Applying theory to a practice problem 3 Research Paper

Applying theory to a practice problem 3 - Research Paper Example Luke's Hospital School of Nursing. She earned both Master of Science in Nursing and a PhD from Case Western Reserve University in 1987 and 1997 respectively. Currently Kolcaba is serving as Associate Professor of nursing at Akron College of Nursing. Kolcaba has received many awards, including the Midwest Nursing Research Society award of Advancement of Science Award and the Case Western Reserve University award Cushing Robb Prize. Since retiring from professional teaching, she has been volunteering with the Honor Society of Nursing and the American Nurses Association. She has done various publications including Comfort Theory and Practice: A Vision for Holistic Health Care and Research. On the other hand, Dr. Margaret Jean Watson was born in 1940 in West Virginia and grew up in an extended family (Watson, 2010). Watson graduated with her bachelors of Science in Nursing at the University of Colorado. She earned her master’s in psychiatric-mental health nursing, and a doctorateà ¢â‚¬â„¢s in educational psychology and counseling (Johnson & Webber, 2010). She joined the teaching profession and became a distinguished Professor in Nursing and holds a Chair in Caring Science at the University of Colorado Health Science Center (Johnson & Webber, 2010). ... Dr. Watson is a fellow in the American Academy of nursing. She has national and international honors (Watson, 1997). When Watson created the caring theory, she had in mind the purpose to capture the medical standard of the patient and the environment in which they lived (Watson, 2008). This paper seeks to describe a nursing theory established by the above described nursing theorists and the influences contributed by the theorists, the concepts and the propositions of the theory, and then apply the theory to a practice problem through demonstrating the links to the elements of the theory and the problem. According to Kolcaba (1993), comfort theory addresses the satisfaction of human needs that arise from stressful health care situations. The paper seeks to apply this theory in the field of patient negligence. This involves the lack of coordination and communication in care, and also the management and control of symptoms, before the disease is aggravated. This problem is experienced i n both the public and private sector hence Kolcaba (1993) sort to address this issue and return sanity in the administration of patient care. According to L.J. Morrison and R.S Morrison (2006), palliative care are important in the care of elderly people as they require close monitoring. The problem is quite a matter of interest, quoting from statistics most patients die due to negligence by nurses. If the issue is addressed appropriately this will prevent the end of avoidable deaths. Kolcaba (1993) acknowledges that various scientific steps such as the muscle relaxation procedure and the therapeutic touch have been made to ensure that patients are well taken care of. In addition to the acknowledgement of the work of Katharine Kolcaba, The University of

The Education of Henry Adams Essay Example for Free

The Education of Henry Adams Essay Henry Adams wrote a short preface to his landmark autobiography The Education of Henry Adams, which provides crucial clues at to what the book aims at. The first question mark is concerning whether it is an autobiography at all, and according to the admission of the author it is not so in the conventional sense. He tells us that the theme is education, and specifically it searches for a new mode of education that is appropriate to the age of science and mechanization. If he is telling the story of his life, it is as if he is putting himself forward as a manikin in order to expose the misfit of a garment, which here denotes traditional education. Adams wants to demonstrate to us that conventional education has not prepared him for the modern world, and this is the first aim we identify in the preface. The second, and related, aim is to show that such education did not â€Å"educate† his fathers either, despite their smug assurances that it did. The third aim is to demonstrate that all education is self-education. A student cannot ask of his teacher to provide him with an â€Å"education†, but only a mastery of the tools of education. A young man with a keen mind is described as a bundle of energy, but which is liable to go to waste without economical application. The teacher shows him how to use the tools, and thereby how to economize his force. Once the tools have served their purpose they must be discarded, and to demonstrate why this is so is the fourthly stated aim. If the student does not discard the baggage of his education he is liable to be burdened with â€Å"inert facts†, which becomes deadweight to him (Adams 379). The fifth and final aim concerns the vitality of the manikin. To introduce the analogy of the manikin in the first place may suggest that the subject of the autobiography is not really a person at all. Whether he is or not, the manikin must be treated as a real person, for if this is not done the garment of education cannot be tested on the manikin at all. What Adams is really saying is that, although we should distrust the â€Å"I† of the autobiography, because it is a pretentious and largely fictional being, we should empathize to an extent, because autobiography is bound to contain a measure of truth Because he distrusted the autobiographical â€Å"I†, Adams finds an alternative use of the subject of his autobiography, which is as a manikin doll to test suitably of conventional education, and whether it has prepared him for the world. He states that this act of self effacement is a trend started by Jean Jacques Rousseau, whose semi-autobiographical Emile is really an educational tract. Adams is suggesting that autobiography is automatically a narrative of one’s education, and the narrator is simply the means by which this is accomplished. If this is the case, he prefers to do the deed expressly, calling the described character of Henry Adams a manikin doll, and education being the real subject matter. This does not mean that he becomes detached from the character, but he does avoid the â€Å"I† throughout, and narrates the story of Henry Adams strictly in the third person. The central concern of Adams is that conventional education is completely out of touch with the real world. There is no doubt that he gets the best available education for his age, attending the prestigious Harvard College. But his complaint is a fundamental one. Regarding his Harvard education he says: It taught little, and that little ill, but it left the mind open, free from bias, ignorant of facts, but docile. The graduate had few strong prejudices. He knew little, but his mind remained supple, ready to receive knowledge. (Ibid 55) In spite of being fiercely critical of Harvard at all time, what he describes of it, as evidenced in the above passage, is exactly what he states elsewhere that education should be. It is to have mastery of the tools and a remnant of an open mind, so that self education can proceed from thence onwards. Therefore, the point of his attack is not entirely clear. We can understand the criticism, though, from the point of view of the education being anarchic and nihilistic, but this was an indictment against the American educational system as a whole, and not just Harvard. For this he puts science on the dock, saying that if it does not promote a unity in vision. The modern search for scientific truth he relates to the worship of the dynamo, and he contrasts this to the worship of the Virgin, the iconic goddess of traditional Christianity. The worship of the Virgin promoted unity, and for which reason the Catholic Church was able to hold European civilization together in the Middle Ages. Science challenged this vision and overcame it in the end. Science also promised unity. When Francis Bacon propounds the experimental method of observation and induction in the 17th century, his hope was that scientific knowledge may arrive at unity, and one superior to the religious vision of unity because it eliminates mystery, and brings all knowledge into the clear light of day. But the promise of science has been proved to be erroneous, and after 300 years of unfettered science, multiplicity has come to be established as the regular mode of scientific knowledge. Adams maintains that such a situation cannot be dismissed lightly, and the American establishment certainly seems to do so. This is a failure of education, says Adams. Bacon had a clearly set goal of unity before him. But the typical American, confronted with multiplicity, failed to even recognize that there was a problem and â€Å"an elderly American in 1900 knew neither the formula nor the forces† (Ibid 379). The education system is to blame, he says, because it has turned learning into a merely mechanical process, and the learner is not even aware of the underlying purpose anymore. This purpose must be unity, for chaos is never a goal. The modern educated happily tread the path of anarchy and nihilism in learning, not even aware of the paradox that they create for themselves. The implication of Adams is that modern education must teach how to deal with multiplicity. But Adams fails to recognize that the seemingly indifferent American may indeed be well-adapted. He even admits this much when he describes the typical educated American as a â€Å"Christian anarchist†, and says that this faith is â€Å"national, racial, geographic† (Ibid 408). Such a Christian is different from the traditional one in that his belief in Christ does not lead to a unified communal vision, but rather to a personal one, and therefore one tending towards anarchy. Regarding such an American he says: He never had known a complete union either in Church or State or thought, and had never seen any need for it. The freedom gave him courage to meet any contradiction, and intelligence enough to ignore it. (Ibid) This describes someone well adapted to multiplicity. This faith may be fundamentally American, but it cannot be maintained without the complicity of the educational system. The American adopts diversity and multiplicity as a God-given right, but the faith itself unifies the American nation. If the nation is unified, then the goal is none other than unity. In this sense the American educational system offers the best preparation to deal with multiplicity. If Adams feels helpless before multiplicity, it is only because he has not sufficiently imbibed the American faith. And if this is so then we can only say that the American educational system has failed in his instance. Contemplating the theme of unity, Adams judges that history has a direction. If this were not so, and multiplicity was an end in itself, the chaos is the only result. This is a prelude to his â€Å"dynamic theory of history† which he develops later on in the Education. According to this theory, all life is motion, and this motion can either be chaotic or purposeful. Science describes only the chance collision of atoms and molecules, which is but one more way to describe chaos. The historian tries to be scientific in his approach, but fails to notice that the philosophy of science is not conducive to his practice. â€Å"Historians undertake to arrange sequences, called stories, or histories assuming in silence a relation of cause and effect,† he says (Ibid 382). Without realizing it the historian is telling a story that has a moral lesson attached to the end of it, and he does so because he realizes subconsciously that history is dynamic and has a direction. It is Adams purpose is to reform the practice of history, so that the historian becomes conscious of the unity that he is striving for, and does not just blindly tag along with science. But Adams fails to realize that this is exactly how the philosophy of history has progressed along with the advance of science, and found culmination of a sort with the German philosophers and historians, especially through Kant, Hegel and Marx. At one stage he dismisses German philosophy as primitive and faddish, without realizing that his own goals coincide with theirs, and that in relation to them he is far lagging behind. Because dynamism is the lifeblood of history, inertia is the one and only barrier to it. Adams sees America at the forefront of the thrust of history, but he also notices huge swathes of inertia around the world, and he draws attention to the enormous body of China as clinging on to the past. Surveying the political situation, he soon gives up hope that China will ever overcome its political inertia, and shifts his hope towards Russia, which is undulating between the East and West. Russia is also a body enormous inertia, but Adams pins hope on it eventually overcoming this barrier and joining the march of progress. But if history is all encompassing as Adams makes it out to be, then it cannot exclude inertia either. History has a place for both liberalism and reaction. Hegel’s â€Å"grand synthesis† is able to deal with this, whereas Adams’ one dimensional theory of dynamism cannot. A bigger threat than political inertia is sexual inertia. Reproduction and homemaking lies at the root of human existence, and is the perpetual domain of the female. But the new dynamism ushered in by science wants to mechanize all tasks, and to collectivize all people. And to do this he leaves the home and denies sexual identity. Adams describes the plight of the modern man thus: He could not run his machine and a woman too; he must leave her; even though his wife, to find her own way, and all the world saw her trying to find her way by imitating him. (Ibid 445) One could overcome political inertia with difficulty, but overcoming sexual inertia entails the extinction of the race. â€Å"[Y]et an immense force, doubling every few years, was working irresistibly to overcome it,† he says (Ibid 448). In response to this enormous onslaught against her, the woman fights back, for the sake of her own survival and that of the race, by coming out into the man’s world and matching him in deed. This is no doubt a profound and accurate appraisal of woman’s emancipation. But it is also a serious indictment of his own dynamic theory of history, because it then seems to run counter to the female instinct. It also seems to imply that human history is suicidal. In conclusion, Adams proposes a reform of education so that it teaches how to cope with multiplicity, which is the inevitable consequence of the advance of science. Such an education must be based on the dynamic theory of history, which posits that history has a purpose and direction even amidst multiplicity. According to the theory, the only barrier to dynamism is inertia, which may be either political or sexual. This essay has dealt with the ramifications of Adams’ ideas. Works Cited Adams, Henry. The Education of Henry Adams: An Autobiography. Contributor Donald Hall. Boston: Houghton Mifflin Books, 2000.

The Importance of Symbolism in The Glass Menagerie Essay -- Glass Mena

The Importance of Symbolism in The Glass Menagerie  Ã‚      Tom Wingfield is the narrator and a major character in Tennessee William’s timeless play, The Glass Menagerie. Through the eyes of Tom, the viewer gets a glance into the life of his family in the pre-war depression era; his mother, a Southern belle desperately clinging to the past; his sister, a woman too fragile to function in society; and himself, a struggling, young poet working at a warehouse to pay the bills. Williams has managed to create a momentous play using a combination of different elements, including symbolism. Three noteworthy examples of symbolism are the fire escape, a sense of hope and an escape both to the outside world and from it; the glass menagerie itself, a symbol for Laura’s fragility and uniqueness; and rainbows, symbols of unrealized hopes and aspirations. Through the use of these symbols, a greater understanding of the humanistic theme that unfulfilled hopes and desires are an unwanted, but important aspect of the real world is achieved, and The Glass Menagerie is crafted into a meaningful classic drama.   Ã‚  Ã‚  Ã‚  Ã‚   Symbols are a major part of this play that Tom, who is a poet, admits he has a weakness for. One of the first to be presented in the story is the fire escape that ... ...Masterplots, ed. Frank M. Magill. Revised Second Ed. Vol. 5. Pasadena: Salem Press, 1996. Bigsby, C. W. E. â€Å"Entering the Glass Menagerie.† The Cambridge Companion to Tennessee Williams, ed. Matthew C. Roudane. Cambridge: Cambridge University Press, 1997. Scheye, Thomas E. â€Å"The Glass Menagerie: ‘It’s not tragedy, Freckles.’.† Tennessee Williams: A Tribute, ed. Jac Tharpe. Jackson: University Press of Mississippi, 1977. Williams, Tennessee. Conversations with Tennessee Williams, ed. Albert Devlin. Jackson: University Press of Mississippi, 1986. Williams, Tennessee. The Glass Menagerie. New York: New Directions Publishing, 1945.

Prison Reform in the 19th Century

So, every time I re-read a source or try to write, I keep thinking back to what I am actually trying to argue. I've finally figured out my argument: Hawthorne portrayed Hollingsworth as a failure because he did not believe in the prison reform efforts of the time. I came to this through looking at a lot of parallels in my sources, and finding different reasons for why my hypothesis is true. The two types of prison reform in the early 1800s were meant to reform criminals through very strict methods. They were so strict that prisoners were not allowed to communicate at all. I think that the strictness of these systems was too harsh for many people. Also, these systems died out quickly because people started to realize that reforming criminals did not actually prevent crime itself. So, because Hollingsworth's school was never accomplished, Hawthorne is showing how these types of systems will fail. Advocates of prison reform were also very extremist. Like other reforms of the time, prison reform had advocates to only stuck to one idea. For example, people believed that the source of criminal misbehavior was the family. Thus, prison chaplains were brought in to inspire the criminals and be their new family. However, this idea of replacing an entire family with a chaplain was obviously not going to help criminals that much. But, everybody believed that religion was the only way to solve the problem. This extremism is shown through Hollingsworth – he does not want to believe in any other ideas. His failure is a warning against the extremism of prison reformists. One of my sources described how many of the reform movements failed in the early 1800s. Dorothea Dix helped improve insane asylums and hospitals, and was able to cause a vast increase in funds to help these causes. However, even with all the money that asylums got, they were not prevented from class discrimination. Depending on one's race, he/she would receive different treatment, and some would receive it faster than others. Also, many looked down on reform movements in general because they feared that constantly giving help would make criminals dependent on others. Thus, they would not know how to take care of themselves. Transcendentalists saw philanthropy in general as a threat to self-reliance. So, Hawthorne was disoriented with prison reform because the ideas behind the reform only caused more problems – like increasing class divisions and only hurting the poor more.

The Silver Linings Playbook Chapter 43

Best Intentions Pat, It's been a while, hopefully long enough. If you haven't ripped up this letter already, please read until the end. As you have discovered, I am a much better writer than I am a speaker at this point in my life. Everybody hates me. Did you know your brother came to my house and threatened to kill me if I made contact with you? His sincerity scared me – enough to keep me from writing earlier. Even my parents have reproached me for pretending to be Nikki. My therapist says my betrayal might not be forgivable, and by the way she kept repeating the word â€Å"unforgivable,† I could tell she was very disappointed in me. But the truth is, I did it for your benefit. Yes, I was hoping that once you found closure and got over Nikki, you would want to give me a shot – especially since we are such great dance partners, we both enjoy running, we are in similar housing situations, and let's face it, we're both fighting hard to maintain our grip on reality. We have a lot in common, Pat. I still believe you fell into my life for a reason. Because I love you, I want to tell you something I have never told anyone – except my therapist. It's sort of screwed up, so I hope you will be able to handle it. At first I wasn't going to tell you, but I figured the situation couldn't get any worse, and maybe a little honesty could go a long way right now. I don't know if you know this, but Tommy was a cop. He worked for the Meadowville Police Department and was assigned to the high school sort of as a counselor. So half of his hours were spent working with and counseling troubled teenagers, and the other half of his hours he was just a regular cop. I'm telling you this because it is important to understand that Tommy was a good man. He did not deserve to die, and his death absolutely proves that life is random and fucked-up and arbitrary, until you find someone who can make sense of it all for you – if only temporarily. Anyway, Tommy was really good with teenagers, and he even started a club at the high school designed to raise awareness about the dangers of drinking and driving. Many of the parents thought the club condoned underage drinking, because it was not an anti-underage-drinking club but just an anti-drinking-and-driving club, so Tommy had to fight really hard to keep it afloat. Tommy told me that a lot of the high school kids drank every weekend, and underage drinking was even condoned by many of the town's parents. And the funniest thing to me was that the kids came to him and asked him to start the club because they were worried that someone was going to get hurt or die if their friends kept driving home after parties. Can you imagine talking to a cop like that when you were a teenager? That's the kind of guy Tommy was, people trusted him instantly. So Tommy organized assemblies and even put together this teacher karaoke night where students could pay money to hear their favorite teachers perform the current hits. Tommy could talk people into doing things like that. I'd go to these events, and Tommy would be up on the stage with all those teenagers, and he'd be singing and dancing with the other teachers, all of whom he had convinced to dress up in wild costumes – and parents, students, administrators would be all smiles. You couldn't help it, because Tommy was such a burst of positive energy. And he always gave speeches during these events – listing facts and statistics about drinking and driving. People listened to Tommy. People loved him. I loved him so fucking much, Pat. A funny thing about Tommy was he liked to have sex a lot. He always wanted to make love. I mean, as soon as he got home from work, his hands were all over me. I'd wake up every morning and he'd be on top of me. We could hardly eat a meal together without his hands sliding under the table, searching for my legs. And if Tommy was home, there was no way I'd ever get through a television show, because as soon as a commercial came on, he'd be rock hard and giving me that look. It was pretty wild, and I loved it for the first ten years of our marriage. But after ten years of nonstop sex, I got a little tired of it. I mean – life is more than sex, right? So one bright sunny morning, after we had just finished making love under the kitchen table, the teakettle whistled, so I stood and poured two cups. â€Å"I'm thinking maybe we should limit sex to so many times a week,† I said. I'll never forget the look on his face. He looked as if I had shot him in the stomach. â€Å"Is something wrong?† he said. â€Å"Am I doing something wrong?† â€Å"No. It's not like that at all.† â€Å"Then what?† â€Å"I don't know. Is it normal to have sex several times a day?† â€Å"Don't you love me anymore?† Tommy asked me with this wounded-little-boy look I still see whenever I close my eyes at night. Of course I told Tommy I loved him more than ever, but I just wanted to slow down a little with the sex. I told him I wanted to talk with him more, take walks, and find some new hobbies, so sex could be special again. â€Å"Having this much sex,† I told him, â€Å"sort of takes the magic out of it.† For some odd reason, I remember suggesting that we go horseback riding. â€Å"So you're telling me the magic is gone?† he said, and that question was the last thing he ever did say to me. So you're telling me the magic is gone? I remember talking a lot after he said that, telling him we could have sex as much as he wanted and that this was just a suggestion, but he was wounded. He was looking at me suspiciously the whole time, as if I were cheating on him or something like that. But I wasn't. I just wanted to slow down a little so I could appreciate sex more. Too much of a good thing, was all I wanted to tell him. But it was clear I had hurt him, because before I could finish explaining, he stood up and went upstairs to take a shower. He left the house without saying goodbye. I got the call at work. All I remember hearing was that Tommy was hurt and had been rushed to West Jersey Hospital. When I got to the hospital, there were a dozen men in blue uniforms, cops everywhere. Their glistening eyes told me. Later I would find out that Tommy had gone to the Cherry Hill Mall during his lunch break. They found a Victoria's Secret bag full of lingerie in his cruiser – every piece was my size. On his way back to Meadowville, he stopped on the highway to help an elderly woman whose car had broken down. Tommy called her a tow truck, but then he stood at the nervous old lady's window chatting with her, keeping her company while she waited. Tommy was always chatting with people like that. The cruiser was behind him, the lights were going, but he was standing at the edge of the highway's breakdown lane. Some driver who had drunk his lunch dropped his cell phone, and when he bent down to pick it up, he pulled the wheel to the right, crossed two lanes, and †¦ The lead in the local paper read â€Å"Police Officer Thomas Reed – who was responsible for starting Meadowville High School's Anti-Drinking-and-Driving Club – was killed by a drunk driver.† It was all so ironic, almost funny in a sadistic way. There were so many cops at his funeral. Kids from the high school made our front lawn into a living memorial – they stood on the sidewalk with candles and flowers. When I refused to go outside, these teenagers sang so sweetly to me through the first few evenings, a chorus of sad, beautiful voices. Our friends brought food, Father Carey talked to me about heaven, my parents cried with me, and Ronnie and Veronica stayed at our house for the first few weeks or so. But the only thing I could think about was how Tommy died believing I no longer wanted to have sex with him. I felt so guilty, Pat. I wanted to die. I kept thinking he would not have gone to Victoria's Secret on his lunch break if we had not had the fight, an d then he would have never passed the old woman in the broken-down car, which meant he would not have been killed. I felt so guilty. I still feel so fucking guilty. After a few weeks I went back to work, but everything in my mind got switched up. My guilt turned to need, and suddenly I was craving sex very badly. So I started to fuck men – any man who was game. All I really had to do was look at a man in that certain way, and within a few seconds I knew if they were going to fuck me. And when they did, I would close my eyes and pretend it was Tommy. To be with my husband again, I'd fuck men anywhere. In a car. In the coatroom at work. In an alley. Behind a bush. In a public restroom. Anywhere. But in my mind, it was always under the kitchen table, and Tommy had come back to me, and I had told him I wasn't tired of having sex, but would make love to him as many times as he needed, because I loved him with all my heart. I was sick. And there was no shortage of men who were eager to capitalize on my sickness. There were men everywhere who – with glee – would fuck this mentally ill woman. Of course this led to my losing my job, therapy, and many medical tests. Luckily, I did not contract any diseases, and I'd be happy to get tested again if that ever becomes an issue for us. But even if I had contracted AIDS or whatever, it would have been worth it to me at the time, because I needed that closure. I needed that forgiveness. I needed to live out the fantasy. I needed to fuck away my guilt so I could break out of the fog I was in, to feel something, to feel anything, and begin to start my life again, which I am only now beginning to do – since we became friends. I have to admit that during Veronica's dinner party I only thought of you as an easy lay. I sized you up in your stupid Eagles jersey and figured I could get you to fuck me, so I could pretend you were Tommy. I hadn't done it in a long time. I no longer wanted to have sex with strangers, but you weren't a stranger. You were handpicked by my own sister. You were a safe man with whom Ronnie was trying to set me up. So I figured I would begin to have sex with you regularly, just so I could fantasize about Tommy again. But when you held me in front of my parents' house, and when you cried with me, things changed – in a very dramatic way. I did not understand it at first, but as we ran together and ate raisin bran at the diner and went to the beach and became friends – simply friends, without any sex to complicate things – it was sort of nice in a way I hadn't anticipated. I just liked being around you, even if we didn't say anything. I knew I had feelings for you when I began to cringe inwardly at the sound of Nikki's name. It was obvious you were not ever going to get back together with your wife, so I called your mom and got her drunk at the local bar, and she told me everything about you. You didn't see me, but I was in the driveway when she came home so loaded and you helped her into the house. I drove her home that night. After what happened to Tommy, I don't drink at all. We've been meeting every week since, Pat. She needed a friend; she needed to talk to someone about your father. So I listened. At first I was just using her for information, but now we are sort of girlfriends. She did not know about the letters I was writing as Nikki, and she was really mad at me for a while after the Christmas episode, but she knows about this letter obviously, since she delivered it for me. She is a very strong and forgiving woman, Pat. She deserves better than your father, and maybe you deserve better than me. Life is f unny like that. I wrote those letters hoping to provide you with the closure I somehow found through casual sex after Tommy died. Please know I began the liaison scheme only after I was certain that Nikki would never agree to talk to you again under any circumstance. Maybe you will never be able to forgive me, but I wanted you to know I had the best intentions – and I still love you in my own fucked-up way. I miss you, Pat. I really do. Can we at least be friends? Tiffany

10 Deductive Essay Topics on the Role of Music in Creativity

10 Deductive Essay Topics on the Role of Music in Creativity Music can really elevate our mood and sense of wellbeing or be the cause of melancholia, which is something most of us have experienced at some point. If you’re looking to write a deductive essay on the role of music in creativity, this guide, first of an extensive three-part series, clearly lays out all steps. In this guide, we’ll be discussing ten interesting facts on the role of music in creativity for a deductive essay, followed by some topic suggestions and a sample essay in our second guide and finally, we’ll highlight specific steps to writing the actual essay itself. Without further ado, here are 10 facts on the role of music in creativity for a deductive essay: Music affects our mood and specifically the mind. It is also said to impact the overall health of our mind and can bring us out of depression. Our mind starts to work in a chronological fashion when we listen to a specific type of music, and may often become unconscious of its surroundings. There are a number of shared processing systems between speech and music. The perception of language has an impact on the ability of learning to read and both of them are connected with enhanced processing caused by musical experiences. The brain’s initial encoding of linguistic sound is sharpened by actively listening to music. Children that are exposed to musical training for 8 weeks show significant improvement in cognitive abilities involving control. Speech uses a significant amount of structural auditory patterns that are based on timbre differences between phonemes. Perception of these patterns is enhanced by skills that are developed by musical training. This helps in the development of phonological awareness which results in improved reading capabilities. Speech processing has a similar system of process as melodic contour. It’s observed that phonemic awareness vastly improves after a person learns to differentiate between rhythmic patterns. If he/she learns how to play an instrument then the left cranial temporal part of their brain enlarges, which simultaneously improves their capacity to learn different words. Research has revealed that people who are trained to play an instrument can remember 17% more verbal data than those who can’t. This goes to prove that listening to music positively affects our memory and sharpens our senses. A person’s intellectual and spatial prowess develops better if they know how to play an instrument. More than 10 studies have proven that there is a strong relationship between the two. There are also reports of IQ levels being higher in people who have taken music lessons compared to those who haven’t. Children in control groups had a 4.3 point average, while those in music groups had higher averages of 7 points. So far It’s been difficult to weed out confounding factors after extensive research on figuring out a consistent connection between general attainment and active participation in music related activities. The solution, according to a recent survey, is that sensitive statistical modeling needs to be applied to curb this problem. Even if prior attainment is taken into account, the two most well renowned national data sources in the US have the data to claim that over 45000 of children had successfully associated music with life accomplishment . If we are to take complete academic attainment in consideration, then that also depends heavily on literacy and numeracy skill development. Music can help, but motivation helps the most and is vital for the development of self-efficacy, ability and aspiration. Coming back to active participation in music related activities, if that’s giving the students a positive sense of self-esteem and confidence, then it’s natural that those positive feelings extend to other parts of their lives. Different types of musical engagement can yield different types of creative skills development. Koutsoupidou and Hargreaves did a 6-year thorough research where they compared students who had opportunities to experience improvisation to the ones that took music lessons, which yielded zero opportunities for creativity. Webster’s measures of Creative Thinking in Music calculated that there is a change in originality, flexibility, syntax and extensiveness. Creativity in music activities as such can be enhanced through improvisation and other similar drills. Everyday scientists are researching this factor. There has been evidence of improved physical health development in adults who engage in music. If one plays the piano, their heart gets as much exercise as a brisk walk. Lower mortality rate has also been reported amongst people who attend vibrant cultural events, read periodicals, sing in a choir or play an instrument. In order to become creative, one must have a good quality of life, mental well-being and good health. Creating music has been able to contribute positively to these factors. There have been studies showing that participation in a choir group can improve an adult singer’s wellbeing and health. Similar benefits can be observed in children. These benefits are emotional release, reduction in stress, physical relaxation, elevated mood and happiness, feeling of joy and emotional arousal, stimulation of cognitive capacities, improved concentration, better memory, better self-esteem, therapeutic benefit, improving the skeletal-muscular system and engagement in worthwhile mental as well as physical activities. We are quite sure these facts will help you write a really good essay on the role of music in creativity. Many studies, referenced below, have proven that individuals who play music, especially at a young age, tend to be more creative not only in their day to day lives but also in their approaches to finding solutions to problems. This is only the first part of our guide, and it should give you a number of ideas on creative topics. The next part of the guide is 20 topics on the role of music in creativity for a deductive essay, through which you can better nail a topic for your essay, including a sample essay for your convenience. And a third part, how to write a deductive essay on the role of music in creativity, contains tips on how to write a deductive essay on this topic. References: Beinhorn, M. (n.d.). Unlocking creativity: A producers guide to making music and art. Odena, O. (2012). Musical creativity: Insights from music education research. Burlington, VT: Ashgate. Griffiths, F. (2010). Supporting childrens creativity through music, dance, drama and art: Creative conversations in the early years. Abingdon, Oxon: Routledge. Fox, M. (2004). Creativity: Where the Divine and the Human meet. New York: Jeremy P. Tarcher/Penguin. Judy, S. (1990). Making music for the joy of it: Enhancing creativity, skills, and musical confidence. Los Angeles: J.P. Tarcher Watson, S. (2011). Using technology to unlock musical creativity. New York: Oxford University Press. Toynbee, J. (2000). Making popular music: Musicians, creativity and institutions. London: Arnold.

Serrial Killer essays

Serrial Killer essays The country has been gripped by fear and the serial killer has played right into that fear. The serial killer epitomizes the fear that police officers and the criminal justice cannot protect us. Serial killings account for less than one percent of annual homicides we have in America, yet they somehow touch the lives of almost every America. Serial killers are more common here in America then anywhere else in the world. Even though the likely hood of ever encountering a serial killer is very slim it is the serial killer that brings fear to many people in the Unites States. According to the book a serial killer kills several victims over a period of time. Almost all serial killers are sociopaths. They lack superego or conscience. A serial killer des not care about the humanity of his victims he does not empathize with them, or feel remorseful. Serial killers like the power they have over there victims. Most serials killers are driven sexually to kill. They like the physical contact with there victims. Sociopaths have a character flaw they care about inflicting pain and suffering because as far as they are concerned there victims are unfeeling objects. Killing makes these people feel superior not only to their victims but to the police investigators too. Serial murders have been around for a long time. The furthest it has been dated back to was in the 1400s. Serial murders are the hardest for police investigators to figure out. Most of the regular murders are done by someone who was close to the victim. Serial murders on the other hand are done at random within a group of people. Police call these stranger killings because neither victim, nor the victims family knows the killer. This makes it very hard for police to find the killer. The FBI was able to study many serial killers and have developed a profile to help them catch serial killers. A typical serial killer is a white male that has ...

How to get Your CDL in Alabama, Arkansas and Mississippi

How to get Your CDL in Alabama, Arkansas and Mississippi This article is useful for anyone who wants to get a CDL in Alabama, Arkansas and Mississippi. If you want to learn about earning a CDL at other states, we have put together a comprehensive guide on how to get a commercial driver’s license in every state of the country. AlabamaBefore You Apply for Your CDL1. Get you  doctor to fill out  the current Department of Transportation Medical Examination Report (Form 649-F)2. Learn or review  the rules and regulations of commercial driving. You can study these in Alabama’s Commercial Driver License Manual.How to ApplyTake the following documents to your nearest Driver License Division office (make sure to research ahead for one that handles CDLs!):A current Alabama driver’s licenseA Social Security card or other proof of Social Security numberYour current DOT medical certificate (from above)Proof of insurance for the testing vehicle if you are taking the skills test$25 for the written test, $20 for the skills testL icense fees vary depending on your desired  class of license. Class A costs $66.25; Class B costs $56.25; Class Ccosts $36.25. If you are purchasing a CDL  or a license to operate only a school bus, the fee is $36.25.What to Expect When TestingFirst, on test day,  you will take one or more knowledge tests (which are written), depending on the license and endorsements you want.Then, if you pass the knowledge tests, you qualify to take the skills test (which is a driving test). Another option at this point is choosing to  be issued a learner’s license, which will allow you to practice driving  a rig with a licensed commercial driver in the passenger seat.When you feel   ready to take the on-road driving test, you can make another appointment at  the CDL licensing office.  The driving skills test includes: vehicle inspection (where you must  prove your vehicle’s safety and show your inspection skills), vehicle control (you will be asked to drive forward, backward, and in turns, in a small  area), and the actual driving test (this tests how well you know  Ã‚  signs, driving laws, and regulations).ArkansasBefore you take your certification exams, you must assess your driving record. If you have any serious offenses, like  DUI, you may be disqualified.The Knowledge TestsYou must pass the written knowledge test before you can take your road skills test. In order to familiarize yourself with the content of the exam, study the Arkansas  CDL Manual  to learn about driver safety, cargo safety, equipment, traffic rules, inspection procedures, and hazardous materials.To bring on test day:Documents that prove your age and identity$42, which is the fee for your CDLIf you haul hazardous materials, you will need to have federal  background and fingerprint check.The Road Skills TestAfter you have passed the written tests, you are ready for the road skills test.  On this test, you will be asked to perform driver tasks including pre-t rip inspections, changing lanes, tying down cargo, and maneuvering intersections.  The Arkansas CDL Manual review everything you will be tested on- review the criteria before test day so you are familiar with the tasks you will face.RequirementsYou must self-certify one of the following driving categories with the Arkansas DMV:Non-Excepted InterstateExcepted InterstateNon-Excepted IntrastateExcepted IntrastateIf you choose Non-Excepted Interstate, you must provide the DMV with a federal medical certificate.MississippiTo obtain a CDL in Mississippi, you must hold a  Regular Class R driver’s license. You must also obtain a current medical card when applying.Testing for the CDLNext stop is to take and pass the written and skills tests. All the information you need to know about the exam is in the Professional Driver’s Manual, which you can find at any  driver’s license office  throughout the state. You can schedule an appointment for the driving test either   online  or by phone.What You Must BringYour valid Mississippi driver’s license, a CDL learner’s permit, and your completed application for your desired CDLAnother driver to accompany you who holds the same class CDL license (or greater) as the one you seekA current medical cardThe same class of vehicle you will be driving once you obtain your CDL (it must pass inspection before any tests will be administered)A Social Security cardProof of residency (electric or water bill, lease agreement, vehicle-registration receipt, mortgage documents, homestead exemption receipt, bank statement, notarized employer verification on company letterhead (with a phone number) that states your address)Appropriate feesOut-of-state applicants applying for a Mississippi CDL can use their valid driver’s license from another stateNote: If your job entails hauling hazardous materials, you must undergo a background check. You will have to complete a  Driver’s License Hazard ous Materials Endorsement Application  and pay a fee.

Hispanic American Diversity Essay Example | Topics and Well Written Essays - 1250 words - 2

Hispanic American Diversity - Essay Example For example, some groups use the word "sopa" to refer to a food item while the rest use it to denote soap. The unique geo-political circumstances of different Spanish speaking regions have contributed to the formation of regional dialects. For instance, Mexico being close to the United States of America has resulted in the importation of English words into common usage. So much so that, some cultural commentators call the Mexican language as Spanglish. (Hope Cheong, 2006) Of all the four groups, Mexican Americans stand out in terms of their involvement in mainstream American politics. The dissenting voices of Mexican Americans were first heard during the civil rights movement of the 1960s. Although African Americans were predominantly seen as the leaders of the movement, significant contributions were made by such Mexican American luminaries as V.Mendoza, Reies Lopez Tijerina and Rodolfo Gonzales. Their political activism ranged from basic rights for farm workers to rights of electoral franchise at all levels of governance. (Jokisch, 2006) Parallels could be observed in Puerto Rican American history as well. One of the more recent immigrants to the country, Puerto Ricans are poorly represented in politics. However, to their credit, they succeeded in forming trade unions to demand for worker rights during the second half of the twentieth century. Given such an initiation, it is only natural that their worker movement graduated into a socialist one. Given the strong capitalist roots in America, this movement did not make much impact though. Any description of Cuban Americans will have to be made in the context of Cubas hostile political relation with the United States. The primary reason for migration to their more affluent neighboring country is economic opportunity. Yet, the totalitarian and sometimes repressive regime of Fidel Castro would mean that the migrants are also

Discussion question Essay Example | Topics and Well Written Essays - 250 words - 10

Discussion question - Essay Example This part of information security is recognized as computer security where professionals try to secure computers from being manipulated in order to obtain ensure that the information that is secured on these computers remain safe (Smith, 2000, p.101). Therefore, the security of computers is a part of the information security and these two terms should not be used interchangeably although they are commonly used to refer to each other. In case of information security, the professionals aim at securing the information of an individual as well as an organization and they do so by securing all the places where information is stored and used. In the case of computer security, professionals try to secure various parts of a particular computer as on these parts the information of individuals and organizations is secured. These parts may include: hard drive, website, USB and CD ROMs. While securing information as well as computers, the professionals try to figure out vulnerabilities in the co mputer system and then they try to cover these gaps to make sure information is not

Nirvana - Band Review Essay Example | Topics and Well Written Essays - 1000 words

Nirvana - Band Review - Essay Example His fateful suicide signaled a major loss to the music environment and marked one of the pivotal events of 1990s music. Even with the fantastical nature of Cobain’s story, the power and insight of his music is perhaps the most moving element of Nirvana. While generally concerned with the pains and angst of existence, Nirvana’s albums span a wide-range of emotions. It’s within this context that I have come to greatly relate to their music. While it was not the first album of Nirvana’s that I heard or nearly their most popular record, the first full-length album that Nirvana released was Bleach. Bleach has been an important album to my life for many reasons. One of the primary aspects that I appreciate this record is that it has a raw edge that the later Nirvana records don’t have. In many regards, some of the themes on this record are the same as on later Nirvana records; indeed, ‘About a Girl’ is even featured on these later records. .. . Virtually every song on this album is highly emotionally charged and gripping. This was the first Nirvana album I discovered. I listened to this album in a time of intense despair in my life, after my girlfriend and I had broken up. The intensity of emotion and deep feeling spoke the depression I was feeling on a level that other music couldn’t. I also believe the album was successful for speaking to the challenges of socialization and fighting one’s way through a scholastic environment that was oftentimes cruel and challenging. While other music attempts to speak to these growing pains, oftentimes the emotions contained in those albums come across as forced and somewhat produced. When listening to Nirvana’s ‘Nevermind’ I was truly able to take solace in a record that I felt understanding the pain and challenges I was facing in attempting to relate and survive in a cold social climate. In terms of specific tracks, I’ve always felt like ‘ Smells Like Teen Spirit’ spoke directly to my angst at feeling like I didn’t fit in with the popular crowd. While a lot of individuals put-down Nirvana for being depressing music, or criticizing Kurt Cobain for ultimately committing suicide, I find a different perspective on this music. For me it represents a necessary response to questions of life that oftentimes go unanswered. I believe that in great part the nature of the music is attempting to grasp with aspects of life that are unfair. Why do more attractive people get to enjoy certain aspects of existence that others don’t? Why do some people feel more depressed than others? Why these may seem simple and trite questions,

Content Analysis (Conceptual)- How does New Mexico's (Albuquerque and Essay

Content Analysis (Conceptual)- How does New Mexico's (Albuquerque and Santa Fe) media (newspapers) portray issues of drought and water allocation in the state o - Essay Example The Albuquerque MSA population includes the city of Rio Rancho, one of the fastest growing cities in the United States, a hub for many master-planned communities which are expected to draw future businesses and residents to the area. According to the United States Census Bureau, Albuquerque has a total area of 181.3 square miles (469.6  km ²). 180.6 square miles (467.8  km ²) of it is land and 0.6 square miles (1.6  km ²) of it (0.35%) is water. The metro area has over 1,000 square miles developed. Albuquerque lies within the northern, upper edges of the Chihuahuan Desert ecoregion, based on long-term patterns of climate, associations of plants and wildlife, and landforms, including drainage patterns. Located in central New Mexico, the city also has noticeable influences from the adjacent Colorado Plateau Semi-Desert, Arizona-New Mexico Mountains, and Southwest Plateaus and Plains Steppe ecoregions, depending on where one is located. Its main geographic connection lies wi th southern New Mexico, while culturally, Albuquerque is a crossroads of most of New Mexico.†(Albuquerque, 2007) Wikipedia goes on to further detail the geography of the region as follows: â€Å"Albuquerque has one of the highest elevations of any major city in the United States, though the effects of this are greatly tempered by its southwesterly continental position. The elevation of the city ranges from 4,900 feet (1,490  m) above sea level near the Rio Grande (in the Valley) to over 6,400 feet (1,950  m) in the foothill areas of the Northeast Heights. At the airport, the elevation is 5,352 feet (1,631  m) above sea level. The Rio Grande is classified, like the Nile, as an exotic river because it flows through a desert. The New Mexico portion of the Rio Grande lies within the Rio Grande Rift Valley, bordered by a system of faults, including those that lifted up the adjacent Sandia and Manzano Mountains, while lowering the area where

Federal regulations and federal agencies Essay Example | Topics and Well Written Essays - 250 words

Federal regulations and federal agencies - Essay Example Banerjee (2009) explains that despite research being the basis of the industry’s product development, pharmaceutical companies still spend more than twice on marketing as much as they spend on research and development. This establishes a motivation into ethical manners such as corporate social responsibility that is likely to develop associations with consumers and establish a competitive edge into profitability. Consumers would appreciate the responsible initiatives and prefer organizations’ products for their social actions and increased sales volume, into higher profits, over competitors would be the consequence. The fear possible and unfavorable legal regulations should organizations fail to act ethically is another reason for my belief that pharmaceutical company would consider ethical manners, even in the absence of legal rules. Legal regulations may induce mandatory cost of compliance that would otherwise be avoided. Failure to comply with legal regulations, even if it is accidental, may attract monetary policies, unlike failure to comply with moral rules and in order to avoid possibility of such fines and possible deregistration, pharmaceutical companies would prefer to operate ethically (Lamb, Hair, and McDaniel, 2011). Profit motive and the need to avoid legal regulation would therefore dictate ethical

INTERNATIONAL RELATIONS AND POLITICS Essay Example | Topics and Well Written Essays - 2750 words

INTERNATIONAL RELATIONS AND POLITICS - Essay Example Soviet Union was considered foreign enemy in much of Eastern Europe for a long time after the fall of communism. After all, the communist Soviet Union had invaded these countries and broken their people for decades. This disturbing image has changed over the past few years. The soviet leaders endeavored to secure their power primarily against forces at home, but also against the outside world, since ideology taught them that the outside world was aggressive and that it was their duty ultimately to defeat political forces away from their borders. Soviet Union is considered as the state which followed ideology for the formation of a society that free from the evils of capitalism. Principles of socialism and Marxism in Russia have contributed a comprehensive and mutually unswerving set of ideas which helps the nation to form its foreign policy. The concept of proletarian internationalism has played vital role in the process of making Russia’s foreign policy. Historical studies ha ve proved that Russia was considered as the foreign foe in much of European countries especially after the fall of Communism. Leninist ideologies of class struggle and war made the nation in to a land of anti- imperialists. Recent years a considerable number of far-right groups in post communist and socialist nations have considered President Putin’s authoritarian political infrastructure was a sufficient model and it paved the way for urging broad attitude towards Russia among the European countries. Analyzing the political and social history of Russia one can comprehend that Russian leaders and governments are failed to establish specific ideological base in their nation and the country have shifted its ideology. Different ideologies like Marxism, Socialism, and Leninism are played a vital role in the process of making Russia’s foreign policy. Numerous official administrative procedures have been involved in the understanding and effectuation of Soviet foreign polici es. The great crisis that suppressed Russia’s foreign relation is its defective national, building ideology. Authorities have followed their passiveness in making new ideologies and principles. It is clear that after the formation of the independent Russian Federation in 1991, Russia had reached the status of a Russian nation-state under the leader ship of Boris Yeltsin. But Yeltsin’s efforts to change Russia as a land of multiethnic and non -imperial state became collapsed because of an articulate ideology. The online article entitled Domestic Factors Driving Russia's Foreign Policy by Ariel Cohen states that; â€Å"For over a decade, the Russian authorities have failed to provide a coherent and modern nation-building ideology or to overcome Russia's nostalgia for its lost empire.† (Cohen 2007). Ideologies in that time have largely encouraged the concept of collective amnesia that promotes Russian nationalism among the people. As a result of this, majority of p eople from Russia have believed United States as an enemy and it caused a gradual deterioration in Russia’s international al relations. In other words Russian rulers were failed to consume nationalism as an ideology to blend state and society in a healthy way. Analyzing history researcher can comprehend the fact that the aggressive nationalism had influenced the Russian efforts to follow war as a tool of foreign policy. Reader can find the two instances in the history of

Federal regulations and federal agencies Essay Example | Topics and Well Written Essays - 250 words

Federal regulations and federal agencies - Essay Example Banerjee (2009) explains that despite research being the basis of the industry’s product development, pharmaceutical companies still spend more than twice on marketing as much as they spend on research and development. This establishes a motivation into ethical manners such as corporate social responsibility that is likely to develop associations with consumers and establish a competitive edge into profitability. Consumers would appreciate the responsible initiatives and prefer organizations’ products for their social actions and increased sales volume, into higher profits, over competitors would be the consequence. The fear possible and unfavorable legal regulations should organizations fail to act ethically is another reason for my belief that pharmaceutical company would consider ethical manners, even in the absence of legal rules. Legal regulations may induce mandatory cost of compliance that would otherwise be avoided. Failure to comply with legal regulations, even if it is accidental, may attract monetary policies, unlike failure to comply with moral rules and in order to avoid possibility of such fines and possible deregistration, pharmaceutical companies would prefer to operate ethically (Lamb, Hair, and McDaniel, 2011). Profit motive and the need to avoid legal regulation would therefore dictate ethical

Using an extended example critically examine whether the sector matrix Essay - 2

Using an extended example critically examine whether the sector matrix framework gives a better strategic understanding of product markets than the concepts of product or commodity chains - Essay Example ing, franchising and other similar concepts gave rise to the largely held belief that they are the result of the market oriented strategies however on much larger scale they were the result of larger shift into the overall perception in the market regarding how to achieve and sustain the competitive advantage. Many believed that strategic decisions like outsourcing was an attempt to focus one’s attention to core competencies of the firm however, what was not realized is the fact that the resulting chain effects were largely directed at creating linkages between the demand as well as supply dynamics of the respective industries. The evidence from Japan and other East Asian countries suggested that the inter-organizational cooperation between the different players in the market indicated towards a much larger picture of how the inter-relatedness between the industries as well as companies can lead to the creation of chains. The emergence of subsequent ideas on the value chain as well as commodity chains attempted to define such relationships and linkages however, they lacked the theoretical as well as empirical validity and as such a more unique and innovative method of sector matrix was introduced to overcome the deficiencies of the above two concepts. Michael Porter was one of the earliest proponents of the value chain concept as he considered it as something through which firms can achieve and sustain their competitive advantage. By focusing on the primary as well as secondary activities, firms can effectively achieve the competitive advantage as both the activities are considered as mutually reinforcing each other to achieve the desired strategic objectives. What is also however, critical to note that the value chain, for the first time presented a concept which linked different activities of the firm together and as such the overall success and failure of organizations largely depended upon how successfully the organization managers all these

Dealing with various types of emergency procedures Essay Example for Free

Dealing with various types of emergency procedures Essay The following sets out the principles for dealing with various types of emergency procedures within schools is given as guidance only. Fire other emergencies In the event of fire other emergencies (such as gas leak, flood bomb scare) buildings need to be evacuated quickly but safely. In all schools there should be clear, detailed procedures on evacuation which must be displayed in each area of the school. These procedures should give information on: How to raise the alarm in the event of an emergency. What to do if you hear the fire alarm. The nearest assembly point – this may be a playground, sports field or even a nearby evacuation centre/safety perimeter following instructions from police. Registers should be available so staff can account for the safety whereabouts of all the children. The route you should take – this should include a plan of the route from each room or area of the school, detailing the nearest fire exits. No staff or children should be allowed to stop to collect personal belongings or put on coats. Must not re-enter the building until you have been informed it is safe to do so. Security There should be security in place in schools to minimise the risks to children. As a teaching assistant, you must know what these are follow the procedures at all times. These procedures should include: Security locks on doors. Signing in procedures/visitor badges (you should be able to identify all visitors to the school by badges. If unsure about someone you see on the school grounds, always report your concern to someone higher). Procedures for collection of younger children. Registration. Missing children While security measures should minimise the risk of children going missing, it is vitally important that you follow the school guidelines. As a teaching assistant, you may be asked to accompany children on school visits to supervise a group of children. All staff present on such visits should make regular checks that all children are present. Some schools may require all the children to wear hi-visibility vests or other items which make them easily identifiable during school outings. On discovering children are missing, you must take the following immediate action: Report to the teacher responsible. Ensure the presence safety of the other children by checking the register. Check all surrounding areas from where the child/Children have gone missing, whether it is in the school grounds or during an outing. Inform the child/children’s parents.

Fostering Motivation by the Help of Neuroplasticity

Fostering Motivation by the Help of Neuroplasticity There are two types of mindset: fixed versus growth mindset. In fixed mindset, students (people) believe that their abilities is innate and they cannot change it, therefore a failure makes them start doubting in themselves and believing they are not smart/good enough to achieve their goals. On the other hand, those who have a growth mindset believe that they can improve their abilities by learning and practicing. They see failure as an opportunity to working on their mistakes and weaknesses; their perseverance and resilience makes them more motivated and work harder to improve their abilities. Moreover, one of the biggest difficulties that students face when they enter to a new stage of their academic life is lack of motivation. The main idea of this project is improving growth mindset as well as fostering intrinsic motivation among students by teaching them about the brain and neuroplasticity. For this purpose, a weekly workshop will be designed for five sessions. Below is the detai l of each session. Method This project is based on learning science approach with focus on embodiment and feedback which are explained in details. Participants In order to meet the goals of this project and having a sound base of interpretation of the results and eliminating some of the confound variables like method of learning and environmental differences, students from one class will be selected to participate in the workshop. Junior students are extremely vulnerable to fail to achieve an acceptable grade during their high school, because in general children in this age suffer from antisocial behavior, lack of self-esteem, school engagement and more importantly being motivated enough to continue their study. Having a positive or negative outcome in this age depends on students motivation and motivation is dependent on children core belief. In other words, the way students deal with their environment, indicate their future success and exactly here motivation comes to play an important role because if students are motivated enough to continue their study and like to challenge themselves, they can survive and even flourish during this peri od (Blackwell et al., 2007). For this reason, target group in this project will be high school students. Both male and female students with any ethnic background can participate in this study. It is ideal to have a balanced number of male and female participants in order to control for any potential gender differences in the study. Materials Prior to participating in the workshop, participants will be asked to answer to two questionnaires: one of them is a motivation questionnaire to examine students goal in the coming year and their view about the value of efforts and the other one is a mindset questionnaire. The mindset questionnaire will measure students core belief about their intelligence, goal orientation, belief about effort and attribution and strategies in response to failure. Teachers report on students level of engagement and motivation in classroom will be also collected. To investigate the impact of growth mindset on long term achievements (outcomes), the same questionnaire will be distributed at the end of semester, which will be two months after the workshop. The latest grade of students mathematic achievements (CAT) and students new math grade at the end of semester will be collected. Procedure Session 1: The Neurons: Structure and Function In this session, students will learn about concept of neuron and its structure and neurotransmitters by lecture and pictures (figure 1 and 2). The lesson plan for this session is as the following: Lesson Plan There are two types of cells in the brain: The first type is called glia, which comes from a word that means glue and they hold the brain together. Glia plays an important role in the processing and communication. The main brain cells are called neurons. They have a lipid bilayer as a cell membrane to keep everything inside. They have the fluidly cytosol, the liquid inside. Neurons have three main parts, the cell body, or the soma, is where we find the nucleus, the part that has DNA. And the other parts are the specialization that allows the neurons to communicate with other cells. Dendrites are branches around the soma. It integrates it in two ways, both spatially and temporally. Spatially means weve got all these inputs coming from different parts of the brain and temporally means that theres a time window over which the cell is looking at. Once the information has been summed up and the neuron decided how to process it, the neuron sends output down to the axon. Neurons shapes and sizes depend on their function within the neural circuit. The stereotypical one is called a multi-polar neuron which has more than one dendrites and only one axon. Bipolar neurons have one input and one output. Unipolar neurons have basically one long transmission wire with the cell body off to the side, so information just kind of flows down with, no real interference from the soma itself. Physiological properties of the neuron: The neuron is actually using electricity to send through the dendrites and then down the axon. Every cell has an electric membrane potential, or an electric resting potential, which is the difference between the electrical potential energy inside and outside the cell. By recording the electrical potential of cell membrane versus the electrical potential at an electrode outside the cell membrane we can have voltage difference. Most cells have a resting membrane potential of about -70 or -65 mV. The other property thats really important about the neurons is t hat they have Ion channels, which are like doorways in their cell membrane. When their membrane potential gets high and reaches the thresholds, these doors can open. Signal starts at this area at the juncture of the soma and the axon thats called the Axon Hillock. So, what happens is the membrane potential of the cell reaches a certain threshold, and that causes the door to open. When the door opens, positive ions start coming into the cell, which causes the membrane voltage to go up and opens more of these voltage sensitive doors. And eventually there would be a big influx of positive current, but the Ion Channels will be close very fast. That quick increase and decrease of the membrane potential, is called an action potential, which lasts for about one to two milliseconds. Action potential is an all-or-none event. As the positive ions are coming in from action potential that started at the Axon Hillock, its going to increase the memory voltage of the axon right next to it. Therefo re, more channels will be opened and more positive current flow in which will cause action potential to travel down the length of axon. What the neurons saying in the pattern of its spiking activity. In general, neuron does not directly talk to the next neuron via an electrical signal, instead when the electrical signal gets to the tip of the axon, the axon will release chemicals called neurotransmitters. Neurotransmitters are chemicals messengers that travel over a small gap between the neurons sending the information and the dendrites of the neuron receiving the information. That gap is called a synapse. The neuron receiving the information by their dendrites on that post synaptic side of this gap have special receptors for receiving the released chemicals by the presynaptic neuron. When the chemical binds to those special receptors, that causes changes in the membrane potential of the second neuron and then that neuron can collect that information and send its signal to its neigh bors. After this lecture, students will have time to ask any questions and discuss their thoughts and understanding of the concept of neurons within small groups. By the end of this session, students will learn about basic properties of neurons and how neurons communicate with each other.                Session 2: Brain structure and Function In this session, after a brief recalling of last session which was about neurons, few fact cards about brain will be given to students. Next, a brief introduction of brain anatomy and main areas of brains will be given by the help of pictures (figure 3 to 5). For avoiding boredom in students, instead of lecture given by the instructor, they will watch short videos explaining brains function. Videos are from an online course offered by University of Toronto Facts that are given after figure 3: Weight: 3 lbs 2% of total body weight Consumes 25% of the bodys oxygen supply Consumes 70% of the bodys glucose supply Consumers 25% of the bodys nutrients 100 Billion Neurons Facts that are given after figure 4: With matter is inside the brain and Gray matter is outside the brain Cerebral cortex is wrinkled. The grooves that make these wrinkles are called sulci and the ridges between them are called gyri Two hemispheres are connected by Corpus Callosum Facts that are given after figure 5: Brain has two main parts: cortex which has 4 parts: frontal, temporal, parietal and occipital lobe. and the other part is cerebellum After watching the videos, students will discuss their questions, any misconception that they might have about the brain and gained knowledge in small groups. The session will end by given pictures of brains structure and areas that students are required to name them. Session 3: Neuroplasticity In this session, the topic of neuroplasticity which is about the electrical and neural changes in the brain during learning will be thought. The lesson plan will be a brief explanation of neuroplasticity by summarizing some researches about this concept: Plasticity is one of the most essential functions of the human brain. According to Munte et al (2002) Neuroplasticity allows the brain to adapt to environmental factors that cannot be anticipated by genetic programming There are a vast majority of researchers that are interested in this topic and have been examining plasticity via different experiments both on animals and human. One of these researchers named Dr Norman Doidge who is author of The Brain that Changes Itself. In his book he talked about the brain as a modifiable, changeable, adaptable and plastic organism that is able to change its function and even structure without chemical reaction in the body, just based on our interaction with the brain. The interesting thing about the power of the brain is, its ability to change structurally even with imagination. Another discovery related to plasticity is the fact that learning changes the number of connection between neurons; even with hours of training the number of connection between two neurons can increase from 1300 to 2700 as an example. The reason how plasticity happen in our brain is: through activities and thoughts that people do with their brain, there are certain genes in nerve cells that become on and others off, this change causes producing protein and protein finally makes change in brain structure. This discovery made a strong proof for the role of learning and training in changing our brain and as a result changing our mind and behavior (Bush et al., 2004). People are able to change their behavior as a result of functional changing in their brain, for example depression is a severe disorder that causes 25% loose of gray matter in hippocampus. This is due to fact that chronic stress release cortisol which gradually weakens the role of left prefrontal cortex, a region that is known as a controller of negative emotion, and the weak activity of PFC causes 25% loose of gray matter in hippocampus. An experiment done in UK showed that the size and amount of gray matter would be the same again after 5 weeks of treatment in depressed people. Similarly, in article written by Draganski et al., (2004) the same finding was reported. Subjects of their experiments were d ivided into two groups: learner and non-learner. They scanned their subjects brain at the beginning of experiment and find that there is no difference between two groups. Then they taught the learner group how to juggle and when their subjects were professional enough to juggle in 1 minute, they had another FMRI scan for both group. For learners the amount of gray matter in the mid-temporal area and in the left posterior intraparietal was increased by 25% compared to non-learner and compared to the first scan. Finally they had third scan after 3 months without training for both group and they found that the amount of gray matter decreased again in learner group. Their finding was consistent with the finding about depression. Mà ¼nte et al., (2002) examined neuroplasticity in musicians that had begun their training in early age. They found musicians who began before the age of seven had a larger anterior midsagittal corpus callosum compared to others that started later. Therefore, they were able to have a bidirectional movement. In order to be able to control bidirectional movement, an enhanced interaction between two hemispheres is needed and since number of axons that can be transmitted to other hemisphere depends on size of midsagittal corpus callosum, therefore musicians with larger AMCC were able to have bidirectional movements. Elbert et al., (1995) showed that string players had a larger cortical representation of the digits finger in the left hand compared to non-musicians. They argued that even neuroplasticity was different among musicians depending on their interaction with music and their professional usage of music; for example a conductor is better in understanding non-adjacent and separatin g adjacent sound sources. Accordingly, there is an automatic movement in musicians body (fingers of hand or even leg) when they just listening to music and vice versa. This is because of co-activation of motor-audio regions in their brain. After this lecture, students will ask their questions (in case of any) and form small groups to share their ideas about neuroplasticity. During these sessions, students learned how their brain can be manipulated by practicing By the end of this session, knowledge creation about the brain will be ended. Therefore, in order to test the output of the sessions, they will be required to articulate their learning. They can either create an artifact (brain, neuron), or write a short essay related to neuroplasticity. As Chinn and Sherin (2005) mentioned one of the problem of team work would be more knowledgeable students will do the load of works and some students might be quiet and their learning process might be overestimated if they work in a group. To avoid this problem, each student is required to do articulation alone. They need to complete this task before last session. Understanding Goal: By the end of this session, students will understand that brains function and even structure can be changed. Session 4: Mindset Change This session consists of two parts. First part is the activity part in which students will discover more about brain and brain plasticity. This part is designed based on embodiment approach. Embodiment in a broad sense could be defined as the study of the subjective role of the body in making sense of life experiences (Kiverstein, 2012). In other words how our bodies influence and shape the way we speak, think, and behave with regard to environmental challenges we face in our daily lives (Gibbs, 2005). Following such a definition the idea of embodied cognition points out to the inter-connection of mind and body and how they both influence each other. Such an idea was raised as a counter-intuitive argument against the mind-body dualism proposed by Rene Descartes in the 17th century which supported a separation between human body and the external world in which body is completely divisible and mind is completely abstract and indivisible. However, this view was challenged by philosophers like Merleau-Ponty (1962) who viewed body as a primordial existence prior to the existence of a reflected world, and understanding of the external world as a reflection of the humans body. Pointing to the inter-relationship between body, environment, and peoples perception of the environment (i.e. the external world) Merleau-Ponty (1962; 235) writes that body is the fabric into which all objects are woven, and it is, at least in relation to the perceived world, the general instrument of comprehension (cited in Gibbs, 2005; p. ). Drawing from the definition of the embodiment, it can be concluded that acquiring and comprehending knowledge and solving problem are not solely manipulated in the brain. Conversely, it is influenced by the interaction we have with the external world and how our bodies manage to perceive them. According to Lakeoff and Johnson (1980) this relationship is highly represented in numerous metaphorical expressions in the language we use. For example we may say the something is beyond us when we cannot understand what a specific expression refers to. In this case we make a connection between our understanding of physical distance and mental concept of uncertainty in order to show how we feel about it. Using Lakeoff and Johnsons metaphorical representations, Barsalou (2008, p. 618) through exemplifying the act of sitting on a chair argues that embodied learning can take place through activating a perception-action-introspection complex. According to Barsalou (2008) this whole process is an i ntegrated and multimodal representation of current and past sensory experiences which results in comprehending an object. According to Abrahamson and Lindgren (2014)in order to place the embodiment theory in education there is need to have an embodied design in order for learners approach a problem in a subject matter through their natural body instinct and movements (p. 363). However, embodied designs could be challenged from three aspects of the types of activities, materials and artifacts, and facilitation of conceptual development. Accordingly they proposed that each of those challenges could be appropriately met through using initial simple activities which fall within the experiential domain of learners and then gradually move toward more symbolic one. Moreover, the types of materials and artifacts used to promote learning in such kinds of designs should be similar to ones found outside these designs and in unmediated environments. Finally, the movement and body engagement should be facilitated through providing real-time feedback by tutors and teachers to help learners develop their own conceptua l insights. Given this brief explanation of embodiment, students will participate in an activity that will result in understanding how their brain can be manipulated by practicing and how their intelligence could be increased through learning. During activity part, they will go through a Neural Network Maze spelling out the word SMARTER and saw how this network change when they learn something new. This activity is based on BNlackwell et al., (2007). In the second part students will see some examples of disabled people who were able to manage their disability and succeed in their life. The aim of this activity is showing students that even people who are suffering from major problems and lost their critical abilities (like walking) did not give up and challenge themselves to achieve their goals. An example of disabled people is Nicholas James Vujicic who is an Australian motivational speaker. He was born with tetra-amelia syndrome and has neither arms nor legs, but could graduate college with a bachelor degree in financing and is a successful writer. Understanding Goal: Everyone can be smart, because intelligence is not statistic and unchangeable Efforts is the most important factor in improving ability The way they think about their ability, can affect their behavior Session 5: Improving motivation by the help of feedback In the last session of workshop, students will summarize their learning and will explain how their misconceptions have changed (if changed) and the instructor will give each student the appropriate feedback. Depending on the number of students participated in this workshop, each student will have time to show their artifact or read their essay that was asked to complete it by the end of session 3. Instructor (experimenter) will give feedback for each students work because as we already know feedback is one type of reward and it can motivate students and even change extrinsic motivation to intrinsic motivation. Below is a summary of researches that support the effect of reward in increasing students motivation and their performance Harackiewicz (1979) was concerned about relation between feedback, motivation and the outcome and examined this relation among high school students. He found positive feedback increase motivation and motivation increase performance. However he claimed that positive feedback on the performance has different effect compared to reward effect. Positive feedback which is assessed as verbal rewards is known as an unexpected, competence improvement reward and has a significant positive influence on intrinsic motivation. In two studies that used positive feedback as a motivational resource, they tested how a slightly change in wording can bring a fundamental change in the motivation. In the first study, Ryan (1982) used a controlling feedback by saying: Excellent, you should keep up the good work, whereas in the other study, Pittman et al. (1980) used an informational feedback: Compared to most of my subjects, you are doing really well. The result of these two studies was in line with the claim; in the first statement subjects had less intrinsic motivation after few trials compared to second informational feedback. In conclusion, positive feedback can bring interest for receivers and will increase intrinsic motivation. ODohetry (2004) wrote an excellent review about the underlying mechanism of reward seeking and punishment avoidance in human behaviors. He discussed recent neuroimaging findings which gives insight into the reward representations and reward-related learning process that take place in the human brain. The author highlighted the involvement of ventromedial prefrontal cortex, amygdala, striatum, and dopaminergic midbrain in the reward-related learning process. Providing evidence from human neuroimaging, the author argues that specific reward-induced behaviors are subject to the function of different parts of the aforementioned network. However, no matter which component guides which specific reward-related behavior, the persistence of behavior is dependent on the value assigned to the reward and perhaps the punishment within this network. The importance of the findings reported in this paper is connecting them with goal-directed behavior which requires complex cognitive resources and fu nctionalities. In other words, the complexities involved in choosing between various behaviors and actions are based on evaluation of their representation of the predicted future rewards with the selected action having the highest predicted reward which varies depending on the its quality, frequency and variance in specific situations. As stated in the article, there are three main parts of the brain that is responsible for guiding our action. Therefore, our behavior is formed controlled as a response to a value of reward or punishment. The author also made a distinction between these parts and the role of each part in seeking the reward, evaluating the value of reward or punishment, predicting the future reward/punishment and deciding about a proper action based on the prediction of value. As a result becoming motivated in doing an action depends on the value of reward or punishment as well as its amount that is aligned with that action even in future. Our brain and even animals br ain is able to learn how to guide our action to receive rewards. It means, our brain tracks and analyses the process of gaining a reward for future use just like the classical conditioning situation. Better reward causes more motivation (ODohetry, 2004). Understanding Goal: By putting enough efforts, students can increase their performance on school Reference: Abrahamson, D., Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (ed.)The Cambridge handbook of the learning sciences, pp. 358-376. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645. Blackwell, L. S., Trzesniewski, K. H., Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263. Busch, V., Schuierer, G., Bogdahn, U., May, A. (2004). Changes in grey matter induced by training. Nature, 311-312. Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. Penguin. Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., May, A. (2004, January 22). Changes in grey matter induced by training. Nature, pp. 247: 311-312. Elbert, T., Pantev, C., Wienbruch, C., Rockstroh, B., Taub, E. (1995). Increased cortical representation of the fingers of the left hand in string players. Science, 270(5234), 305. Galvà ¡n, A. (2010). Neural plasticity of development and learning. Human Brain Mapping, 31(6), 879-90. doi:10.1002/hbm.21029 Gibbs Jr, R. W. (2005). Embodiment and cognitive science. Cambridge University Press. Harackiewicz, J. M. (1979). The effects of reward contingency and performance feedback on intrinsic motivation. Journal of Personality and Social Psychology,37(8), 1352. Kiverstein, J. (2012). The meaning of embodiment. Topics in cognitive science, 4(4), 740-758. Lakoff, G., Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press. Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge Kegan Paul. Mà ¼nte, T. F., Altenmà ¼ller, E., Jà ¤ncke, L. (2002). The musicians brain as a model of neuroplasticity. Nature Reviews. Neuroscience, 3(6), 473-8. doi:10.1038/nrn843 ODoherty, J. P. (2004). Reward representations and reward-related learning in the human brain: insights from neuroimaging. Current opinion in neurobiology,14(6), 769-776. Pittman, T. S., Davey, M. E., Alafat, K. A., Wetherill, K. V., Kramer, N. A. (1980). Informational versus controlling verbal rewards. Personality and Social Psychology Bulletin, 6(2), 228-233. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of personality and social psychology, 43(3), 450. Sawyer, R. K. (Ed.). (2005). The Cambridge handbook of the learning sciences. Cambridge University Press.

plato Essay examples -- essays research papers

Discuss Plato’s Parable of the Cave. Plato’s parable of the cave, also known as the â€Å"allegory of the cave, opulently describes beneficial metaphors and elaborate imagery about knowledge, ignorance, truth and lastly enlightenment. The allegory of the cave appears at the beginning of Book VII of Plato’s The Republic, which in itself is principally a study of justice, government and leadership. In The Republic, Plato describes a cave containing individuals confined to the cave floor, bound by shackles. They are unable to move their heads and stare incessantly at the cave wall directly in front of them. The prisoners cannot see one another. Behind the prisoners burns a fire projecting images of objects, animals and individuals carrying various objects onto the wall of the cave. The prisoners are also aware of conversations occurring behind them. The shadows (skiai) on the wall of the cave are believed by the prisoners to be real. This is the reality of the prisoners – their truth, their knowledge of the world. The analogy continues and one of the prisoners frees himself from the chains. Now that he is unshackled he is able to rotate his head, see the entrance of the cave, look and walk towards the fire. The newly liberated captive finds this agonizing and is overwhelmed by the light of both the cave and as he leaves the cave the sun. He has spent his entire life in almost complete darkness, with limited capabilities, and minimal movement. The freedman is now faced with the chilling realization that his entire life has been limited by his experiences of the cave floor. His life has been lived in the shadows and he has been aware of only the reflections of reality and truth. â€Å"These prisoners represent the majority of man, the multitude of people who remain all their lives in a state of ignorance beholding only shadows of reality and hearing only echo’s of the truth† (F. Coplesto, 1985, pg 161). The prisoners represent us – humankind. Plato attempts to alert humans to the possibility that our senses may be deceiving us and that a greater reality exists in the light of truth – out side the cave and our own knowledge. For most of us this reality is beyond our sight and only an extraordinary life-changing event may give us a chance to view this truth – this new reality. The cave challenges individuals to reflect on the possibility that there is a reality... ...n there senses and search for truth. Plato describes the danger of accepting the world as we see and sense it with out challenge and critical thought. Although over two and a half thousand years old Plato’s message still resounds in a world preoccupied with consumerism and self gratification. Reference list 1)  Ã‚  Ã‚  Ã‚  Ã‚  Copleston F, S.J. (1962) A History of philosophy Book one. Image books. 2) Foster M. M.A, PH.D. (1942). Masters of political thought. George G. Harrap and CO. LTD. 3) Hare R.M. (1991). Founders of thought. Oxford University press. 4) Jackson R (2001) Plato the beginner’s guild. Hodder and Stoughton. 5) Magee, B. (1998). The Story of philosophy. A Dorling Kindersley Book 6) Mcinerny R M (1963). A History of Western Philosophy from the beginnings of Philosophy to Plotinus. Henry Regnery Company. 7) Robinson D and Groves J (2000) Introducing Plato. Icon books UK, Totem books USA. 8) Scott-Kakure D, Castagnetto S, Benson H, Taschek W and Hurley P. (1993) History of philosophy. Harper Perennial. 9) Solomon R C and Higgins K M. (1996) A Short history of Philosophy. Oxford University press Inc. 10) Weil, S. http://rivertext .com

Rwanda Genocide: Who Is to Blame

The Genocide in Rwanda: Who is to Blame? By Maria Chiara Billones Lucatello February 3, 2010 International Relations Mr. Conzemius â€Å"A small boy of 11 years, was curled up in a ball of fresh flesh and blood, in his eyes was a glance of lost hope, abandonment, and defeat. He was without vision; A little girl at nine years of age, was pinned up against a tree†¦her legs apart, and she was covered in things even hell can’t imagine; excrement, urine and blood . . . n her mouth was cold fresh meat, cut with a machete, that of her father†¦ near in a ditch with putrid water were four bodies, cut up in pieces, stacked up-their parents and older brothers. † When most people think of Rwanda today, the first thing that comes to mind is the 1994 genocide. Certainly, there are many other things that define Rwanda and Rwandans however, understandably, the genocide remains the most clear and dominant aspect of Rwandan life. Three years before independence from Belgium, in 1959 the majority ethnic group, the Hutus, overthrew the ruling Tutsi king. Over the next couple of years, thousands of Tutsis were killed, and about 150,000 were driven into exile in neighboring countries. The children of these exiles later formed a rebel group, which we know now today as the Rwandan Patriotic Front (RPF), who nonetheless, began a civil war in 1990. These wars, along with several political and economic turmoil and ongoing ethnic tensions, had resulted in the April 1994 genocide of roughly 800,000 Tutsis and moderate Hutus. This genocide happened only a few years ago, and it is still impacting the lives of many people. How can such crime against humanity be abandoned by the world? Humans run away from fear of believing the truth, people can’t accept and consider what was happening in the small nation of Rwanda, leaders failed to stand forth and stop the brutal monstrosity of the Rwandan Genocide. After 100 days when the genocide had finally reached an end, we cannot help but questions, who is to blame? And the main people to blame are none other than the United Nations (UN). What is Genocide? The word â€Å"genocide† did not exist before 1944. Nevertheless, in 1944, Raphael Lemkin- a Polish Jewish lawyer- formed this world after he sought to describe Nazi policies for the systematic murder, including the annihilation of the European Jews. He formed by combining geno- a Greek word for tribe, and cide- the Latin word for killing. The next year, the International military Tribunal charged top Nazis with â€Å"crimes against humanity†. On December 9, 1948, the remembrance of the Holocaust and Lemkin’s word, led the United Nations to approve the Convention on the Prevention and Punishment of the Crime of Genocide. The Convention established â€Å"genocide† defined as: Genocide means any of the following acts committed with intent to destroy, in whole or in part, a national ethnical, racial or religious group, as such: a. Killing members of the group; b. Causing serious bodily or mental harm to members of the group; c. Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; d. Imposing measures intended to prevent births within the group; e. Forcibly transferring children of the group to another group. It was the first multilateral human rights treaty proposed by the UN for ratification. The United Nations knew that there was a genocide in Rwanda, they were first-handed witnesses during that time, but they failed to accept the reality of the genocide occurring. According to the convention, if there was a genocide taking place, the United Nations has to act and intervene to stop the genocide, nevertheless, they didnâ €™t want to believe there was genocide in Rwanda, however, it was bluntly obvious there was. (Lara, 1998) Another reason why the United Nations is to blame for the Rwanda Genocide is because the United Nations failed to keep peace in Rwanda. The United Nations main purpose is to keep peace among nations. Though this was a civil war, the United Nations still had to act in order for there not to be a war. Nevertheless, they failed to prevent this ridiculous genocide because of their lack of attempt and lack of effort to stop it. On the fourteenth-anniversary of the genocide, the UN’s thoughts go out to the victims who have been traumatized, hurt, or dead during Rwanda’s Genocide. Quote UN secretary-General Ban Ki-Moon’s message â€Å"It is often those who most need their rights protected, who also need to be informed that the Declaration exists — and that it exists for them. – This message was a little too late after hundreds of thousands of people have been brutally massacred in the genocide in Rwanda. Though the UN seemed to have convinced the people in Rwanda that they were doing their best to stop this, nevertheless, the UN is respectively responsible for their inability to keep peac e among the ethnic tribes (Hutus and Tutsis). (M2PressWIRE, 2008) The final reason why the United Nations is to blame for Rwanda’s Genocide is because of the fact that they ignored evidence of planned genocide and abandoned Rwandans in need of protection. The United Nations failed trying. The independent report, commissioned by UN Secretary-General Kofi Annan ( who was in charge at the time of the Rwandan Genocide), says the UN peacekeeping operation in Rwanda was hopeless from the start by an poor consent and destroyed by the Security Council's unwillingness to strengthen it once the slaughters, murders and rape began. UN officials, together with Annan and then-Secretary-General Boutros Boutros-Ghali, were incapable, reluctant, or unwilling to act on information that mass slaughter was occurring. Even if there was uncertain means of genocide occurring in Rwanda, they should have known better and stopped the upcoming genocide that was going to happen. They could have destroyed or stopped all radio stations that were commanding the Hutus to â€Å"kill all the cockroaches’† meaning â€Å"Kill all Tutsis†, because at that time, the radio was broadcasting news among all Hutus to kill the Tutsis. It seemed pretty ridiculous at that time because you would ask yourself why you would listen to it the first time, nevertheless, the ongoing repetition and continuous orders given by the radio later on became of great influence among the people. The Hutus were surrounded by lies which they believed to be true, and out of fear of â€Å"the enemy† then began killing all Tutsis’ drastically. In 20-30 minutes, about 1,000 Tutsi’s were killed. The U. N knew they couldn’t intervene, yet they could have stopped the Radio from broadcasting horrible lies about the Tutsis’, but the U. N failed to do so. Another reason that supports what the U. N did to abandon the Rwandans is the inability to call for help in Rwanda. 2,000 personnel from several countries; France, United Kingdom, United States and Italy, had come to evacuate their refugees and thought they were tumbling on corpses, they did not hinder and ignored the catastrophe that was occurring. The United Nations did not try hard enough to call for help. It was the Council, especially its most powerful members that had failed the people of Rwanda in their deepest hour of need at the time. It was the United Nations fault that the international com munity’s culpability for its failure to prevent the genocide in Rwanda. (UN Failed To Prevent Genocide, Report Claims, 1999) In Conclusion, this drastic 1994 mass killing of hundreds of thousands of Rwanda’s Tutsis and Hutus could have been stopped by the U. N. The purpose of the United Nations is to bring all nations of the world together to work for peace and development, based on the principles of justice, human dignity and the well-being of all people. In 1994, the UN has failed to do their job, and still today, the past cannot be erased. The UN is to blame for the Rwandan genocide because they ignored evidence of planned genocide and abandoned Rwandans in need of protection. There are many other countries and people to blame, but for the mass-slaughtering genocide, the United Nations could have and should have prevented this horrifying episode in history. Works Cited United Nations Has Moral Duty To Act On Lessons Of Rwanda, Says Secretary-General In Message To Mark Fourteenth Anniversary Of 1994 Genocide. † M2PressWIRE (2008): Newspaper Source. EBSCO. Web. 1 Feb. 2010. Santoro, Lara. â€Å"One for the law books: In Africa, a UN court prosecutes genocide. (cover story). † Christian Science Monitor 13 Mar. 1998: 1. Newspape r Source. EBSCO. Web. 1 Feb. 2010. â€Å"Inquiry finds UN failure to halt 1994 genocide. † Welcome to the United Nations: It's Your World. Web. 01 Feb. 2010. . â€Å"UN Failed To Prevent Genocide, Report Claims. † UN Wire: Email News Covering the United Nations and the World. Web. 01 Feb. 2010.