An Online MBA Opens Doors, Part I Essays

An Online MBA Opens Doors, Part I Essays An Online MBA Opens Doors, Part I Essay An Online MBA Opens Doors, Part I Essay We are all looking for opportunities when it comes to our work – when doors open we look to walk through them whenever we have the chance. But there are unfortunately some doors that are simply closed to us because of our lack of experience or perhaps our level of education. For those who are in this position and cannot fathom how they would go about increasing their level of education while still maintaining their job, there is always the possibility of earning an online MBA. An online degree is one of the latest and greatest offerings of the Internet – allowing students in all situations and of all ages to earn degrees in any industry in which they are interested. While it may seem crazy that you can earn an advanced degree online, the truth is that an online MBA is only different than a traditional MBA program in location. Rather than driving to a campus and attending classes – a feat not likely to be pulled off by a busy professional working a full time job – students logon to the Internet to attend classes. But it all other areas, an online MBA is the same as its traditional counterpart including: * Registration. Students must apply for an online MBA program and be accepted into the program before registering for classes. There are those who think that anyone can simply turn on their computer and attend classes in this respect. But the truth is that these are reputable, accredited programs and students must be invited to join. * Books. Just because classes take place online doesn’t mean that there’s no reading involved. At the beginning of the semester – as with all other classes – a class syllabus is delivered to online MBA students; on the syllabus is a list of the books that they will be using that semester. It is incumbent upon the students to get the required books and keep up with scheduled reading. In the next post, we’ll discuss some other ways in which an online MBA program is similar to traditional classes and some of the reasons why an online degree may be for you.

North Korea Nuclear Issue

North Korea Nuclear Issue In June 2009, the regime in North Korea declared that it would transform its plutonium stockpiles into nuclear weapons in response to the latest round of sanctions imposed by the UN Security Council to punish Pyongyang for going ahead with its nuclear testing programmes (MacAskill para. 1). Although analysts perceive the nuclear issue as an artificial crisis developed by North Korea for the objective of blackmailing the West, all indicators point to the fact that Pyongyang’s nuclear threat is real.Advertising We will write a custom research paper sample on North Korea Nuclear Issue specifically for you for only $16.05 $11/page Learn More The regime is believed to be in possession of sufficient plutonium for at least six deadly nuclear bombs. Also, the regime is believed to be in possession of an estimated 8,000 spent fuel rods that could facilitate the harvesting of 6-8kgs of plutonium if they are reprocessed (MacAskill para. 10). According to nuclear analysts, this quantity is enough to manufacture one nuclear bomb. This paper purposes to discuss the threats posed by North Korea’s nuclear material, the basis of a rational settlement between the US and the regime, and the role of Japan and China in the whole process. A possible Nuclearization of North Korea will have a negative consequence on the whole of Asia. The prospects of nuclear armed North Korea will definitely pose a major hazard to South Korea, in addition to offering the regime a chance to enhance its policy of communizing the south (Evans para. 31). Allowing North Korea to arm itself with nuclear weapons may indeed occasion a nuclear domino outcome in the whole of Northeast Asia as other countries within the region may also want to arm themselves with nuclear weapons to counter or neutralize Pyongyang’s nuclear capacity. Such an arrangement will inarguably threaten world peace, in addition to putting the entire Asian region in the whirlpool of a nuclear arms race. This would definitely lead to a nuclear proliferation cascade in the region due to the fact that countries such as Japan, South Korea and Taiwan will be offered the incentives to arm themselves with nuclear weapons. Given the nature and temperament of leaders in the regime, a nuclear armed North Korea will definitely occasion aggressive activities, further destabilizing the Northeast region in particular and the whole world in general (Barry 41). Finally, if the regime in North Korea disintegrates or is toppled when in possession of nuclear arsenal, the world peace will be undeniably threatened by the loose nuclear weapons which may find their way into renowned terrorist networks such as the Taliban and alQaeda.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many Analysts believe that a suitable settlement between the US and North Korea on the nuclear issue cannot be achie ved by taking hard-line stances or branding the regime in North Korea ‘an axis of evil’ as former US president George Bush once said during his State of The Union address (Evans para. 42). Also, a peaceful solution to the issue cannot be realized by criminalizing North Korea’s nuclear activities, and thereby seeking for blanket punishment. One of the most viable options in the quest of finding a long-lasting solution to the nuclear issue is the use of dialogue and diplomacy. Bilateral consultations between the US and the defiant North Korea as well as multilateral consultations between the US and North Korea’s neighbours in Northeast Asia will definitely bring results (Sang-Jin 12). Some critics may want to point out that such talks have been tried before and failed. Comprehensive research reveals that these bilateral and multilateral talks fail since stakeholders, especially the US, goes into the talks with a predetermined course of action (Barry 41). Thi s should be discouraged since the talks must be flexible and appealing to both sides. To secure the world peace, the nuclear issue pitying the US and North Korea should be solved through a give-and-take framework (Barry 41). Incentives and disincentives should be used rather than threats of military intervention to ensure the North Korean regime stops its nuclear ambitions. The role of China and Japan in the peaceful resolution of the nuclear issue is both critical and urgent. China, for instance, has more communication conduits with the North Korean regime than any other country as it supplies it with food and fuel (Evans para. 50). As such, China can be influential in convincing the regime to surrender its nuclear ambitions in exchange of incentives such as financial and technological aid. Beijing’s proactive diplomacy can be constructively used to resolve the impending destructive crisis (NTI para. 4). This is because China has played the role of an arbiter to the crisis, and is averagely respected by the generals in Pyongyang. During times when the nuclear issue seems to get out of control, China has always found a way of appealing to both the US and Pyongyang to exercise restraint and flexibility, not mentioning the fact that it has been at the forefront in arranging tripartite meetings between the US, North Korea and Beijing to discuss the issue.Advertising We will write a custom research paper sample on North Korea Nuclear Issue specifically for you for only $16.05 $11/page Learn More Japan’s role in the whole process cannot be underestimated. Although Japan has a direct interest in the whole issue due to its captured people during the cold war (Parry para. 3), it has continued to normalize its relationship in ways that would contribute to the wellbeing, peace and stability of the region. Japan has indeed hosted several bilateral and multilateral meetings while pursuing active diplomacy instead of blatant threats to ensure that an amicable solution is found. Barry, M.P. North Korea Requires Long-Term Strategic Relationship with the US. International Journal on World Peace, 24:37-41. Evans, L. Two Panels Debate U.S. – North Korea Nuclear Options. UCLA Asia Institute. 2003. Web. MacAskill, E. North Korea Declares all-Out Push for Nuclear Weapons. The Guardian. 2009. Web. NTI. China and the North Korean Nuclear Issue. 2003. Web. Parry, R.L. North Korea’s Nuclear Deal Leaves Japan Feeling Nervous. Times Online. 2005. Web. Sang-Jin, S. Chinese role in solving the DPRK’s Nuclear Programme: A Korean Perspective. 2004. Web.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Statement of Purpose Essay Example | Topics and Well Written Essays - 500 words - 10

Statement of Purpose - Essay Example During my childhood, I was obsessed with science specifically on electronics. I always wondered how electronic parts operate. I can tell there was something like a puzzle behind every electrical tool which led me to be passionate about engineering. As I grew up, my curiosity caused me to study more about my interests and now, I have discovered and have become aware about the aspects of scientific theories applied in the real world. One important part of my journey toward my goals started in Australia. I applied to University of Technology Sydney (UTS) where I earned a diploma in engineering and science in 2010. My schooling at UTS helped me to develop a great understanding of the foundations of engineering. As my knowledge increased, my passion in Engineering became stronger therefore I decided to complete Electrical Engineering which has always been my inclination from the start as mentioned earlier. During my undergraduate program experience at [ ], my undertakings not only helped me learn the foundations of Electrical Engineering but they also facilitated me to engage in the field of Engineering. In my core classes, I performed perfectly in most of them, bringing me to become more confident about abilities. In addition, I became independent in accomplishing magnificent progress in terms of project design. During the 2nd and 3rd years of my undergraduate program, I continuously enjoyed to put a decent effort in laboratories for long hours. This gave me the opportunity to learn more about electrical theories and apply them in the laboratory using the equipment available in the school. I have been in the Chair’s Honor Roll in spring 2012 and fall 2012 as a result of my outstanding success. Moreover, I earned a GPA above 3.0. The undergraduate curriculum introduced me to a wide array  of subjects and brought me to new thoughts and

Information about Wegener's Granulomatosis Term Paper

Information about Wegener's Granulomatosis - Term Paper Example Wicks reports that 90% or more of those affected are Caucasian. 1 The comparative rarity also makes research difficult, especially when it will benefit only small numbers, which may mean funding for possible research projects is limited. Mahr et al 2(2006) give figures of between 24 and 157 cases per million people and yearly occurrence rates of 3 to 14 cases per million. Coleman ( 2006)3 suggests a figure of 30 per million. As with many other diseases and abnormalities of the immune system, it seems probable that Wegener's Granulomatosis develops when someone who is already genetically predisposed to the condition is exposed to a particular trigger mechanism, perhaps a bacterial or viral infection The condition has a number of synonymous names:- Klinger's syndrome, Klinger-Wegener syndrome, Wegener-Churg-Klinger syndrome, and Wegener-Klinger syndrome. Also because Wegener is said to have had Nazi connections there has been some inclination to re-name the condition as ANCA associated granulomatous vasculitis. Symptoms result from extreme inflammation which that can affect many different types of body tissues. These include the blood vessels when it is described as vasculitis when the immune system mistakenly attacks healthy blood vessels. The inflammation results in a reduction in blood oxygen levels accompanied by a restriction of blood flow to affected organs, which results in a destruction of normal tissue.4 ‘Incomplete’ forms exist that only attack one part of the body.5The condition can result in failure of the kidneys or lungs.6 This condition is considered to the result of an abnormal functioning of the immune system producing an over a response to stimuli. , although there is at present no known cause. 7, but this is not a contagious disease, nor is there any compelling evidence of it being hereditary.     

Final Exam Essay Example | Topics and Well Written Essays - 500 words - 1

Final Exam - Essay Example The ADA is an array of law related to civil rights, which prohibits discrimination  on the basis of  disability. It is at par in terms of protection of disabled persons against discrimination with Civil Rights Act of 1964. It declared discrimination on the basis of race, religion, sex, national origin and other characteristics as illegal. As per the definition of ADA, disability is in fact a physical or mental incapacitated condition of a person, which restricts his activities with regard to the requirement of major life. However, under specific circumstances e.g. visual impairment found in an individual, if correctable with lenses is excluded from disability (Fielder, 2004). The intention of Lex Frieden and Mitchell J. Rappaport is to ensure protection of disabled against discrimination. The introduction of flexible set of laws aims at to strengthen the law, which may not weaken due to future case law. The need of the hour is to broaden the protection of disabled, which may not put the clock back by the court rulings (Fielder, 2004). The cited law deals with employee’s hiring, firing, training, fringe benefits and other terms and conditions of employment.  Discrimination in line with the broader term can be defined as classifying an employee that has an adverse impact on his or her career, denying employment opportunities, deprive him on account of physical or mental ill health (Fielder, 2004).   The Supreme Court of United States of America found Title I as unconstitutional in the case of  Board of Trustees of the University of Alabama v. Garrett   since it violates the  sovereign immunity  rights of several states as specified (Weber, 2007). The  Equal Employment Opportunity Commission  (EEOC) was charged with interpreting the 1990 law regarding discrimination in employment. Its regulations narrowed down the substantial limits to significant restrictions (Switzer, 2003). The broaden interpretations of "major life

The Ancient Greek Education Theology Religion Essay

The Ancient Greek Education Theology Religion Essay The Ancient Greek Education and the Effect on the Western World. The education system today has been built on ideas and influences of the past. By building and expanding ideas, education has grown into an ever-evolving system. However, there are still strong influences from past cultures affecting the education system in the Western World. Today, the Ancient Greeks continue to influence the Western World with their legacy, especially in education; with the Athenian and Spartan systems being looked back to for guidance on todays system and the teachers of Ancient Greece being used in teaching methods and evaluation. The Athenian school system is looked back on and influences todays public school system. They were also the first to introduce a system of higher education, which is equivalent to todays post-secondary institutions. Spartans had a much regimented school schedule and were primarily taught fighting and survival, paralleling todays military school systems. Another comparison that can be drawn in the young age that the Spartans began training and were taught that the state is the prime concern; similar to Hitlers youth groups in World War Two. The teachers in Ancient Greece are looked back to for their teaching methods and evaluations of teaching itself. Socrates, Aristotle, and the Sophists are the major influences of the Western World with their teaching methods and evaluations. The Western Worlds education system has evolved and changed but still has the strong influences of the Athenian schooling system. Todays education system has been affected by the legacy left behind by the Ancient Greeks. Especially with the Athenian education which provides examples of higher education and public school systems. There have been many ideas as to who first created higher education, such as Socrates, but it was the Pythagoreans, it seems, who established a real school of higher education- the distant ancestor of our modern universities(Flaceliere, 112). The higher education was influenced by the time period as it was the sons of wealthier parents usually continued their childrens education to the age of 18 with specialist teachers in medicine, law, rhetoric or the increasingly popular courses given by the sophists(Adkins, 254). Athenians had speciality teachers who focused on main areas of study for students who desired and could afford the higher education that was offered. Similarly, we have higher education where students specialize in certain fields. Today these fields are taught at university or college and the Athenians were taught by philosophers or one of the travelling Sophists. Even these fields today are similar to the ones that were taught by the Athenians; one in particular being medicine. Another popular area of study for the Athenians and scholars today is law. Even though the Athenian education system has not been actively used for thousands of years, examples and influences are still drawn from it. The establishment of higher education in Ancient Greece provides evidence as to how the Athenian education system provides a strong influence over the Western Worlds education. However, higher education was not the only influential aspect of the Athenian school system. The modern Western World is privy to private school institutions where the parents provide the funds for their childs education; paralleling the Athenians methods of education as well as the mandatory school attendance. Today, students are required by the Ontario government to attend school until the age of sixteen, similar to the Athenians as while there was absence of a written stature, compulsory education was most certainly enforced by custom and tradition-which are just as binding as an instrument (Flaceliere, 92). Attending school is compulsory for students in todays school system, equivalent to the mandatory schooling in Ancient Athens. Another part of Athenian education that corresponds with todays schooling is the funding for education by parents and benefactors with an extension of elementary education, with generous foundations set up in some cities to fund teachers (Hornblower, Spawforth, 245). Today, private school systems are funded by parents and there are also generous supporters of the students, offering scholarships or bursaries, allowing students to attend school as did wealthy civilians in Athens. The Athenian education system has grown and evolved to include higher education and benefactors to help with the funding for schooling. Today, the education system has been influenced by the Athenians in terms of university. The Western Worlds education may be changing; however, it still draws influence from the Athenians and other Ancient Greek city states. The Spartan education system has also had a lasting legacy on the Western World as they have been influential for military schools of today and the Hitler Youth Groups that began during the World War Two period. Education in Sparta had the study of letters was restricted to the bare minimum; for the rest, their education consisted exclusively in learning unquestioning obedience, superhuman endurance, and how to win at wrestlingà ¢Ã¢â€š ¬Ã‚ ¦ their heads were close-shaved (Plutarch, 1). The Spartans focused more intensely on military training and leaning that the state itself came before anything else. They were not concerned with reading and writing as the Athenians were, satisfied to focus intensely on military training, which is reflected in the impacts left on todays education in the Western World. Today, examples can be seen in different military institutions such as; the service academies-the Coast Guard Academy, Air Force Academy, West Point and Annapolis- are shown to have been long involved with the task of finding the synthesis point between the Athenian and Spartan philosophies(Lovell, 1). The Spartan education system differs greatly from the Athenian education system, focusing more on fighting and survival as the state was immersed in military culture. This could be relatively compared to todays military schools and systems as they focus on survival and repetition of drills. Spartans were focused on survival and becoming the fiercest warriors in order to protect and provide pride for their state. Also, the students who come out of military school are taught that they are fighting for the state; similarly, the Spartans were taught that the state comes first. Many military schools today draw on the Spartan discipline by keeping strict rules and regulations that candidates must follow. Also, these schools emphasize that the students will be representing their country and must make the country proud. Sparta was a state dominated city, meaning that the state was put above anything else and this belief pervaded into all aspects of Spartan life, including their education system, which influences modern day Western World education. At the age of seven a young Spartan male was enrolled (rather as young Fascists or Nazis were a few years ago) in a sequence of pre-military organizations which covered his entire childhood and adolescence (Flaceliere, 85). There are direct parallels between the young Spartans and the Hitler Youth Groups and military schools of today. Both are taught obedience, survival and that it is the state you must defend and put first, not anything or anyone else. The young Spartans and Germans had to learn to sacrifice their personal lives and well-beings in order to protect the state/country. Both had the common denominator of starting their candidates young with the goal being to have a military with a strong alliance to the state or country. The main goal of the Spartan education system was to create a well-drilled military machine composed of soldiers who were obedient to the word of command, capable of enduring hardships and victories in battle (Lin, 1). When the Spartan system pulled the young boys out of their homes, they became immersed in the state. The young boys were taught that the state is the most important aspect of their lives and that they were to represent the state. This can be compared to the Hitler Youth Groups of World War Two and military academies as they are taught that the state is their lives and they must represent accordingly. The Spartan education system used in Ancient Greece can be paralleled to todays military academy with the use of regimented drills and tutelage of survival skills. Also, the fact that the male Spartan youth were taken at a young age and immersed in propaganda of the state is similar to Hitler Youth Groups. Even thousands of years after events, the education system of Ancie nt Greece continues to influence the education system of today. The Western World not only draws influence from the different city states of Ancient Greece but the philosophers and sophists with their teaching styles and parallels to todays university professors. A large influence on todays teaching style is Socrates who taught with conversation, debate, back-and-forth between teacher and student, a focus on student talk rather than teacher talk (Schneider, 1), and Socratic classrooms can be relaxed or tense, loud or quiet, large or small (Schneider, 3). Socrates was a philosopher who taught young Greeks and his method of teaching is still taught today from kindergarten to post-secondary education. His philosophy when it came to teaching was to have the teacher ask questions to the students and have them answer instead of the student asking the teacher questions. Teaching in this way caused a new type of education to be developed, one where the students must find their own answers instead of relying on the teacher to provide all the answers for t hem. With his method the teacher or leader of the dialogue, asks probing questions in an effort to expose the values and beliefs which frame and support the thoughts and statements of the participants in the inquiry (Stanford University, 1). Socrates forced the students to learn and understand by asking these questions and making them think of their own answers instead of being given answers. His method of teaching forced the students to become self-sufficient and be able to think critically and deeply. University professors and middle school teachers alike use Socrates method to expand the students learning as Socrates did in Ancient Greece. He was not the only philosopher to influence the teaching system in todays Western World. Aristotle was another Ancient Greek philosopher who influenced the Western Worlds education system, by presenting a system in which teachers can be evaluated on their methods and effectiveness of teaching. His theory of Phronesis (practical wisdom) has enjoyed a revival in recent years. In modern philosophy, it supplies a possible basis for postmodern criticism of technological society and its limitations (Back, 1). This discusses Aristotles theory of practicality and how it can be applied to society and discussed in philosophy classes/ discussions. Aristotle believed that students needed to be taught practically, the only way for students to learn and more importantly understand; was to have them be taught in a useful, sensible way. He not only provided this popular teaching method but also evaluation methods for teachers that is used today. He also discourses that teachers need to be evaluated and under conditions of uncertainty and complex or convoluted situations, the professional must follow a process of deliberation in which he or she examines the appropriate means of achieving the goals in the specific parameters of the particular situation (Back, 2). Teachers must act accordingly to the problems presented when teaching and when putting a potential educator in an uncertain situation, it is all about seeing how the professional reacts. Aristotle, the Greek philosopher, taught and is now influencing teaching today. His methods of teaching are not necessarily used to teach, but rather to evaluate teachers and focus on the teachers ability instead. Despite the growing education system today, it can still be partial to the teachings of Ancient Greece. He is not the only influential person in Ancient Greek society, a large group of people, known as the sophists, also were significant in shaping the Western Worlds educati on. The sophists were a group of people who travelled around Ancient Greece and were paid to teach subjects that were not taught in the regular schooling in Greece. They are equivalent to todays university and college professors as they also focus on specialized topics and are paid a salary. Sophists were important not only to the development of todays education but also Ancient Greeces as they met a need for higher education and some amassed large fortunes. The word sophist does not refer to a school of thought but a professional teacher (Adkins, 254). The sophists are an ancient representation of modern day university professors. They taught specialized courses that required elementary schooling and extended knowledge to those who desired it. Also similar to todays university professors, the sophists also charged a fee for their services though today it seen as a cultural normality; in Ancient Greece, citizens, philosophers especially looked down at the sophists and the money they dema nded. The sophists introduced many innovative ideas to the Ancient Greece, not the least a salary for educating youths. These sophists introduced to the Ancient Greeks a new extended type of schooling that went beyond the regular schooling and had students (or their parents) paying for education. Philosophers of Ancient Greece did not approve of the sophists as they did not believe in the payment of teachings. However they did provide more under the general heading of philosophy they taught all the subjects then available that had not been covered by the elementary school curriculum: geometry, physics, astronomy, medicineà ¢Ã¢â€š ¬Ã‚ ¦ (Adkins, 254). Even though they were not well liked in Ancient Greece they introduced a new way of teaching that influenced todays education system. University and college professors are the sophists of today; teaching specialized subjects and charging a fee. The Ancient Greeks provide guidance for the teachers of todays education system. They offer different styles of teaching methods and also how to evaluate teachers that are used commonly today. Influenced by the An cient Greeks, the Western Worlds education continues to change and grow. The Western World is influenced by the Ancient Greeks lasting legacy through the Athenian and Spartan education systems, and also by the teachers of Ancient Greece; influencing the teachers of today with the teaching styles and evaluation. The Athenian education system created higher education which parallels todays post-secondary education system and also provides a comparison between the compulsory education and private schooling. Todays military schools show influence from the Spartan education system. As well as the propaganda in Sparta that can be compared to the Hitler Youth Groups in Nazi Germany during World War Two. Ancient Greek philosophers provide methods of teaching styles and evaluation for teachers today, showing the influence and lasting legacy of the Ancient Greeks on the Western World.

Movie Review of Donnie Darko :: Film Cinema Movies

Donnie Darko: A Review What comes to mind when you think of a modern adolescent coming of age movie? Is it alienation, rebellion, probably first love? In Donnie Darko (2001), writer/director Richard Kelly employs all of these familiar themes; then he adds humor, witty satire, time travel, apocalyptic prophecy, and a bi-pedal, six foot tall nightmare of a rabbit, who instructs the young and confused Donnie Darko (Jake Gyllenhaal) through haunting visions and an eerie voice that runs through Donnie‘s head. Ok, so maybe this sounds like a plotline lifted straight from the WB's primetime lineup (minus the wit), but Kelly uses these seemingly absurd, unrelated elements to create an amazingly complex and clever story that Buffy could only dream of. Donnie Darko begins with a panoramic, morning shot of a mountain range, setting the stage for a film as wide open as the landscape. The camera pans around, focusing slowly on a distant figure, lying unconscious in the middle of a mountain road. The silence is broken only by soft, sporadic blue notes, echoing from a piano. As the camera draws closer, the figure rises, giving the audience their first glimpse of Donnie Darko. With a chuckling smirk, he picks up his bicycle and heads back home. Immediately, Kelly forces the question, â€Å"Why the hell is this kid lying in the middle of road?† This is the first question that the viewer is forced to ponder and it is definitely not the last. Kelly wastes no time establishing the film’s dark tone. Not even five minutes into the movie, an eerie voice instructs Donnie to â€Å"Wake up.† In a trance, he rises from bed and follows the voice out of his house and to a golf course. He finds the above mentioned rabbit, Frank, who slowly says, â€Å"Twenty-eight days, six hours, forty-two minutes, twelve seconds. That is when the world will end." Donnie's only response is, "Why?" He and the audience will spend the rest of the movie trying to find the answer. And, to make things more complicated, a jet engine (which can’t be accounted for) crashes through Donnie's room while he is asleep on the golf course. When he arrives home, he is faced with yet another question: why did Frank lead him out of his room and save his life? The question you are asking now is, â€Å"How can you possibly call this a coming of age story.† The answer is exactly what makes the film great.

Best Practices for Diverse Learners

Best Practices for Diverse Learners The society of the United States of America Is culturally diverse. This diversity reflects on the demographics that our schools have. Every school leader needs to understand the diversity that exists at their schools. Understanding the diversity will determine how professional educators meet the difficulties or handles everyday situations that school generates. Understanding this cultural composition is not enough. There must be a group of leaders, teachers, researchers and other stakeholders committed to deal with the educational processes that English language earners face.I selected this group because In my teaching career I have observed that many efforts have been made to reach this group, but ELLS continue to struggle to meet the standards. According to Miller (201 1), educators who create culturally relevant learning contexts are those who see students' culture as an asset, not a detriment to their success (p. 69). I feel passionate about th e potential and the richness that these students can bring to the classroom.Therefore, I have to peruse the following question: What strategies can be developed by leaders to engage ELL dents to become life long learners and ensure academic success? Leadership that fosters culturally diverse settings will result into a positive climate that will impact students' achievement. Future Focused Plan As a future focused leader I understand the great need of developing radical alternative that can represent an option for English language learners. Therefore, I suggest a strategic plan to develop a choice program.This choice program will be known as Dual Language Academy. This choice program will be a campus that will exclusively offers a two-way dual language model. This choice program will offer to English-speaking children and minority language speakers learn together in the same classroom, with the goals of bilingualism, bilaterally, cross-cultural understanding, and high academic achie vement for all (Landholding-Leary 2001). The first step of this plan is to assess the area demographics to identify the needs of parents, children and the community.According to Brandenburg (2009) approximately 20% of all public school students speak a language other than English at home, which accounts for more than 10 million students. Second, Identify and Involve key stakeholders. These stakeholders have an important role in order for the program to be successful. Here and Eifel (2007), provided a promising suggestion so that schools can help students succeed academically: expand stakeholder involvement beyond the school itself. During this process a leadership team will be established.Members of this team could consist of Superintendent, School Board members, school administrators, resource staff, teachers (bilingual and monolingual), and parents. Third, design and obtain an approval of a budget that supports the implementation of the program. The budget must include areas that are not typically noninsured in traditional schools. For example, testing materials in two languages, supplemental classroom and library materials in the target language, external evaluator, specialized professional development and marketing.Additionally, the Implementation of a strong parental Involvement Initiative, for example Parental and families still experience power differences and conflicts in their relationships with school personnel (Reynolds, 2010). It is important to involve parents and community from the beginning, and encourage them to volunteer in the classroom and learn as much as they can about the program. As Cummins (2000), argues, we do indeed need to transform bilingual programs from subtractive, deficit-oriented transitional programs to additive, enrichment-oriented dual-language programs that are desirable even to the most elite.A dual language program can offer an alternative for ELLS to develop critical thinking skill and simultaneously acquire the English language. An additional benefit is to offer a choice program to monolingual students to become bilingual, obliterate and bacterial in order to face the challenges of the global society. Forces, Detractors and Tensions In times that accountability and policymaking are presents in the educational system many forces, detractors and tensions can be encountered.According to Ackermann (201 1), the ability to communicate clearly, confidently, and compassionately and through a variety of media, during prolonged or recurring periods when finances and resources are diminishing, is an essential skill for supervisors in student services (p. 6). Clear communication with stakeholders is the key to implement a productive initiative. While conducting the literature review for this assignment an interesting detractor was identified. Researchers have identified as a possible trend of segregation as a consequence of a not well-balanced dual language program.As a future-focused leader this is an aspect that needs to be taken in consideration when developing the objectives of a two-way dual language program. According to Palmer (2010) we need to explore questions regarding equity of access, equitable delivery of services, and equitable treatment in the classroom (p. 110). Equity must be the primary principle in order to provide multidimensional realm of opportunities for diverse academic environment. Conclusion Finally, the educational field bases its decisions in the value that it is given to data that have been collected and analyzed.School leaders need to be able to develop the ability to balance their performance with what it entails to be an effective leader. Schools need to elaborate efforts that develop a conversation on the importance in acknowledging diversity as an essential tool to increase academic performance by the development of effective educational alternatives. A dual language model can be the key to reach the future academic success for all English language lear ners. Cummins, Jim. (02000). Language, Power and Pedagogy: Bilingual Children in the Crossfire.Cleveland, England:Multilingual Matters. Brandenburg, E. (2009). The Demographic Context of Urban Schools and Districts. Equity & Excellence In Education, 42(3), 255-271. Here, K. D. , & Eifel, A. (2007). Extending the responsibilities for schools beyond the school door. Policy Futures in Education, 5,567-580. Landholding-Leary, Kathy. (2001). Dual Language Education. Cleveland, England: Multilingual Matters. Miller, H. (2011). Culturally Relevant Pedagogy in a Diverse Urban Classroom. Urban Review: Issues And Ideas In Public Education, 43(1), 66-89.Palmer, D. (2010). Race, Power, and Equity in a Multivalent Urban Elementary School with a Dual-Language â€Å"Strand† Program. Anthropology & Education Quarterly, 41(1), 94-114. Reynolds, R. (2010). â€Å"They think you're lazy' and other messages Black parents send their Black sons: An exploration of critical race theory in the examin ation of educational outcomes for Black males. Journal of African American Males in Education, 1(2), 144-163. Ackermann, T. (2011). Dynamics of Supervision. New Directions For Student services, (1 36), 5-16.

Advancements of Dental Science in 1900s Essays

Advancements of Dental Science in 1900s Essays Advancements of Dental Science in 1900s Essay Advancements of Dental Science in 1900s Essay The unparalleled leadership of American Dentistry beginning in the 1920s developed largely because of the improvement and consistent reliability of dental materials brought about by the research programs at the National Bureau of Standards from 1920s until present day. This advancement in dental science was due to the symbiotic private and public sponsorship of research programs by the cooperative research group between the American Dental Association and the National Bureau of Standards. In the oral history interview of George C.  Paffenbarger, D. D. S, he explains his involvement as a researcher and leader in the dental field as well as advancements made due to the work of this research program. Dr. Paffenbarger’s own dedication to purpose and constant endeavor to enhance and expand the science of dental materials is evident in his recollections of programs and events in which he participated. The integration of government regulation in standardizing dental materials was pertinent to the forward growth of the dental field. Dr.  Paffenbarger’s account is informative and perceptive, demonstrating how the emerging vision of â€Å"professionalism† in American dentistry could be accomplished through the advancements of the dental field. The beginnings of government funded dental research begun during World War I when the Army wanted to procure dental amalgam but had no criteria. At the time the National Bureau of Standards was the chief physical laboratory to the government so the Army wrote to them requesting a standard for amalgam in order to put in a bid request in 1919. Separate manufacturers were producing dental materials but due to the lack of authoritative literature in dental materials orders for these products were based on advertised brand names not facts. The National Bureau of Standards contacted Dr. Wilmer Souder, a physicist, whose further research exposed the lack of knowledge about dental materials used in practice. Dr. Paffenbarger’s account of Dr. Souder’s involvement in the dental field demonstrates a clear responsibility in the beginnings of dental research. Even in his closing statements of the interview he stresses how Dr.  Souder’s â€Å"foresight, his determination, and how his energy and scientific experience was applied to the development of this dental research program here at the National Bureau of Standards is truly phenomenal. † After basic research Dr. Souder realized there was a general lethargy of the dental profession and the dental manufacturers and the government. Paffenbarger even recounts Dr. Souder’s story of speaking to a dentist about amalgam material and the response was Well, we have to just say what the manufacturer says. We don’t have any source of information about what we are using here. We don’t have anything equivalent to the U. S. P. on drugs. We don’t have any standards, or any criteria except just trial and error in the patient’s mouth. To do something about this, Dr. Souder wrote to the American Dental Association to see if they would be interested in establishing a research associateship, which the National Bureau of Standards had been able to do after organic law was passed by Congress. This began the relationship with the American Dental Association and National Bureau of Standards. The importance of Dr.  Souder in the emergence of the dental field is a widely accepted notion by historians. In an article written by W. T. Sweeney published by the National Bureau of Standards in 1972, the author gives a report on the most outstanding events, personnel, and accomplishments of the dental research program in honor of the 50th anniversary of the program. It is evident from the beginning in Sweeney’s article when she states, â€Å"the name of Dr. Wilmer Souder is the most outstanding of all the scientific staff because he is responsible for setting the character and ideals of the program. † Her writings parallel that of Paffenbarger as she states it was his realizing of the necessity of cooperative effort between dental profession, manufacturers, and general public as represented by the government. Sweeney’s article also states how the original request from the War Department to the National Bureau of Standards in 1919 initiated the changing of the dental field by exposing the lack of standardized practices. This article goes into further detail of how Souder obtained numerical evaluations by measurement and delineated his procedure so his results could be repeated and checked. This practice gave a new point of view to the dental field materials. In both Paffenbarger and Sweeney’s account, Souder realized that the dental field needed much further investigating and an important field to do research in, especially from a health standpoint. This led to the first expansion of the dental field by the addition of research associates to the group. The first request from the National Bureau of Standards to the American Dental Association was denied, stating that the American Dental Association was not interested. Paffenbarger explains how Dr. Souder decided to wait to re-contact the association for about two years. During this time he set up to find other sponsors for research associateship. Sweeney’s article agrees with Paffenbarger’s account of the support by the Weinstein Research Laboratory. Their research focused on measurements of properties of gold alloys and standardized precision casting. In having hard-fast results that could be repeated, Sweeney states how this is an example of the cooperative effort producing scientific results. This original success was published and introduced dental science to the field of research and even convinced the American Dental Association to join forces. In Paffenbarger’s account he stresses the importance of this event to the formation of cooperative research, but in Sweeney’s article he divulges into how their reports â€Å"justify Souder’s prediction that well trained chemists could determine accurately the composition of dental allows. † Sweeney’s emphasis on education and analyses of trade brand materials further opens up to the new field of standardized dental materials. As the interest in dental materials grew the American Dental Association joined the National Bureau of Standards in 1928. One of the main issues discussed by Paffenbarger was the lack of dentists involved in research. The group had physicist, chemists, and many other scientists, but not a dentist. In order to keep the research headed in the direction of dentistry Dr. Paffenbarger was elected chief of the American Dental Association group. The addition of Dr. Paffenbarger to the joined research unit is seen as a turning point in dental research. In his oral account Paffenbarger states how his scientific understanding of the tooth as an organ with no blood supply allowed for researchers to gain interest in dental materials that would enable them to restore tooth function. Multiple times in Paffenbarger’s account he mentions the insistence from his advisors and teachers of the necessity of a dentist at the head of research. This fact is further supported in an article James L. Gutmann, DDS, who states that as the unit’s lead scientist, Dr. Paffenbarger guided research toward unparalleled advancements in developing standards to ensuring that products  perform predictably, safely and effectively. The emergence of American dentistry’s professional image occurred with Paffenbarger at the head of research. In the second chapter of Stine Grumsen’s dissertation on the critical history of American dentistry, she discusses the struggle of authority and recognition by dentists. Unlike most professions â€Å"American dentistry did not evolve from a trade to a professions emancipated from trade, but rather, that business was a prerequisite of professional success. † She agrees it was not until Dr. Paffenbarger was placed at the head of research that the dental professional image emerged. It was through his guidance and teaching that dental research took off correct direction. With Dr. Paffenbarger at the head of research one of their first priorities was to have a list of certified materials. In order to have a certified list the American Dental Association tested for â€Å"specification formulation† to find a average consistency between the groups of cooperative dentists of their measurements and techniques. Paffenbarger and the research unit believe that by standardizing materials and techniques information can be obtained in any laboratory office. To begin this the American Dental Association cooperated with the Dental Materials Group of the International Association for Dental Research, which eventually phased into the American National Standards Institute. Paffenbarger states how this was a unique situation in how the Bureau of Standards allows testing of commercial materials in their facilities. The merging of public and private enterprises to test commercial materials was discussed in Sweeney’s article as an arrangement that â€Å"made for a much broader base of operation and the liaison has proven most profitable to all concerned. † By combining government-based programs with private associations the American Dental Association was able to set up the standards in materials and techniques used and publicize results of research. This is important in the advancement of dentistry because as Paffenbarger discusses, previously dentists were easily swayed by false advertisements made by manufacturers and without any standardize testing of the material they were unsure which product actually worked. As well, results of research were now useful to the general dentist and the public due to the general settings applied to future research. The initial testing of dental materials was actively opposed by manufacturers. In Paffenbarger’s account he discusses how the president of Kerr Dental Manufacturing Company, Robert Kerr, believed that the work at the Bureau was interfering with commercial advances and manufacturers. He claimed the research had only included a few of the dental manufacturers, which was disrupting trade. Dr. Paffenbarger however continues on to state that the standards and specifications that led to the certification programs of dental material was the subject of real objection. Previously, due to lack of standardized research dentists knew little about the materials they were using and were dependent entirely upon the manufacturers’ advertising. Manufacturers wanted the ability to state that their product was the best or denounce that somebody else’s material would meet the specification. This previous control of dental advertising by manufacturers was discussed as an â€Å"erosion of dentists’ exclusive rights to authority on dental care† in Stine Grumsen’s dissertation. Paffenbarger and Grumsen both agree that the lack of dental knowledge by the actual dentists led to the increased funding from the Federal Government and from the Association. It was this control of the manufacturers of the dental field that led to increased financial support of public and private associations to aid in research of dental materials. With full support of the government manufacturers lost the ability to be the ultimate source of information, which actually led to manufacturers wanting to work hand-in-hand with researchers so they could be part of test methods and evaluation systems being involved rather than being left behind. Paffenbarger states how this led to the cooperation of the International Association of Dental Research, which turned into a committee under the American National Standards Institute. In the close involvement of manufacturers and researchers they worked together for the same goals of dental advancement. It was this unity that helped progress forward rather than the constant struggle seen earlier with manufacturers. The success of this program is seen in the domination of the American National Standards Institute as the â€Å"voice of the U. S. standards and conformity assessment system† still seen today. The intimate cooperating of manufacturer and government association led to the growth and successfulness of the American National Standards Institute. Now the institution oversees the â€Å"creation, promulgation and use of thousands of norms and guidelines that directly impact businesses in nearly every sector. † This coming together of different sponsorships was for one main purpose, to transfer information to the dentist and therefore the patients. In order to get information out to practicing dentists Paffenbarger discuses the importance of publishing research work in scientific journals such as Journal of the American Dental Association and Journal of Dental Research which were created beginning 1913. In these publications they included what method should be used by the dentist in handling materials so that â€Å"one would develop the best values for physical and chemical properties in the materials. † Publications of dental journals were not restricted to the standardizing of practices, but also helped regulate fraud. They exposed false advertisements through the publication of the report and results. If a manufacturers advertised new developments researchers take action by testing and publishing their findings in order to keep American dentists away from false information. The importance of the development of scientific journals is agreed upon by many scientists and historians to have a significant influence on the advancement of dental science. In James Gutmann’s 2009 article, â€Å"The evolution of America’s scientific advancements in dentistry in the past 150 years,† he states how publications of journals such as those used by Paffenbarger and his researchers were â€Å"devoted to the advancement and dissemination of knowledge pertaining to the mouth and teeth, and to their relation to the body as whole. † This is further accepted in Alyssa Picards’s book, Making the American Mouth, where anything from reports of new materials to expectation of office behavior was described in the major national journals. She specifically points out how these journals militated â€Å"broader professional engagement† in a time where the idea of professionalism enticed dentists. She even gives the example of professional journals in the 1960s urging dentist to become spokespersons for water fluoridation. Bruce Lee Pihlstrom and Michael Glick (2013) further impress the importance of scientific journals to dental advancements in playing a central role in the communication between dentists and dissemination of new information. Journals allowed dentists to be at the forefront of their field, keeping them up to date as well as their patients. Pihlstrom and Glick show that since the publications of scientific journals life expectancies have risen from 50 to 75, as well as a decline in diseases such as tuberculosis. This positive correlation of better health conditions associated with the publication of journals suggest the information being passed in the journals is used by the readers to better their lives. American Dentistry boomed in the 1920s because of the improvement and consistent reliability of dental materials brought about by research programs at the National Bureau of Standards. Dr. George C.  Paffenbarger gives us an accurate and perceptive account of the symbiotic relationship formed between private and public sponsorships that helped further dental advancements. Through associations such as American Dental Association and the National Bureau of Standards standardizing dental materials and procedures was accomplished. Dr. Paffenbarger was at the forefront of American Dentistry and his account of the advancements of dentistry accurately reflects historian’s data. Annotated Bibliography American National Standards Institute, â€Å"Historical Overview,† 20 January 2013, ansi. org/about_ansi/introduction/history (5 April 2013). This website was used to gain information on the current American National Standards Institute. I was unable to find a secondary source that attested to ANSI and the advancements in the dental field, so instead I used this website to show the continued success of the American National Standards Institute. Grumsen, Stine S. Casting for Good Will: Profession, Trade and Identity in American Dentistry, C. 1910-1950 (Denmark: Department of Culture and Society, 2012), 1-147. In this dissertation by Stine Grumsen she examines the history of American dentistry through the study of advertisements. This article is great because of the correlation between public knowledge of dentistry through the examination of dental advertisements. She suggests that advertisements have increased the struggle of dentists to be recognized as an authority. This article continues into the use of journals to debate false claims made by advertisers that could be tested and publicized. Gutmann, J. L. â€Å"The evolution of America’s scientific advancements in dentistry in the past 150 years,† Journal of the American Dental Association 140 (September 2009): 15. Gutman’s article was useful in that it gave a brief overview of major advances in dentistry during the past 150 years. This article goes into four major events that had a significant effect on bringing science to dentistry, but I only focused on the formation of scientific journals and the role of Dr. Paffenbarger in the dental field advancements. Paffenberger, George C. Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 1-136. In Dr. Paffenbarger’s primary account of the advancement in dental field, he gives the reader an entire overview of his life. This includes how he got involved in the dental field at an early age shadowing his father. His interest in dentistry sparked because of this and he continued to study the science of dental medicine. As an enthusiastic student he went on to become one of the fore runners of research at the American Dental Association. He headed the research of hundreds of experiments, as well as traveled the world to gain more knowledge and to teach all he could. Paffenbarger accounts how the dental field continued to advance due to the involvement of private and public sponsorships such as the government and Associations. He discusses all aspects of the research field in the early 1920s. This includes the dynamic relationship with manufacturers, the use of scientific journals to spread the word of recent research, as well as new organizations formed to further the dental advancements. Picard, A. Making the American Mouth: Dentists and Public Health in the Twentieth Century (New Brunswick: Rutgers University Press, 2009), 1-241. In her first chapter Picard divulges into the past and present of the dental field. I used this article for more information from the academic journals. Here she discusses not only the use of journals to inform, but how journals actively sought out dentists to fight for the cause! Pihlstrom, Bruce L, and Michael Glick, â€Å"A century of progress: The Journal of the American Dentistry Association celebrate its centennial. † Journal of the American Dental Association 144 (January 2013): 14. This article was used for the data associated with the Journal of the American Dental Association. Since its founding nearly 100 years ago many health conditions have bettered because of the publications of journals. This is because the journals can inform the doctor and the patient about ways to keep healthy and avoid contamination by bacteria or virus. Sweeney, W. T. â€Å"Dental Research at the National Bureau of Standards-History and Individuals,† National Bureau of Standards Special Publication 354 (June 1972), 7-11. This article divulges into dental research at the National Bureau of Standards. It was initiated in 1919 with the work of dental amalgams. The following year research associates from Weinstein Research Laboratory was added to the NBS staff, which was followed by that of the American Dental Association. Sweeney goes into the importance of the cooperative program with the American Dental Association and its impact on dentistry. [ 1 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 137. [ 2 ]. Ibid, 20. [ 3 ]. Ibid, 16. [ 4 ]. W. T. Sweeney, â€Å"Dental Research at the National Bureau of Standards-History and Individuals,† National Bureau of Standards Special Publication 354 (June 1972), 7. [ 5 ]. Ibid. [ 6 ]. Paffenberger, George C. Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 15. Sweeney, W. T. â€Å"Dental Research at the National Bureau of Standards-History and Individuals,† National Bureau of Standards Special Publication 354 (June 1972), 7-11. [ 7 ]. W. T. Sweeney, â€Å"Dental Research at the National Bureau of Standards-History and Individuals,† National Bureau of Standards Special Publication 354 (June 1972), 8. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 16. [ 8 ]. W. T. Sweeney, â€Å"Dental Research at the National Bureau of Standards-History and Individuals,† National Bureau of Standards Special Publication 354 (June 1972), 8. [ 9 ]. Sweeney, W. T. â€Å"Dental Research at the National Bureau of Standards-History and Individuals,† National Bureau of Standards Special Publication 354 (June 1972), 8. [ 10 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 11. [ 11 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 6, 9, 19. [ 12 ]. James L. Gutmann, â€Å"The evolution of America’s scientific advancements in dentistry in the past 150 years,† Journal of the American Dental Association 140 (September 2009): 10. [ 13 ]. Stine S. Grumsen, Casting for Good Will: Profession, Trade and Identity in American Dentistry, C. 1910-1950 (Denmak: Department of Culture and Society, 2012), 13. [ 14 ]. Ibid, 11. [ 15 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 20-24. [ 16 ]. W. T. Sweeney, â€Å"Dental Research at the National Bureau of Standards-History and Individuals,† National Bureau of Standards Special Publication 354 (June 1972), 8. [ 17 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 24. [ 18 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 32. [ 19 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 32-36. Stine S. Grumsen, Casting for Good Will: Profession, Trade and Identity in American Dentistry, C. 1910-1950 (Denmak: Department of Culture and Society, 2012), 15. [ 20 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 32. [ 21 ]. American National Standards Institute, â€Å"Historical Overview,† 20 January 2013, ansi. org/about_ansi/introduction/history (5 April 2013). [ 22 ]. George C. Paffenberger, Oral History Interview with Dr. George C. Paffenbarger (Maryland: National Bureau of Standards, 1979), 34. [ 23 ]. Ibid, 37. [ 24 ]. James L. Gutmann, â€Å"The evolution of America’s scientific advancements in dentistry in the past 150 years,† Journal of the American Dental Association 140 (September 2009): 11. [ 25 ]. Alyssa Picard, Making the American Mouth: Dentists and Public Health in the Twentieth Century (New Brunswick: Rutgers University Press, 2009), 8 [ 26 ]. Bruce L. Pihlstrom and Michael Glick, â€Å"A century of progress: The Journal of the American Dentistry Association celebrate its centennial. † Journal of the American Dental Association 144 (January 2013): 14.

The Highest Elevation Points in Each U.S. State

The Highest Elevation Points in Each U.S. State The United States of America is the third-largest country in the world based on population and land area. It has a total area of 3,794,100 square miles divided into 50 states. The topography of the states varies from the flat, low-lying areas of Florida to the rugged mountainous western states like Alaska and Colorado. The Highest Points In the U.S. This list notes the highest point in each state:Â   Alaska: Mount McKinley (or Denali) at 20,320 feet (6,193 m)California: Mount Whitney at 14,495 feet (4,418 m)Colorado: Mount Elbert at 14,433 feet (4,399 m)Washington: Mount Rainier at 14,411 feet (4,392 m)Wyoming: Gannett Peak at 13,804 feet (4,207 m)Hawaii: Mauna Kea at 13,796 feet (4,205 m)Utah: Kings Peak at 13,528 feet (4,123 m)New Mexico: Wheeler Peak at 13,161 feet (4,011 m)Nevada: Boundary Peak at 13,140 feet (4,005 m)Montana: Granite Peak at 12,799 feet (3,901 m)Idaho: Borah Peak at 12,662 feet (3,859 m)Arizona: Humphreys Peak at 12,633 feet (3,850 m)Oregon: Mount Hood at 11,239 feet (3,425 m)Texas: Guadalupe Peak at 8,749 feet (2,667 m)South Dakota: Harney Peak at 7,242 feet (2,207 m)North Carolina: Mount Mitchell at 6,684 feet (2,037 m)Tennessee: Clingmans Dome at 6,643 feet (2,025 m)New Hampshire: Mount Washington at 6,288 feet (1,916 m)Virginia: Mount Rogers at 5,729 feet (1,746 m)Nebraska: Panorama Point at 5,426 feet (1,654 m)New York: Mount Marcy at 5,344 feet (1,628 m) Maine: Katahdin at 5,268 feet (1,605 m)Oklahoma: Black Mesa at 4,973 feet (1,515 m)West Virginia: Spruce Knob at 4,861 feet (1,481 m)Georgia: Brasstown Bald at 4,783 feet (1,458 m)Vermont: Mount Mansfield at 4,393 feet (1,339 m)Kentucky: Black Mountain at 4,139 feet (1,261 m)Kansas: Mount Sunflower at 4,039 feet (1,231 m)South Carolina: Sassafras Mountain at 3,554 feet (1,083 m)North Dakota: White Butte at 3,506 feet (1,068 m)Massachusetts: Mount Greylock at 3,488 feet (1,063 m)Maryland: Backbone Mountain at 3,360 feet (1,024 m)Pennsylvania: Mount Davis at 3,213 feet (979 m)Arkansas: Magazine Mountain at 2,753 feet (839 m)Alabama: Cheaha Mountain at 2,405 feet (733 m)Connecticut: Mount Frissell at 2,372 feet (723 m)Minnesota: Eagle Mountain at 2,301 feet (701 m)Michigan: Mount Arvon at 1,978 feet (603 m)Wisconsin: Timms Hill at 1,951 feet (594 m)New Jersey: High Point at 1,803 feet (549 m)Missouri: Taum Sauk Mountain at 1,772 feet (540 m)Iowa: Hawkeye Point at 1,670 feet (509 m)Ohio: Campbell Hill at 1,549 feet (472 m) Indiana: Hoosier Hill at 1,257 feet (383 m)Illinois: Charles Mound at 1,235 feet (376 m)Rhode Island: Jerimoth Hill at 812 feet (247 m)Mississippi: Woodall Mountain at 806 feet (245 m)Louisiana: Driskill Mountain at 535 feet (163 m)Delaware: Ebright Azimuth at 442 feet (135 m)Florida: Britton Hill at 345 feet (105 m)

Mental health and mental illnesses Essay Example | Topics and Well Written Essays - 4000 words

Mental health and mental illnesses - Essay Example It is extremely difficult for us mortals to attain complete physical, mental or social wellbeing. A very common perception of health is that it is a commodity that can be "bought by investment in private health care; sold via health food stores and health centres; given by surgery and drugs and lost following accident or disease (Aggleton 1990, p.11). If the WHO definition was assailed, this concept of health as a commodity was reviled mainly because health was made dependent not on the person but on the merchandise that could be obtained from Another definition of health is that it is "the reserve of strength of energy. The meaning of strength can be extrapolated to mental strength which is the 'attitude or outlook of life which helps the individual cope with adversity". There is also a definition which says that health is the "ability to adapt to changing circumstances" (Aggleton 1990, p.11). ... There is also a definition which says that health is the "ability to adapt to changing circumstances" (Aggleton 1990, p.11). Still, another definition of health points to health as a conglomeration of a number of factors, which are foundations for achievement, "which help people to achieve their maximum personal potential" Such foundations for achievement encompass such basic things as water, food, shelter, "access to information and the skill and confidence to make sense of this" (Aggleton 1990,p.12). The traditional concept of health, meanwhile propounds that a healthy person is 'someone who exists in a state of equilibrium of mind, body and spirit" and "when this equilibrium is disturbed, then the health of the individual is impaired." ( Harari & Legge 2001,p.1). Of course, it drew brickbats from some people who cannot conceptualise health as a mere equilibrium of mind, body and spirit and finds this concept too vague and obscure. Health is better understood if we comprehend the concepts of disease and illness. Health suffers at the onset of disease. Disease and illness, contrary to the belief of many, do not come together. One may have disease without actually knowing it as in the case of an AIDS victim and knowledge comes only when pain or discomfort begins to pester one's being. This is the3 time that the sufferer realises he is ill. But his disease commenced at the moment the bacteria or virus had begun to inhabit his body, which inhabiting signaled an abnormality or pathology in a portion of

The Prince by Nicollo Machiavelli Essay Example | Topics and Well Written Essays - 1250 words - 1

The Prince by Nicollo Machiavelli - Essay Example I would not like to be ruled by a person who always thinks the worst of me. Another feature of Machiavelli’s world view that impacts upon the ordinary person is the fact that he thinks it is better for a prince to rely on fear than to rely on love. This implies that the rules of society in such a kingdom would be based on threats and punishments rather than on a relationship of affection between the people and the ruler. Fear is not a good basis for any human relationship because it distorts the way people behave and makes them want to avoid punishment as their first objective, rather than consider what the most proper or moral course of action would be. Machiavelli maintains that â€Å"a wise prince should rely on what he controls, and not on what he cannot control† (Machiavelli 56) and this shows that he does not believe in letting people use their free will. Rules would want robot-like obedience in their courtiers, and this would make it hard for ordinary people to e xpress any opinions that are different from the prevailing views. I think this is dangerous, because rulers who use power in this way are too distant from everyday life, and they cannot always know what is best. I think any country, or even any group or family, need to allow different opinions to be expressed so that fuller understanding can be gained and better decisions can be made. There is no reason why the prince’s view should always be the right one. I believe that living in this kingdom would have made the ordinary people cynical about power, and suspicious of anyone who was in a high position in society. The real problem with Machiavelli’s view of power is that he seems to think that military strength and power is enough on its own to guarantee stability: â€Å"If a despot could bring all of Italy under his rule, he believed, the country would benefit from effective government the same way that individual states had done† (Lewis 265). This may indeed be true in the short term, but later examples of history such as the rise of Hitler and Stalin show what happens when a despotic leader becomes too strong. Millions of people are murdered and the will of the ordinary person is crushed. This is no way to run a state and that is why I would not like to live under a prince who follows Machiavelli’s advice. 2. The Black Death The spread of plague across Europe in the middle of the fourteenth century affected every aspect of life. It must have been a terrible experience for ordinary families to see it coming closer and gradually taking the lives of men, women, and children in an arbitrary manner. In those times medical knowledge was inexact, and people were not sure what caused it and had no way of curing it.