Breast Cancer The Second Most Common Cancer - 1403 Words

In the United States, breast cancer is the second most common cancer in women. Although it can occur in both men and women, it is very rare in men. An individual’s breast has many components. It contains glands, ducts and breast tissue that contains fat, connective tissue, lymph nodes and blood vessels. The most common type of breast cancer in the U.S. is ducts carcinoma. This type of cancer begins within the cells of the ducts, but it can also begin in the cells of the lobules and other tissues of the breast. There are five stages of breast cancer. The stages are dependent on the tumor size, lymph node status and metastases. The progression of the cancer tends to be consistent and predictable. When cancer is left untreated, it will†¦show more content†¦Typically, individuals at this stage are about 52 years old. Stage two breast cancer has many subcategories. The tumor is typical 2 cm in diameter or less, but the cancer cells have already metaswized to the lymph nod es. A breast tumor that is larger than 5 cm, and had not spread to the lymph nodes is also considered stage 2 breast cancer. Stage three breast cancer is often referred to as a â€Å"locally advanced† breast cancer. At this stage, the primary tumor is greater than 5 cm in diameter, and has no apparent metastasis, or the tumor is is between 2-5 cm, with evidence of rather significant metastasis. Another way that stage three breast cancer can be looked at is that an individual with either have a large but operable breast cancer, or a medium sized tumor that is difficult to treat with surgery alone. Many times, the cancer will invade a muscles, or attach to major arteries, nerve trunks or veins in an individual’s body, which therefore makes them impossible to surgically remove completely from the body. Stage four or â€Å"advanced stage† breast cancers â€Å"indicate the presence of distant metastasis to other parts of the body, such as the liver or bones† ( Halls 2015). The prognosis for stage four breast cancers is very low, often being 16-20%. These breast cancers may be recurrences following an individual’s initial treatment. Bone scans, chest Xrays, CAT scans, MRIs, and blood tests may be used to check for metastasis† (Halls 2015). Often times

Good Country People Free Essays

In the short story â€Å"Good Country People,† Flannery O’Connor utilizes the characters Joy Hopewell and Manley Pointer to expose how believing in nothing makes a person isolated and spiritually empty. Joy Hopewell is a well-educated, thirty-two year old atheist with an artificial leg. Joy’s lack of belief causes her to lose all the human civility and decency she has. We will write a custom essay sample on Good Country People or any similar topic only for you Order Now She even changes her name to Hulga. Flannery O’Connor’s use of the mythological Trickster persona to seek, attract, and repulse the protagonist Joy-Hulga leads to her spiritual enlightenment. Manley Pointer through the Trickster persona seeks out the Hopewells, specifically Hulga. From the beginning the Bible salesman uses the svelte and persuasive words used by the Trickster. Pointer maneuvers himself inside when he tells Mrs. Hopewell, â€Å"Lady, I’ve come to speak of serious things. † He continues, using her own thoughts and feelings to manipulate her, telling her, â€Å"I know you believe in Chrustian service† and â€Å"People like you don’t like to fool with country people like me. † The Trickster knows that Mrs. Hopewell is just being polite, but he persists, taking advantage of her desire to avoid all conflict and her love of â€Å"good country people. † Manley craftily gets himself invited to dinner out of sympathy. Knowing that Joy-Hulga has a heart condition, the Trickster deceives Mrs. Hopewell by telling her, â€Å"I got this heart condition. I may not live long. When you know it’s something wrong with you and you may not live long, well then, lady†¦Ã¢â‚¬  Through deceit and smooth talking, Pointer guarantees he’ll spend the evening at the Hopewell’s home. The Trickster has found his way inside and can now focus on his target Hulga. The Trickster has found his target and continues to use his mythological persona to attract Joy/Hulga. Pointer uses his silver tongue to convince disagreeable Hulga to accompany him on a picnic the next day. The con-artist tells Hulga, â€Å"I think you’re brave. I think you’re real sweet† and then later asks her, â€Å"Don’t you think some people was meant to meet on account of what all they got in common and all? Like they both think serious thoughts and all? † Manley is establishing a connection between Hulga and himself to make himself seem more attractive. Manley Pointer further personifies the mythological Trickster persona when he shows up the next day for their picnic in a broad-rimmed hat, and he’s also described as very tall, â€Å"Then suddenly he stood up, very tall, from behind a bush on the opposite embankment. Smiling, he lifted his hat which was new and wide-brimmed. † These are two physical traits of the mythological Trickster persona. As they reach the barn, Pointer tricks Hulga and baits her into climbing up to the second floor where the climax of the story occurs. The Trickster fools Hulga by acting innocently as he â€Å"pointed up the ladder that led into the loft and said, ‘It’s too bad we can’t go up there,’† implying that she can’t do it because of her handicap, so she quickly proves him wrong. Hulga’s pride and feeling of superior intellect blind her from seeing that she’s being duped by the Trickster. Flannery O’Connor uses the Trickster persona to repulse the protagonist bringing her to spiritual enlightenment. After Manley Pointer lures Hulga up into the loft of the barn, he becomes more demanding, using Hulga’s feelings for him to manipulate her into giving him what he wants, he says, â€Å"’I known it,’ he muttered, sitting up. ‘You’re just playing me for a sucker. † The Trickster starts to show his true character more and more now that he has Hulga where he wants her. Manley manipulates Hulga into giving him her fake leg which symbolizes Hulga/Joy’s soul. As the Trickster takes Hulga’s leg, he starts to bring her back into the light and give her a new start. You see it happening when Hulga says, â€Å"When after a minute, she said in a hoarse high voice, ‘All right,’ it was like surrendering to him completely. It was like losing her own life and finding it again , miraculously, in his. † Pointer takes Hulga’s leg and leaves her there stranded in the loft to ponder her new spiritual enlightenment. Flannery O’Connor uses the Trickster persona to seek, attract, and repulse the protagonist, thus bringing her new enlightenment on her life. Hulga/Joy had lost all human civility and decency in her life using her intellect as an excuse. As Hulga sits in the loft, she is finally forced to realize the error in her ways. How to cite Good Country People, Papers

Jurisdictional Error in the Malhi vs. Minister

Question: Discuss about the Jurisdictional Error in the Malhi vs. Minister for Education Anor. Answer: The applicant in this case was Mr. Amanpreet Singh Malhi who sought a review of the decision that was made by the Migration Review Tribunal. The tribunal had earlier affirmed the decision by the delegate of the minister to deny the applicant a class BS visa under section 65 of the Migration Act 1958. The applicant was required to satisfy cl801.221 of sch.2 of the Migration regulations at the time of the visa application[1]. These regulations required the applicant of the visa to be a spouse of the sponsor whereby the sponsor must be an Australian citizen and must satisfy section 5F of the Act. Section 5F of the Act, states that a person is someones spouse if he/she is in a married relationship. Such persons must have a mutual commitment to a shared life as wife and husband to the exclusion of other persons and the relationship between them should be genuine and continuing[2]. Amanpreet Singh was a male Indian citizen who applied for a partner visa in October 2011 based on his marriage to Ms Teresa Bartlett. He was 26 years old while his sponsor was 52 years of age. Having been denied the visa by the delegate of the minister, she proceeded to the tribunal to review an earlier decision made against him. The tribunal requested that the applicant submit number of documents such as the identity certificates and police clearance certificates. In addition, he was supposed to submit utility invoices, bank statements, travel documents, receipts, a letter from Australian Electoral commission, photographs, greeting cards, and personal statement for the applicant and that of the sponsor. The tribunal made a decision on the matter after considering the applicants relationship with the sponsor based on the following g subheadings. The first consideration was the financial aspects of the relationship between the applicant and the sponsor. Similarly, they considered the nature of the household by checking the financial contributions of the applicant in the household. They were convinced that the applicant had contributed immensely in the payment of utility bills but dismally in the purchase of furniture. There was an indication that all the furniture were purchased by the sponsor. The tribunal also considered the social aspects of the relationship and found out that both the applicant and sponsors parents did not attend the wedding. In that regard, the tribunal formed a view that the two rushed to do a marriage which was to a greater extent not recognized by their respective families. In arriving to their decision, the tribunal delved into the nature of the commitment by the parties. The tribunal explored the aspect of commitment disavowing the age difference between the two as a factor that would deny them a genuine and a continuing spousal relationship[3]. It was persuaded that the couple had a meaningful discussion regarding how they may not have biological children and take credible steps into having one though medical attention or adoption. However, the tribunal was concerned with the applicants decision to enter into a marriage so hastily without having his applicants status being resolved[4]. Similarly, it was concerned about the sponsors decision to enter into a marriage with all the complexities of being in a troubled relationship previously. Considering these concerns, the tribunal did not see it a genuine and a continuing spousal relationship hence they confirmed the earlier decision by the delegate of the minister to deny the applicant the visa. After all the submissions had been done by both the applicant, the delegate of the minister and the tribunal before the Federal Circuit Court, a judicial review was done and the Court was satisfied that the tribunal had engaged in a deliberate and systematic jurisdictional error by failing to undertake their statutory task of satisfying itself whether the relationship between the parties was genuine and continuing as a mandatory condition in line with subsection 5F(2) of the Act[5]. The court asserted that the disavowal of the couples lack of children does not mean that their relationship was not genuine and continuing was a clear indication that the parties had a meaningful discussion that their relationship and discussion of the parties at the commencement of their relationship. For instance, the tribunal argued that if the parties had a genuine and a mutual goal of having a family in future, they would have sought medical advice about the prospects of having children[6]. This clea rly shows that the tribunal was hell-bent on relying on the circumstances surrounding the inception of the relationship including incapacity to bear children as the reason to doubt the genuineness of the couples relationship. Bibliography Malhi v Minister for Immigration Anor. FCCA 119 ( Federal Circuit Court of Australia, February 2, 2017). Neilson, Mary, and Matthew Collins. Going to Live in Australia: Your Practical Guide to Beginning A New Life Down Under. Kidlington, UK: How To Books Ltd, 2004. Commonwealth consolidated regulations. MIGRATION ACT 1958 . Law, Melbourne: Commonwealth, 1958. Spirov, Andrea. Moving to Australia: A Guide for Expats, Lovers and the Otherwise Curious. Brisbane: CreateSpace Independent Publishing Platform, 2013. Veltman, Laura. Living Working in Australia: Everything You Need to Know for Building a New Life. Kidlington, UK: How To Books Ltd, 2000. Vrachnas, John, Mirko Bagaric, Penny Dimopoulos, and Athula Pathinayake. Migration and Refugee Law: Principles and Practice in Australia. Cambridge: Cambridge University Press, 2011. Malhi v Minister for Immigration Anor. FCCA 119 ( Federal Circuit Court of Australia, February 2, 2017). Commonwealth consolidated regulations. MIGRATION ACT 1958 . Law, Melbourne: Commonwealth, 1958. Neilson, Mary, and Matthew Collins. Going to Live in Australia: Your Practical Guide to Beginning A New Life Down Under. Kidlington, UK: How To Books Ltd, 2004. Vrachnas, John, Mirko Bagaric, Penny Dimopoulos, and Athula Pathinayake. Migration and Refugee Law: Principles and Practice in Australia. Cambridge: Cambridge University Press, 2011. Veltman, Laura. Living Working in Australia: Everything You Need to Know for Building a New Life. Kidlington, UK: How To Books Ltd, 2000. Spirov, Andrea. Moving to Australia: A Guide for Expats, Lovers and the Otherwise Curious. Brisbane: CreateSpace Independent Publishing Platform, 2013.

The concept of Being by Heidegger

Introduction The concept of Being is as old as being itself. Heidegger, one of the greatest philosophers, attempts to ascertain the meaning of Being. In his work, he employs the term Dasein to explain the existence of being. His argument plays a key role in philosophy as it attempts to pose the question of the meaning of being.Advertising We will write a custom essay sample on The concept of Being by Heidegger specifically for you for only $16.05 $11/page Learn More This ‘question’ forms a fundamental role in formulating Heidegger’s concept of meaning of being. It should be noted that the term ‘question’ is emphasized in Heidegger’s work. This is because he uses it to track the truth of being. Being an ontologist, his work concentrates on replenishing the question of ontology. He argues that this matter has created a huge problem especially to the western philosophers. The problem, according to him, is the question of being. It is however notable that although it appears his argument seems to concentrate on the question of being; he makes a plausible attempt to explain the nature of philosophy. According to him, he views philosophy as an ontological seeking as opposed to ontic. Heidegger’s argument therefore opens up the concept of philosophy to ‘questioning’ in an attempt to understand the meaning of being. He further uses his ‘question’ philosophical approach to describe the existence of being and coming up with the fundamental presuppositions adopted to explain being. This paper will therefore examine the important question of being as articulated in Heidegger’s work. The author of this paper will also revolve around the ontological composition of the world and its contribution to the question of being. The Concept Of ‘Being’ Heidegger’s philosophy of ‘being’ is an ontology that seem to focus on self philosophical con sciousness of man. According to him, the question of being has been neglected and forgotten. He continues to argue that this very question greatly contributed to the works of Plato and Aristotle. This assertion cannot be taken to mean that no other philosopher has questioned the meaning of being since the contribution of the two philosophers. Rather, this assertion has been interpreted to mean that most philosophers have concentrated on exploring the nature of beings and not the ‘being’ itself. According to Heidegger, he maintains that that he is the only philosopher who has attempted to examine the primary question that has been neglected by all other western philosophers. According to his school of thought, he purports that the question of being has been prejudiced and deemed as unnecessary. He therefore comes up with three presuppositions that he believes have contributed to such prejudice and to which he refutes. First, the proposition that ‘Being’ is t he ‘most universal concept’.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More He asserts that â€Å"an understanding of Being is contained within our every apprehension of beings.† In his argument, he brings to fore the philosophical arguments by other philosophers such as Aristotle and Hegel hence coming up with the conclusion that the concept of Being is not a universal concept, but rather vague and obscure. This argument attempts to bring out the ontological distinction between Being and beings. The philosophical approach by Thomists and Hegel seem to incline towards the idea that Being and beings should not be unified. This therefore creates an implication that if the two concepts cannot be treated as one, then it would be difficult to define the universality of ‘Being’. Further, it becomes hard to comprehend the terms that govern ‘Being’ as the †˜most universal concept’. Heidegger best approaches this contentious issue by asserting that it is difficult to come up with a precise definition of ‘Being’. According to him, â€Å"The concept of Being cannot be understood as a being, and Being cannot be depicted as predicating beings to it.† The implication created is that the question of being goes beyond logic. This means that it must surpass the normal way of analyzing things. It is not in doubt that most western philosophers have concentrated entirely on beings as opposed to Being. This makes it difficult to rely on their formulations hence making it vital to adopt a different approach. It is also important to note that Heidegger does not render their formulations useless but rather as unreliable. Thirdly, he debates on the notion that being is the self-evident concept. The use of copula (is) regularly in the day to day language in an attempt to discuss beings. It is therefore arguable that most phi losophers seem to comprehend the concept of ‘being’ but nevertheless dismiss it as ‘unintelligible’. From this, it can be inferred that an appeal to the concept of self-evident should be dismissed as a ‘doubtful process’ as it is solely based on one’s analytical features. Based on the above ‘dogmas’ laid down by Heidegger, it is apparent that the question of Being has not been adequately addressed by philosophers and as Heidegger puts it, ‘the meaning of Being is still veiled in darkness.† What then is ‘Being’? From the above argument, it is important to first formulate the question in order to come up with an appropriate answer. This simply means that it would be difficult to rely on any Supreme Being to comprehend the source of Being. The answer should be sought elsewhere. This is because the question of being is constituted in the entities of the Being. The basis of examination therefore lies in t hese very entities that need to be interrogated in order to establish the appropriate answer.Advertising We will write a custom essay sample on The concept of Being by Heidegger specifically for you for only $16.05 $11/page Learn More Theoretical Observation The existence of Dasein proves to be the underlying principle in Heidegger’s works that describe the concept of ‘Being’. By exploring the existence of Dasien in its actual form and its continued survival in everyday life, Heidegger simplifies the quest to understand the meaning of Being as a whole. In his argument, he refutes the authenticity of the declaration pertaining propositional facts in a bid to understand Being. He views such propositions as being sightless and secluded. Further, he argues that they do not possess any form of truth construed in the logic of ‘agreement’. According to him, it is necessary for Dasein to recognize itself based on its existence a nd the possibility of Being as it is. The possibility of existence is fully dependent on the form assumed by Dasien itself. This means that it is up to the Dasien itself to determine its existence depending on the possibility it has assumed. In essence, the experiences of our everyday life play an integral role to either apprehend or disregard the possibilities that aids our understanding of existence. Another theoretical observation is in regards of Dasien’s existence in a ‘world’. The existence in the ‘world’ is not by choice. According to Heidegger, Dasien’s existence in the world is not out of free will but rather living ‘as it is’. This means that Dasien has to adapt to the things that are attached to the world. Further, the world is special to each Dasien. The Dasien is therefore attached to the world and describes itself in relation to this world. This therefore explains the reason why beings develop a habit of getting ensn ared to the world. In fact, the daily existence results to the Dasien focusing on the current worldly activities hence forgetting to view ‘Being’ as it really is. This leads to the human beings being estranged from their true-selves. How then is the authentic Being exposed to us in order to understand the existence? What decisive entity of Being is revealed in order to unveil the true nature of Being? According to Heidegger, the answers to these questions depend on time or temporality. In his school of thought, he recognizes the importance of time to project the meaning of Being. Each Being emerged from somewhere and after its present existence, it will surely have an end. It is therefore of importance to note that the existence is based on time. Further, our present existence means that we have not fully existed. This therefore defines our Being. However, it should be understood that the everyday occurrence of Being just before death is not conclusive. It is only when we meet the ultimate death that the authentic Being is revealed. He refers to this concept as ‘the ontological possibility.’Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More In expanding his idea of Being, he infers that ontology must assume some form of distinction. That is to say that a distinction between something and nothing need to be formulated. Being and time therefore examines the ontological importance that governs Being’s existence. According to Heidegger, consciousness is therefore important as it poses a challenge to humans to live freely in order to live as a whole. In the actual sense, man appears to be bound yet he is exposed to all manner of freedoms. It is for the man to ascertain where he should derive his freedom from. It is also apparent that the phenomenological method is clearly evident in Heidegger’s argument. This is particularly evident in his insistence of being and time. It is for this reason that Heidegger attributes his philosophical success in his work to Edmund Husserl, one of the most successful phenomenologists of all time. Accordingly, his question of Being constitutes an enormous analysis in the phenomen ological custom of Dasien, who in itself seeks being. How then does Heidegger apply the concept of phenomenology to come to his conclusion? The concept of phenomenology is traced to Kant who attempted to differentiate between ‘phenomenon’ and ‘noumenon’. Hegel also applied the concept in assessing the growth of the human spirit whereby he criticized Kant’s philosophy of the two world’s dichotomy. The term was also coined by Husserl to explain his philosophy of ‘eidetic reduction’. It is therefore not a new methodology adopted by Heidegger to explain his own ‘hermeneutic phenomenology’. His methodology lays down the process that merely describes the existence of human beings and their everyday experiences. He attempts to create synchronization in the contradicting terms of existence that result from hermeneutic phenomenology. According to him, he distinguishes his phenomenology from other sciences. This, he attributes to the fact that his phenomenology concentrates more on the superficial resemblance of human society hence approaching the ontology Being as it is. Positive Response To Heidegger’s Argument Based on the above argument, it is important to note that Heidegger’s argument can be said to be tenable. First, his assertion that every Dasien decides his mode of existence can be approached at different levels. It is not in doubt that the definitive certainty existence supersedes intellectual existence. It is therefore personalized and internalized. It is for this reason that it is appropriate to state that man’s existence is based on certain decisions. Failure to make such decisions renders the failure as a decision itself. It therefore becomes important for the temporary nature of life to be emphasized in order to prepare and anticipate our looming death, which is bound to happen at any minute. And how do we define death? While scholars assert that man is conscious of hi s own death, Heidegger’s philosophical argument is that man acquires the meaning of life upon facing the truth of his own transience. This philosophical approach is therefore upheld. In essence, death has been said to be man’s crucial problem. Further, the ontological prominence embedded on temporality is important to reverberate Kant’s argument that the constraint in time is a prerequisite for things to materialize as they are. If the argument is to be approached on the two philosophical arguments, then it would be imperative to say that Heidegger’s argument on temporality acquires an idiosyncratic twist. He disregards the notion of infinite time as one that presents itself at the moment of existence. It can therefore be argued that temporality is a combination of the past, present and future sequences of time that are essentially interlocked. Fundamentally, the question of Being surrounds itself on being and time as proposed by Heidegger. It therefore r emains the basic question in the field of philosophy. Heidegger tackles this question by examining the existence of Dasein. This should not be taken to mean that his focus on Dasien obstructs a clear comprehension of Being. His transcendental methodology that enlightens the priori stipulations on the basis of which Being is viewed as gifted is therefore appreciated. Heidegger also tries to explain the concept of death. It is not in doubt that every Being will cease to exist. He argues that each Being is entitled to his own death. Death cannot be shared with another Being. It is therefore non-relational. The argument tendered by Heidegger is valid in that no one can evade death. The argument therefore creates a very significant concept for the philosophers in an attempt to answer the question for Being. Conclusion The basic work of Heidegger is a contribution to the question of existence of man. His argument has attempted to tackle the question of Being by introducing Dasein. In our discussion above, our Being is determined by the existence of Dasien. Heidegger also challenges his fellow western philosophers to concentrate on the concept of Being, rather than concentrating on the nature of beings. This is because the concept of Being supersedes the nature of beings and should therefore be prioritized. He also formulates a methodology to tackle the question of being. According to his argument, this question of being forms the basis of all other inquiries. Heidegger can therefore be regarded as the ‘builder’ of tradition due to his massive contribution to philosophy through his hermeneutic phenomenology. This essay on The concept of Being by Heidegger was written and submitted by user Everett Cain 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.

Biomedical and Biopsychosocial models of care Essays

Biomedical and Biopsychosocial models of care Essays Biomedical and Biopsychosocial models of care Paper Biomedical and Biopsychosocial models of care Paper Competing positions of the human organic structure as either a biological phenomena or a complex microcosm borne of its environment. hold provided the footing for the development of two different theoretical accounts of attention: the biomedical theoretical account. and the recovery-based psychosocial theoretical account. The theoretical account of attention adopted by attention suppliers to a great extent influences the nature of the intervention given. and the flight of a patient’s journey through unwellness. to wellness. Historically. the biomedical theoretical account of attention has been the foundation of Western medical specialty. and has remained mostly undisputed as the dominant theoretical account of attention used in the bringing of psychiatric intervention. It is practiced with a focal point on disease. pathology. and cure’ . The outgrowth of the biopsychosocial theoretical account ( Engel. 1977 ) and psychosocial rehabilitation has provided the mental wellness sphere with an effectual option to the biomedical theoretical account. With an attack that is person-centred and recovery focused. it aligns with modern-day attitudes about mental upsets holding their beginnings and impacts in a societal context. This paper will critically analyze and compare the benefits and restrictions of both theoretical accounts of attention. through an geographic expedition of three cardinal countries: ( I ) empowerment/disempowerment of the patient. ( two ) deductions for nursing pattern. and ( three ) outcomes. In psychopathology. the biomedical theoretical account emphasises a pharmacological attack to intervention. and supposes that mental upsets are encephalon diseases caused entirely. or by a combination of chemical instabilities. familial anomalousnesss. defects in encephalon construction. or neurotransmitter dysregulation ( Deacon. 2013 ) . This guess makes up one side of a Descartian divide that exists between biological psychopathology and a biopsychosocial attack to mental wellness attention. Engel ( 1977 ) viewed the biomedical theoretical account as reductionist’ . and posited that it neglected the societal. psychological and behavioral dimensions of unwellness. He proposed a biopsychosocial theoretical account that takes into history the patient. the societal context in which he lives. and the complementary system devised by society to cover with the riotous effects of illness’ ( p. 131 ) . It is within this biopsychosocial model. that recovery-focused psychosocial rehabilitation takes topographic point ( Cnaan. Blankertz. Messinger A ; Gardner. 1988 ; King. Lloyd A ; Meehan. 2007 ) . Less nonsubjective than the biomedical theoretical account. psychosocial rehabilitation focuses on the subjective experience of recovery and health. that is. the presence of marks and symptoms may non needfully aline with the individual’s sense of ego and health. ( I ) Empowerment/disempowerment of the patient A relentless unfavorable judgment of the biomedical theoretical account is the averment that the patient is disempowered. First. the nature of the doctor-patient relationship suggests that the patient is a inactive receiver of intervention ; the patient is reduced to a diagnosing. and offered diagnosis-specific intervention options. The function of personal pick exists. nevertheless in a limited capacity. Second. the political orientation underpinning the biomedical theoretical account assumes disease to be a divergence from the biological norm. with illness understood in footings of causing and redress ( Deacon. 2013 ; Shah A ; Mountain. 2007 ; Engel. 1977 ) . This perspective assumes the being of some implicit in pathological cause for symptoms and behavior. and focuses on nonsubjective indexs of recovery ( King et al. . 2007 ) . The deductions of this position are that the patient can non. from his ain resources. make anything to better his unwellness. and to impact any alteratio n in his behavior. he must adhere to diagnosis-specific intervention set out by the head-shrinker. It is argued that the ways in which a patient can be disempowered by a psychiatric diagnosing ( stigma. forced hospitalization. long-run pharmacotherapy etc. ) far outweigh any benefits they might have ( Callard. Bracken. David A ; Sartorius. 2013 ) . Relatively. recovery within the model of psychosocial rehabilitation is widely considered to be authorising for consumers of mental wellness services ( Shah A ; Mountain. 2007 ; Callard et Al. . 2013 ) . Two cardinal rules of psychosocial rehabilitation are an accent on a societal instead than medical theoretical account of attention. and on the patient’s strengths instead than pathologies ( King et al. . 2007 ) . Similar to the doctor-patient relationship of the biomedical theoretical account. there exists a relationship between patients. health professionals and clinicians in the psychosocial model. The accent nevertheless is on the formation of a curative confederation ( King et al. . 2007 ) in which recovery is owned by the patient. with professionals and services easing this ownership ( Mountain A ; Shah. 2008 ) . The purpose of psychosocial rehabilitation is for the patient to hold self-government over their unwellness and wellness. and a fulfilled sense of ego despite the possible continuance of symptoms ( Barber. 2012 ) . This is in blunt contrast to the biomedical theoretical account in which unwellness is managed by the practician. and wellness is hallmarked by the absence of symptoms and disease ( Wade A ; Halligan. 2004 ) . The psychosocial position must besides be considered in footings of its possible restrictions. By puting an accent on self-government and self-management of mental unwellness and well-being. there runs a parallel hazard of transfusing a sense of duty or incrimination within the patient when less than desirable wellness results occur. This is of peculiar relevancy in mental wellness scenes. where hapless wellness results are unluckily. likely ( Deacon. 2013 ) . In the biomedical theoretical account. the head-shrinker would offer some little solace to the patient in the signifier of shouldering the majority of the duty. With respect to authorization of the patient. this impression of care’ versus cure’ suggests that the biomedical theoretical account of attention and psychosocial rehabilitation are two viing theoretical accounts of attention that are divorced from one another. They are non. nevertheless. reciprocally sole. and it is deserving observing that modern-day definitions of the biomedical theoretical account at least effort to see the incorporation of recovery-based intervention attacks ( Barber. 2012 ; Mountain A ; Shah. 2008 ; Wade A ; Halligan. 2004 ) . It has been suggested that modern twenty-four hours doctor-patient relationships are far more aligned with the nature of the psychosocial curative confederation. founded on battle and the acknowledgment of accomplishments and cognition of each spouse ( Mountain A ; Shah. 2008 ) . Specifically in a mental wellness scene. it might be argued that the biomedical theoretical account parts ways with psychosocial rehabilitation by usage of irresistible impulse ( Mountain A ; Shah. 2008 ) . The purpose behind much of today’s mental wellness statute law is guided by the political orientations of the biomedical theoretical account. This consequences in patients with a psychiatric diagnosing being often disempowered. by holding their right to self-government overridden by legal powers of irresistible impulse ( Thomas. Bracken A ; Timimi. 2012 ) . Despite a displacement towards self-government by the biomedical theoretical account. mental wellness patients may be forced to accept intervention against their wants. In resistance to this. the psychosocial model favours a community-based. case-managed’ manner of attention ( King et al. . 2007 ) . which seeks to authorise the patient and maintain independency. ( I ) Deductions for nursing pattern The medical theoretical account is a utile model to help the head-shrinker in the designation of upsets and diseases. However. scientists have identified neither a biological cause nor a dependable biomarker for any mental upset ( Deacon. 2013 ) . and arguably. most mental upsets have their beginning and impact in a societal context ( McAllister A ; Moyle. 2008 ) . Therefore. the cogency of the biomedical theoretical account as a nursing theoretical account of attention in mental wellness scenes must be questioned. The across-the-board nature of the attention bringing required by a psychosocial model may. at times. look to be at odds with more traditional’ constructs of nursing. It is understood that the biomedical theoretical account is the theoretical account on which many nurses base their pattern. It is besides the theoretical account that has long dominated the field of psychopathology ( Stickley A ; Timmons. 2007 ) . despite a overplus of literature adopting the importance of the interpersonal sphere and psychosocial factors. Findingss from a survey by Carlyle. Crowe A ; Deering ( 2012 ) showed that mental wellness nurses working in an inpatient scene described the function of mental wellness services. the function of the nurse and nursing intercessions in footings of back uping a medical theoretical account of attention. This was despite acknowledgment amongst the nurses that they used a psychodynamic model for understanding the aetiology of mental hurt. as being a consequence o f interpersonal factors. The jobs with the usage of the biomedical theoretical account in mental wellness nursing are varied. The overruling end of the biomedical theoretical account is cure. and hence nurses that base their pattern on it must besides take for this result. This is evidently troublesome for a forte that treats upsets that may non hold a definable cause. and typically have hapless results ( Deacon. 2013 ) . Sing care’ versus cure’ . the challenge for nurses working in mental wellness scenes where their pattern is underpinned by the medical theoretical account. is the inability to accomplish the result of attention that they believe to be appropriate. that is. a remedy ( Pearson. Vaughan A ; FitzGerald. 2005 ) . In footings of the proviso of nursing attention. the biomedical model’s focal point on disease and the nonsubjective classification of people by disease can function to depersonalize patients and so excessively. the nursing attention provided to them ( Pearson et al. . 2005 ) . It may good be argued that the biomedical theoretical account devalues the function of the nurse. because the humanistic side to attention is diminished in favor of a medical diagnosing and remedy. Overall. the ideals of mental wellness nursing pattern are constrained by the biomedical theoretical account ( McAllister A ; Moyle. 2008 ) . nevertheless. nurses feel comfy utilizing this theoretical account to explicate their pattern. in the absence of a defined option. Psychosocial rehabilitation as an option to the biomedical theoretical account non merely has positive deductions for consumers of mental wellness services but besides to the nurses who provide their attention ( Stickley A ; Timmons. 2007 ) . Indeed. a wealth of literature supports a displacement from the medical theoretical account to a recovery-based. psychosocial attack ( Engel. 1977 ; Barber. 2012 ; Caldwell. Sclafani. Swarbrick A ; Piren. 2010 ; Mountain A ; Shah. 2008 ) . In contrast to the biomedical theoretical account. the nurse-patient curative confederation is at the nucleus of the psychosocial model ( King et al. . 2007 ) . In this manner. the function of the nurse moves off from being task-focused. to actively developing. coordinating and implementing schemes to ease the recovery procedure ( Caldwell et al. . 2010 ) . Additionally. this theoretical account of attention strongly aligns with nursing perceptual experiences of their function as attention suppliers. their beliefs sing the aetiology of mental upsets. and their attitudes towards best pattern ( McAllister A ; Moyle. 2008 ; Carlyle et Al. . 2012 ) . ( I ) Outcomes By and large. the biomedical theoretical account has been associated with huge betterments in medical attention throughout the twentieth century. Despite its relentless laterality of both policy and pattern. the biomedical theoretical account in respects to the bringing of mental wellness attention is characterised by a deficiency of clinical invention and hapless results ( Deacon. 2013 ) . It does. nevertheless. hold its redeeming qualities. The primary strength of the biomedical theoretical account is its nucleus cognition base derived from nonsubjective scientific experiment. its intuitive entreaty. and relevancy to many disease-based unwellnesss ( Pearson et al. . 2005 ; Wade A ; Halligan. 2004 ) . Evidence-based medical specialty allows the head-shrinker to entree nonsubjective grounds about the safety and effectivity of their intercessions ( Thomas et al. . 2012 ) . Shah A ; Mountain ( 2007 ) argue that the model’s strict methods used to garner grounds that have result ed in legion effectual psychopharmacological interventions. can non be translated in assisting to place which specific elements of psychosocial interventions are effectual. This averment is evidenced by a survey documenting the efficaciousness of a psychosocial rehabilitation programme ( Chowdur. Dhariti. Kalyanasundaram. A ; Suryanarayana. 2011 ) in patients with terrible and dogging mental unwellness. The survey showed important betterment for all participants across a scope of parametric quantities used to step degrees of operation. However. the consequences did non uncover the specific effects of assorted constituents of the rehabilitation programme. doing it hard to insulate each constituent and to analyze its consequence. Regardless. the overall benefits of psychosocial rehabilitation should non be ignored merely due to analyze restrictions. Despite the biomedical model’s strict survey methods and evidence-based nucleus. touchable marks of advancement are few and far between. Indeed. the biomedical attack has failed to clarify the really biological footing of mental upset. and besides failed to cut down stigma ( Deacon. 2013 ; Schomerus et Al. . 2012 ) . Kvaale. Haslam A ; Gottdiener ( 2013 ) determined that biogenetic accounts for psychological unwellnesss increase prognostic pessimism’ and perceptual experiences of dangerousness. and make little to cut down stigma. This decision has obvious deductions in a society where the layperson’s. and in fact. nursing student’s apprehension of mental unwellness is a biogenetic. medicalised’ one ( Kvaale et Al. . 2013 ; Stickley A ; Timmons. 2007 ) . In contrast. psychosocial rehabilitation programmes may hold the consequence of cut downing stigma. As antecedently discussed. psychosocial rehabilitation is underpinned by an political orientation that seeks to authorise the patient. Research has shown that authorization and self-stigma are opposite poles on a continuum ( Rusch. Angermeyer A ; Corrigan. 2005 ) . By heightening the patient’s sense of ego. penetration. social functions. and basic self-care maps ( King et al. . 2007 ) . psychosocial rehabilitation programmes have the ability to cut down the negative effects of stigma. In a survey peculiar to patients with schizophrenic disorder ( Koukia A ; Madianos. 2005 ) . health professionals and relations reported lower degrees of aim and subjective load when the patient was engaged in a psychosocial rehabilitation programme. In their geographic expedition into the cogency of evidence-based medical specialty in psychopathology. Thomas et Al. ( 2012 ) differentiate between specific factors ( e. g. pharmacological intercessions aiming specific neurotransmitter instabilities ) . and non-specific factors ( e. g. contexts. values. significances and relationships ) . They determined that non-specific factors are far more of import in relation to positive results. which would back up a psychosocial attack. In recent old ages. public sentiment and policy has become more aligned with the recovery theoretical account. evidenced by the wealth of literature repeating Engel’s ( 1977 ) proposition of a new medical model’ founded on a biopsychosocial attack. Recently. the Australian Government Department of Health acknowledged the positive results associated with a recovery-based theoretical account. and released the National model for recovery-oriented mental wellness services ( 2013 ) . Despite their ideological differences. psychosocial rehabilitation need non be viewed as the antithesis to the biomedical theoretical account. with literature proposing a grade of compatibility between the two that is going more evident in the modern bringing of mental wellness attention ( Barber. 2012 ; Mountain A ; Shah. 2008 ; Shah A ; Mountain. 2007 ) . Decision Recent old ages have seen important alterations in the perceptual experiences of mental unwellness. and the proviso of mental wellness services that are available. The move towards community-based attention. psychosocial rehabilitation programmes. and authorization of the patient through self-government has been accompanied by a growing in research. and positive results for mental wellness consumers. Despite this advancement. modern mental wellness attention is still mostly dominated by the biomedical theoretical account. Whilst modern-day readings of the psychiatric biomedical theoretical account recognize the value of societal and psychological factors. they appear to make so in a manner that relegates those factors to an order below that of biological factors. This occurs in the absence of any definable biological causes for mental upsets ( Deacon. 2013 ) . A modern-day theoretical account is required in modern mental wellness services. Indeed. Barber ( 2012 ) suggests that recovery should be thought of as the new medical theoretical account for psychopathology. Psychosocial rehabilitation is associated with improved nonsubjective and subjective patient results. and emphasises the function of the nurse. As observed by Engel ( 1977 ) . the bigotry of biomedicine unwittingly consequences in the defeat of patients who believe their echt wellness demands are being inadequately met. True incorporation of a biopsychosocial attack into modern mental wellness attention. would make a model for consistent positive results. and illimitable invention. Mentions Barber. M. ( 2012 ) . Recovery as the new medical theoretical account for psychopathology. Psychiatric Services. 63 ( 3 ) . 277-279. Caldwell. B. . Sclafani. M. . Swarbrick. M. . A ; Piren. K. ( 2010 ) . Psychiatric nursing pattern and the recovery theoretical account of attention. Journal of Psychosocial Nursing. 48 ( 7 ) . 42-48. Callard. F. . Bracken. P. . David. A. . A ; Sartorius. N. ( 2013 ) . Has psychiatric diagnosing labelled instead than enabled patients? The British Medical Journal. 347. Department of the Interior: 10. 1136/bmj. f4312 Carlyle. D. . Crowe. M. . A ; Deering. D. ( 2012 ) . Models of attention bringing in mental wellness nursing: a assorted method survey. Journal of Psychiatric and Mental Health Nursing. 19. 221-230. Chowdur. R. . Dharitri. R. . Kalyanasundaram. S. . A ; Suryanarayana. R. ( 2011 ) . Efficacy of psychosocial rehabilitation plan: the RFS experience. The Indian Journal of Psychiatry. 53 ( 1 ) . 45-48. Cnaan. R. . Blankertz. L. . Messinger. K. . A ; Gardner. J. ( 1988 ) . Psychosocial rehabilitation: toward a definition. Psychosocial Rehabilitation Journal. 11 ( 4 ) . 61-77. Deacon. B. ( 2013 ) . The biomedical theoretical account of mental upset: a critical analysis of its cogency. public-service corporation. and effects on psychotherapeutics research. Clinical Psychology Review 33. 846-861. Department of Health. ( 2013 ) . National model for recovery-oriented mental wellness services. Canberra. Australia: Australian Health Minister’s Advisory Council. Engel. G. ( 1977 ) . The demand for a new medical theoretical account: a challenge for biomedicine. Science. 196. 129-136. Harding. C. ( 2005 ) . Changes in schizophrenic disorder across clip: paradoxes. forms. and forecasters. In L. Davidson. C. Harding. A ; L. Spaniol ( Eds. ) . Recovery From Severe Mental Illnesses: Research Evidence and Implications for Practice ( pp. 19-41 ) . Boston: Centre for Psychiatric Rehabilitation. King. R. . Lloyd. C. . A ; Meehan. T. ( 2007 ) . Handbook of psychosocial rehabilitation. Carlton. VIC: Blackwell Publishing. Koukia. E. . A ; Madianos. M. G. ( 2005 ) . Is psychosocial rehabilitation of schizophrenic patients forestalling household load? A comparative survey. Journal of Psychiatric and Mental Health Nursing. 12. 415-422. Kvaale. E. . Haslam. N. . A ; Gottdiener. W. The side effects’ of medicalisation: a meta-analytic reappraisal of how biogenetic accounts affect stigma. Clinical Psychology Review. 33. 782-794. McAllister. M. . A ; Moyle. W. ( 2008 ) . An geographic expedition of mental wellness nursing theoretical accounts of attention in a Queensland psychiatric infirmary. International Journal of Mental Health Nursing. 17. 18-26. Mountain. D. . A ; Shah. P. ( 2008 ) . Recovery and the medical theoretical account. Progresss in Psychiatric Treatment. 14. 241-244. Pearson. A. . Vaughan. B. . A ; FitzGerald. M. ( 2005 ) . Nursing theoretical accounts for pattern. Sydney. Naval special warfare: Elsevier. Rusch. N. . Angermeyer. M. . A ; Corrigan. P. ( 2005 ) . Mental illness stigma: constructs. effects. and initiatives to cut down stigma. European Psychiatry. 20. 529-539. Schomerus. G. . Schwahn. C. . Holzinger. A. . Corrigan. P. . Grabe. H. . A ; Carta. M. ( 2012 ) . Development about public attitudes of mental unwellness: a systematic reappraisal and meta-analysis. Acta Psychiatrica Scandinavica. 125. 440-452. Shah. P. . A ; Mountain. D. ( 2007 ) . The medical theoretical account is dead – long live the medical theoretical account. The British Journal of Psychiatry. 191. 375-377. Stickley. T. . A ; Timmons. S. ( 2007 ) . Sing options: pupil nurses stealing straight from ballad beliefs to the medical theoretical account of mental unwellness. Nurse Education Today. 27. 155-161. Thomas. P. . Bracken. P. . A ; Timimi. S. ( 2012 ) . The anomalousnesss of evidence-based medical specialty in psychopathology: clip to rethink the footing of mental wellness pattern. Mental Health Review Journal. Wade. D. . A ; Halligan. P. ( 2004 ) . Make biomedical theoretical accounts of illness brand for good health care systems? The British Medical Journal. 329. 1398-1401.

The Best Spotify Playlists for Study

The Best Spotify Playlists for Study Music researchers agree that music for studying should be free from lyrics  so the songs arent competing for your brains memory space. Fortunately, there are several lyric-free Spotify stations that are perfect for studying.   1.  Intense Studying   Creator:  Spotify The Review:  This station is perfect for keeping that brain sharp and focused, with a mix of sonatas, concertos, and more from  classical superstars like Bach, Mozart, and Dvorak. While some classical stations can relax you to the point of feeling like you might fall asleep, this playlist is full of upbeat tempos that will keep you awake and on track. 2.  Superior Study Playlist Creator:  Taylor Diem The Review:  In case you want to listen to a vast selection modern instrumentals (over 900 songs appear on this list), this Spotify station for studying focuses on soundtracks like those from movies like Amelie, Harry Potter and the Deathly Hallows,  and The Hours along with instrumental beats from artists like Explosions in the Sky,  Max Richter, and Levon Mikaelian.   3.  Workday Lounge Creator:  Spotify The Review:  Dont let the title fool you; this isnt boring elevator music. Chill out and listen to the mellow beats of artists like ST*RMAN and  Azul Grande, which just might be calming enough for someone with a crazy life to feel like they can take a deep breath and pop open the books.   4.  Acoustic Concentration Creator:  Spotify The Review: Plug in and open up this lyric-free Spotify station to enjoy music from Michael Hedges, Antoine Dufour, Tommy Emmanuel, Phil Keagy, and over a dozen more guitarists who mesmerize with quick arpeggios and harmonizing chords.   5. NO LYRICS! Creator:  perryhan The Review:  For those who are interested in hearing a mix of more modern songs reworked by instrumental artists, this station has you covered. From 90s grunge classics from bands like Nirvana to songs like Justin Timberlakes Cry Me a River  on violin by David Garrett or Adeles Rolling in the Deep  on piano and violin by The Piano Guys, theres something youll want to hear. 6.  Study Mix (No lyrics) Creator:  mogirl97 The Review:  This is also a Spotify station relying heavily on remixes of modern songs, remade by instrumental bands. The Vitamin String Quartet, Lindsay Stirling, 2 Cellos, and The Piano Guys play their versions of popular songs like Royals, Pompeii, Back to Black, Chandelier, Let It Go, She Will Be Loved and more. They are great for keeping you energized but wont be as distracting as if you were listening to the original versions. 7.  EDM Study No Lyrics Creator: coffierf The Review:  Electronic dance music might not be what first comes to mind when you think of studying, but for some students, possibly those kinesthetic learners out there- the kind who need to keep  moving  to concentrate- this station, with over 50 songs and growing, may be just what you need. Bounce along to tracks by Crystal Castles, Netsky, and Moguai.   The Effects of Music While Studying According to Nick Perham, a researcher published in Applied Cognitive Psychology,  the best music for studying is  no music at all. He says you shouldnt listen to music because it competes for your brains space. Perham recommends that you study in complete silence or ambient noise like from a white machine or even the muted traffic of a highway or soft conversation.  However, some disagree with this researcher and believe that music makes the  study experience  better since it can lift a mood or bump up positive feelings.

Case Study Signature Piece Essay Example | Topics and Well Written Essays - 1750 words

Case Study Signature Piece - Essay Example The client is of Spanish Caribbean ethnicity and a son of two immigrants who entered the United States of America during their culture (Feltham, 2008). The attitude towards homosexual has differed over time and varies considerably depending on the culture that the person is affiliated to. In the American culture, however, the society is coming to terms with the homosexuality with laws set to protect them as a minority. Felix has found it a challenge to reveal that he is gay to both the parents and the employer for fear of stigmatization. This stigmatization is among the experiences that various gay people are going through in their search for identity. Felix childhood upbringing was also challenging. His parents divorced when he was still young and was forced to spend part of his life with a stepfather and later his grandmother. Various cultures have their principles regarding inappropriate and appropriate sexuality. Some people in the society have continued to disapprove same-sex marriage with other people supporting the practice. As with homosexuality behavior, various sets of prescription and prescription may be offered to indi viduals based on their social status, age, gender and social classes (Glockshuber, 2010). Research on counseling psychology has focused on issues that make therapy more effective have consistently indicated that therapeutic alliance and client characteristic are the essential factors in the successful treatment of psychological illness. Felix has a mental illness that is characterized by the problems of panic attacks and anxiety for a two-year duration. The symptoms are however increasing. The symptoms are associated with increased dizziness and lightheadedness, chest pain and discomfort, increased palpitation as well as shallow, rapid breathing with the client failing to get enough air during such a period. The problems do not affect the work that is doing even though it seems to have an effect towards

What is new media Essay Example | Topics and Well Written Essays - 500 words

What is new media - Essay Example nication content, such that either unique content would be passed on to one individual at a time, or general content would be passed to many audiences at a time, but both would not occur simultaneously (Crosbie, 1998). The old media comprised of one-to-one (interpersonal communication) or one-to-many (mass communication), where the interpersonal communication would allow for passing a unique content to one person only; at a time, while the mass media would allow for the distribution of the same message to a large audience, but without the ability to make the content individualized or made unique for any single individual (Crosbie, 1998). Thus, the New Media can be defined as the mode of communication that allows for unique and general content transmission at a time, meaning that using the new media, an individual can be able to communicate a unique message to a selected individual in form of a one-to-one communication, and at the same time be able to send a general communication content to a wider audience (Crosbie, 1998). Thus, New Media is characterized by the possibility of democratization of the communication content; the possibility to send and receive communication either in the form of unique or general content for an individual. The New Media can also be defined as a creation of the technological advancement, such that it is a communication media that could not have been possible if technology did not exist (Manovich, 2001). It is possible to communicate one-to-one without any technological aid, for example through face-to-face communication of two individuals. Additionally, it is possible to communicate to a wider audience without the use of technology, for example a leader addressing a gathering. However, it is not possible to communicate a unique content to one individual and pass general information to the rest of the gathering, if technology does not exist. In this respect, New Media is the communication media that is technology-dependent, and which

The overall sense New World Essay Example for Free

The overall sense New World Essay The overall sense prevalent in each of the three readings is that the beginning of the inhabitation of the New World by the colonists was one filled with trepidation and little exploratory overtures. The colonies were on the surface largely inhospitable, and its original inhabitants viewed as savages were viewed with prejudice, wariness, and dread. As the days progressed, however, it became evident that the savages were willing to explore some form of relationship and interaction with the colonists, and in both John Smith’s and William Bradford’s accounts, there were episodic moments of goodwill, friendship, and collaboration. In these accounts, the importance placed upon their belief in God was uncompromising. In them, the providence of God in bringing friendly savages to befriend them and to supply them was acknowledged. There exists a palpable atmosphere of gratitude and cheer when such events transpired. It was almost as if the settlers in general and the writers in particular knew just how daunting a challenge their situation was, and how perilous their enterprise promised to be. The writers’ mention of God in the execution of their enterprise and how their fortunes rested on his statutes and goodwill bring out the stark contrast of the human displays of treachery, slander, and scant regard for the natives, whom they viewed as savages. This conflict would continue in their later dealings with the other tribes of the interior, and such janus-faced behavior appears schizophrenic, to say the least. Yet, the reliance on and the zeal with which they displayed their faith marked the beginnings of the settlements characterized by these three locations as mentioned in the writings. This faith then was the thread of continuity that existed in the different accounts and narratives of the settlers, and in spite of the different types of settlements founded by different groups for diverse purposes, the Christian basis was contingent on them all. It was needful for them to rely on a comforting system of belief, and one that provides them strength of hope, unity of oneness, and a certain security of what and where they had originated from. Yet, it is also very clear on a closer inspection of these three writings that William Bradford’s and John Winthrop’s accounts were more God-centric. This of course is a reflection of the foundations of their voyage and expedition. The colony of Jamestown, as displayed in John Smith’s account, was meant to promote business and reap profits, an enterprise by a joint stock company. Plymouth was for pilgrim families in search of a new life, a new beginning that was homely and familial. Boston, as characterized in John Winthrop’s account, was Christo-centric in its most fundamental conceptualization, foundation, and development. Little wonder that reading his account was akin to reading an interpretation of Scripture. The level of devoutness corresponded with the motivation for the founding of the colonies. Employing basic textual analysis, it is evident that the concern, thrust, and feelings surrounding their brave ventures centered on the role of their functions in the new settlements. Every one of these accounts ended in some measure of success, and each of them concludes with a triumphant tone that their efforts had not been in vain. From Winthrop’s firm exhortations to Smith’s tentative positive conclusion, it could be deduced that the strength of their convictions determined their celebration of the outcomes. Their struggles and searching out of the land, while battling disease, climate, lack of provision, and facing hostility from the natives, were definitely an arduous struggle. Yet, this brings out the reality of the situation and circumstances facing them, and as one gets drawn into the narrative, one begins to feel the proximity and reality of the connection. The desperation of the settlers at Jamestown was palpable, and the eventual sigh of relief gave way to a resigned air of fatalism, that the difficult labour exercised by the less-than-scrupulous figures that dominated the narrative would finally be put to rest. The more positive gratitude of Bradford’s account was dotted with certain moments of sorrow, yet, the overall emotion that emanated forth was that here was a place where industry and good Protestant ethics would prevail and reap them a good harvest, first a thirty-fold, then a sixty-fold, and finally, a hundred-fold. Winthrop’s account was a direct call to Christian virtues, with his sermonizing extolling the promises of God in accordance to their practicing of the faith, in spite of the difficulties that may appear from time to time. These narratives are the blood, sweat, and tears of our forefathers, and upon their shoulders are built the foundations of this great nation, America, that stand at once for freedom and liberty, and that proclaims, â€Å"In God we trust. †

John Steinbeck Essay -- essays research papers

John Steinbeck was born on February 27, 1902 in Salinas, California, a farming community with of about 2500 people. He was the third of four children and the only son of John Ernst and Olive Hamiton Steinbeck. His sisters Beth and Esther were much older than John and he felt closest to Mary, the youngest. He spent his childhood and adolescence in the Salinas Valley, which he later called â€Å"the salad bowl of the nation.† John’s mother, Olive, was the daughter of Irish immigrants. She left her parents’ ranch to become a teacher. John remembered his mother as energetic and full of fun. He called his father, in contrast, â€Å"a singularly silent man.† Steinbeck’s father, also named John, worked as the treasurer of Monterey County. He had chosen a safe, practical course in life, in order to support his family.   Ã‚  Ã‚  Ã‚  Ã‚  John enjoyed literature from an early age on. His mother read him the fairy tales of Hans Christian Andersen, Robert Louis Stevenson, and the stories of King Arthur.   Ã‚  Ã‚  Ã‚  Ã‚  John attended Salinas High School, an experience he generally disliked, but one bright spot in his high school carrer was his ninth grade English teacher, Miss Cupp. She admired the compositions he wrote and encouraged him to continue with his writing. Throughout high school, John spent most of his free time writing stories in his room.   Ã‚  Ã‚  Ã‚  Ã‚  John graduated from HS in 1919 and then went to Stanford University. John wanted to study to be a writer, but his mother wanted him to be something practical, like a lawyer.   Ã‚  Ã‚  Ã‚  Ã‚  While attending Stanford University, John Steinbeck decided that a degree was of no use to a writer. Instead, he studied the things that interested him and would help him progress as a writer. He studied literature, history, and classical Greek. He convinced university officials to let him learn human anatomy alongside the medical students. Dissecting cadavers would help him â€Å"know more about people†, he explained. Steinbeck’s creative writing teacher taught him to write stories that were â€Å"true.† She didn’t mean the events in the story had to have actually happened, but instead the story and characters must reflect real human feelings and conflicts.   Ã‚  Ã‚  Ã‚  Ã‚  During his college years, Steinbeck worked at a number of different jobs to help pay for his educ... ...gories including physics, chemistry, physiology or medicine, literature, peace, and economics. The Prize is awarded to those who have made valuable contributions to the â€Å"good of humanity.†   Ã‚  Ã‚  Ã‚  Ã‚  The Nobel Prize was the greatest honor of John Steinbeck’s life. His acceptance speech concluded with the observation that â€Å"St. John the Apostle may well be paraphrased: In the end is the Word, and the Word is Man--the Word is with Man.†   Ã‚  Ã‚  Ã‚  Ã‚  After receiving the Prize, John began having heart problems and he was moved to his home in New York. John Steinbeck died peacefully on December 20, 1968, with Elaine lying at his side. He was 66 years old.   Ã‚  Ã‚  Ã‚  Ã‚  As John Steinbeck experienced life in Ameria he recorded his observation, his enjoyment of life, and his belief in human goodness. Several of his works are now considered classics. His books differ in content and in form, â€Å"Of Mice and Men† is similar to a play and â€Å"The Sea of Cortez† is a scientific account. But Steinbeck wrote all of his books with a particular goal in mind. As he explained, â€Å"My whole work drive as been aimed at making people understand each other.†

The Return: Shadow Souls Chapter 25

â€Å"Oh, I just want to take a little peek,† Bonnie moaned, looking at the forbidden sketchbook, the one in which Lady Ulma had drawn their high couture outfits for the first party, the one that would be held tonight. Beside it, just within reach, were some sample squares from bolts of fabric in shimmering satin, rippling silk, transparent muslin, and soft, rich velvet. â€Å"You'll get to try it on for the last fitting in an hour – this time with your eyes open!† Elena laughed. â€Å"But we can't forget that tonight isn't playtime. We'll have to dance some dances, of course – â€Å" â€Å"Of course!† Bonnie repeated ecstatically. â€Å"But our purpose there is to find the key. The first half of the double fox key. I just wish there was a star ball that showed the inside of tonight's house.† â€Å"Well, we all know pretty much about it; we can talk about it and try to imagine it,† Meredith said. Elena, who had been fiddling with the star ball from the other house, now put the slightly cloudy orb down and said, â€Å"All right. Let's brainstorm.† â€Å"May I storm, too?† a low, modulated voice asked from the doorway. The girls all turned, rising at the same time to greet a smiling Lady Ulma. Before taking a chair, she gave Elena a particularly heartfelt hug and kiss on the cheek and Elena couldn't help herself from comparing the woman as they had seen her at Dr. Meggar's to the elegant lady she was now. Then, she had been hardly more than skin over bones, with the eyes of a timid wild creature under great strain, wearing a common housecoat, with men's bedroom slippers. Now, she reminded Elena of a Roman matron, with her face tranquil and beginning to fill out under a crown of glossy dark braids held back by jeweled combs. Her body was filling out, too, especially her belly, although she retained her natural grace as she took a seat on a velvet couch. She was wearing a saffron-colored gown of raw silk, with an underskirt of fringed and shimmering apricot. â€Å"We're so excited about the fitting tonight,† Elena said, with a nod toward the sketchbook. â€Å"I am as excited as a child, myself,† Lady Ulma admitted. â€Å"I only wish I could do for you a tenth of what you have done for me.† â€Å"You have already,† Elena said. â€Å"And if we can find the fox keys – it will only be because you helped us so much. And that – I can't tell you how much that means to me,† she finished almost in a whisper. â€Å"But you never thought I could help you when you defied the law for a ravaged slave. You simply wanted to save me – and you have suffered much for it,† Ulma responded quietly. Elena shifted uncomfortably. The cut running down her face had left only a thin white scar along the cheekbone. Once – when she had first returned to Earth from the afterlife – she would have been able to wave the scar away with a simple wash of Power. But now, although she could channel her Power through her body, and use it to enhance her senses, she couldn't make it obey her will in any other way. And once, she thought, imagining the Elena who had stood in Robert E. Lee High School's parking lot and drooled over a Porsche, she would have considered the marring of her face the greatest calamity of her life. But with all the accolades she had received, with Damon calling it her â€Å"white wound of honor,† and her certainty that it would mean as little to Stefan as a scar on his cheekbone would mean to her, she had found she just couldn't take it very seriously. I am not the same person I once was, she thought. And I'm glad. â€Å"Never mind,† she said, ignoring the pain down her leg that still throbbed at times. â€Å"Let's talk about the Silver Nightingale and her gala.† â€Å"Right,† Meredith said. â€Å"What do we know about her? How did the clue go again, Elena?† â€Å"Misao said, ‘If I said that one of the halves was inside the silver nightingale's instrument, would that even give you an idea?' – or something like that,† Elena repeated obediently. They all knew the words by heart but it was part of the ritual, every time they discussed it. â€Å"And the ‘Silver Nightingale' is the nickname for Lady Fazina Darley and everyone in the Dark Dimension knows it!† cried Bonnie, clapping her small hands in sheer delight. â€Å"Indeed, that has long been her sobriquet, given to her when she first came here and began to sing and play on her harps strung with silver,† Lady Ulma put in gravely. â€Å"And harp strings need to be tuned, and they're tuned with keys,† Bonnie continued excitedly. â€Å"Yes.† Meredith, in contrast, spoke slowly and thoughtfully. â€Å"But it's not a harp-tuning key we're looking for. They look like this.† She put down on a table beside her an object made of smooth pale maple that looked like a very short T or, if held on its side, like a gracefully waving tree with one short horizontal branch. â€Å"I got that from one of the minstrels Damon hired.† Bonnie eyed the tuning key loftily. â€Å"It might be a harp-tuning key we're looking for,† she insisted. â€Å"It might be used for both things, somehow.† â€Å"I don't see how,† Meredith said doggedly. â€Å"Unless somehow they change shape when the two halves come together.† â€Å"Oh, my, yes,† Lady Ulma said, as if Meredith had just made an obvious proposition. â€Å"If they are magical halves of a single key they will almost certainly change when the two halves come together.† â€Å"You see?† Bonnie said. â€Å"But if they can be any sort of shape, then how the hell will we even know when we've found them?† Elena asked impatiently. All she cared about was finding what it took to save Stefan. Lady Ulma fell silent, and Elena felt badly. She hated to use harsh language or even appear distressed in front of the woman who had lived a life of such subjection and horror since her early teens. Elena wanted Lady Ulma to feel safe, to be happy. â€Å"Anyway,† she said quickly, â€Å"we know one thing. It's in the Silver Nightingale's instrument. So whatever is inside Lady Fazina's harp, that has to be it.† â€Å"Oh, but – † Lady Ulma began, and then she stopped herself almost before the words were out. â€Å"What is it?† Elena asked gently. â€Å"Oh, nothing at all,† Lady Ulma said hastily. â€Å"I mean, would you like to see your dresses now? This last fitting is really just to make sure every stitch is perfect.† â€Å"Oh, we'd love to!† Bonnie cried, at the same time making a dive for the sketchbook, while Meredith rung a bell pull that brought a servant hurrying in and hurrying away again to the sewing room. â€Å"I only wish Master Damon and Lord Sage had agreed to let me create something for them to wear,† Lady Ulma said mournfully to Elena. â€Å"Oh, Sage is not going. And I'm sure Damon wouldn't have minded – as long as you designed him a black leather jacket, a black shirt, black jeans, and black boots all exactly like the ones he wears every day. He'd have been happy to wear it then.† Lady Ulma laughed. â€Å"I see. Well, there will be enough fantastical styles worn tonight that he may change his mind for the future. Now let's draw the curtains on the windows all around. This gala is to be indoors, with gaslight only, so colors will show true.† â€Å"I wondered why it said ‘indoors' on the invitations,† Bonnie said. â€Å"I thought maybe it was because of rain.† â€Å"It's because of the sun,† Lady Ulma said soberly. â€Å"That hateful crimson light, changing every blue to purple, every yellow to brown. You see, no one would wear aqua or green to an outdoor soiree – no, not even you, with that strawberry hair that cries out for it.† â€Å"I get it. I can see how having that sun hanging there every day would really get you down after a while.† â€Å"I wonder if you can,† murmured Lady Ulma, and then she added hastily, â€Å"While we wait shall I show you what I have created for your tall friend who doubts me?† â€Å"Oh, please, yes!† Bonnie held out the sketchbook. Lady Ulma thumbed through it until she came to a page that seemed to please her. She took up pens and coloring pencils like a child eager to play with beloved toys again. â€Å"Here it is,† she said, using the colored pencils to add a line here and a curve there, but holding the book so that the three girls could see the design. â€Å"Oh, my God!† cried Bonnie in genuine astonishment, and even Elena felt her eyes widening. The girl in the sketch was definitely Meredith, with her hair half up and half down, but wearing a dress – such a dress! Black as ebony, strapless, it clung to the long slim figure perfectly sketched in the picture, emphasizing the curves, enhancing them on top by what Elena learned was called a â€Å"sweetheart† neckline: one that made Meredith's front look like a Valentine's Day heart. It kept close to the body all the way to the knees where it suddenly flared out again, dramatically wide. â€Å"A ‘mermaid' dress,† Lady Ulma explained, satisfied with her sketch at last. â€Å"And here it is,† she added as several sewing women entered, reverently holding the miraculous gown between them. Now the girls could see that the material was of plush black velvet dotted with tiny rectangular metallic golden flecks. It looked like midnight back home, Elena thought, with a thousand falling stars in the sky. â€Å"And with it, you will wear these very large black onyx and gold earrings, these black onyx and gold combs to hold your hair up, and some lovely matching bracelets and rings Lucen has made just for this outfit,† Lady Ulma continued. Elena realized that sometime in the last minutes Lucen must have entered the room. She smiled at him, and then her eyes dropped to the three-tiered tray he held. On the top tray, against an ivory background, were two black onyx and diamond bracelets, as well as a ring with a diamond in it that almost made her swoon. Meredith was looking around the room as if she had stumbled into a private discussion and didn't know how to get out. Then she looked from the dress to the jewels to Lady Ulma again. Meredith was not one to lose her composure easily. But after a moment she simply went to Lady Ulma and hugged her fiercely, then went to Lucen and very gently put her hand on his forearm. It was clear that she couldn't speak. Bonnie was studying the sketch with the eyes of a connoisseur now. â€Å"Those matching bracelets were made just for this dress, weren't they?† she said with a conspiratorial air. To Elena's surprise Lady Ulma seemed uncomfortable. Then she spoke slowly. â€Å"The truth is†¦well, that Miss Meredith is†¦a slave. All slaves are required to wear some sort of symbolic bracelets when they travel outside their households.† She turned her eyes down to the polished wooden floorboards. Her cheeks were flushed. â€Å"Lady Ulma – oh, please, you can't think it matters to us?† Lady Ulma's eyes flashed as she looked up. â€Å"Not matter?† â€Å"Well,† Elena said hautily, â€Å"it doesn't really matter†¦er, yet, because there's nothing to do about it, not now.† Of course, the servants weren't in on the secrets of the Damon-Elena-Meredith-Bonnie relationship. Even Lady Ulma didn't see why Damon didn't free the three girls just in case â€Å"something should happen, may the Celestial Guardians forbid it.† But the girls had formed a solid phalanx against it; it would be like jinxing their whole enterprise. â€Å"Well, anyway,† Bonnie was blathering, â€Å"I think the bracelets are beautiful. I mean she could hardly find anything more perfect for the dress, could she?† – striking at the professional sensibilities of the designer. Lucen smiled modestly and Lady Ulma gave him a loving glance. Meredith's face was still glowing. â€Å"Lady Ulma, I don't know how to thank you. I will wear this gown – and for tonight I will be someone I have never been before. Of course, you've drawn my hair up, or partly up. I don't usually wear it that way,† Meredith finished weakly. â€Å"You will tonight – up and high over that lovely wide brow of yours. This dress is to show off the charming curves of your bare shoulders and arms. It's a crime to cover them, day or night. And the hairstyle is to lay bare your exotic face instead of hiding it!† Lady Ulma said firmly. Good, Elena thought. They've gotten her off the subject of symbolic slavery. â€Å"You'll wear a touch of makeup as well – pale gold on your lids, and kohl to enhance and lengthen your lashes. A touch of golden lipstick, but no rouge; I don't believe in that for young girls. Your olive skin will complete the picture of a sultry maiden perfectly.† Meredith looked helplessly at Elena. â€Å"I don't usually wear makeup either,† she said, but they both knew that she was beaten. Lady Ulma's vision would come to life. â€Å"Don't call it a mermaid dress; she'll be a siren,† Bonnie said enthusiastically. â€Å"But we'd better put a spell on it to keep all the vampire sailors away.† To Elena's surprise, Lady Ulma nodded solemnly. â€Å"My seamstress friend has sent a priestess today to bless all the garments and to keep you from being victimized by vampires, of course. If that meets with your approval?† She looked at Elena, who nodded. â€Å"As long as they don't keep Damon out of the way,† she added jokingly, and felt time freeze as Meredith and Bonnie immediately turned their eyes on her, hoping to catch something in Elena's expression that would give her away. But Elena kept her expression neutral, as Lady Ulma continued, â€Å"Naturally, the restrictions would not apply to your – to Master Damon.† â€Å"Naturally,† Elena said soberly. â€Å"And now for the smallest beauty to go to the gala,† Lady Ulma was saying to Bonnie, who bit her lip, blushing. â€Å"I have something very special for you. I don't know how long I've been yearning to work with this material. I've trudged by it in a shop window year after year, just aching to buy it and create with it. You see?† And the next set of sewing women came forward, holding a smaller, lighter frock between them, while Lady Ulma held up a sketch. Elena was already staring in amazement. The material was glorious – incredible – but especially clever was how it had been put together. The fabric was vivid peacock green-blue, with the most amazing hand stitching to represent a pattern of peacock eyes flaring up from the waist. Bonnie's brown eyes had widened again. â€Å"This is for me?† she breathed, almost afraid to touch the material. â€Å"Yes, and we're going to slick that hair of yours back until you look as sophisticated as your friend. Go ahead and try it on. I think you'll like the way this dress has come out.† Lucen had retired and Meredith was already being carefully encased in the mermaid dress. Bonnie happily began to strip. Lady Ulma turned out to have been right. Bonnie loved the way she looked that evening. Right now she was being given the finishing touches, such as a delicate spray of citrus and rosewater; a fragrance made just for her. She stood before a giant silvered-glass mirror, just minutes before they were due to start off for the gala given by Fazina, the Silver Nightingale herself. Bonnie turned a little, looking at the strapless, full-skirted dress in awe. Its bodice was made – or seemed to be made – entirely of the eyes of peacock feathers, arranged in a spray that was gathered together at her waist, showing off how tiny it was. There was another spray of larger feathers that pointed downward from the waist, front and back. The back actually had a small train of peacock feathers against emerald silk. In front, below the larger, downward pointing spray, a design worked in silver and gold, of stylized undulating plumes, all upside down, made its way to the bottom of the gown, which was edged with thin gold brocade. As if this were not enough, Lady Ulma had had a fan made with real peacock eyes set in an emerald jade handle, with a tassel of softly clinking jade, citrine, and emerald charms at the bottom. Around Bonnie's throat was a matching necklace of jade, inlaid with emerald, sapphire, and lapis lazuli. And around each of her wrists were several emerald jade bracelets that clicked together whenever she moved, the symbol of her slavery. But Bonnie's eyes could hardly linger on them, and she couldn't summon up a proper hatred of the bracelets. She was thinking of how a special hairdresser had come to â€Å"slick back† Bonnie's strawberry-colored curls until, darkened into true red, they were plastered flat against her skull and held in place with jade and emerald clips. Her heart-shaped face had never looked so mature, so sophisticated. To emerald eyelids and kohl-darkened eyes, Lady Ulma had added a vivid red lipstick and had for once broken her rule and cleverly, wielding the brush herself, had added touches here and there of blusher so that Bonnie's translucent skin looked as if she were constantly coloring at some compliment. Delicately carved jade earrings with golden bells inside completed the ensemble, and Bonnie felt as if she were some Princess of the Ancient Orient. â€Å"It's really some kind of miracle. Usually, I look like a pixie trying to dress up as a cheerleader or a flower girl,† she confided, kissing Lady Ulma again and again, delighted to find that the lipstick stayed on her lips instead of transferring to her benefactress's cheeks. â€Å"But tonight I look like a young woman.† She would have kept on babbling, helpless to stop herself even though Lady Ulma already was trying to discreetly dab tears away from her eyes, except that at that moment Elena came in and she gasped. Elena's dress had already been finished by the afternoon and so all Bonnie had seen of it was the sketch. But somehow that had failed to convey just what this dress would do for Elena. Bonnie had secretly wondered if Lady Ulma were leaving too much to Elena's own natural beauty, and was hoping that Elena would be as excited about her own dress as everyone seemed to be about Bonnie's and Meredith's. Now Bonnie understood. â€Å"It is a called a goddess dress,† Lady Ulma explained to the stunned silence in the room, as Elena walked in, and Bonnie dizzily thought that if goddesses had ever lived up on Mount Olympus, they would certainly have wanted to dress this way. The trick of the dress lay in its very simplicity. It was made of milk-white silk, with a delicately pleated waist (Lady Ulma called the irregular tight pleating â€Å"ruching†) which held two simple bodice panels that formed a V-neckline, showing off Elena's peach-blossom skin between them and behind them. These panels in turn were held at the shoulders by two carved clasps – gold inlaid with mother-of-pearl and diamonds. From the waist, the skirt fell straight in graceful, silken folds all the way to Elena's delicate sandals – again designed in gold, mother-of-pearl and diamonds. In the back, the two panels that clasped at the shoulder became straps and crossed over to once again meet at the pleated waist. Such a simple dress, but so magnificent on the right girl. At Elena's throat, an exquisitely designed golden and mother-of-pearl necklace in the stylized shape of a butterfly was inset with so many diamonds that it seemed to blaze with multicolored fire each time she moved and they caught the light. She wore this over the lapis and diamond pendant Stefan had given her, since she had flatly refused to take the pendant off. It didn't matter. The butterfly covered the pendant completely. On each wrist Elena wore a wide bracelet of gold and mother-of-pearl inset with diamonds, creations that they had found in the secret jewel room, obviously made to go with the necklace. And that was all. Elena's hair had been brushed and brushed and brushed until it formed a silky golden tumble of waves that hung below her shoulders in back, and she was wearing a touch of rose-colored lipstick. But her face, with its thick black eyelashes and lighter arched brows – and just now its look of excitement that parted her rose-colored lips and brought brilliant color to her cheeks – had been left entirely alone. Earrings that were just cascades of diamonds peeped through her gold tresses. She's going to drive them crazy tonight, Bonnie thought, eyeing the daring dress with envy, but not with jealousy, instead rather reveling in the thought of the sensation Elena would make. She's wearing the simplest gown of any of us, but she still completely puts Meredith and me in the shade. Yet Bonnie had never seen Meredith look better – or more exotic. She'd also never known what a stunning figure Meredith had, despite her friend's wide assortment of designer clothes. Meredith shrugged when Bonnie told her this. She had a fan, too, black lacquer, that folded. Now she opened it and folded it shut again, tapping her chin thoughtfully. â€Å"We're in the hands of a genius,† she said simply. â€Å"But we can't forget what we're really here for.†

The Nature of Good Teaching

There continues to be ongoing debate about the qualities of a good physical education teacher. For a long time it was considered that keeping the students â€Å"busy, happy, good† was an end in itself. This emphasis affords little attention to what the students actually learn in physical education classes. Physical Education in our curriculum today has changed as has the way we live our lives, entertain ourselves and technology.Before we look at what is considered today to be qualities of good physical education teaching, we need to look at where the notion of ‘busy, happy, good’ has come from. Richard Tinning, David Kirk and John Evens outline the progression of what has been deemed to be quality physical education in Australian schools over the decades. Their study looks at the methods being used by physical education teachers and what actually happens in the lesson instead of characteristics displayed by teachers.The notion â€Å"busy, happy, good† was s uggested to be a measure of quality teaching by Judith Placek in 1983. (Placek, 1983). Prior to Placek’s research one of the most commonly used tools to research the effectiveness of a teacher was the Academic Learning Time (ALT). An adaption of this was used for the research of effective physical education teaching research ALT-PE (Tinning, Kirk &Evans p. 139). This method of research was focussed on monitoring a student’s engagement and successful completion of the task.The research conducted by Judith Placek found that â€Å"for most teachers and student teachers the dominant concerns in teaching physical education are to keep the children ‘busy, happy and good’† (Tinning, Kirk &Evans, 1993). â€Å"Success, in many cases, is not Sharon or Bob learning to jump shot correctly. Success is related to the immediate, observable happenings in the gym. Are the students participating (busy), enjoying themselves (happy), and doing what the teacher directs (good)? (Placek, 1983, p. 54)When this was written in 1993 one of the main concerns with young people was the amount of time spent watching TV as the main source of their entertainment. Tinning, Kirk and Evans point out that for children to engage in their education they wanted to be entertained or they would disengage. Since the rapid growth of technology our lifestyles have changed and become more demanding. The population of developing countries has become less active leading toward significant health issues that impact the whole community.The World Health Organisation released a Global Strategy on Diet, Physical Activity and Health in response to the concerns of the changing lifestyles of developed countries in the last 25 years. (WHO, 2012) â€Å"Because of these changes in dietary and lifestyle patterns, chronic NCDs —including obesity, diabetes mellitus, cardiovascular disease (CVD), hypertension and stroke, and some types of cancer — are becoming increasingly significant causes of disability and premature death in both developing and newly developed countries, placing additional burdens on already overtaxed national health budgets† (WHO 2012).In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were overweight or obese, up four percentage points from 1995. Studies have shown that once children become obese they are more likely to stay obese into adulthood and have an increased risk of developing diseases associated with obesity (Australian Bureau of Statistics, 2010). The issue today for physical education teachers is still one of engagement and the need for students to have fun however these alone do not fully satisfy the curriculum standards by which we operate.The Victorian Essential Learning Standards (VELS) Health and Physical Education guidelines states; â€Å"(schools) provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health† (VELS, 2012). A student can be fully engaged, having fun and behaving well while not being aware of learning anything. So if keeping students ‘busy, happy and good’ is not enough then what does make a good physical education teacher?The Alliance for a healthier generation suggests that PE focuses more on the acquisition of lifetime skills and knowledge and exposes students to a wide variety of physical activities that can be engaged in for a lifetime (Alliance for a healthier Generation 2012). The Victorian Essential Learning Standards states â€Å"It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. (VELS 2012) It is obvious that as physical education teachers we have the opportunity to impact students for the rest of their lives either in a positive or a ne gative way. Unfortunately today there are children that have negative experiences in Physical Education. These experiences have the potential to negatively impact a student for the rest of their lives preventing them from enjoying regular participation in a local sporting and health community.VELS Health and Physical Education focuses on the importance of â€Å"lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. † (VELS, 2012) What the curriculum has set out to do is provide a positive foundation where students can be immersed in a motivating culture, that is â€Å"a force that energises, sustains and directs behaviour toward a goal† (Egan, Kauchak, 2007, p. 298).Some of the problems facing today’s physical education classes are outlined by Kathryn Meldrum and Jacqui Peters that include â€Å"an overcrowded curriculum, teacher who don’t like phys ical education won’t teach it, PE is not an academic area, teachers don’t have enough confidence to teach it, the schools facilities and equipment are poor† (Meldrum & Peters, 2012, p. 12). The lack of motivation is clear and passed onto students resulting in poor participation, low motivation and a negative impact that can affect a rise in chronic health issues.The Melbourne Declaration on Educational Goals for Young Australians addresses the role played by schools to â€Å"promote the intellectual, physical, social, emotional, moral, spiritual and aesthetic development of young Australians† (Meldrum & Peters, 2012, p. 13). To address the issue of ‘busy, happy, good’ quality physical education programs need to be embraced by the whole school community. One of the aims of physical education is to enable students to develop positive attitudes towards physical activity and lifelong habits of participation.The initial physical activity experience s which the child has at school will impact significantly on attitudes and practices in later life. Hence we need to ensure that the experiences in physical activity at school are positive in order to achieve this aim. (NSW Government, 2012) The National Association for Sport and Physical Education (USA) have outlined four components that contribute to high-quality physical education programs they include; opportunity to learn, meaningful content, appropriate instruction and student and program assessment.These alone are not enough to address the issues facing today’s students. Colin Marsh in his fifth edition of ‘Becoming a Teacher’ partly describes a good teacher to have â€Å"humanity and warmth – to know at all times what students in class are doing and also to care about what they are doing. † (Marsh, 2010, p. 3) Good teachers need to be able to motivate students. Generally students who are motivated have more positive attitudes and are more sa tisfied, persist on difficult tasks, and process information in depth and excel in learning experiences (Egan, Kauchak 2007).There is no one solution to providing a quality physical education program in schools today. Clearly we cannot be satisfied with the notion of ‘busy, happy, good’. Physical education encompasses physical mental emotional needs of students while creating socially engaged citizens, leaders and community minded citizens. Physical education is providing a platform of skills and motivation to further a life of healthy lifestyle habits. Physical education classes are not fitness centres where students receive their weekly exercise program and are kept engaged for the time spent there.To facilitate these needs takes cooperation from all school staff working together to strengthen Physical Education programs in local schools. Skilled teachers that are connected into local communities guiding students to further pursue what they have engaged in at school. Physical education is the one subject that has the greatest and longest lasting impact in a student’s life so we need to deliver a quality program to every student. Reference ListAustralian Bureau of Statistics, 2010, ‘Health: Obesity’, retrieved 29th August 2012, http://www. abs. gov. au/ausstats/[email  protected] nsf/Lookup/by%20Subject/1370. 0~2010~Chapter~Obesity%20(4. 1. 6. 6. 3) Eagan, P, Kauchak, D 2007, Theories of Motivation In Educational Psychology: Windows on Classrooms, 7th Edition, Pearson Education Publication, Upper Saddle River, NJ Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues, 5th Edition, Pearson Publication, Frenchs Forest, NSWMeldrum, K, Peters, J 2012, Learning to teach health and physical education: The student, the teacher and the curriculum, Pearson Publication, Frenchs Forest, NSW National Association for Sport and Physical Education, 2012, ‘Key Points of Quality Physical Education’, retrieved 29th Augus t 2012, http://www. aahperd. org/naspe/publications/teachingTools/QualityPE. cfm NSW Department of Eduaction, 2012, ‘What is good physical education? ’, retrieved 29th August 2012, http://www. curriculumsupport. education. sw. gov. au/secondary/pdhpe/assets/pdf/pa_025. pdf Placek, J 1983, Conceptions of success in teaching: Busy, happy and good? Teachings in Physical Education, Human Kinetics Publishers, Champaign, Illinois Tinning, R, Kirk, D & Evans, J 1993, Learning to teach physical education, Prentice Hall Publication, Melbourne World Health Organisation, 2012, ‘Global Strategy on Diet, Physical Activity and Health’, retrieved 29th August 2012, http://www. who. int/dietphysicalactivity/publications/trs916/intro/en/