious food , a majority of the inmates looked emaciated and had lost anywhere from 10- 60 pounds on average. Furthermore , when companies profit from the incarceration of men and women, the only means of increasing the profit is increasing the number of persons being sent to jail. This leads to the laws being broken by members of the judicial system such as prosecutors and jurors to ensure that this prisons profit. This has been se en time and time again. In February 2011 , a Penn sylvania Judge Mark Ciavarella was convicted of racketeering, racketeering conspiracy, and money laundering conspiracy in connection with payments received from a private prison ( aclu,2016 ) . He was sending people to for p rofit prisons because it allowed him to profit. This is just an example of what can happen when people profit from locking persons away. Studies show that the United States has the most persons in lockup in the world. Having a prison system which benefits from high numbers of people being incarcerated has led to the overcrowding seen in jails today. There are studies which contradict the pejorative view that has been presented. In the New York Times, a 2016 article states that private prisoners are better able to keep prisoners safe because they are better able to find and seiz e contraband than public counterparts. Furthermore, their investigation showed that inmates in private prisons are less likely to use drugs, be involved in misconduct or die. The cost of taking care of these inmates is over $3,000 less per inmate than public prisons.

A Fair Lady

A polite woman suitable for Pygmalion is considering this possibility. It is a romantic comedy with no nudity, sex, kissing. In fact, there is no declaration of love. The closest female character to acknowledge her feeling is that she can dance with men all night; his closest thing is that he is accustomed to her face. Whether such a project can raise Matt in today's climate. Sure it is not - there is no studio that can lighten the movie brightly. Also there is no guarantee to add elements and add interest. Once upon a time, in a distant land, a fair woman planned to make an academic debate: her fair women colleagues published her future work of a fair female writer of the 18th century published by the University of Cambridge Press I talked about. A fair women colleague has been working on this version for the first time in six years, the first scholarly version of a female female writer's work. The movie My Lady Lady, which was produced for the 1956 stage and filmed in 1964, was bas ed on the play Pygmalion written by Irish writer George Bernard Shaw in 1913. My Lady Lady and Pygmalion shared a basic story that a poor flower girl Eliza Doolittle turned into a lady in the hands of a speech professor Henry Higgins, but they shared genre, tone, character shaping , Ending was different. . Xiao 's Pygmalion talks about the myth of Ovid. There, men fall in love with female statues. The goddess of love expresses compassion for this man and makes the statue vivid. My Lady Lady turns a wonderful weight drama into a relaxing, fun musical comedy. This genre change has lost some of the complex social analysis done in Pygmalion. For example, the portrait of Eliza's father, the show, was reduced to a comedy of my fair woman by solving the conflict reality in social injustice. My Fair Lady (1964) is a change in music due to the transformation of Eliza Doolittle from a flower girl to a good lady. My fair lady became a very successful movie. In 1964 he won twelve Oscar nominati ons and received eight Academy Awards. This is a comedy, but this movie has romance and broken heart. There are romantic songs such as I can dance all night and humorous songs such as I am just a normal man In the opening scene of my fair lady, Professor Henry Higgens Harrison) served as the leading role. Professor of phonologist Eliza Doolittle (Audrey Hepburn) is a low grade flower girl, a Colonel Pilking Indian dialect student. They are in the garden of the monastery. Professor Higgins asked Eliza of the flower girl to talk and start taking notes. Eliza felt this was dubious, she thought that she was in trouble. She opposed and told me he did not do anything bad, but the professor continued the notes.

Dust exposure and respiratory symptoms among cement factory workers in Assignment

Dust exposure and respiratory symptoms among cement factory workers in the United arab emirates - Assignment Example They then compared the estimated amount to the limit of exposure. They then used the information to determine the respiratory symptoms occurrence among those that are exposed and compare to those that are not exposed to the dust. The information collected was used by Ahmed & Abdullah (2012) to evaluate the details in relation to the use of necessary equipment for respiratory infection protection. The hypothesis of the study is that; the dust level of the factory is low and the same can be said to the level of exposure among the workers thus there are no prevalence difference among the exposed subjects and the non-exposed ones. The importance of the study was that it helped in the determination of the level of United Arab Emirates cement factories’ workers exposure to dust. The data collected was therefore used to determine if the cement factories in the United Arab Emirates have increased the rate of respiratory infections among the workers. It also looked at the use of the protection gears as the mitigation measure and the effects that it has caused (Ahmed & Abdullah, 2012). Cement manufacturing has several processes that include mining, raw material grinding and crashing, kiln burning and blending for clinker formation, milling of cement and packaging. During this processes, there is an emanation of dust thus making the workers exposed to it. There are several researchers that have linked the occupational exposure that is chronic to the chronic respiratory infections among workers exposed. The signs and symptoms of these infections include sputum, coughing, dyspenia and alteration of the indices of pulmonary functioning. This is contrary to the findings of some of the researchers that most of the respiratory symptoms between most of the unexposed and exposed workers have difference that is not significant (Ahmed & Abdullah, 2012). The hypothesis was tested at one of the United Arab Emirates factories. The selected factory had never been sampled