Please Make A Discussion For Macro Economics Class (not More Than 250

Please Make A Discussion For Macro Economics Class (not More Than 250 Please Make A Discussion For Macro Economics Class (not More Than 250 Words) – Assignment Example Recession Fears Recede as Economy Grows 2.5%† Even though the U.S. economy has picked up recently, the level of growth is not enough to make inroads into the incredibly high national unemployment rate of 9.1%. One thing pointing to this is the fact that more and more Americans are spending rather than saving. This will inevitably prolong the current high unemployment rate because jobs need to be created to provide for the unemployed. Business spending has increased, although this may only be a short term measure. Many business owners are expected the economy to slip back into a recession some time during the next 12 months and are thus taking advantage of the relatively stable economy at present. Earlier this year, the U.S. economy did not sustain growth of close to 3%, and the current trend may not solve the problem in the long term. Consumer spending is up from earlier this year, as is fixed investment by business. This all sounds good, but when it is compared to less saving by Americans, it does not make pretty reading. The current trend may only be considered a blip rather than a significant upward turn. The fundamentals of the economy do not show signs of any long term growth, and this fact leaves both businesses and consumers scared as we head into 2012.

A Brief Biography of Karl Marx

A Brief Biography of Karl Marx Karl Marx (May 5, 1818–March 14, 1883), a Prussian political economist, journalist, and activist, and author of the seminal works, The Communist Manifesto and Das Kapital, influenced generations of political leaders and socioeconomic thinkers. Also known as the Father of Communism, Marxs ideas gave rise to furious, bloody revolutions, ushered in the toppling of centuries-old governments, and serve as the foundation for political systems that still rule over more than  20 percent of the worlds population- or one in five people on the planet. The Columbia History of the World called Marxs writings one of the most remarkable and original syntheses in the history of human intellect.   Personal Life and Education Marx was born in Trier, Prussia (present-day Germany) on May 5, 1818, to Heinrich Marx and Henrietta Pressberg. Marxs parents were Jewish, and he came from a long line of rabbis on both sides of his family. However, his father converted to Lutheranism to evade antisemitism prior to Marxs birth. Marx  was educated at home by his father until high school, and in 1835 at the age of 17, enrolled at Bonn University in Germany, where he studied law at his fathers request. Marx, however, was much more interested in philosophy and literature. Following that first year at the university, Marx became engaged to Jenny von Westphalen, an educated baroness. They would later marry in 1843. In 1836, Marx enrolled at the University of Berlin, where he soon felt at home when he joined a circle of brilliant and extreme thinkers who were challenging existing institutions and ideas, including religion, philosophy, ethics, and politics. Marx graduated with his doctoral degree in 1841. Career and Exile After school, Marx turned to writing and journalism to support himself. In 1842 he became the editor of the liberal Cologne newspaper Rheinische Zeitung, but the Berlin government banned it from publication the following year. Marx left Germany- never to return- and spent two years in Paris, where he first met his collaborator, Friedrich Engels. However, chased out of France by those in power who opposed his ideas, Marx moved to Brussels, in 1845, where he founded the German Workers’ Party and was active in the Communist League. There, Marx networked with other leftist intellectuals and activists and- together with Engels- wrote his most famous work, The Communist Manifesto. Published in 1848, it contained the famous line: Workers of the world unite. You have nothing to lose but your chains. After being exiled from Belgium, Marx finally settled in London where he lived as a stateless exile for the rest of his life. Marx worked in journalism and wrote for both German and English language publications. From 1852 to 1862, he was a correspondent for the New York Daily Tribune, writing a total of 355 articles. He also continued writing and formulating his theories about the nature of society and how he believed it could be improved, as well as actively campaigning for socialism. He spent the rest of his life working on  a three-volume tome, Das Kapital, which saw its first volume published in 1867. In this work, Marx aimed to explain the economic impact of capitalist society, where a small group, which he called the  bourgeoisie, owned the means of production and used their power to exploit the proletariat, the working class that actually produced the goods that enriched the capitalist tsars. Engels edited and published the second and third volumes of Das Kapital shortly after Marxs death. Death and Legacy While Marx remained a relatively unknown figure in his own lifetime, his ideas and the ideology of Marxism began to exert a major influence on socialist movements shortly after his death. He succumbed to cancer on March 14, 1883, and was buried in Highgate Cemetery in London. Marxs theories about society, economics, and politics, which are collectively known as Marxism, argue that all society progresses through the dialectic of class struggle. He was critical of the current socio-economic form of society, capitalism, which he called the dictatorship of the bourgeoisie, believing it to be run by the wealthy middle and upper classes purely for their own benefit, and predicted that it would inevitably produce internal tensions which would lead to its self-destruction and replacement by a new system, socialism. Under socialism, he argued that society would be governed by the working class in what he called the dictatorship of the proletariat. He believed that socialism would eventually be replaced by a stateless, classless society called  communism. Continuing Influence Whether Marx intended for the proletariat to rise up and foment revolution or whether he felt that the ideals of communism, ruled by an egalitarian proletariat, would simply outlast capitalism, is debated to this day. But, several successful revolutions did occur, propelled by groups that adopted communism- including those in  Russia, 1917-1919,  and China, 1945-1948. Flags and banners depicting Vladimir Lenin, the leader of the Russian Revolution, together with Marx, were long displayed in the  Soviet Union. The same was true in China, where similar flags showing the leader of that countrys revolution,  Mao Zedong,  together with Marx were also prominently displayed. Marx has been described as one of the most influential figures in human history, and in a 1999 BBC poll was voted the thinker of the millennium by people from around the world. The memorial at his grave is always covered by tokens of appreciation from his fans. His tombstone is inscribed with words that echo those from The Communist Manifesto, which seemingly predicted the influence Marx would have on world politics and economics: Workers of all lands unite.†

United States Law of Agency Assignment Example | Topics and Well Written Essays - 500 words - 9

United States Law of Agency - Assignment Example However, though it was common for an outside sales agent in Karstens position to have the authority to make contracts to sell any item on his employers’ line of products. The American law of agency requires that the sales agent should act as per the agreement with the principal. Karstens agreed to a memorandum of understanding with Ling Company restricting him from contracting to sell any Ling golf shoes without getting consent from Perez. Perez is Ling’s vice president of sales. Ling’s temporary problems in getting shipments of golf shoes from its supplier in China prompted limitation of Karstens authority being. However, neither Ling nor Karsten had informed Pro shops or retailers of the restriction on Karstens authority. Nonetheless, Karsten goes ahead and makes a contract to sell 700 pairs of Ling shoes to Pro Golf Company. According to this case, Karstens was a qualified and the legal sales agent of Ling Company. In his position, Karsten had the legal authority and capacity to make the decision of contracting for sales on behalf of Ling Company to its customers, Pro shops and retailers. The fact that they did not inform the pro shops and retailers of their arrangement, it is clear that the Pro Golf Company was acting on the apparent authority of Karstens. According to the US law of agency, Karstens actions are taken as they are the actions of the principal. Therefore, Ling Company is bound to the contract with the pro golf company because Karsten was operating at a capacity acknowledge by the business law. The American law on agency victimizes principals on actions executed by agents acting within the limits of their authorization. Therefore, the actions of the agent bind the principal automatically. The principal will be answerable for actions by the agent since they are legally recognized. In this case, Karstens, therefore, owns Ling Company for any cost or damages it may incur out of the contract with the Pro Golf Company.  Ã‚  

Title Essay Example | Topics and Well Written Essays - 1000 words - 1

Title - Essay Example Therefore, our feelings, living conditions, and other important aspects that contribute to a happy life are sacrificed for the benefits of other people. As a result, this has led to unhappy life among the people in different spectrum. In the past one decade, many companies have expanded their markets with the aim of increasing their overall revenues. This is because with the increasing levels of globalization resulting from liberalization of markets, efficient flow of information, and integration of economies, the level of competition has increased tremendously. This results from the entry of multinational companies which have a huge financial base to segment the market, position their products or services strategically in the market and attract customer loyalty towards their products or services. However, the intensified competition has increased the level of uncertainty among the consumers. In the meantime, the customers cannot be able to predict the future prices of the commodities. Each company is trying to implement new strategies in order to increase its market share. Furthermore, they have kept their competitive strategies as a secret in order to lower the chances of the competitors reacting towards their new move. Moreover, the companies keep on introducing new products in the market in order to diversify the source of revenues, an aspect that is aimed at reducing the risks and uncertainties associated with concentrating on a single product. Therefore, these aspects are making it hard for the consumers to know what will happen in the future and whether it will affect their financial stability. In order to a bit feel secure, the customers are forced to undergo some happiness in order to save the available money. This is making it hard for them to lead happy and satisfying lives. Majority of the people are employed in the corporate sector. With the increasing levels of competition in the market,

No to Gmo Essay Example for Free

No to Gmo Essay No to GMO Genetically modified foods are foods or plants that have been modified by researchers and scientists to improve the growth and development process. This idea was first introduced in 1982 and now has become widespread in use, especially in the US. This technology is sometimes referred to as â€Å"gene technology† or â€Å"genetic engineering† (WHO). All genetically modified foods are produced in a laboratory to â€Å"enhance its biological feature† (Godiff). This is not healthy. GM foods have the potential to pose major health risks for humans. The three major issues of concern for human health are allergenicity, gene transfer, and outcrossing. Genetically modified foods also pose risks to the environment, such as the possibility of species extinction (WHO). These foods are being produced because they seem to be advantageous. They seem to bring promise of lower prices and better quality. The whole purpose of genetically modified food(s) is to improve crop production by resisting unwanted insect damage, viral infections, and tolerating certain herbicides; however, this is not the result of GM foods (WHO). Cost, safety, property rights, and potential environmental danger all must be properly addressed and assessed. But perhaps they are being addressed in all the wrong ways. One of the biggest overall concerns, aside from human health, is for the environment. First, there is a fear that the GMO’s may â€Å"escape† and introduce the engineered genes into wild populations (WHO). This means the modified genes could alter plants and animals that were not meant to be altered. This leads into another big issue, insects that may not be pests will become susceptible to the gene product, causing death throughout various insect populations. That might mean the very insects that help plant growth and provide essential nutrients, will die off. A study showed that the pollen from genetically modified corn caused high death rates in monarch butterfly caterpillars (Godiff). Monarch butterflies are already a near threatened species. If we continue to grow these crops, we could risk endangering not only the magnificent Monarch butterfly, but other species as well. This is a big problem. The first of the major concerns for human health is allergenicity. Allergenicity is a problem because there are possibilities that a new allergen could be pr oduced along with the new gene, meaning that it could produce even more things to be allergic to (Godiff). Because so many people are allergic to  different types of food, this seems to raise the most concern. Not only is it bad that allergenicity is a concern, it is even worse that there is no reliable way to test the product for allergies (Pusztai). The next two areas of concern surround gene transfer and outcrossing. And they are a lot more complicated. Gene transfer is when genes from the GM food product transfer to cells of the body. This could result in serious adverse effects. This would be extremely bad if genes with an antibiotic resistance were to be transferred into the human body. Once they were transferred it would cause antibiotic resistance, which would lead to the body not being able to fight off certain pathogens. Once the body is not able to fight off the pathogens, it could lead to a weakened immune system and ultimately not getting better. This is hard work in the medical field going to waste. Outcrossing, the second important area of concern, is â€Å"the movement of genes from GM plants into conventional crops or related species in the wild† (WHO). This is an issue because seeds can easily be transferred from one place to another- by wind, water, and certain animals. The pollen from the genetically modified crops could also be transferred to the conventional crops. This ultimately means that our conventional crops may become contaminated, and mixed with the GMC’s. Farmers will have no way of knowing if this happens. So, one pro posed way to fix this is to adopt regulations such as separation of the fields between GM crops and conventional crops (WHO). Genetically modified crops and conventional crops cannot co-exist. Really, in general, there is no end to the controversy over genetically modified crops or GMO’s. Each of these foods must be assessed on â€Å"case-to-case† basis. These studies cannot be generalized and cannot be taken lightly. Greenpeace said, â€Å"Scientific concerns about the safety of GM foods are clearly real† (Meikle) There is a study that showed the toxin levels are not only extremely evident but also extremely unpredictable (Pusztai). In all honesty, while these may be the major and most important areas of debate, they are not the only ones. In fact, there could be countless adverse health effects that we do not even know about yet. These products must undergo more testing and stricter regulations. We, like the European Union, need to enforce and place more emphasis on testing GM foods. Perhaps not to the extreme, as they are, like violent protesting and activist raids. We do not want to destroy years of fieldwork, but we do need to do something, before it gets out of hand  (Curry). There is not nearly enough information on genetically modified foods for them to be considered safe. There is no information on the long-term effects. Finally, labeling genetically modified foods. This should hit home the most. We should know what we are eating. We should want to know what we are eating. If the product is made with genetically modified corn, it should say so on the ingredients list. Otherwise it should be labeled no GMO’s. This is so important, just for everyday purposes, so that we can consciously decide and make educated decisions on the foods we are eating and what we are supporting. How are we supposed to stop the mass production of GMC’s if we are buying them? Buying foods that are made with GMO’s is only showing support for the very thing we do not want. This is essential for ourselves and our family. In conclusion, genetically modified foods are bad news. There is not enough information on them to really know whether or not they are okay. And there is certainly not any information on what they could do to our health in the future. Until there is, the skepticism will remain. Genetically modified foods need to be further researched and labeled in the market. But as of right now, they seem to be causing a lot of problems and also have the potential to cause many more. Human health and the environment are at risk. Genetically modified foods aren’t worth it. Once there is more research and tests done, there may be reason to further review it. But right now the answer is no. Bibliography 20 Questions on Genetically Modified (GM) Foods. World Health Organization . Web. 12 Mar. 2013.http://www.who.int/foodsafety/publications/biotech/ 20questions/en/. Curry, Andrew. Seeds of Conflict. Discover Magazine. (2013): n. page. Web. 12 Mar. 2013. http://discovermagazine.com/2013/april/16-seeds-of-conflict. Godiff, Lewis. Genetically Modified Foods. Science and Technology Journal. (2012): Web. 12 Mar. 2013.http://scienceandtechnologyjournal.wordpress.com/ 2012/03/16/genetically modified-foods/. Meike, James. Journal to Publish GM Foods Report. Guardian. (1999): Web. 26 Feb. 2013. http://www.guardian.co.uk/science/1999/oct/05/gm.food. Pusztai, Arpad. Genetically Modified Foods: Are They a Risk to Human/Animal Health?. actionbioscience. n. page. Web. 12 Mar. 2013. http://www.actionbioscience.org/ biotechnology/ pusztai.html?print.

life cycle of stars Essay -- essays research papers

LIFE CYCLE OF A STAR Stars are formed in nebulae, interstellar clouds of dust and gas (mostly hydrogen). These stellar nurseries are abundant in the arms of spiral galaxies. In these stellar nurseries, dense parts of these clouds undergo gravitational collapse and compress to form a rotating gas globule. The globule is cooled by emitting radio waves and infrared radiation. It is compressed by gravitational forces and also by shock waves of pressure from supernova or the hot gas released from nearby bright stars. These forces cause the roughly-spherical globule to collapse and rotate. The process of collapse takes from between 10,000 to 1,000,000 years. A Central Core and a Protoplanetary Disk: As the collapse proceeds, the temperature and pressure within the globule increases, as the atoms are in closer proximity. Also, the globule rotates faster and faster. This spinning action causes an increase in centrifugal forces (a radial force on spinning objects) that causes the globule to have a central core and a surrounding flattened disk of dust (called a protoplanetary disk or accretion disk). The central core becomes the star; the protoplanetary disk may eventually coalesce into orbiting planets, asteroids, etc. Protostar: The contracting cloud heats up due to friction and forms a glowing protostar; this stage lasts for roughly 50 million years. If there is enough material in the protostar, the gravitational collapse and the heating continue. If there is not enough material in the protostar, one possible outcome is a brown dwarf (a large, not-very-luminous celestial body having a mass between 1028 kg and 84 x 1028 kg). A Newborn Star: When a temperature of about 27,000,000ÂÂ °F is reached, nuclear fusion begins. This is the nuclear reaction in which hydrogen atoms are converted to helium atoms plus energy. This energy (radiation) production prevents further contraction of the star. Young stars emit jets of intense radiation that heat the surrounding matter to the point at which it glows brightly. These narrowly-focused jets can be trillions of miles long and can travel at 500,000 miles per hour. These jets may be focused by the star's magnetic field. The protostar is now a stable main sequence star which will remain in this state for about 10 billion years. After that, the hydrogen fuel is depleted and the star begins to die. Life span: The... ...densities are shown as numbers on the the central line that defines the Main Sequence (M.S.) of stars. Most known stars lie along this line; they describe a stage in which a star reaches some fixed size and mass and commences burning of most of its hydrogen before changing to some other star type off the sequence. Star types, which are defined on the basis of stellar surface temperatures (page 20-7), are shown by the letters (O, B,...etc.) assigned to each group and evolutionary pathways for some are indicated. This particular plot also shows along the right ordinate the total time that Main Sequence stars of different masses spend on that sequence before evolving along the several principal pathways (see below); as far as we now know, stars do not completely vanish, but survive as dwarfs or Black Holes ( but the latter in principle can disappear by evaporation as Hawking radiation). Temperatures were obtained using Chandra X-ray data. BILBLIOGRAPHY www.enchantedlearning.com/subjects/astronomy/stars/lifecycle/ imagine.gsfc.nasa.gov/docs/teachers/lifecycles/LC_main_p1.html hubblesite.org/newscenter/newsdesk/archive/releases/1999/20/ map.gsfc.nasa.gov/m_uni/uni_101stars.htm

Games As A Tool For Learning Education Essay

The game is an activity aimed at run intoing the demands of amusement, pleasance, emphasis alleviation, every bit good as the development of certain accomplishments and abilities.A Besides, the game is called a signifier of free look rights, non related to the accomplishment of useful intent and is a pleasance in itself. It is believed that most of the games have the undermentioned chief characteristics: Today ‘s universe is full of games even more than before.A Games, competitions, sweepstakes, lotteries have filled telecasting programs.A Gambling: slot machines, cards, roulette make immense net incomes to proprietors of chancing establishments.A Sports – football, hockey are the most popular shows, and for their members this is a high-paying work.A Films, theatres are favourite amusements with all the spectacle and leisure.A Human civilization arises and unfolds in the game.A In a wide sense of the word game covers human activity in all its manifestations.A Sing the activities of people with this point of view, we can state that people â€Å" play † a partner and parent, kid and nurse, supervisor and subordinate.A In different state of affairss, a individual performs different societal roles.A At the same clip he can play the function of position, behavior, state of affairs, etc.A There are such sorts of games: athleticss, squad games, logical games, games on th e paper, rational and developing games. All these types of games develop different accomplishments and a individual gets more cognition and experience. Developing games are the games in which there is a development or betterment of assorted skills.A The construct of developing games is associated chiefly with the childhood of human life.A Children playing in developing games train their ain thought, inventiveness, creativeness and imagination.A The types, nature, content and design are determined by the specific educational undertakings in relation to the age of kids with their development and interests.A The start the application of educational games for educational intents is allowed in a game at the age of ( 0 ) 1 twelvemonth, and depending on the kid ‘s development in each peculiar instance. There are such age groups: -for kids from 0 to 1 twelvemonth ; -for kids from 1 twelvemonth to 3 old ages ; -for kids from 3 old ages to 7 old ages ; -for kids older than 7 old ages and grownups ; The types of the games include: dough for sculpting, pigments, applications, mystifier, etc. Playing and learning.A Expression â€Å" educational game † is non right, because it comes from the false premiss that you can larn, sing ennui or to play, and non to comprehend the information.A Good game, which is interesting, ever teaches something, and in any good preparation exercising there is an component of the game. Nowadays games have become the resource that helps kids and grownups perceive the information, as there are new advanced attacks that help to explicate everything better and as a consequence people remember easy. A typical characteristic of games is a combination of repeat and surprise.A Therefore, the art of compiler games is in the right dose of repeat and surprise. However, the game is the first thing that a individual wants to play, and though this want may non be wholly motivated, it is still a extremely single. Games do non automatically take to learning.A If we want to guarantee changeless communicating between the game and instruction at the school, so this can be achieved merely by conveying the spirit of the game in the ordinary school life, instead than merely utilizing some educational games.A The instructor, as an organiser of the game should open up the seeds of its ain game started and should learn, presenting into the procedure of larning the elements of the game. Construction of the educational procedure is based on cognition of the construction of educational activities, and other psychological features built-in to the schoolboy.A This cognition is chiefly incorporated in the course of study ; they determine the methods and techniques of training.A But since they are present at that place in a hidden, inexplicit signifier, the instructor would be helpful to follow the trust on a psychological phenomenon that suggests one method or another that changes in preparation activities or the individuality of the pupil it should entail.A For illustration, the thought of the types of preparation activities and their relationship to take to the usage at certain phases of the materialized signifier of action with a assortment of strategies, thoughts about the formation and transportation techniques of cognitive activity, to organize them at assorted educational stuffs, etc. It is known that in preschool age acquisition of new cognition in the game is much more successful than in the classroom.A The kid, fascinated by an attractive construct of the new game, as if no notice of what he learns, although he now and so faces troubles, which require accommodation of its representations and cognitive activity.A In today ‘s pre-school educational teaching method and instruction, the value of the game in the rule is recognized.A The game is merely a tool for a kid to be able to larn what he still can non. However, the tremendous potency of educational games ( didactic, games with regulations, etc. ) are by and large non used.A The repertory of these games is really hapless and covers a narrow scope of undertakings, particularly small concerted games that involve the whole group.A There are virtually no games aimed at the development of strong-minded, moral qualities of the individual and the formation of human dealingss between kids. Educational game – this is non any action with didactic stuff and is non a game response at the compulsory preparation sessions.A This is specific, full and quite content for kids ‘s ‘ activities and besides it has its motivations and its methods of action. Developing games are characterized by the fact that they contain a ready game program, proposed by the kid, the drama stuff, and rules.A The end of a game ever has two facets: 1 ) cognitive, for illustration, what should we learn a kid, what modes of action with the objects we want him to reassign, 2 ) educational, for illustration, the ways of cooperation, signifiers of communicating and relationships to other people who should educate kids. In both instances the end of the game should be formulated non as a transportation of specific cognition and accomplishments, every bit good as the development of certain mental procedures or abilities of the kid. The game program is that the game state of affairs, in which the kid is introduced, and which he perceives as his own.A This is achieved if underdeveloped games are based on the specific demands and dispositions of kids, every bit good as characteristics of their experience.A The attraction of certain things gives a significance to their activities.A In all instances, the game program is implemented in bet oning activities that are offered to a kid when the game took topographic point. Game action ever includes a acquisition job, which all kids have, indispensable to personal success in the game and their emotional connexion with other participants. Action larning undertaking requires the kid ‘s active rational and volitional attempt, but it besides gives the greatest satisfaction.A The content of the preparation undertakings can be rather varied: Make non run in front of clip or name of the topic, clip to happen the image for some clip, memorise a few points, etc. Finally, an of import characteristic of the game is the game rules.A Rules of the game are brought to mind the kids of the program, game action and acquisition undertaking. For the game to actuate kids and to impact them personally, an grownup must go a direct participant.A By their actions, emotional communicating with big kids involves them in joint activities, doing it an of import and meaningful to them.A It becomes like a centre of attractive force in the game.A It is really of import in the early phases of acquiring acquainted with the new game, particularly for younger preschoolers.A At the same clip an grownup arranges the game, and so it helps kids to get the better of troubles, to promote conformity and to observe their errors.A The combination of two different grownup functions – participant and organiser is an of import characteristic in developing the game. Due to the fact that the educational game includes active and meaningful activities for kids, which he volitionally and voluntarily activates, the new experience gained in it, it becomes his personal belongings, as it can be easy applied in other contexts ( and hence the demand to consolidate the new knowledgeA disappears ) .A In add-on, many games teach kids to move â€Å" in head † , to believe what liberates the imaginativeness of kids, develops their originative abilities and capacities. Educational game is a reasonably effectual manner of organizing such qualities as organisation, self-denial, etc. The joint nature of the game is of a great importance, in which the instructor and equal group encourages the kid to follow with the regulations, for illustration, the witting control of their actions.A As a effect of a underdeveloped game, a kid learns the regulations of the game better, uses his originative thought and gives his new thoughts and takes determinations. Gradually, there are requirements to the formation of witting behaviour and self-denial, which is the practical development of moral standards.A Game regulations are like normal behaviour in a group, conveying a new societal experience.A All in all, developing games are really helpful for kids and grownups. They help to happen originative thoughts, to understand of import things and to look at the state of affairs at a different angle. Therefore, in early childhood developing games contain a versatile environment for the formation of the most valuable qualities of the individual.A However, to do their development effectual, there should be consistence in the choice of games.

Hypnosis. Psychological and Physical Aspects of Hypnosis

| Hypnosis. Psychological and physical aspects of hypnosis. Hypnosis is a natural state of mind that can be used for many purposes, in different settings. Nowadays research in the field of hypnosis and associated areas has blossomed and there are valuable evidence that hypnosis has real and measurable affects on both body and mind. During this essay I will be describing what is hypnosis including what the psychological and physical aspects of hypnosis are, further I will be discussing the role of relaxation in hypnotherapy. We experience the â€Å"hypnotic state† in everyday life and it often occurs without recognition as such. It is believed that our mind can drift from alert state into different level of consciousness whenever we do activities in automatic mode, like driving, jogging, taking a shower, walking, etc. These are hypnotic-like trances. The main differences between these sorts of trance and clinical hypnosis are specific motivation and suggestions to achieve some desired results. Therapist may use hypnosis to explore patient’s unconsciousness, to identity whether past events or experiences are associated with causing a problem. One of the most accepted axioms of hypnotherapy that nothing can be done with hypnosis that cannot be done without. Barber (1969) offered considerable experimental evidence for â€Å"Anything you can do I can do†¦ † At the same time, since hypnosis occurs spontaneously in therapy as well as in ordinary life it is impossible to ignore the part played by hypnosis in the service of the patient. It is important to understand that no two individuals will have identical experience as they progress from the state of alertness to a deep trance. The impact of hypnosis on a person's subsequent actions is dependent upon how suggestible that particular individual happens to be, a quality that can differ from one person to the next. Each person experiences the hypnotic phenomenon in his or her own way. However, it has been recognized that suggestions during the hypnosis could influence the physical processes in the body and in the brain. The earliest references of hypnosis date back to ancient Egypt and Greece. Both cultures had religious centres where people came for help with their problems. Hypnosis was used to induce dreams, which were then analysed to get to the root of the trouble. The man who most people associate with the beginning of hypnosis is an Austrian doctor Franz Anton Mesmer (1733-1815). Mesmer believed that a â€Å"cosmic fluid† could be stored in inanimate objects, such as magnets, and transferred to patients and cure them of illness. Eventually Mesmer discarded the magnets and regarded himself as a magnet through which a fluid life force could be conducted and transmitted to others as a healing force. He incorporated that into the theory of â€Å"animal magnetism†. Despite the fact that no evidence supports the existence of that theory, he had tremendous success. Mesmerism became the forerunner of hypnotic suggestion. Meanwhile, the marquise de Puysegur, believed that the â€Å"cosmic fluids† was not magnetic, but electric, that generated in plants and animals. Puysegur used the natural environment to fill his patients with healing electric fluid. During that activity some of the patients entered a somnambulistic state (a deep trance). The marquis had discovered the hypnotic trance, but had not identified it as such. Another forward thinker in the mid 1800 was a professor at London University, John Elliotson (1791-1868), who use the hypnotic state to relieve pain during the surgical operations. In India, a British surgeon, James Esdaile (1808-1859) recognised the enormous benefits of hypnosis for pain relief and performed hundreds of major operations using hypnosis as his only anaesthetic. This was accomplished by inducing the trance state to the patient weeks before the surgery and offering posthypnotic suggestions to numb the part of the body on which the operation was to be performed. The next real pioneer of hypnosis in Britain in the late 1800s was James Braid (1795-1860), who gave mesmerism a scientific explanation. He believed mesmerism to be a â€Å"nervous sleep† and coined the word hypnosis, from Greek word Hypnos, meaning sleep. He discovered that getting a patient to fixate upon something was one of the most important components of putting them into a trance. The French scientists were also taking the interest in the subject of hypnosis, and many breakthroughs were made by Ambroise Leibeault (1823-1904), a neurologist Jean Martin Charcot (1825-1893) and Charles Richet (1850-1935). Ambroise Leibeault and Hippolyte Bernheim (1837-1919) were the first who asserted that expectation is a most important factor in the induction of hypnosis and suggestibility is its essential symptom. The work of another Frenchman, Emile Coue (1857 – 1926), was very interesting. He is most famous for the phrase ‘Day by day in every way I am getting better and better'. His technique was one of affirmation and his idea was that the imagination is always more powerful than the will. Sigmund Freud (1856-1939) was also interested in hypnosis at this time. He was using it in his work, but eventually abandoned it in favour of psychoanalysis. With the rise of psychoanalysis in the first half of this century, hypnosis declined in popularity. Milton Erickson (1901-1980) is considered the leading authority of clinical hypnosis. Nowadays Erickson approach to hypnosis without question is the most effective. There are many physical and psychological problems can be effectively controlled by the use of hypnosis. Patients suffering with chronic illnesses such as cancer, arthritis, stroke and multiple sclerosis can benefits from hypnosis in many ways. In all this entire spectrum of diseases, pain is one of the most common symptoms. The most distressing an aspect of pain is the loss of control the patient feels. Through hypnosis is possible to show patients how they can use their own mind to change the subjective feeling of pain, restoring that sense of control and make patient feel empowered. Increased self-esteem, developing more positive attitude may even decrease the use of pharmacological agents. When done properly, hypnosis holds several advantages over drugs. It has no side effects, while drugs can leave a sense of dependence for the patient. Hypnosis not only gives the ability to relieve the pain, but removes the ever-present fear of pain’s return. For certain types of breast and thyroid surgery, a combination of hypnosis and local anaesthesia can aid in the healing process, and can reduce drug use and time spent in the hospital, according to studies reported at Euroanaesthesia 2011 in Amsterdam. According to the researchers, women who were hypnotized spent a few minutes more in the operating room (122 vs. 116  min), perioperative drug use was reduced, as was time in the recovery room and in the hospital. No patient in the hypnosis group converted to general anaesthesia during surgery. The major benefit is that hypnosis is modifying the cognitive response to sensation points, changing the expectations and reducing stress. Hypnosis can be especially helpful when dealing with diseases that have psychosomatic aspects, such as psoriasis, eczema, asthma. Study reviled that using hypnotherapy can improve those conditions. It concluded that the greater the depth of hypnosis the patient achieved the greater the improvement in patient’s condition. Using the relaxation techniques and post-hypnotic suggestion to discharge anxiety can significantly reduce the stress, which is a well known trigger for psychosomatic disorders. Hypnotherapy deals with psychological and physical disorders in variety of way. There are countless types of suggestion that can be given to patients while there in trance. Patients can even be age-regressed back to a time before they have been ill, injured or distressed and then received comfort and reassurance followed by relief. Imaginary, visualisation, metaphors are also the key factors in hypnosis. Through training the mind to imagine the desired outcome can help bring the desired result. This technique has great success in sport and help to achieve the peak performance. Relaxation is the first resource in hypnotherapy intervention that enhances the process of healing and recovery. Researchers have shown that being to tense or living with too much stress has a significant negative impact on our life. It can lead to physical illnesses and many psychological issues. The effect from relaxation on our body and mind is enormous. Relaxation in hypnotherapy helps in 3 ways; its completely turning off the sympathetic nervous system, changing our reaction to stressful events and build up our parasympathetic nervous system. The first goal in hypnosis is to achieve a very deep state of relaxation where our mind is more focused and the connections between our thoughts, emotions and behaviour are clearer. This type of therapy is very helpful to reduce anxiety, distress and fear. This is can be done in a trance state by guiding the patient through imaginary and visualisation. Once a patient is able to get into that state, the goal becomes lengthening the period of relaxation and teaching the patient how to control these internal images on his own. Most people will feel certain degree of anxiety in everyday life. Such feeling are generally reasonable and appropriate and it is only if that anxiety is exaggerated in intensity or duration, prevents to perform a required task or interfere with person’s life to a significant degree, than it is begins to regard as pathological reaction. Not surprisingly, using relaxation techniques can be very effective when patient get the rising heart and panic attack. This is another category of pathological anxiety reactions that includes phobic attacks to spiders, mice, rats, snakes, lizards and other creatures. Patients with such phobic reaction may be taught to rehearse so that every time they begin to get the racing heart signifying panic to that person, they begin to use their learned techniques of imagery to put their mind in a more relaxed place. The relaxation techniques can be used along with biofeedback instrument to increase the effectiveness of relaxation. Biofeedback is a tool which gives immediate and objective evidence to the patient of his ability to control such processes as heart rate, breathing rate, skin temperature, skin resistance and blood pressure. To those patients who are able to response moderately well to hypnosis, it offers a means of achieving some degree of voluntary or self-mediated control over these pathological reactions. It is important to ensure that anxiety is not the expression of underlying depression or major psychiatric disorder that is not yet manifest. Hypnosis has both a diagnostic and therapeutic role in eating disorders. For example, during hypnosis patients can uncover their past traumas or feeling of deserving self-punishment. Dr. Moshe S. Torem describes introducing hypnosis to eating disorders patient initially in the form of self-hypnosis, framed as a technique to improve calmness and relaxation. It appears that hypnotherapy is quite popular and sufficient way that could help you to illuminate negative behaviour patterns or bad habits. Focused relaxation techniques are used to modifier person behaviour and change the way one thinks about addictions and habits that affect the quality of life. Hypnosis connects modern practice with practices that have been used by ancient Egyptian and enlightened Zen masters. It informs our understanding of how the mind connects with the body, as well as how conscious mind connect with the unconscious. Hypnosis can be applied in physical and psychosomatic disorders in many ways. First, it can be effective in reducing pain and discomfort. Secondly, hypnotic techniques can contribute substantially to the reduction of distress, anxiety and fears. Thirdly, it can be employed to influence the psychological processes that can give the power and the ability to patients to improve their life in an infinite number of ways. Hellmut W. A. Karle and Jennifer H. Boys 2010. Hypnotherapy. A Practical Handbook Journals online. Journal of Health Psychology. The physical, Psychological and Social Impact of Psoriasis. Josie Hadley and Carol Staudacher 2002. Hypnosis for Change. Michael Heap and Windy Dryden. Hypnotherapy. A Handbook Medscape CME Nursing. Journal online. Euroanaesthesia 2011. , Combination of hypnosis and local anaesthesia for certain types of breast and thyroid surgery. www. ibshypnosis. com Clinical hypnosis: Something for you? By Olafur S. Palsson, Psy. D. www. hypnosisexpert. co. uk Top 5 Most Effective Uses for Hypnotherapy. By Anna Aengel 2010 www. systemthinker. com Hypnosis Past, Present and Future: Its Medical and Psychiatric Applications by Howard Ditkoff M. D. www. innerhealhstudio. com Relaxation Therapy For Body and Mind. By Candi Raudebaugh.

Virginia Apgar Biography, Creator of Key Newborn Test

Virginia Apgar Biography, Creator of Key Newborn Test Virginia Agpar  (1909-1974) was a physician, educator, and medical researcher who developed the Apgar Newborn Scoring System, which increased infant survival rates. She famously warned that use of some anesthetics during childbirth negatively affected infants and was a pioneer in anesthesiology, helping to raise the respect for the discipline. As an educator at the March of Dimes, she helped refocus the organization from polio to birth defects. Early Life and Education Virginia Apgar was born in Westfield, New Jersey. Coming from a family of amateur musicians, Apgar played violin and other instruments, and became a skilled musician, performing with the Teaneck Symphony. In 1929, Virginia Apgar graduated from Mount Holyoke College, where she studied zoology and a premed curriculum. During her college years, she supported herself by working as a librarian and waitress. She also played in the orchestra, earned an athletic letter, and wrote for the school paper. In 1933, Virginia Apgar graduated fourth in her class from Columbia University College of Physicians and Surgeons, and became the fifth woman to hold a surgical internship at Columbia Presbyterian Hospital, New York. In 1935, at the end of the internship, she realized that there were few opportunities for a female surgeon. In the middle of the Great Depression, few male surgeons were finding positions and bias against female surgeons was high. Career Apgar transferred to the relatively new medical field of anesthesiology, and spent 1935-37 as a resident in anesthesiology at Columbia University, the University of Wisconsin, and Bellevue Hospital, New York. In 1937, Virginia Apgar became the 50th physician in the US certified in anesthesiology. In 1938, Apgar was appointed Director of the Department of Anesthesiology, Columbia-Presbyterian Medical Center - the first woman to head a department at that institution. From 1949-1959, Virginia Apgar served as professor of anesthesiology at Columbia University College of Physicians and Surgeons. In that position she was also the first female full professor at that University and the first full professor of anesthesiology at any institution. The Agpar Score System In 1949, Virginia Apgar developed the Apgar Score System (presented in 1952 and published in 1953), a simple five-category observation-based assessment of newborn health in the delivery room, which became widely used in the United States and elsewhere. Before the  use of this system, delivery room attention was largely focused on the mothers condition, not the infants, unless the infant was in obvious distress. The Apgar Score looks at five categories, using Apgars name as a mnemonic: Appearance (skin color)Pulse (heart rate)Grimace (reflex irritability)Activity (muscle tone)Respiration (breathing) While researching the systems effectiveness, Apgar noted that cyclopropane as an anesthetic for the mother had a negative effect on the infant, and as a result, its use in labor was discontinued. In 1959, Apgar left Columbia for Johns Hopkins, where she earned a doctorate in public health, and decided to change her career. From 1959-67, Apgar served as head of division of congenital malformations National Foundation - the March of Dimes organization - , which she helped refocus from polio to birth defects. From 1969-72, she was the director of basic research for the National Foundation, a job that included lecturing for public education. From 1965-71, Apgar served on the board of trustees at  Mount Holyoke College. She also served during those years as a lecturer at Cornell University, the first such medical professor in the United States to specialize in birth defects. Personal Life and Legacy In 1972, Virginia Apgar published Is My Baby All Right?, co-written with Joan Beck, which became a popular parenting book. In 1973, Apgar lectured at Johns Hopkins University, and from 1973-74, she was the senior vice president for medical affairs, National Foundation. In 1974, Virginia Apgar died in New York City. She never married, saying I havent found a man who can cook. Apgars hobbies included music (violin, viola, and cello), making musical instruments, flying (after age 50), fishing, photography, gardening, and golf. Awards and Accolades Four honorary degrees (1964-1967)Ralph Walders Medal, American Society of AnesthesiologistsGold Medal of Columbia UniversityWoman of the Year, 1973, Ladies Home JournalAmerican Academy of Pediatrics prize named after  herMount Holyoke College created an academic chair in her name

Example of ANOVA Calculation

Example of ANOVA Calculation One factor analysis of variance, also known as ANOVA, gives us a way to make multiple comparisons of several population means. Rather than doing this in a pairwise manner, we can look simultaneously at all of the means under consideration. To perform an ANOVA test, we need to compare two kinds of variation, the variation between the sample means, as well as the variation within each of our samples. We combine all of this variation into a single statistic, called the ​F statistic because it uses the F-distribution. We do this by dividing the variation between samples by the variation within each sample. The way to do this is typically handled by software, however, there is some value in seeing one such calculation worked out. It will be easy to get lost in what follows. Here is the list of steps that we will follow in the example below: Calculate the sample means for each of our samples as well as the mean for all of the sample data.Calculate the sum of squares of error. Here within each sample, we square the deviation of each data value from the sample mean. The sum of all of the squared deviations is the sum of squares of error, abbreviated SSE.Calculate the sum of squares of treatment. We square the deviation of each sample mean from the overall mean. The sum of all of these squared deviations is multiplied by one less than the number of samples we have. This number is the sum of squares of treatment, abbreviated SST.Calculate the degrees of freedom. The overall number of degrees of freedom is one less than the total number of data points in our sample, or n - 1. The number of degrees of freedom of treatment is one less than the number of samples used, or m - 1. The number of degrees of freedom of error is the total number of data points, minus the number of samples, or n - m.Calculate the mean square of error. T his is denoted MSE SSE/(n - m). Calculate the mean square of treatment. This is denoted MST SST/m - 1.Calculate the F statistic. This is the ratio of the two mean squares that we calculated. So F MST/MSE. Software does all of this quite easily, but it is good to know what is happening behind the scenes. In what follows we work out an example of ANOVA following the steps as listed above. Data and Sample Means Suppose we have four independent populations that satisfy the conditions for single factor ANOVA. We wish to test the null hypothesis H0: ÃŽ ¼1 ÃŽ ¼2 ÃŽ ¼3 ÃŽ ¼4. For purposes of this example, we will use a sample of size three from each of the populations being studied. The data from our samples is: Sample from population #1: 12, 9, 12. This has a sample mean of 11.Sample from population #2: 7, 10, 13. This has a sample mean of 10.Sample from population #3: 5, 8, 11. This has a sample mean of 8.Sample from population #4: 5, 8, 8. This has a sample mean of 7. The mean of all of the data is 9. Sum of Squares of Error We now calculate the sum of the squared deviations from each sample mean. This is called the sum of squares of error. For the sample from population #1: (12 – 11)2 (9– 11)2 (12 – 11)2 6For the sample from population #2: (7 – 10)2 (10– 10)2 (13 – 10)2 18For the sample from population #3: (5 – 8)2 (8 – 8)2 (11 – 8)2 18For the sample from population #4: (5 – 7)2 (8 – 7)2 (8 – 7)2 6. We then add all of these sum of squared deviations and obtain 6 18 18 6 48. Sum of Squares of Treatment Now we calculate the sum of squares of treatment. Here we look at the squared deviations of each sample mean from the overall mean, and multiply this number by one less than the number of populations: 3[(11 – 9)2 (10 – 9)2 (8 – 9)2 (7 – 9)2] 3[4 1 1 4] 30. Degrees of Freedom Before proceeding to the next step, we need the degrees of freedom. There are 12 data values and four samples. Thus the number of degrees of freedom of treatment is 4 – 1 3. The number of degrees of freedom of error is 12 – 4 8. Mean Squares We now divide our sum of squares by the appropriate number of degrees of freedom in order to obtain the mean squares. The mean square for treatment is 30 / 3 10.The mean square for error is 48 / 8 6. The F-statistic The final step of this is to divide the mean square for treatment by the mean square for error. This is the F-statistic from the data. Thus for our example F 10/6 5/3 1.667. Tables of values or software can be used to determine how likely it is to obtain a value of the F-statistic as extreme as this value by chance alone.

Supporting your Claim Essay Example | Topics and Well Written Essays - 250 words

Supporting your Claim - Essay Example Either way it is prudent and sometimes demands of the situation to produce objective and verifiable evidence to bring the point home for the readers. The facts should have permanence and universality and pass the test of time. The assertions you are making, the information, news and opinion you are giving, the facts, data and revelations you are presenting are all your ‘claims’ that needs be properly supported with objective evidence. Maxine C. Hairston says, â€Å"we all use another common thought pattern, that of assertion and support. We do that when we make a claim, and then back it up with reason†. (p57). Backing and supporting is done by citing authorities and studies in a manner to be understood and accepted by to the readers. You are obliged to adapt a tune and style appealing to the readers and entice them to a willing suspension of disbelief as stated by Coleridge in his Biographia Literaria.. Supporting your claim is important because â€Å"Professors are skeptical who expect authors to back their claims with evidence and rational arguments. As you draft your paper, try to anticipate at what points your readers might ask â€Å"How do you know?† or â€Å"What evidence do you have for that statement?† (Hairston, p5). Giving a universal appeal and acceptance to a piece of composition, the â€Å"claims† in an essay must therefore be supported by objective and verifiable evidences, otherwise the essay will turn into fiction or a fairy tale and would not appeal to the reason of the readership. The writer must therefore know his â€Å"claims† and must know the answer to question like â€Å"how do you know?† or â€Å"how can you claim?† An essay should hold the reader’s attention and have sublimity which comes with authentication of the facts narrated in the essay. The facts narrated should be universal and not limited in scope only known and understood in a local culture. They should also pass the test of