A Study On Low Back Pain Anthropology Essay

The well-known anthropologist W.M. Krogman frequently talked about the jobs modern worlds have in some of their biological characteristics as being the consequence of the manner we evolved, what Krogman called the â€Å" cicatrixs of human development. † Discuss a biological composite that you believe Krogman might hold been mentioning to, and include in your essay some grounds why he might hold called these a cicatrix of human development. As hominids began walking upright, they underwent extended morphological versions. The human anchor was forced to suit to new perpendicular weight-bearing emphasiss. As a consequence of this comparatively recent development in the spinal column, modern worlds regularly experience lower back strivings, which can be labeled as â€Å" a cicatrix of human development. † In modern worlds, the vertebral column environments and protects the spinal cord as it descends from the brain-stem at the hiatuss magnum to the lower bole. The vertebral column provides the organic structure ‘s chief axial support, but it still remains flexible ; the spinal column is comprised of 24 single castanetss, called vertebrae, and two amalgamate castanetss, the tail bone and the sacrum. The first 7 vertebrae located in the cervix are cervical vertebrae, followed by 12 thoracic vertebrae that connect to the rib coop, and 5 lumbar vertebrae that make up the lower dorsum. The sacrum is composed of 5 vertebrae ( organizing the dorsum of the pelvic girdle ) that fuse together during maturity. The tail bone ( the tailbone ) is made up of irregularly shaped vertebrae that fuse together between the ages of four and six old ages. The thoracic and sacral curvatures form during foetal development. The cervical curve signifiers when a human baby begins to keep up its caput. The c oncave lumbar curve signifiers when a immature human kid begins to walk. These characteristics maintain the balance and support necessary for bipedalism. In quadrupeds, there is a gently C-shaped curve that makes the pectoral part of the spinal column somewhat convex. The human biped, nevertheless, has an S-shaped spinal column ensuing from opposing curvatures ( in the cervical and lumbar spinal parts ) grafted onto the C-shape curvature of a quadruped. The lower dorsum ( lumbar ) vertebrae signifier a really acute curve in worlds by puting the last two inter-vertebral phonograph record at a pronounced angle to the transition of organic structure weight. The spinal curves in the biped let the weight of the organic structure to be carried straight over the hip joint sockets in the midplane, by conveying the centre of gravitation closer to the hips. The weight of a biped is borne down the spinal column to the sacrum, where it passes to the hips and so through the two legs. Because the sum of weight additions increasingly down the spinal column, the vertebrae of a biped are progressively larger as they approach the lumbar part. In contrast, weight bearing does non increase along the spinal column of a quadruped, and so the vertebrae remain of about equal size in the different parts of the spinal column. Intervertebral phonograph record of connective tissue separate each vertebra. The exterior is made up of several beds of fibrocartilage. The interior is the karyon, which is filled with a mush that has the consistence of Jell-O. The karyon of the phonograph record act to buffer each vertebra and absorb daze. Once a human reaches maturity, the operation of the spinal column goes downhill. With age, the spongy discs between the vertebrae lose wet and snap ; the mush inside loses flexibleness and becomes less lissome. The harder, drier discs lose tallness, conveying the vertebrae closer together. Many persons develop serious complications of the vertebral column. Intervertebral phonograph record dislocations affect 1000000s of people worldwide ; many suffer serious chronic hurting, and life long disablement. A ruptured phonograph record, â€Å" a slipped phonograph record † in common idiom, occurs when an intervertebral phonograph record becomes thinner and compressed, doing a herniation of the phonograph record ‘s contents and force per unit area on the spinal nervousnesss, most significantly, the chief sciatic nervus. A tear in the annulus fibrosis on an intervertebral phonograph record allows the soft nucleus pulpous to seep out. This herniation consequences in loss of musculus. An illustration of this muscular devolution is foot retarding force. Almost 90 per centum of herniations happen in vertebrae 4 and 5 in the lumbar vertebrae. These vertebrae have the most acute curve, and bring forth our unsloped position. Because these two vertebrae are so angled, they bear the most differential weight and, consequently, suffer the gr eatest wear and tear. Most people can retrieve from intervertebral phonograph records breakdown without surgery ; the mush that is seeping out will finally abjure from the nervus because it loses wet and it shrinks. However, there are more than 4 million operations a twelvemonth in the United States entirely to rectify disc herniations. If an intervertebral phonograph record interruptions down and consequences in force per unit area on the spinal cord, it can be life endangering. The most immediate symptom is the loss of vesica and bowl control. Another serious complication of the vertebral column is osteoarthritis – the dislocation and eventual loss of the gristle between the vertebrae. This consequences in thickener of the articulations and back uping ligaments and the growing of bony goads that can shut in around the issues for the spinal nervousnesss. Osteoarthritis can take to spinal stricture, which is â€Å" the narrowing of the cardinal spinal canal or its sidelong deferrals † ( Weinstein ) . Lower back hurting was non every bit large as a job for our ascendants. There are three theories to explicate this fact. The first account is that the little organic structure of our ascendants led to less force through lumbar system. The 2nd account is that our ascendants were non couch murphies. Our ascendants had improbably powerful musculuss ( robust castanetss and big articulations ) , as a consequence of changeless physical activity. This helped to continue the lower dorsum. The 3rd account is that our ascendants did non populate every bit long as modern worlds, as so they did non make the age where back jobs emerge. In support of this theory is the fact that the average age for disc surgery is 42 old ages old. Today, more than 70 per centum of grownups suffer from back hurting at one point in their lives, and 30 per centum have had it in the last 30 yearss. There are many ways to handle and forestall back hurting in modern worlds. The most of import is exercising, and increasing our musculus tone of the dorsum and legs. Minimizing sitting is besides good, because chairs offer uneven distribution of weight. Surgery is a intervention option, but it should be the last option ; surgery can be really painful, and sometimes it does non relieve the hurting. Treating back hurting presently costs $ 26 billion a twelvemonth ; which is 2.5 per centum of entire wellness attention costs in the United States. Lower dorsum hurting is a biological composite that Krogman would hold clearly labeled as a cicatrix of human development. It is the inevitable merchandise of bipedalism and length of service. Hopefully medical scientific discipline will progress to a point where it can more efficaciously relieve this painful effect of human development.Mentions:Deyo, Richard A. â€Å" Low Back Pain. † Blackboard. Web.Mann, Alan. â€Å" Bipedalism, Power Point Presentations 1 and 2. † Lecture.

Educational Distinction between US and Bangladesh Essay

Hello everyone, I am here to present a paper on the educational distinction between the USA and Bangladesh. Education is one of the most important tools today, and it is education that would change the future of the country and of the world. Let me read you an interesting poem on education by Randy Johnson first, a poem that states clearly what exactly an educational system must achieve in an individual’s life: â€Å"If you want to succeed, go to college and get a degree. Study hard and make good grades, that is the key. Nothing spells success like a good education. You can be a doctor or President of a corporation. If you want to be a success, an education is what you’ll need. A person who is educated will be far more likely to succeed. † As we all know, the American education system offers its students one of the most varied set of options available anywhere in the world; one would be able to choose to study anything at all that interests him or her, right from art and music to rocket science and nuclear physics. At an average, an American child is required to start school at the age of five, which is when he joins kindergarten, after which he progresses through consecutive grades and reaches secondary school level. After the student attains his High School Diploma, he can enter the College or University of his choice, where he would be awarded either an Associate’s Degree or a Bachelor’s Degree. He can progress towards a Master’s degree, and thereafter towards a PhD. (American Education System 2007) Secondly, I would like to say that it would help to remember that America is considered a free society, with equal opportunities for everyone, regardless of their gender, cultural and religious or even sexual orientation, and their ethnicity. I will now compare this state of affairs with those in Bangladesh. According to the past United States Secretary of State Henry Kissinger, â€Å"Bangladesh is the basket case of the world. † He meant that Bangladesh was one of the poorest countries in the world at the time, 1972, where more people than not live below the poverty line, even today. This crowded city is constantly battered by natural disasters such as floods, famine and drought, and experts state that education in the country would automatically help to improve productivity and to further the economic growth of the country. Education is therefore the key to development and to change in the dismal conditions in the country. The World Bank has loaned significant amounts of money to the government of Bangladesh so that conditions may be improved and the country’s people may broaden their horizons through education, that most essential tool to growth and development. In Bangladesh most private schools offer English as the medium of instruction. However, private schools are often unaffordable for the poorer classes, and therefore, the masses learn in Bengali, the state language. Private school students are expected to complete their A-levels to enter a College or University of their choice, while others must write their Matriculation to complete school. The homeless hundreds in Bangladesh are offered educational instruction by Madrassas, where priests teach them the ways of Islam. At the end, the students are expected to become either priests or other Islamic religious figures. (Education in Bangladesh n. d) Third, let us examine the state of education in America. However, Robert Reich, a Professor of socio and economic policy at Brandeis University has stated that America is fast on its way to ‘marketing’ its higher education, a dangerous trend, in which education is starting to resemble any other professional service industry, in which an ‘investment’ is made, and returns expected from that investment. To compound the problem, certain expensive ‘brands’ of education are becoming available only to those elite who can actually afford them, thereby denying the same to those who lack the funds to pay for the education. Shouldn’t education be freely available to all those who need it? (Reich, Robert 2004) In Bangladesh, the problem is that education in the English language is not available to everyone who may want it and this at a time when English is being recognized worldwide as one of the most important skills that an individual may need in the workplace. The BBC World Service Trust has launched an initiative in the country, wherein the language becomes accessible to hundreds and thousands of Bangladeshis, so that these people may be able to play a more important role in the social and economic development of their country. (Howie, Caroline n. d) As Choudhury puts it, Bangladesh seems to be slowly but inexorably moving towards a military rule, what with plenty of anti-American and anti-West sentiments being aroused by the nation’s leaders. Moriarty, a US diplomat working in Bangladesh, says that if one were to hope to improve the ties between Bangladesh and America, then one must make concerted efforts to accelerate the development of the ‘three Ds’, that is, democracy, development and denying space to terrorism. If the issue of education were to take precedence over these problems, then there is no reason why the country cannot progress in leaps and bounds, to stay at par with the developments in the rest of the world. (Salah Uddin Sohaib Choudhury 2008) Finally, let me compare America and Bangladesh in terms of education, and see where both stand. As one educationist put it, investing money and resources in children’s future is neither a luxury, nor can it be considered a choice, be it in the United States of America, or in Bangladesh, or anywhere else in the world. Take the example set by America: a hundred years ago, it was decided that every child born on American soil must complete his or her high school education, and about forty years ago, an order was passed to make sure that every American child would enjoy the chance to enter the College or University of his choice. The ‘No Child left Behind Act’ passed by President Bush has been one of the groundbreaking policies ever passed, and quite a lot of hard work has gone in to make sure that no child is indeed left behind, or deprived of the education that is his birthright. In Bangladesh, although it is true that students have the choice of attending world class schools, it is almost certain that only the elite and the wealthy would have a chance to enroll in these schools, leaving the rest far behind to attend either Bengali schools or schools run by Madrassas that teach in Arabic. Out of these, about 15% Bangladeshi children do not even get a chance to enter primary school, while even less are able to complete their higher education. As a matter of fact, even the teachers in schools seem ill equipped or even trained to teach, no matter what the medium of instruction may be. It is the widely held belief that collaborative efforts must be initiated if changes are to brought in, and this is the reason why agencies like USAID have stepped in with new teaching methods and materials designed to make learning fun and interesting for Bangladeshi children. We can hope that things will improve in Bangladesh, and that Bangladeshi children, and also American children, will be better equipped to face the challenges of today with greater strength and courage than before. (Hafez, Khoda 2004) As Bill Beattie put it, â€Å"The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men. † I would like to conclude with this small quote on education that clearly explains what education must and should be all about. Thank you!

Christian man Essay

Miller re-defined what a hero is 1949. He did this because up until this point it was Aristotle’s definition that writers followed when writing a tragic drama. Aristotle wrote that it was only a character with nobility from birth could become a hero. This means that only a character that is a King or a nobleman could become a hero. Aristotle also said that a hero is a character that overcomes a conflict with a higher power, usually the Gods. However Miller wrote in 1949 that a hero could be any character that ‘to secure one thing – his sense of personal dignity. ‘ This shows us that Miller thought that any character could be a hero as long as he had the willingness to become one. Miller also seemed to think that rather then a hero fighting a higher power he could fight against his own society (which may include fighting a higher power) to ‘gain his ‘rightful’ position in his society. ‘ Miller argued that the common man could become a hero. He said that he â€Å"believe that the common man is as apt a subject for tragedy in its highest sense as Kings were. † This basically meant that commoners were as suited to be heroes as Kings were. This completely re-defined who heroes were and who they could be. This opened up the range of different characters that writers could introduce in a tragic play and therefore led to more of this type of plays being written. Miller also defined a hero as a flawed character who is broken down to his raw core and then he is built back up again (in the eyes of the audience) through his heroic actions. This new definition shows us that Proctor is the ideal character for a hero in the play. He is an honest, working man and he has sinned but he is ready to end his sinning and become a true Christian man. We can see this by the way he is ashamed of his sin with Abigail and the way that he tells her that it is over. The audience can now see that he is trying to regain his dignity and pride. The audience can also see, by the end of Act 1, that Proctor is the main individual that may become a hero throughout the play. This leads the audience to forge assumptions of Proctor’s future actions and reactions. After the conversation between Proctor and Abigail, in Act 1, of their relationship and previous affair the audience has preconceived ideas of Elizabeth and her relationship with Proctor. The first we hear of Elizabeth is at the beginning of Act 1 when Abigail is talking to Parris. She says that Goody Proctor is a ‘bitter woman, lying, cold, sniveling, woman. ‘ This is all brought about because Goody Proctor dismissed Abigail from her services, secretly for her affair with John, however Abigail says it is because she would not be a slave for Goody Proctor. This is the first the audience hears of Elizabeth and at this point they do not know of the affair between Proctor and Abigail so they have no reason to question Abigail’s information of Elizabeth. Also up until this point in the play Abigail has been admitting to her misdeeds. Again this gives the audience no reason to question what Abigail says. The opinion of Elizabeth given to Parris from Abigail suggests that Elizabeth is mean as she was spreading rumors of Abigail. The audience knows that at the time in which the play was set young girls had many rules of conduct that they had to follow, shown in the way that the girls will be punished for dancing. If Abigail hates a woman so much that she talks of her in such a ruthless manner to an adult then the audience may conclude that Elizabeth is an evil character. This depends on the audience’s thoughts of Abigail. I think that they would perceive Abigail as a bad character. I think this because of what has been revealed about Abigail. At this point we know of her affair (‘I know how you clutched my back behind your house’ and ‘I know you, John’) and of the potion she drank to kill Goody Proctor (‘You drank a charm to kill Goody Proctor’). Both of these facts give the audience the idea that Abigail is a troubled, evil character. ‘Evil character’ is supported by the way that Abigail threatened the other Girls in Act 1, ‘I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you’ she said. When the audience learn of the affair between Proctor and Abigail they assume that the relationship that Elizabeth and Proctor is not a loving one. They would argue that if it were a loving relationship then Proctor would not have engaged in an affair. When Abigail and Proctor are arguing over Elizabeth Abigail says ‘you bend to her John. ‘ This makes the audience think that Elizabeth is threatening and has great power over John, this is seen as a very bad quality. In the 17th century the man in a marriage was the boss and the threatening character, to see a woman being portrayed like this is quite shocking to the audience. Elizabeth is expected to be an unloving and gossiping character by the audience. These two characteristics are shown by the way that John had an affair and when Abigail says that Elizabeth is ‘blackening her name. ‘ Both of these traits would have been frowned on in the 17th Century, Elizabeth was expected to be quite, loving and obeying as a wife in this time period. This shows us how what others say can affect the audiences opinions. This is very important. If Elizabeth and Proctor had an unloving relationship when John dies at the end of the play the audience would be not quite as attached to him. If he had an unloving and hard time in his home life some may see him dying as a blessing. When Elizabeth is introduced in Act 2 for the first time she is singing to her boys. This suggests that she is a caring mother, she is singing which is a loving trait. She is introduced as a calm, caring mother making the audience take notice because they immediately think that their perceived idea of her is completely wrong. Her singing shocks the audience because they may have expected her to be shouting and ruling the house as Abigail’s comments had suggested in the previous scene. However there is still some credibility in the suggestion that the character is unfeeling as she has not spoken to Proctor. Her first line to Proctor is an accusation ‘What keeps you so late? ‘ This keeps alive the idea that though she may not be evil she still seems cold. It will be thought by the audience that if the Proctors had a strong, loving relationship Elizabeth may have welcomed Proctor, kissed or hugged him. In the first snippet of their long conversation at the beginning of Act 2 there are many more accusations made between the couple, and even if the inquiry is not made an answer is provided. For example when Proctor comments on the stew ‘It is well seasoned. ‘ Just before Proctor sits down to dinner with Elizabeth he re-seasons the stew without her knowing. This symbolizes many different things about the Proctors. Firstly I think the seasoning of the stew symbolises the couple marriage. I think it shows the audience the lack of heat, passion and ‘seasoning’ that the couple seems to have between them. Also, I think that John seasoning the stew shows his love for Elizabeth and wanting to please her. I think that he seasons the stew so that he can make an honest compliment to her later about it; he knows that the compliment will please her. The audience may feel that when Proctor is eating the stew the atmosphere is uneasy. Proctor’s comment of the stew may suggest that Elizabeth is asking for his acceptance. Though when Proctor kisses her after his meal it says in the stage directions that she accepts it but he is left disappointed. This suggests that though she wants his approval she does not wish for his tenderness. This shows the audience that though Elizabeth is a fragile character (she needs Proctor’s acknowledgment and approval of her cooking) she is not necessarily a loving, affectionate character. Elizabeth shows how fragile she is throughout Act 2; for example when John questions her over letting Mary go into Salem – she says Mary ‘frightened all of her strength away. ‘ The kiss in Act 2 leaves the audience with speculation over the couples relationship. However it has a much more important role later in the play. In Act 4 when Proctor dies there is another kiss shared between the Proctors. The audience can compare this to the kiss in Act 2 to confirm any variation in the relationship between the couple. If it is even less affectionate the audience will feel that if Proctor dies he is not leaving a lover behind and there will be less hope that he will not die. However if it is more passionate the audience will think that the couple are much closer and the relationship has blossomed in that last 3months. They will be seen as a much bigger tragedy for Proctor and Elizabeth to lose the new stronger relationship that they have obviously not had for a very long time. This shows us how important the kiss in Act 2 is. At the end of Act 2 Elizabeth is accused of being a witch and is taken to the jail. Proctor promises to get her out of jail and bring her back home. This is where the hysteria that the play accelerates. Act 3 starts with the court hearing of another woman who has been accused like Elizabeth. The hearing is very biased and the judge seems convinced in his verdict from the beginning giving the impression that the court hearing is simply for show and that it is realistically impossible for the ruling to be in favour of the defendant. This makes the audience worry that Elizabeth will have an unfair trial and she will hang for her ‘sins. ‘ We see the first accusation made in the scene quite early on. It is made from Judge Hathorne to Martha Corey (the defendant) ‘I am innocent to a witch. I know not what a witch is. ‘ ‘How do you know then, that you are not a witch? ‘ Here we see how a witch is prosecuted, this makes us think of fragile Elizabeth and wonder of how she will cope under the strain of court. Here we also see the power used by Hathorne. He uses accusations to make him seem in control and that he holds the power. Proctor and his friend storm into the court and the judge sends them out but then goes to talk to them for disturbing his courtroom. Proctor tries to use Mary Warren’s confession to lying to the court to free Elizabeth but soon realises that the only chance of saving his wife’s life is to prove that Abigail is lying. The only way he can do this is by proving that she has a reason for wanting Elizabeth dead, to take her place. Proctor confesses to lechery and Danforth says that if Elizabeth will confirm that Abigail and Proctor had an affair he will let all the accused go free. This will prove that Abigail had an evil aim that she was trying to accomplish by accusing women of witchcraft. Elizabeth is brought in and Miller makes this part of the play a semi-climax. There is a lot of tension because the audience are pleading for Elizabeth to claim lechery on John, knowing that it is one of the Ten Commandments. Miller makes this moment dramatic using stage directions. This is a part in the play where Miller is very particular about where each character is and how the stage must be set out. The first directions are give as dialogue from ‘(to Abigail) Turn your back. (To Proctor) Do likewise. Now let neither of you turn to face Goody Proctor. No one in this room is to speak one word, or raise a gesture aye or nay. ‘ This series of speech shows that seriousness of the court and also the power of Hathorne. Proctor has been told not to speak but the audience hope that he will do the exact opposite. At this point in the play the audience know that Proctor loves Elizabeth and that he would do anything for her, however they are not aware of the strength of Elizabeth’s affections towards her husband. If Elizabeth’s morals come above her love for Proctor she could tell the court that he committed lechery and in this bizarre sequence of events this could save her life. This moment in the play may be seen as a build up to the confession and execution of John Proctor. These moments may be seen as similar because it is at both these points in the play where the audience is wishing for the Proctors to not follow their morals and confess to a crime. Tension is built up at both of these points, however there is a considerable amount more of strain in Act 4, this is because the consequences are clear. In this scene the consequences are clear if Elizabeth prompts lechery upon her husband, she will save not only her and her husbands lives but she will put an end to the witch trials. Firstly tension is caused here by the pure fact that Elizabeth can not rely on her husband to give her answers, after all it was his crime and she may fear that if she tells the truth he will suffer for it. This is shown by the many attempts that she makes to look at Proctor for guidance. Each time Danforth stops her until she sees that it is impossible to receive an answer from her husband. Repeatedly Elizabeth strays from the subject to try and show how her husband is a good man but again she soon realises that she can no come to a faint conclusion. This is shown when Danforth asks her directly, after interrupting her many times, ‘Answer my question! Is your husband a lecher! ‘ This shocks the audience because up until this point Danforth has remained relatively calm because he is seen with such great power that no one dares deceive him. Elizabeth angers Danforth because she seems to be more concerned of the wellbeing of her husband then acting in the court. At this point Elizabeth sees no other option then to give an answer and the audience feel that should break her personal morals and say that Proctor did not commit the crime of lechery. The audience thinks this because so far Elizabeth has tried to defend Proctor with irrelevant information that he is not a drunkard and that he is not slovenly. This shows that in her mind she is debating of which answer to give and though the audience suspect that she will tell a lie they are pleading with the play that she does not. Millers directions of when she gives her answer to the enraged Danforth is ‘(faintly): No, sir. ‘ At this moment time seems to stop because all of a sudden there is uncertainty in the future of all of the characters; whether Danforth will reverse his demands and believe Proctor, whether Abigail will crumble under the pressure and what will happen to Proctor. At this point Miller restarts time quickly and it seems that in a matter of minutes Mary (a character that had been forgotten in this Act) crumbles under the increased pressure of Abigail and accuses Proctor of being involved with the devil. This is the very end of Act 3 and at this point Proctor breaks down and lets all of his thoughts and emotion run wild by screaming every words that he thinks for all to hear. This is all shown in his last lengthy speech of Act 3. ‘A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it’s my face, and yours, Danforth! ‘ This shocks the audience because like Danforth Proctor has kept himself quite controlled and also like Danforth he explodes with rage. It is very relevant when he likens himself and Danforth as being both images of the devil. Though they may seem complete opposites (Danforth is condemning people to death and Proctor is trying to save these people) their characters are very similar. They both fight extremely hard for what they believe to be right. This similarity gives the audience hope that Danforth may be lenient in Act 4 when Proctor has pain and difficulty in confessing.

UN Millennium Development Goals Essay Example | Topics and Well Written Essays - 500 words - 1

UN Millennium Development Goals - Essay Example The targets set by United Nations are to ensure access to safe drinking water and safe sanitation mechanism to 50% population of the world by 2015. Moreover the resolution requires all the member countries of the United Nations to implement legislation to ensure sustainable development in all fields of technology in order to protect the environment for future generations (United Nations, 2011). Forests are deemed as natural lungs of the environment and are significantly important for ensuring consistency in carbon dioxide and oxygen concentrations in the natural air. Despite various incentives and recommendations provided by the United Nations, during the decade 2000-2010 South America and Africa lost 3.4% and 4% of the forests respectively, however the rate of deforestation did not rise considerably because Asia gained 2.2% of its total forested area during the same period. Despite the global recession, the various industrial units and vehicles in the world added 30.1 billion metric tons carbon dioxide to the atmosphere in 2008, 1.7 percent more than 2007 (UNEP, 2008). The Montreal Protocol have been very successful in this regard because under this protocol, the use of most of the ozone depleting substances have been controlled and the ozone levels are on the rise, with scientists expecting them to reach pre-1980’s levels by the middle of the century (World Bank, 2008). Provision of clean drinking water is still one of the major concerns and the increasing unplanned urbanization is further aggravating the situation. According to recent estimates, only 20% of the people living in the cities of Africa have access to clean and safe drinking water. The targets of sanitation are also far from being achieved and 2.6 billion people in the world still lack improved sanitation facilities (United Nations Office of High Commissioner on Human

Attitude and beliefs part 1 and Part 2 Assignment

Attitude and beliefs part 1 and Part 2 - Assignment Example I find these types of quiz to be very helpful as these are the exercises, with which I can spend some quality time for my needs, understand my own preferences and changing needs and help in determining the factors influencing decisions of my career and life. After reading the Canada’s Human Rights Commission and the Ontario Human Rights Commission, I find various issues which were new to me or my knowledge was limited in the same. I was aware of discrimination due to color of skin and sex but I was not very clear about the kind of discrimination by disability or age. I think my group of friends will get benefit of this information. One of my friend is physically challenged and often when he is not served well he simply says ‘its fine, leave it’. I think now I know he can claim over his right to be served and treated equally. I have not witnessed any situation where the Canadian workplace laws were not adhered to the Canadian Human Rights

Research Design and Methods Coursework Example | Topics and Well Written Essays - 1750 words

Research Design and Methods - Coursework Example Research according to Jupp (2006) entails exploration, analysis, interpretation and the creation of understanding of varied phenomena which are educational in nature, and pertains a formalized and gradual occurrence of social, cultural and psychological processes. This implies that it deals with educational concerns in which there are possibilities of carrying out satisfactory investigation. Similarly, â€Å"†¦the methods which enable such satisfactory investigations and the utility of the results emanating from the investigation are important.† (Dash 1993). The theoretical questions in education result from varied concepts and social understandings of the same. For this reasons, a number of varied paradigms have been brought forward to explain the criteria depending on the methodology selected and the definitions of the concerns for the inquiry. A paradigm, according to Kuhn (1962) â€Å"†¦an integrated cluster of substantive, concepts, variables and problems attached with corresponding methodological approach and tools† (p.52). Positivism paradigm- The paradigm explores social reality and is anchored on ideas of August Conte, a French philosopher. Conte postulates that the two key aspects of observation and reason inform the understanding of human behavior. He underscores the knowledge is based on sensual experience which is obtained through experimentation and observation. His scientific method is, therefore, used by positivistic thinkers to generate knowledge. There are a number of assumptions under the positivism, which are vital in helping to understand the paradigm. However, these assumptions at some point have been considered as separate paradigms of their own. They include; the assumption of ‘Parsimony’, the assumption of ‘Empiricism’ the assumption of ‘Generality’ and the assumption of ‘Determinism’ which form the framework within which the paradigm is

Discuss the impact on Psychology of Descartes' introduction of Essay

Discuss the impact on Psychology of Descartes' introduction of mind-body dualism - Essay Example He has been faced with grave critiques since he tried to describe the two substances separate as well as unified (Grant, pp. 486, 2000). Descartes, quite technically, defends his idea by saying that when a person performs certain action or behaves in a specific kind of way in the absence of his conscious mind, his body is a manifestation of a mechanical working. However, when human psychology or consciousness is in full swing and functions properly, that is the time the person’s rational soul unites with his other entity, which is called the mechanical human body (Grant, pp. 487, 2000). Thus, the separation of the two substances is to the extent when mental attention is not up to the mark; nevertheless, with the union of body and mind, the human psychology plays a vital role with its optimum concentration and inclination. To view the whole notion in psychological perspective, what Descartes points out is that the functions of thinking, reasoning, questioning, analyzing, and ra tionalizing are wholly and exclusively performed by the soul. Yet, this soul does not take any physical space. However, for this soul to think and rationalize, the manifestation occurs in the existence of the body that does not think but takes a physical space. Thus, the identity of a person is made so concerning its distinct soul that rationalizes and not with its distinct body which is visible. In this case, when the soul has the power to think and manipulate, it even has the power to exist without a physical substance vis-a-vis the body and this is how Descartes makes the distinction. To understand it more clearly, Descartes claimed that the two substances can live without each other but a living human being can be made with the union of the two, exclusively and exhaustively. Hence, the impact on human psychology is based on the soul and not the body, which is void of all moral values and behavioral distinctions. Moreover, the impact on the psychology that Descartes’ mind and body idea makes can also be understood with an example given by Descartes himself. Descartes uses the example of phantom limb pain and explains that when a person for whatever reasons gets any of his arms or legs amputated, he might still feel pain in the missing portion of his body even after sometime. Therefore, the body is not just a visible autonomous being but is greatly linked and intermingled with the mind or the soul. Moreover, this interaction is such that in the psychology of the person, that amputated part of the body still exists even if it is apparently not there and that is the cause of the pain (Grant, pp. 488, 2000). Hence, body and mind/soul make a unit, the two might be two distinct objects but there being together has a great impact on psychology as earlier discussed. Descartes’ concepts are more vividly explained in the aspect of pain that a human feels. He says that it is not merely the transmission of neurons to the brain to feel a certain kind of pa in in the body, it is more of a though process that occurs in the mind/soul to feel and encounter a pain. Thus, the feeling of pain as encountered by a human’s mind/soul has a thorough impact on the psychology of the person to feel or not to feel the pain and to what extent he does that (Grant, pp. 496-499, 2000). Thus, all kind of pain or sensation is psychological and not bodily, as a person’s mind has to perceive the pain first for the overall human to perceive it. It was for the first time that the animal life was referred as that of machines. Descartes was of the

PHYLOSOPHY FINAL ESSAY Example | Topics and Well Written Essays - 1750 words

PHYLOSOPHY FINAL - Essay Example to as â€Å"zombies† will eventually crumble and fall, in addition to that never at one time shall an artificial creation equal or even outdo human thinking and cognitive ability. In addition, the essay will evaluate the two arguments and give a personal supported opinion that is against computationalism, the reason being the impossibility of scientists to create systems similar to humans’, thus the weakness of Dennett’s argument. Dennett (1994) argues that someday, robots will be made that will be able to function just like humans do. To him, human beings are â€Å"†¦a sort of robot ourselves†¦with extraordinarily complex self-controlling, self-sustaining physical mechanisms, designed by natural selection†¦Ã¢â‚¬  He admits that it is a wild ambition to imagine that a human replication can succeed in triumphing over nature by creating an artificial human, but it is not unachievable. The main point of his argument is based on his perspective that a consciousness machine is in no way different from a perpetual one in that both can be programmed to execute specific functions by use of physical processes. The only constriction that [his] project would encounter are the expensive costs of assembling billions of minute mechanisms to direct the robots’ actions. First of all, a robot is a material thing, whereas it is common sense that consciousness requires materialism to exist, a theory of dualism. What this means is that what a man can create will only utilize materials such as metals, plastic, wires, chips and so on, but these are never going to make anything with the ability to think on its own. The reason for that is because there is more to the human being than just the material part; the mind which is not physical, and that is what controls intelligence. Dennett counters this perspective as follows; he defines the notion of immaterial stuff as â€Å"mere superstition since all body processes are today defined and explained and understood through today’s

Linguistics worksheet Lab Report Example | Topics and Well Written Essays - 500 words

Linguistics worksheet - Lab Report Example Being brown eyed can be considered as a reason for believing in UFOs only if non brown eyed people are interviewed and none of them are found to believe in UFOs. b) This again does not prove the theory. It will just show that non brown-eyed people do not believe in UFOs. This does not define the reason of their disbelief nor does it show any connection between believing in UFOs and having brown eyes. a) We can take 10 people; 5 of whom drink coffee while studying and 5 who do not. An assignment will be given to all of them where they have to memorize words, facts or small poems over a period say 3 days. After three days, everyone is given an assignment which should contain few question to quote the learned things and few would be questions which to be answered, need the information they learnt in past 3 days. f) No, because individual memorizing capacity is inherent and can only sometimes depend on genetic conditions. Also, work environment does not change for people who take caffeine and who do not. It affects everyone similarly.

Interventions Case Study Essay Example for Free

Interventions Case Study Essay The case study chosen is about Sean which comes from chapter 7 in the Crisis Intervention Case Book. Sean is a 19 year old sophomore who is currently on disciplinary probation for getting in a fight during freshman year and breaking the other students jaw. Sean admits to drinking and also smoking marijuana since high school and occasionally on campus. Currently Sean was brought to the emergency room by a friend after passing out on the lawn at a beer party. His friend had seen that Sean vomited all over himself and would not wake up. His friend then called 911 and an ambulance came. At the emergency room Sean’s stomach was pumped and a blood test shown an extremely high level of alcohol along with marijuana and oxycontin. Sean’s case is considered a medical crisis because if his friend would of left him there Sean could have choked on vomit and died. Crisis components Sean’s case starts off as a medical crisis because of the circumstances Sean being unconscious and having an extremely high blood alcohol level. In this case if Sean’s friend would have left him on the lawn thinking he was going to let him just sleep the situation could have become critical. Many individuals can vomit or aspirate while intoxicated and could possibly die of asphyxiation especially when they become unconscious or unable to wake up. The individual should be brought to a hospital immediately where they can be observed and treated. Sean combined three different substances that night which included alcohol, marijuana (THC), and oxycontin. This is a lethal combination, which could have ended in Sean being in a coma or possibly even death; because of this Sean could be considered suicidal. It was also mentioned that Sean had alcoholism in his family and it can be genetic. Sean admitted to not being able to control his drinking and not remembering what happened the night before. This is a dangerous aspect of  drinking. Intervention strategies When Sean’s medical crisis was stabilized, he was evaluated and began speaking with a counselor. When speaking to the counselor Sean admits that, he does not remember what happened last night or how he came to be at the hospital. He remembered being at the Sigma house and playing a drinking game around 10:00 pm and did not remember much after that. He even mentioned a story about drinking when he was in high school. Sean was very worried that his parents would find out and that they would make him come home. He seemed to be very nervous about not knowing whether his parents were called or not. Sean admitted to smoking marijuana before the party. He also stated that a friend gave him oxycontin. Sean mentioned that his father was an alcoholic and used to come home all the time drunk, which caused tension between his father and mother. His father would come home slurring his speech, coming home buzzed or sometimes not coming home at all. His father attended AA meeting and he no longer drinks. The counselor asked Sean if it would be okay to set an appointment for him at the outpatient center at the medical center, which Sean seemed willing to do anything to stay in school. The counselor also agreed to meet with Sean’s parents to discuss the plan they have made to make it easier for Sean to confront them. There are other intervention strategies that could have been provided such as a support group that Sean can be involved in with other students who are in the same situation as Sean or who have been there. When trying to stop drinking, peer support groups can be an invaluable source of guidance, assistance, and encouragement. Groups are very helpful, not only in maintaining sobriety, but also as a safe place to get support and discuss challenges. Connecting with others who know first-hand what you’re going through can help reduce feelings of isolation, fear, and hopelessness. Staying motivated and positive is much easier when you have others you can turn to and lean on to help you get through tough times. It would also benefit Sean to join a school club or sport. Sean would feel part of a team and can spend extra time practicing and keeping busy instead of drinking. If Sean’s drinking escalates then he may need to attend weekly AA meetings. Sean could also look into changing dorms to one that I think the last draw would be moving back home and getting away from the partying environment. His parents could  give him support and he would have a safe place to come home to after classes and on the weekends. Strategy to implement change There is not much that can be done to change someone who doesn’t believe they have a problem and who doesn’t want to change. However the university that Sean attends could set a new policy to make changes within the school and students. It seems to me that there are many parties which include drinking, and drugs on school property and any plans would have to include limiting drinking on campus and in the dormitories, a strong drug enforcement policy and disiplines when these policies are broken. A strategy could be for the school to ban excessive partying to the point where people are passing out and are in danger. It can be impossible to eliminate partying all together, but there can be rules such as partying must not proceed past 12:00 on school campus. On an extreme level the university could put a ban on all alcohol on campus and enforce it strictly. They can put students on an academic probation, or even expel them altogether if found with drugs, or alcohol. If authorities are involved which would include a student being brought to a hospital from drugs/drinking that person will be banned from living on university property if continued. This can eliminate the amount of partying and the level of partying going on. It can even come to a point where a student may be kicked out of the university because of multiple warnings. This can promote change to the campus and the students knowing that the university does not support drug abuse, or alcohol abuse. The university would have to take a strong stand and enforce these rules for them to be successful. In conclusion there are many aspects that would qualify Sean as an alcoholic. Sean cannot control his drinking and will not remember what happened the night before. Sean has had drinking altercations in the past. He also admits to using marijuana and other drugs such as oxytocin. Sean’s counselor set an appointment at an outpatient center and agreed to meet with his parents to discuss their plan. Further interventions such as support groups and AA meeting may be necessary if Sean’s drinking does not decrease. To implement change the university may need to add policy’s that relate to drinking on campus and partying. This will help students like Sean who may struggle with alcohol and other drugs. Reference: Cavaiola, A. A., Colford, J. E. (2011).Crisis intervention case book. Belmont, CA: Brooks/Cole Cengage Learning.

Examining the difference between a material weakness and a significant deficiency

Examining the difference between a material weakness and a significant deficiency The purpose of this memo is to summarize selected paragraphs of AS5 to form an understanding of how the top down approach is applied to an audit of internal controls. It is also to explain the difference between a material weakness and a significant deficiency by providing a list of indicators of material weaknesses, as well as an explanation of how both a material weakness and a significant deficiency will be communicated to the audit committee and on the auditors report. Top Down Approach The purpose of using the top down approach for an audit of internal controls is to allow the auditor to take a systematic approach to identify risks and select which controls to test. The top down approach begins with the auditor forming a general understanding of the entity and the industry in which it operates. This is accomplished by looking at the companys financial statements, and acquiring general business knowledge. The auditor then looks at the entity-level controls of the company to ensure that sufficient policies and procedures are implemented to recognize misstatements, due to error or fraud, in a timely manner so that material misstatements do not affect the financial statements. The two most important types of entity-level controls are those related to the control environment, and those over the period-end financial reporting process. Controls over the control environment should assess how management promotes ethical values and integrity, as well as whether or not the Board of Directors or the audit committee has assumed the responsibility of the accuracy and completeness of the financial statements and internal controls. Controls over the period-end financial reporting process should assess the methods used to enter information to the general ledger, how much IT is used in the financial reporting process, types of adjusting and consolidation entries, and the involvement of management, Boa rd of Directors, and the audit committee in the period-ending financial reporting process. Other entity-level controls that must be taken into account include controls over management override, the companys risk assessment process, centralized processing controls, controls that monitor operations, and controls that monitor other controls. It is important to understand that entity-level controls vary both in nature and precision. Some entity-level controls only indirectly affect the likelihood of detecting or preventing material misstatements, whereas others are specifically designed to monitor the effectiveness of the other controls. The more precise the control, the less tests the auditor must perform on those controls. Next, the auditor identifies any significant accounts and disclosures, and their relevant assertions. Relevant assertions are basically risky financial statement assertions. Financial statement assertions show that a transaction has occurred, is complete, is valued correctly, has transferred ownership to the company, and is properly presented on the financial statements. A relevant assertion, therefore, would be any of these financial statement assertions that are exceptionally vulnerable to having a misstatement and could cause the financial statements to be materially misstated. Significant accounts and disclosures that require more attention are those that are larger in size, are more susceptible to misstatements, are very complex, contain a larger volume of transactions during the period, have realized losses during the period, involve a high likelihood of related party transactions within the account, or there has been a significant change in the accounting methods used from las t year. It is beneficial for the auditor to go through the financial statements, and for each account and disclosure brainstorm all the ways it could have been misstated to identify as many risky areas as possible. Risk factors, as well as significant accounts and disclosures, and their relevant assertions will be the same for both the audit of internal controls as well as the financial statement audit. When auditing an enterprise with multiple business entities, the auditor should use the consolidated financial statements to identify significant accounts and disclosures. The next step is for the auditor to understand likely sources of misstatement. In order to do this, the auditor should achieve a series of objectives. These objectives include the auditor being able to show where there are vulnerabilities in a companys internal controls that could result in material misstatements to the financial statements, and what controls management has implemented to reduce these risks. The best way for the auditor to achieve these objectives is by performing walkthroughs. A walkthrough is when the auditor follows a transaction from its origination until it reaches the financial records, and makes sure that all of the control procedures were conducted properly. It is important that the auditor conducts these types of procedures him or herself and takes careful notes about what type of information technology is used, as well as what personnel is involved in each processing procedure. The final step in the top down approach is to select which controls to test. The auditor should test each control that is the most important in determining whether or not a particular risk has been sufficiently addressed. If two controls address the same risk, it may not be necessary to test both controls. Also, it may not be necessary to address two risks separately if one control sufficiently addresses both of them. Together, the tests of these internal controls will provide the auditor with a conclusion about the effectiveness of the internal controls over financial reporting. Material Weakness or Significant Deficiency The difference between a material weakness and a significant deficiency is simply that a significant deficiency is less severe. A significant deficiency is, however, still risky enough for the auditor to let management know so that they may have a chance to get rid of the problem. If management does not sufficiently address the problem within one year, the deficiency becomes a material weakness. All material weaknesses must be communicated to both management and the audit committee as well as mentioned in the auditors report on internal controls over financial reporting. A material weakness is a problem with the internal controls over financial reporting that will most likely result in an important error on the financial statements that would alter creditors and investors opinions about the company. Indicators of Material Weaknesses Auditing Standard five mentions four important indicators of material weaknesses to help the auditor determine what deficiencies are considered material weaknesses. The first indicator of material weakness is if there is any evidence that shows there may be fraud present. The second occurs when management alters the financial statements to fix a material misstatement that they found. The third is when the auditor finds a material misstatement and informs management about the problem. The fourth is an assessment of the audit committee. If the audit committee is doing a poor job acting as oversight over the financial reporting process of the company, there may be an increased likelihood of a material weakness. If any or all of these indicators are present for a given deficiency, the auditor should compare the facts with what a reasonable professional would consider to be in accordance with GAAP. If this is determined not to be true, the auditor must consider this deficiency a material weakness and disclose it on the auditors report of internal controls over financial reporting. Communicating to the Audit Committee and on the Auditors report The auditor is required to report any and all deficiencies found to management in writing and tell the audit committee about this communication. If the deficiency has already been revealed to management through different means, the auditor does not need to repeat this communication. If a material weakness is discovered, the auditor must communicate it to management and the audit committee first, and then disclose it in the auditors report. If a deficiency is determined to be significant, the audit committee, as well as management, must be informed in writing. The auditor is not responsible to report control deficiencies he or she is not aware of, nor is he or she responsible to provide assurance that all deficiencies have been discovered. The top down approach is a systematic method of assessing risk that an auditor uses to locate specific areas of risk in a companys internal controls over financial reporting, and select the best tests to make sure these risks are sufficiently addressed. The top down approach requires the auditors to start by understanding a company and its industry, then moving down to the companys entity-level controls, then to significant accounts and disclosures and their relevant assertions, then double check that the auditor has a complete understanding of the risks, and then finally select the controls that are necessary to test to make sure that all risks have been addressed. The main difference between a material weakness and a significant deficiency is that a significant deficiency is less severe. Also, although both must be communicated, in writing, to both management and the audit committee, only a material weakness must be disclosed in the auditors report.

String Quintet

String Quintet I. A Proposed Analysis of the String Quintet in F If the only thing Bruckner had ever written for string instruments had been the slow movement to his string quintet, his reputation would have been secured for all time. The entire work is so admirable that it is hard to believe that its creator had little familiarity with string chamber music. Though true, it is hard to credit that Bruckner did not know Beethovens late string quartets at the time he wrote this work. Its harmonies are quite unique and characteristic of Bruckners love of harmonic seconds and half tones. As a result, the intonation is at times quite difficult to get right but even amateurs need to overcome these so as to make the acquaintance of this magnificent work. The first movement, Gemà ¤ÃƒÅ¸ig, entirely avoids the usual Allegro mood one expects to find in a first movement. The plastic main theme is full of yearning and developed at great length until the entrance of the lyrical second theme, which conveys almost unimaginable bliss. The second movement, Scherzo, is highly syncopated though here, as opposed to its appearance in his symphonies, it is gentler and has a melancholy, contemplative mood to it. The trio section is closely related to the old-style minuet though it is full of feeling. The aforementioned slow movement, Adagio, takes one directly to heaven. This is music of affirmation and there is no sense of resignation to an inevitable and unwished for fate. The tonal color is quite unique, especially when the cello falls silent. The main theme of the finale, Lebhaft bewegt, has a staccato motif over an organ-like underpinning. The slower delightful second theme is a real piece of Austrian folk music and the variations on it are very pleasing.[1] Above is a useful aesthetic and dimensional introduction to the String Quintet in F, as expressed by the prominent German musicologist Wilhelm Altmann, who lived between 1862 and 1951. A facsimile of the 1926 Universal Edition miniature score of the quintet is included as an appendix, and it is suggested that one experiences both the score and its realisation before engaging with the content of this thesis. It is not the purpose here to provide a rigorous analytical discussion, however, what follows is a proposed structural overview of the four movements of the work, which will be followed by a detailed examination of the Adagio. Moderato (F minor) 1 98 Exposition 1 72 Primary Subject Group 73 98 Primary Subject Group 99 170 Development 171 273 Recapitulation and Coda Scherzo (D minor) 1 62 Vivace 63 82 Pià ¹ lento 83 119 Vivace Trio Pià ¹ lento 120-159 Da Capo 1 119 Vivace- Pià ¹ lento -Vivace Adagio (G flat minor) 1 18 Primary Subject Group 18 34 Transition I 35 56 Secondary Subject Group 57 66 Transition II 67 82 Simultaneous Recapitulation/Elaboration of Primary Subject Group 83 138 Simultaneous Recapitulation/Elaboration of Secondary Subject Group 139 167 Simultaneous Recapitulation/Elaboration of Primary Subject Group 167 173 Coda: Tonic (G flat minor) consolidation by restatements and dominant implications Finale (D flat minor à   F major) 1 16 Primary ‘Quartet Theme (Vivace) 17 32 Contrapuntal Quintet Theme (Im Tempo etwas nachgebend) 33 70 Cantabile Theme (Langsamer) 71 108 Agitato imitative theme 109 114 Simultaneous Recapitulation/Elaboration of Cantabile Theme 115 158 Synthesis and Elaboration of all themes 159 195 Recapitulation of Primary ‘Quartet Theme and concluding fff cadential flourish ~ According to Leopold Nowak, the third movement of the String Quintet in F, the Adagio, was composed between 10 and 31 March 1879.[2] Initially, I will establish how the Adagio functions by means of interaction between the five solo instruments, through a detailed examination of Bruckners treatment of structure, thematic material and harmony throughout the movement, in addition to his exploitation of the quintet idiom. In the following chapter, ‘III. Historical Reception and Criticism, I will engage with a spectrum of critical assessments of this particular movement, considering value judgements based on symphonic or chamber expectations, or indeed both. Timothy L. Jackson has documented how throughout his career ‘Bruckner considered sonata form to comprise of essentially two (rather than three) large spatial units, whereby the exposition is one element and the development and recapitulation together form the other.[3] Bruckner, according to Jackson, referred to the development and recapitulation of the opening movement of Symphony No. 9 in D minor (1894) as ‘the second part, or ‘2. Abtheilung.[4] Table 1, overleaf, displays how the Adagio convincingly functions as a two-part movement. In harmonic terms, Bruckner creates a divide between the respective sections by travelling further from the tonic and its mediant, which form the basis of the first section, to keys such as D minor and E flat in the second section. The thematic treatment in the respective sections further supports the notion of two-part division in the Adagio, with thematic material being presented in an original context between bars 1 and 66,[5] but with the juxtaposition of recapitulation with regeneration, or development, throughout bars 67 to 173. Table 1 Analysis Diagram Bar Reference Structural Position Structural Function Tonal Function Thematic Function 1 18 Section 1 Primary Subject Group Tonic (G flat minor) established (bar 13) Exposition of themes A (violin I, bb. 1-9) + B (violin I, bb. 10-12) 18 34 Transition 1 G flat minor à   B flat minor Link subject groups + consolidate B 35 56 Secondary Subject Group B flat minor consolidated (bars 56-57) Exposition of themes C (viola I, bb. 37-41), D (cello, bb. 51-4) + E (cello, bb. 55-7) 57 66 Transition 2 Tonic preparation (implied V7c at bar 66) Links Sections 1 + 2 and consolidates A 67 82 Section 2 Recapitulation/Elaboration of primary subject group Tonic (G flat minor) à   G flat major) Recapitulation and imitative treatment of A 83 114 Elaboration of Secondary Subject Group and Climax 1 at bar 107. Durchfà ¼hrung style modulatory passage. Concluding with D minor preparation (bar 114) Elaboration of Secondary Subject Group themes 115 138 Recapitulation/Elaboration of Secondary Subject Group and Climax 2 at bar 135 D minor initially, before Durchfà ¼hrung style modulatory passage at bar 138: E flat minor cadence Recapitulation combination, and contrapuntal treatment of themes 139 167 Recapitulation/Elaboration of Primary Subject Group and Climax 3 at bar 141 Tonic (G flat minor) Contrapuntal and sequential treatment of A and B 167 173 Coda Tonic (G flat minor) consolidated by tonic re-statements and repeated dominant implications (second violin) Derived from theme and accompaniment C. Diminished seventh leap and accompaniment reinstatements decrease William Caplin has argued that composers typically condense and adopt a lesser degree of formal and motivic complexity within slow movements, in order to limit duration. Thus they are ‘inherently simpler than other string quintet movements.[6] Although constructed in a binary fashion, Bruckners Adagio, in opposition to Caplins argument, includes the exposition (e.g. bars 1-18), elaboration (e.g. bars 83-114) and recapitulation (e.g. bars 139-167) of thematic material, revealing a full compliance with the fundamental procedures of sonata form as propounded by Arnold Schoenberg.[7] Thematic material from Bruckners exposition areas ( 1, bar 1, and 2,[8] bars 37-8) is presented in different tonal areas, in sequence ( 3,[9] bars 61-2), in inverted imitation ( 4, bars 99-101), and in progressive diminution ( 5, bars 169-73. Here the rising major sixth of 2 is progressively compressed in the second violin). Bruckners juxtaposition of thematic elaboration and recapitulation in the second section of the Adagio stands in parallel with the earlier quintets of Mozart, allegedly ‘the first to exploit fully the †¦ possibilities of the medium†¦ successfully and consistently.[10] For example, in the Adagio ma non troppo of the String Quintet in G minor, K. 516, Mozart excludes an independent developmental section, choosing instead to progress directly from the exposition (bars 1 37) to the recapitulation (bars 38 82). However, prefiguring the Brucknerian approach, Mozarts recapitulation features both the reinstatement and regeneration of material from both the primary and secondary subject groups, and thus manifests the integration of two elements of the sonata principle, elaboration and recapitulation. Hans Hubert Schà ¶nzeler has argued that Bruckner considered the traditional architecture and procedures of sonata form ‘a mere starting point, which he filled out, moulded and fashioned to suit his own particular requirements.[11] Schà ¶nzelers viewpoint can be confirmed by an examination of Bruckners formal construction in the Adagio. Table 1 refers to a sequence of three points of climax, at bars 107, 135 and 141 respectively. At bar 107 the inversion of a secondary theme (originally presented at bar 55) is presented strongly in the bass, whilst the remaining four voices have the same dynamic marking of fff. On the second quaver of the bar, when all five instruments are being played, the pitch range extends two octaves and a perfect fifth, which represents the greatest range thus far in the movement. At bar 135, whilst the pitch range (maximum of two octaves and a major third) and dynamic markings (ff) are less than before, the use of homophony to present the secondary theme maintains the climactic strength ( 6 bar 135, below). Finally, at bar 141 Bruckner recapitulates bars 14-34 climactically by means of an ff unison trill in the violins, whilst the lower strings play in dense homophony ( 7). The first beat of bar 141 contains the greatest pitch range in the entire movement, at two octaves and a major sixth. Bruckners use of a climactic sequence in the latter stages of the movement creates a sense of teleological progression. The thematic organicism central to sonata form is utilised to create a dramatic, linear gradient throughout the movement until the respective points of climax. In contrast to the resolution of tension associated with the traditional tonic recapitulation, Bruckners procedure creates an alternative region of arrival within the ‘Adagio. The reiteration (through a three-point succession) of climax, before the gradual dissipation of texture, dynamics and thematic significance throughout the final passage (bar 150 onwards), reflects Bruckners use of a climactic sequence in the latter stages of the movement to create a sense of apogee, as opposed to the traditional resolution. The adoption of teleological and motivically interactive compositional processes in the nineteenth century, with roots in works such as Beethovens fifth and ninth symphonies, was common. Ernest Newman has documented how the climactic region of the Prelude to Wagners Tristan und Isolde the two maximum points of dynamic, ff, which occur between bars 74 84 features motivic material directly derived from earlier in the movement.[12] In a similar fashion, Beethovens Allegretto ma non troppo from the Piano Sonata No. 28 in A major, Op. 101 reaches a teleological elaboration of the syncopated chord progression of the exposition codetta (see s 8 and 9).[13] By the time Bruckner was composing his string quintet, the positioning of musical climaxes became imperative to the progression of a movement. Notably, the climaxes of the Beethoven and Wagner examples above are positioned in close proximity at 83% and 76% through the Allegretto ma non troppo and the Prelude respectively.[14] Newman argues that ‘Wagner unconsciously obeys that natural law of structure that brings in the climax at a point about two-thirds of the time-distance between the beginning and the end.[15] In the Adagio of the String Quintet in F Bruckner positions the three points of climax at 62%, 78% and 82%, respectively. Interestingly, the first point of climax (bar 107) occurs at the ‘Golden Section, the Greek numerical constant of 0.6180 (4 d. p.).[16] This proportion, which has been widely cultivated by architects, artists and musicians, is manifest in works such as the De Divina Proportione (1509) of Luca Pacioli and Leonardo da Vinci, or reflected in the structural proportions of Debussys La Mer (1905),[17] and is believed to produce ‘harmonious proportions and maximise aesthetic experience.[18] The composition of three individual points of climax results in the creation of an extended climactic region, lasting almost a quarter of the Adagio, revealing the presence of a Schubertian ‘heavenly length, a musical device which allegedly interested and influenced Bruckner.[19] Simultaneously, Bruckner cleverly initiates his climactic passage at the point governed by Newmans ‘natural law of structure, but incorporates teleological prolongation by the sustaining positioning of the remaining two climaxes. Harmonic Analysis Similarly to Bruckners manipulation of the traditional thematic functions of classical form, harmonic relationships are exploited in order to enhance the linear progression. A detailed harmonic analysis of the first section reveals how Bruckner exploits the availability of a wide range of keys, such as E flat minor and B flat major (transition 1). Harmonic freedom is also signified by the use of a fluctuating B flat centre during the secondary subject group, through the Schubertian procedures of modal switches and tertiary relationships, and the more adventurous use of harmonic colouring found in the work of Wagner. Theme C, introduced by the first viola at bar 37, is emphatically diatonic and outlines an essentially triadic progression, accentuating the tension between the flattened and raised third degree. A simple presentation of the key areas explored in the secondary subject group and the second transition displays the remote key relationships employed by Bruckner. The implicati on of chromatic or Neapolitan relationships (e.g. the chord of Db major originating as the Neapolitan chord of C major) results in an expanded palette of key relations: bar 34 Bmajor/minor bar 51 C major bar 53 D major bar 57 B major/minor bar 61 Transition, preparing G major By employing distant and frequently fluctuating key relationships during the Adagio, Bruckner produces tonal instability, a tension-building device used by predecessors such as Schubert, and also Beethoven, in the Bagatelle, WoO 60 (1818) and Symphony No. 5 in C minor (1808), with the ambiguous (C minor/E flat major) tonal identity of its opening motivic gesture. Freed from the conventional assembly of harmony and thematic material, Bruckners formal approach to the Adagio can be comprehended through Dahlhauss definition of a schematic form one ‘sustained exclusively by the quality of the initial idea, the individual character of which compensated for the conventionality of the overall outline.[20] In the case of the Adagio, the ‘initial idea is the gradual, yet continuous, gradient of tension leading to the climactic sequence. [1] Handbuch fà ¼r Streichquartettspieler (Berlin, 1931) [2] L. Nowak, op. cit. [3] P. Hawkshaw and T. L. Jackson, op. cit. [4] Ibid. [5] With the exception of the two transitional passages (bb. 18-34 and bb. 57-66), in which thematic material is recycled to link subject groups and reinforce the primary subject group. James Webster (‘Sonata form, in L. Macy [ed.] Grove Music Online [accessed 01-12-08]) documents the traditional reuse of central thematic material in both codas and transitions. [6] W. Caplin, Classical Form (1998), 209. [7] A. Schoenberg, Fundamentals of Musical Composition (1967). [8] The conventional clef distribution, as in 1, will be assumed unless otherwise stated. [9] The clef distribution for this example is violin 1 and violin 2 (treble) and viola 1 (alto). [10] Cliff Eisen, ‘String quintet, in L. Macy (ed.), Grove Music Online (Accessed 01-12-09) [11] H. H. Schà ¶nzeler, Bruckner (1970), 75. [12] E. Newman, ‘The Prelude, in R. Bailey (ed.), Prelude and Transfiguration from ‘Tristan und Isolde (1985), 153 161. [13] Both s 8 and 9 are presented as piano reductions, with the conventional treble (upper line) and bass (lower line) distribution. [14] Percentages have been calculated in relation to the total number of bars per movement. For example, the Allegretto ma non troppo contains 102 bars. The region of climax is initiated with the crescendo mid-way through bar 84. Bar ‘84.5 as a percentage approximates to 83%. [15] E. Newman, op. cit., 153 161. [16] R. Tatlow, ‘Golden number [golden section], in L. Macy (ed.), Grove Music Online (accessed 01-12-09). [17] R. Howat, Debussy in Proportion: A Musical Analysis (1983). [18] R. Tatlow, op. cit. [19] G. E. Arnold and E. Agate, ‘The Different Versions of the Bruckner Symphonies, The Musical Times, 78/11 (1937), 17 20. [20] C. Dahlhaus, ‘Issues in Composition, in C. Dahlhaus (ed.), Between Romanticism and Modernism: Four Studies in the Music of the Later Nineteenth Century, trans. Mary Whittall (Berkley and Los Angeles, 1980), 44.

Warfare and its Psychological Impact Essay -- War Psychology Disorders

Warfare and its Psychological Impact Warfare causes many people to suffer from psychological problems. Many times, these problems come in the form of mental illness. According to the DSM-VI, which is the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders, a mental disorder is "a clinically significant behavioral or psychological syndrome or pattern that's associated with current distress (a painful symptom) or disability (impairment in one or more important areas of functioning) or with a significantly greater risk of suffering, death, pain, disability, or an important loss of freedom. This syndrome or pattern mustn't be merely an expected, culturally sanctioned response such as grief over the death of a loved one. Whatever the cause, it must be considered a sign of a behavioral, psychological, or biological dysfunction."("Diseases") Mental disorders are diseases. However, according to the Director of the National Institute of Mental Health, mental disorders are treatable diseases. Mental illnesses have been proven to be illnesses of the brain. These illnesses can often be treated with medication and psychological therapy. Depression is the leading cause of disability in the world. Some believe that depression is a weakness in character, but it is a real disease with real symptoms. More people suffer from depression than heart disease. Mental illness is a serious disease. Mental disorders are serious problems with serious effects. In war there are three main groups affected by war: soldiers, non-combatants, and society. There are negative psychological consequences caused by war, both culturally and individually, these make war more costly than we realized previously. If we take these negati... ...nd there would be a lot less psychologically injured people in the US and Vietnam today. Our newfound resistance to war will prove to provide a psychologically healthy environment for not only us, but our children as well, for they are our treasure and our future. Our children are more important than any amount of oil or gold. It is our duty to create a positive environment for children in this world. Their well-being should be our first concern. They are not responsible for the conflict, but they suffer severely. They are particularly vulnerable. (Otunnu par 2) According to The Encyclopedia of Violence, Peace and Conflict "there is no escaping the conclusion that combat, and the killing that lies at the heart of combat, is an extraordinarily traumatic and psychologically costly endeavor that profoundly impacts all who participate in it." (Grossman and Siddle par.2)

Essays --

All it takes is one person to take the lives of twenty six students. Imagine dropping your kid off at school, and finding out that they, along with twenty five other classmates were killed by a single gunman. This was the reality for many parents at Sandy Hook Elementary in Newton, Connecticut. And while this terrorist act affected the lives of 26 families, it also affected America as a nation. A day after the tragic shooting, the National Rifle Association’s Executive Vice President Wayne LaPierre addressed the media, and examined how America needs to take action to protect our children. In La Pierre’s speech, he claims how the effect of a gun can differ depending on who is firing the gun. Through the use of logos, pathos, and demagoguery, he effectively provides an argument that existing gun laws have not saved us from the violence that our society has developed. The use of Logos in LaPierre’s speech is evident through the use of facts supported by his impactful words and statistics. LaPierre depicts how the media has created a violent culture in our society today, â€Å"A child growing up in America witnesses 16,000 murders and 200,000 acts of violence by the time he or she reaches the ripe old age of 18.†(La Pierre, 17) He claims that in today’s world, many movies, video games, and T.V. shows depict violent situation that usually involved bad guys shooting innocent people. LaPierre wants people to see that the media is too blame for this violent culture. By using large numbers such as sixteen and two hundred thousand, he is able to prove that media does have an effect on our society. LaPierre believes that anything can influence society, and the killers are the ones who will incorporate movie scenes into their real life actions... ... right now, starting today, in a way that we know works †(LaPierre, 3) The italicized words allow the audience to reflect on themselves. LaPierre wants people to realize that they can make a change and provide money/guns for school security even if the government will not. He also states the words â€Å"we† and â€Å"family† throughout his whole speech. This is LaPierre’s most effective use of Pathos. He is constantly remind the audience he is on their side and that he is suffering with all the families that have lost loved ones. LaPierre incorporated pathos and logos to create the effect he desired on his audience. He demonstrates logos effectively by the use of facts and supporting evidence. He also uses pathos to appeal to the audience’s emotions. Both strategies, give provide a greater chance that the audience will agree with his argument for armed security in schools. Essays -- All it takes is one person to take the lives of twenty six students. Imagine dropping your kid off at school, and finding out that they, along with twenty five other classmates were killed by a single gunman. This was the reality for many parents at Sandy Hook Elementary in Newton, Connecticut. And while this terrorist act affected the lives of 26 families, it also affected America as a nation. A day after the tragic shooting, the National Rifle Association’s Executive Vice President Wayne LaPierre addressed the media, and examined how America needs to take action to protect our children. In La Pierre’s speech, he claims how the effect of a gun can differ depending on who is firing the gun. Through the use of logos, pathos, and demagoguery, he effectively provides an argument that existing gun laws have not saved us from the violence that our society has developed. The use of Logos in LaPierre’s speech is evident through the use of facts supported by his impactful words and statistics. LaPierre depicts how the media has created a violent culture in our society today, â€Å"A child growing up in America witnesses 16,000 murders and 200,000 acts of violence by the time he or she reaches the ripe old age of 18.†(La Pierre, 17) He claims that in today’s world, many movies, video games, and T.V. shows depict violent situation that usually involved bad guys shooting innocent people. LaPierre wants people to see that the media is too blame for this violent culture. By using large numbers such as sixteen and two hundred thousand, he is able to prove that media does have an effect on our society. LaPierre believes that anything can influence society, and the killers are the ones who will incorporate movie scenes into their real life actions... ... right now, starting today, in a way that we know works †(LaPierre, 3) The italicized words allow the audience to reflect on themselves. LaPierre wants people to realize that they can make a change and provide money/guns for school security even if the government will not. He also states the words â€Å"we† and â€Å"family† throughout his whole speech. This is LaPierre’s most effective use of Pathos. He is constantly remind the audience he is on their side and that he is suffering with all the families that have lost loved ones. LaPierre incorporated pathos and logos to create the effect he desired on his audience. He demonstrates logos effectively by the use of facts and supporting evidence. He also uses pathos to appeal to the audience’s emotions. Both strategies, give provide a greater chance that the audience will agree with his argument for armed security in schools.

Merit vs Anniversary Pay Rates Essay

Performance reviews are an integral part of business. Employees crave feedback, whether it is positive or negative, as it provides motivation and a better understanding of the job requirements. Anniversary Date and Common Merit Date performance reviews each have advantages and disadvantages. It would behoove the human resource professional to choose the approach that best suits their organization’s needs and goals. Some of the factors that should be taken into consideration are; planning cycles, hiring practices, and organizational culture (Koss, 2009, p. 7) Anniversary reviews are commonly used when the organization has a lot of hourly, lower level employees (Koss, 2009, p. 2). This method provides a fair system. â€Å"Every employee receives a performance appraisal and sometimes a compensation adjustment on the one year anniversary of their start in a job, and at one-year intervals thereafter. All employees get reviewed and receive compensation adjustments at the same interval† (p. 2). This method is popular when the organization wishes to evaluate select employee performances against industry established standards, instead of vetting an employee against an alternate employee (p 2). [The Anniversary Date Method can] lighten the managers’ workloads and increases the likelihood that they’ll spend more time on their employee performance reviews, since they’re not caught trying to do them all at once. In addition, they spread out the appraisal-related workload over the year, avoiding processing peaks† (p. 2). Sometimes, Anniversary Date reviews are not the ideal choice. â€Å"An employee’s future is based solely on his/her manager’s subjective opinion of them† (p. 2). When appraisals are conducted annually, and on the anniversary date, usually about half of the staff is in line with prospective organizational objectives (p. ). Another con of this method is that the appraisal date generally does not match with any specific performance period (p. 2). This method can also result in inadequate reporting, and lesser understanding of why objectives were not met (p. 2). Because the manager is evaluating the performance of the individual, and not the comparative performance of their peers, it can create an unfair environment, and compensation allocations may be unequal (p. 3). Managers tend to try and accommodate the compensation budget, which is directly related to the cyclical ups and downs of the economy. If there is no money left in the budget, an employee with a year end review may receive a lower increase, not because they are less deserving, but because there is no more room left in the budget (p. 3). Common Merit Date Reviews is a procedure where organizations evaluate all of their employees at one specific time (p. 3). â€Å"One of the biggest advantage is that †¦they allow for corporate and individual goals to unite. HR actually spends less administration time on focal reviews because the process typically runs over a few months, rather than an entire year. This allows for†¦everyone in the organization to align their goals appropriately† (p. ). Because everything is done at one time, and each employee’s performance is being evaluated at the same time, managers can compare employees to each other, and provide consistent and fair appraisals, and allow for compensation to be [somewhat] unaffected by changing business cycles (p. 4). â€Å"Another advantage is that if any changes to evaluation criteria have to be made, new forms or processes can be distributed out to everyone at the same time† (p. 4). When the organization is focused on completing appraisals once a year, it can be much simpler to offer training on tools, processes, and skills necessary (p. ). While there are many advantages to the Common Merit Date Review, there are still a few disadvantages. Newer employees will not be permitted a full year of performance for evaluation. If there are a large number of employees, managers will need a significant amount of time to review the process and may have to neglect other tasks until the process is complete (p. 6) †¢Koss, S. (2009). Which is Best? Anniversary vs. Focal (Common Date) Performance Reviews. Koss Management. Retrieved February 26, 2011, from kosshrexpert. com/Article-WhichisBest. pdf

Michael J. Fox and the Socioeconomic

Canadian-born television and film actor, Michael J. Fox was diagnosed with Parkinson’s Disease at the age of thirty.   In his memoir, Lucky Man, Fox reveals how he has been spiritedly struggling with the disease, by also trying to help other patients suffering from the illness with no cure.   As a matter of fact, the man has been trying very hard to convince the government as well as medical researchers to find a cure for Parkinson’s Disease.   Fox has been an advocate for stem cells research to boot, and believes that a cure to Parkinson’s Disease could be found within ten years’ time, provided that we now begin to put our finances to good use, that is, to find a cure for the disease through research. Fox continued his acting career for nine years after he had been diagnosed with Parkinson’s.   What is more, the man continues to be a public figure with his advocacy for medical research to find a cure for Parkinson’s Disease.   Countless people suffering from Parkinson’s Disease choose â€Å"the closet† over public appearance for the fear that they might lose their balance before the public eye.   This is not the case with Fox, as mentioned before.   On the contrary, Fox has been able to bravely fight his disease with all the public support he has already gathered.   Moreover, the man has the money to push for medical research in the area.   He also has the funds to manage his health care better than do those sufferers who come from lower socioeconomic backgrounds.   Fox explains it thus: I'd been given a lot to think about, not least the fact that I wasn't the only one who had done   my time in the closet.   And the more I thought about it, the more it struck me just how plush,  well-appointed, and secure my own closet had been.   My career, my position in the world, and  my financial situation gave me advantages in confronting the disease that most of my fellow  P.D.ers could only dream about.   And now, having publicly identified myself as a person  living with Parkinson's disease, there was little to keep me from playing an active role. Indeed, I was ideally positioned to step into the void left by all those patients who had so  much more to lose by going public.   I had a lot to be grateful for, and now found myself with a  unique opportunity to give something back (Out of the Closet; Into the Classroom). There were various entities interested in exploiting Fox’s â€Å"position in the world† with respect to his disease.   While people that do not enjoy the privileges that Fox enjoyed in his â€Å"financial situation† while suffering from Parkinson’s Disease, remained closeted, Fox was approached by a variety of people that wanted to use his interest in medical research to actually find a cure for the dreadful disease.   After all, Fox was also contributing toward helping people with the disease with his own finances.   Thus, he mentions continued public support in his life with Parkinson’s Disease: By the end of 1998, my desk was covered with correspondence bearing the letterhead of various Parkinson's organizations across the country.   All of them wanted my help in one way or another.   The names of some of these groups implied a national reach, but on closer inspection they turned out to be local organizations affiliated with universities or hospitals or even individual researchers.   Some were not set up to address research at all; instead, they were dedicating their time and resources to more basic patient concerns, caregiver support groups, quality-of-life issues, and other worthwhile considerations (Out of the Closet; Into the Classroom). Fox is, indeed, a lucky man, who has been dealing with Parkinson’s Disease much better than do those who have not the kind of â€Å"financial status† and â€Å"position in the world† as his.   In point of fact, it has been well documented that people from around the world who are wealthier and better educated do experience better health than those with lower socioeconomic backgrounds who have both less wealth and less education.   Smoking, poor nutrition, as well as physical inactivity are more prevalent in groups that are low in socioeconomic status. Additionally, low socioeconomic groups have little or no access to preventive health care, for example, regular health checkups and screening programs.   These medical services are easily accessed by people from higher socioeconomic backgrounds alone.   What is more, financial barriers to health care are more likely to perpetuate the existing disparities in health among different socioeconomic groups (Veugelers and Yip). People from low socioeconomic backgrounds are unable to afford pricey heath services that may save their lives.   Neither can they afford expensive health insurance that would cover the kinds of health services that Fox may be using at present to fight the disease he is suffering from.   As compared to Fox’s relatively successful struggle with Parkinson’s Disease, the low socioeconomic groups have to bear a â€Å"greater burden of disease.†Ã‚   Correspondingly, people from low socioeconomic backgrounds have a â€Å"greater need for health services† (Veugelers and Yip). One research study revealed that specialist medical services are underused in the case of lower socioeconomic groups, and this widens the socioeconomic gap in health care (Veugelers and Yip).   According to another study, lower socioeconomic groups are more likely to use the Medicare managed care home health as compared to higher socioeconomic groups. Not only do people from lower socioeconomic groups need greater care, but they also rely on Medicare because they are unable to afford alternative options.   In fact, evidence suggests that 15.5 percent of Medicare plan enrollees living below the poverty line use home health during a year, as compared to only 11.2 percent of people who live above the poverty line.   Moreover, those who belong to the lowest socioeconomic groups have almost twice the odds of persons from the highest socioeconomic groups to use the Medicare plan.   People who are relatively higher in socioeconomic status than those in the lowest socioeconomic group, have approximately 1.5 times the odds of other people having a home health visit (Freedom et al.) According to Freedman et al., people from high socioeconomic backgrounds might believe that the Medicare managed care home health is an inferior good.   In other words, people from higher socioeconomic groups are more likely to use alternative options like assisted living and the hiring of private assistance outside the benefits of Medicare (Freedman et al.). Such options are believed to give access to better home health care to the aged.   All the same, these options are only available to those who can afford them.   In the condition that he is, Fox may be assumed to be using private assistance in the home.   Although he is not aged, the man is expected to have hired someone qualified by now for his home health care.   Regardless of the truth of this assumption, the fact remains that Fox is dealing with his illness with better health which may in  part be attributable to his positive mind set.   Apparently, he is not bearing as great a burden of the disease as do the people from lower socioeconomic groups.   Fox reveals his positive mind set through the illness, in a dream he had, speaking of his farm and fresh growth: It's hard to process what I'm seeing. It can't be possible, but inside this tight, dark, airless space, a tree has been growing.   Growing isn't even the word for it, really, it's absolutely thriving.   In response to the tight quarters it's taken on the appearance of a bonsai tree.   The trunk and branches are thick, and now, with the door flung open, the tree continues to grow right before my eyes, as if in time-lapse, new branches reaching out into the airy light of the kitchen and bursting into leaf (Los Angeles, March 1995). While Fox dreams of growth and thriving, research reveals that even kids from low socioeconomic groups are doing poorly in terms of health.   As a matter of fact, low socioeconomic status is also connected with worse outcomes on health status measures such as mortality, acute and chronic conditions, in addition to self-rated measures of health. Contrary to Fox’s positive mind set in his struggle to beat Parkinson’s disease, is the negative mind set of adolescents from low socioeconomic backgrounds who are more likely to attempt suicide, and engage in heavy drinking.   These youngsters are also known to be more depressed and obese.   Furthermore, poor children and adolescents are given less attention at times when they are suffering from injuries that require medical attention.   They additionally face retardation in growth (Newacheck et al.). Children from poor households have little physician contact, do not have access to a regular source of primary care as well as sick care, and are less likely to have continuity between the sources of regular and sick care.   As compared to the poor, children from high socioeconomic backgrounds obtain required health care, have a regular source of health care, and are known to receive any care from the doctor that is deemed necessary.   Such children are also more likely to be seen in the doctor’s office (Newacheck et al.). It is obvious that the socioeconomic effects on health care reach all age groups at the same time.   The young and the old are similarly affected by their financial status with respect to health care.   Unfortunately, everybody does not possess the â€Å"financial status† and â€Å"position in the world† that Fox possesses.   Nevertheless, the man is working to bridge the gap between the haves and the have-nots in terms of health care.   Funding medical research on Parkinson’s Disease, Fox’s behavior is aligned with his positive mind set that envisions growth and thriving. We may expect such growth and thriving to be experienced between all corners of society only when the difference between the haves and the have-nots is eradicated.   Although this difference has always been, and may always be, it is possible to provide better health care to low socioeconomic groups.   According to Veugelers and Yip, universal health coverage, such as Medicare, may already be bridging the gap.   Even so, people such as Fox continue to have access to better health care than those from lower socioeconomic backgrounds. Works Cited Fox, Michael J. Lucky Man. New York, Hyperion, 2002. Freedman, Vicki A., Jeannette Rogowski, Steven L. Wickstrom, John Adams, Jonas Marainen, and Jose J. Escarce. â€Å"Socioeconomic disparities in the use of home health services in a Medicare managed care population.† Health Services Research, October 2004. Newacheck, Paul W., Yun Yi Hung, M. Jane Park, Claire D. Brindis, and Charles E. Irwin Jr. â€Å"Disparities in adolescent health and health care: does socioeconomic status matter?† Health Services Research, October 2003. Veugelers, P. J., and A. M. Yip. â€Å"Socioeconomic disparities in health care use: does universal coverage reduce inequalities in health?† Journal of Epidemiology & Community Health, June 2003.