The Bible And The Quran - 968 Words

The Bible and the Quran, while rooted in many of the same stories, have vast differences that reflect the respective audiences of each religious text. The Bible, which is tailored to Judaism, includes many lessons and covenants involving land and the promise of prosperity; Jews had been uprooted from their ancestral home and needed the reassurance that there were better days to come, the Bible offered this solace. On the other hand, Muhammed is concerned with convincing polytheists that there is one true god, Allah; the Quran reflects this effort. The Biblical and Quranic accounts of the Joseph story have a few major differences in plot and character behavior; these differences reveal the finer variations between the Muslim interpretation of Allah and the Jewish interpretation of God. There are many differences between how the Quran and the Bible show the main characters, Joseph, Jacob, and God, behaving in the respective accounts of the Joseph story. The Quran focuses on Jacob and J oseph’s life as prophets, meaning they are depicted as less vulnerable than the Biblical versions. Because of their standings as prophets, the Quran wants them to be as flawless as possible; therefore, there are less reasons to dislike or find fault with Jacob and Joseph in the Quran. For example, when Joseph is being accused of adultery, he is found not guilty in the Quran, in the Biblical version he is blamed for seducing the wife(Sura 12:23-32, Gen. 39:7-20). In the Quran, Aziz believes thatShow MoreRelatedThe Quran And The Bible1432 Words   |  6 PagesSection two. Throughout the Quran, there are many beliefs that Muslims and Christians agree and disagree about concerning the personage of Jesus. Among the few areas of agreement between the two, both the Quran and the Bible claim that Jesus came into the world through Mary, a virgin. While he came from Mary’s womb, it was not through intercorse but by the work of God. In the Quran, when Mary encounters one of Allah’s angels, Mary responds to his message, â€Å"‘My Lord, how can I have a son when noRead MoreThe Quran vs. The Bible Essay1047 Words   |  5 Pagesevents due to lack of education or preferential teachings. Both the Bible and the Quran claim to have been inspired by God; however, that would mean both conflicting religions are considered absolute truth. This would also conclude that both books were inspired by the same Messiah, even though the Quran and the Bible claim to have different high powers. Many questions arise from such topics, such as: can the Quran and the Bible both be absolutely true if they hold opposing standards? Many controversialRead MoreEssay on Bible vs. Quran1630 Words   |  7 Pagesa large white book with gold-tipped pages. On the cover, prominent gold letters display the words The Holy Bible. This extravagant Christian place of worship, located in St. Petersburg, Florida, shows the importance of religious establishments as additional resources used in teaching religion. Two of the world’s largest religions use faith-powered books, The Holy Bible and The Holy Quran, to educate members. The scriptures in these books have provided direction, spiritual guidance, and theologiesRead MoreComparative Scriptures : The Bible And The Quran836 Words   |  4 PagesComparative Scriptures: the Bible and the Quran The Bible and the Quran are two of the most well recognized and significant religious books across the world. They contain a plethora of similar principles and recounts, however, comprise of a great sum of differences. The first sections of the Bible, recognized as the Old Testament, consists of books of the Hebrew Bible, or Torah. The Quran is the main religious text of Islam. Muslims believe it to be a message from God, the Allah, to humanity. InRead MoreEssay about Jesus in the Quran and the Bible1486 Words   |  6 PagesJesus in the Quran and the Bible The three most influential books in human history, the holy books of the three main Abrahamic religions, share a common though checkered history. With a string of familiar figures and incidents, each book builds upon its predecessor, sometimes retaining the exact nature of the story and sometimes giving it a new version. Each book seems to have been influenced by its specific purpose and the circumstances of the time it was revealed, with the stories meeting theRead MoreReligious Texts- Examining the Content of the Holy Bible and the Holy Quran1621 Words   |  7 Pagesshoulders interlocking with her robe below. To the right of the infant, a table displays a large white book with gold-tipped pages. On the cover, prominent gold letters display the words The Holy Bible. Two of the world’s largest religions use faith-powered books such as the Holy Bible and the Holy Quran, to educate their members. Scriptures in these books have provided religious history, given spiritual guidance, and established moral theologies passed down from one generation to another. StillRead MoreIslam and Christianity: Two Figureheads in Two Influential Texts1110 Words   |  5 Pagestheir beliefs and gives rules or commandments to live by. Islam has the Quran, and Christians have the Bible. Many people in today’s world would deny that there are any similarities between the two books; however, two figures appear in both texts, Abraham and Jesus. The stories of Abraham and Jesus are incredibly similar but, the theological interpretation of these stories creates differences between the Bible and the Quran. Abraham and Jesus were very important during their own lifetime as wellRead MoreChristian Writing : The Dead Sea Scrolls950 Words   |  4 PagesChristian writing was written that correlates with the Bible, such as the Dead Sea scrolls, can be traced back to between 400-300 BC. Having the ability to know where a text comes from and what for can often give us a unique insight on other pieces of literature that was written around the same era. Nevertheless it may help us also understand other writing that seem to be written about the same or story that appears to be similar. If we examine the Quran, we see that there is some evidence that is indicatingRead MoreThe Dead Sea Scrolls1073 Words   |  5 Pageswritten that correlates with the Bible, such as the Dead Sea scrolls, can be traced back to between 400-300 BC. Understanding the context of where a text comes from and what period it was written in, often give us a unique insight on the pieces of literature and allows us to interp ret it correctly. Nevertheless, it may help us also understand other writing that seems to be written about the same story or ones that appear to be similar. While we examine the Quran, we are able to see that there isRead MoreWorldview/Religion Analysis of Islam Essay1238 Words   |  5 Pagesof the Bible became flawed when it was translated from the Greek.3 Islam is a worldview and a religion that intends to impose its system on the whole world including beliefs, diet, dress, work, home, politics and allegiances. These rules are still held in every country today designated as an Islamic republic. 4 Flaws of Islam Islam is a flawed worldview/religion for many reasons. While Islam claims to worship the creator God of the universe as introduced in the book of Genesis, the Quran is filled

Reviewing Classroom Management Plan - Free Essay Example

Sample details Pages: 6 Words: 1811 Downloads: 3 Date added: 2017/09/19 Category Management Essay Type Argumentative essay Did you like this example? Running Head: Final Project Reviewing Classroom management plan Julie Murray Kaplan University EP101-08 June 10, 2010 In reviewing this classroom management plan, I will be looking at the various elements that make up the plan. Such as the visual environment, physical arrangement, class rules and procedures as well as the types of instruction, communication plan and the teacher’s personal philosophy. Classroom management involves teacher actions to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. (Burden 2004) The management plan discusses how the visual environment will be set up to motivate the students to learn by having a star student board. That recognizes the student’s hard work both intellectually and socially. As well as having the walls decorated with posters and student’s artwork. There will also be plants and animals in the classroom that the students will be take care of in order to develop of sense of responsibility. It is important to make your classroom an attractive, comfortable place. (Burden, 2004) Sensory stimulation is another effect of a good classroom setting. For children, it is easier to learn in a very appealing classroom, because the elements of the things that would appeal to the senses are there. Pictures, colors, sound, and so forth. (Furniture, 2008)The physical arrangement is set up in groups so that the students can use it as a work space as well as centers. By putting the desks in group it promotes group cohesiveness as well as helping with behavior management. It also helps students with different learning needs, because students get the help that they need by having their peers and teacher to help them. Having different centers in the classroom is an excellent way to incorporate many skills and concepts, but it is also a great way to target students’ different learning styles. This plan gives students a c hance to express their different learning styles. By giving them a chance to work with other students in the book nook area or meet with them on the carpet at different designated times. The arrangement of furniture affects space allocation and space allocation has effects to the learning atmosphere. If the classroom looks narrow and small for students, they feel restricted and they do not interact well. On the other hand, if a classroom provides adequate space, students feel that there is space for interaction. (Furniture, 2008) The room is set up so the high traffic areas are free of congestion and there is plenty of space to be able to move around the room effectively. Some things that you could add to make the classroom more accessible for students in a wheel chair is by maybe adding a ramp outside the class room, and larger work space area for the student to be able work at instead of a traditional desk. The way the desks, tables, and other classroom materials are arrange d affects instruction and has an influence on order in the classroom. (Burden, 2004) The plan does not tell how the teacher developed the rules. Ways that you could have the students become involved in the process of making the rules is by asking the students what things that they think should be a rule. Depending on the age of children, the teacher may need to reword the rules in positive way instead of a negative. When teachers collaborate with their students to identify the need for rules and procedures in the classroom it helps to establish an orderly and safe place for learning. When they are given the opportunity to help create the list of rules, students are more motivated to follow them. Students will understand that the rules are meant to keep them safe and help them figure out what to do. Rules are general behavioral standards or expectations that are to be followed in classroom. They are general rules of conduct that are intended to guide individual behavior in an atte mpt to promote positive interaction and avoid disruptive behavior. Burden, 2004) For playground and cafeteria behavior the teacher has the students follow the classroom rules. Procedures are approved ways to achieve specific tasks in the classroom. (Burden, 2004) If students know the classroom procedures, the routine runs more smoothly and efficiently and less time is wasted. (Ashbaker, 2006) Establishing classroom procedures and rules helps teachers and students to stay organized. When the students have clear expectations there are fewer behavior disruptions. Procedures tell students how to perform routine instructional and housekeeping tasks. Sadlers, 2009) The teacher has set transitions for the students to follow for beginning of the school day, leaving the room, returning to the room and the ending of day. The transitions for starting the day is having the students put a card onto the bulletin board telling what they want for lunch, they will also find out what their job will b e for the day. By doing this it teaches the student’s responsibility for making sure that their job gets done and they get to chose what they want for lunch. The students next need to go to their desks and do their morning working which gives all the students time to put their lunch card onto the bulletin board and find out their job. As well as letting the teacher get any last minute things ready for the day of instruction. The students have a set way of leaving the room in which they need to do the appropriate sign language sign for their needs. Then once the teacher acknowledges them, they also need to sign out on the sheet by the door and take the hall pass. When returning to the room the students needs to enter the room quietly and sign back in on the paper and return the hall pass and then return back to their work. By doing this it also forces the student to take responsibility for remembering the right sign language sign and also to make sure that the teacher se es the sign before they can get from their desk. As well as making sure to remember to sign out and sign in and take the hall pass and return the pass when they return back to the room. Transitions are movements from one activity to another. A smooth transition allows one activity to flow into another without any breaks in the delivery of the lesson. To reduce the potential for disorder during transitions, you should prepare students for upcoming transitions, establish efficient transition routines, and clearly define the boundaries for the lessons. (Burden, 2003) The children are taught sign language for the words drinking fountain, sink, and bathroom, which are non-verbal cues that the students can use to let the teacher know of their needs. As well the teacher also uses cues by raising her hand in the air to let children know that the classroom is getting too noisy. The students will then raise their hands as well and put their finger over their lips and immediately stop wh at they are doing and put their eyes on the teacher. By using sign language as well as other non verbal cues, it is a way for the student as well as the teacher to express themselves without disrupting the class. The teacher states that she will using multiple intelligences to include all learning styles, She will be using a combination of direct instruction, small groups and center to teach the students. There is no mention in the plan of how the teacher creates or delivers her lesson plan. To meet the needs of diverse students, instruction cannot be one-dimensional. By using various methods of instruction it helps each student to reach their academic potential. (Burden, 2004)There is a communication plan set up to keep the teacher, students and parents up to date on the student’s progress. The students will receive feedback on their assignments as well as assignments will be displayed on the front board. Each student will keep track of their assignments in their own pers onal assignment books. If a student stops completing their assignments then there will be a pink slip that will be sent home to the parent. Which will explain the assignment that was not completed the consequences as well the slip needs to be signed by a parent before sending back to school. There will also be a star bulletin board set up where the teacher will give the student positive feedback. Parent conferences will be held as well as having report cards sent home. This plan help the students receive some positive feedback from their teachers as well as letting them stay up to date on their homework assignments. Although I think this plan needs to include more ways for students as well as parents to receive frequent positive and negative feedback. Providing positive feedback helps the child to feel good about what they have accomplished. As well from negative feedback learn what skill or behavior they need to approved upon. Overall I like this class management plan; I beli eve Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. In this plan the teacher set the tone for the class, by preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn should be every teacher’s major goal. In order to implement an effective classroom management plan in the classroom, without it the students would not be able to learn. The changes I would make are to include more feedback for students and information on how the rules and lesson plan were developed and implemented. Also let the students have a part in developing the rules, so that will have a better understanding of rules. They also will be more inclined to follow them and the consequences. Another thing that is missing is a behavior system that include s some certain of reward system for the students as well as the classroom for positive behavior and consequences for negative behavior. I would leave everything else the same; I think that the main components of the plan would work well with the needed changes that I have suggested. I think that a paraprofessional would be able to fit nicely into this plan by helping the teacher and students when needed. . References Ashbaker, B. Morgan, J. (2006). Paraprofessionals in the Classroom. Boston, MA: Pearson Education, Inc Burden, Paul R. (2003). Classroom management: Creating a successful learning Community (2nd). JohnWiley Sons. Maine Burden, P. (2004) An Educator’s Guide to Classroom Management. Boston, MA: Houghton Mifflin. Sadlers, Krista. (2009, November 2). How to Establish Classroom Procedures and Rules. Retrieved from https://classroom-organization. suite101. com/article. cfm/how_to_establish_classroom_procedures_and_rules Furniture Arrangement affects learning. (200 8). Retrieved from https://sugearup. com/2008/09/furniture-arrangement-affects-learning/ Don’t waste time! Our writers will create an original "Reviewing Classroom Management Plan" essay for you Create order

Differentiating Between Market Structures Essay - 1077 Words

Differentiating between Market Structures The structure of a market is defined by the number of firms in the market, the existence or otherwise of barriers to entry of new firms, and the interdependence among firms in determining pricing and output to maximize profits. The author of this paper will cover: the advantages and limitation of supply and demand identified in the simulation, the effectiveness of the organization in which the author knows, and how the organizations in each market structure maximizes profits. The simulation looks at all four types of market structure within the East-West Transportation Company. The four divisions operate within each of the four market structures. The divisions are Consumer Goods, Coal, Chemical†¦show more content†¦The Forest Product Division operates in the monopolistic competition market structure. A firm operating in monopolistic competition faces a downward sloping demand curve (University of Phoenix, 2008). The effectiveness of Staples Staples operates in the monopolistic competition. Staples carries many different brands and items within the store. Staples, unlike many monopolistic competition companies are concerned about what the major local competition is doing with their prices. Staples hires an outside company to check the different prices on items that they all carry alike, and then they decide to adjust their price accordingly to the research. Since Staples operates in the monopolistic competition, the demand curve faces in a downward slope. The downward – sloping demand curve means that in making decisions about output, the monopolistic competitor will use a marginal revenue curve that is below price. At its profit-maximizing output, marginal cost will be less than price (The McGraw-Hill, 2004). In the monopolistic competition market structure the competition implies zero economic profit in the long run. If Staples shows a profit then the competition in the market will lower the price to increase th eir profits and stop Staples. This would continue until the profits disappeared and the new demand curve is tangent to the new average total cost curve. Market Structure Maximize Profits The goal of a firm is to maximize profits, to get as much forShow MoreRelatedDifferentiating Between Market Structures1766 Words   |  8 PagesDifferentiating between Market Structures Jessika Canales Dà ­az ECO /365 08/28/2010 Instructor: SR. Carlos Mà ©ndez David Differentiating between Market Structures In this simulation, the learner studies the cost and revenue curves in different market structures perfect competition, monopoly, monopolistic competition, or oligopoly faced by a freight transportation company, and makes decisions to maximize profits or to minimize losses. The simulation also deals with the concept of Prisoner’sRead MoreDifferentiating Between Market Structures And The Market Structure1239 Words   |  5 PagesDifferentiating Between Market Structures Arthur Levitt once wrote, â€Å"Our markets have not achieved their greatest successes as a result of government fiat, but rather through the efforts of competing interests working to meet the demands of investors and to fulfill the promises posed by advancing technology.(Arthur, Levitt. (2015)) The competitive nature of an industry is what drives our markets throughout the world. An industry consists of all firms making similar or identical products. McDonald’sRead MoreDifferentiating Between Market Structures1598 Words   |  7 PagesDifferentiating Between Market Structures Jennifer Lavallee ECO/365 May 27, 2013 Market structure is the physical characteristics of the market within which companies react. This means that there are different kinds of market structure based on how companies work together within a particular industry. Location and product have the most to do with determining the market structure. There are four defined market types. The first market structure is called the perfectly competitive market. TheRead MoreDifferentiating Between Market Structures1692 Words   |  7 PagesDifferentiating Between Market Structures Using the virtual organization of Kudler Fine Foods, evaluations will be made to determine market structure and competitiveness. Kudler Fine Foods current strategic plan for 2003, marketing overview, and market surveys will provide information to evaluate how Kudler competes in its market and where its strengths and weaknesses are located. Based on the evaluation of Kudler Fine Foods an applicable market structure will be determined and the structures effectsRead MoreDifferentiating Between Market Structures1924 Words   |  8 PagesDifferentiating Between Market Structures Alana Campbell, Dale Fortune, Katrina Beyah, Leonard Cooper University of Phoenix ECO/212 Principles of Economics Donnetta McAdoo December 5, 2011 Differentiating Between Market Structures To understand the economy of today one must understand the different market structures that make up the economy. There are four market structures that define the economic structure within the world’s economy; perfect competition, monopoly, monopolistic competitionRead MoreDifferentiating Between Market Structures1910 Words   |  8 PagesDifferentiating Between Market Structures Don Peterson ECO/365 February 2, 2015 Elena Zee Differentiating Between Market Structures A market structure in economics describes the state of a market with respect to its competition. There exist several different market structures like perfect competition, oligopoly, and monopolies among others. These markets all produce different types of goods or services, like public and private goods as well as common and collective goods. Firms operatingRead MoreDifferentiating Between Market Structures1134 Words   |  5 PagesDiffereantiating Between Market Structures Identify  the market structure in which this organization competes. Clearly indicate why the market structure was decided upon and how this market structure differentiates from the other alternatives.   MARKET STRUCTURE The interconnected characteristics of a market, such as the number and relative strength of buyers and sellers and degree of collusion among them, level and forms of competition, extent of product differentiation, and ease of entryRead MoreDifferentiating Between Market Structures Essay1105 Words   |  5 PagesDifferentiating Between Market Structures ECO/365 Principles of Microeconomics August 30, 2012 Differentiating Between Market Structures Retail sales are indicators of microeconomic conditions presented in a given area at a particular place in time. Since Sam Walton opened his first Wal-Mart store, Wal-Mart has been making ripples throughout the micro economies of America. Wal-Mart’s market structure is typical of most of our nation’s largest corporations in that they are an oligopoly (BrownRead MoreDifferentiating Between Market Structures Essay1260 Words   |  6 PagesDifferentiating Between Market Structures Yvonne C Rivera ECO/365 May 16, 2013 Paul de la Pena Abstract There are many TV service providers available in the U.S; however there are only two companies that offer services via satellite. Dish operates within the monopolistic competition market. Dish has been in business since the early 1980’s and has gradually worked its way up to become one of the leading satellite provider and innovator of new technology. In 2013 they offer service to overRead MoreDifferentiating Between Market Structures in Kudler1022 Words   |  5 PagesDifferentiating Between Market Structures in Kudler ECO365 â€Å"Kudler Fine Foods was established in 1998 when Kathy Kudler fulfilled her vision of establishing her own gourmet food store. The La Jolla store continues to grow while the Del Mar store has been having some difficulties. The store in Encinitas has just opened, but sales seem brisk.† (Apollo, 2011, Strategic Plan, p. 3) The owner works 7 days a week and performs many jobs from purchasing to stocking shelves. Kudler Fine Foods sees

Analysis Of I Have A Dream Speech - 937 Words

Many people have different perspectives on hope. Some hope for a life full of happiness, being wealthy, or just being happy. Martin Luther King Jr. had hope, he had hope for equality and for everyone to be treated equal. In MLK’s â€Å"I Have a Dream† speech this is the most uplifting segment of it. King knows that his audience has suffered from injustice, so they must have faith that things will soon change. King also stresses in the speech about non-violent resistance, African American equality, action is necessary for change and gender equality in today’s society. However, the African American community knew that they wouldn’t get anywhere if they started violently fighting. King wanted to have non-violent resistance in the society. King†¦show more content†¦We cannot be satisfied and we will not be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote.† (King 241). He is really stressing that they will not stop fighting until there is justice for the black community, and most importantly equality in the society. There should not be separate schools, grocery stores, bathrooms, etc. for the community. The black community was being treated poorly by the whites, and that was cruel. â€Å"One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile while in his own land† says, King (King 239). Action is a key component for King to receive the rights that he is striving for. With his knowledge he is wanting to achieve big things like: equality for all of mankind, justice for all, and most importantly a life for his kids where nobody is judged by the color of their skin. The black community looked up to King, so that they knew what to do to get the change they wanted. He really made the biggest impact on society and for everyone to respect each other. However, In today’s society not everything is as good as it seems. In the early 2000’s people have a lot of hatred towards gender equality. Gender equality is a fundamental human right that every human being is entitled toShow MoreRelatedAnalysis Of I Have A Dream Speech1152 Words   |  5 PagesThe major argument that is being portrayed in Martin Luther King Jr.’s â€Å"I Have A Dream† speech is all men and women should be treated equally, regardless of their skin color. Dr. King states, â€Å"When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienableRead MoreI Have A Dream Speech Analysis1714 Words   |  7 Pagesuses words to provoke, calm, and inspire in his famous I Have a Dream speech. Using these wo rds, he creates a connection with the audience, and he gained their trust. Cesar Chavez also gave a speech that provoked, calmed, and inspired the audience to come together and get rid of pesticides because it is causing many diseases among adults, as well as children. He also mentions King many times to gain the audience’s trust. â€Å"I have a dream that one day this nation will rise up and live out theRead MoreAnalysis Of I Have A Dream Speech1419 Words   |  6 PagesKennedy have the first televised debate, Mohamed Ali wins a gold medal and the Civil Rights Movement at its climax in America. As the chaos of segregation was unfolding in the Southern states, Governor George C. Wallace and Dr. Martin Luther King Jr, were at the forefront of the Civil Rights Movement. In the beginning of the year, Governor Wallace will address his constituents with his, â€Å"Segregation Now, Segregation Forever† speech and seven months later, Dr. King will deliver his famous, â€Å"I Have a Dream†Read MoreAnalysis Of I Have A Dream Speech1199 Words   |  5 Pagesthe forefront of the Civil Rights Movement. In the beginning of the year, Governor Wallace will be addressing his constituents with his well-known, â€Å"Segregation Now, Segregation Forever† speech. Nevertheless, it will be seven months later, that Dr. King will convey his message in his famous, â€Å"I Have a Dream† speech. Individually, they deliver historical speeches concerning civil rights, however, the dialogue encompasses completely different messages. Comparatively, the two speeches will be presentedRead MoreI Have A Dream Speech Analysis1154 Words   |  5 PagesMartin Luther King Jr.s impact of pathos throughout his speech has the impact of exploit the audience, empowered, determined, and grateful. Throughout his speech, his audience responds to him by applauding with agreement. Impact of Pathos Martin Luther King, Jr. uses attribute within the starting of his known, I actually have a Dream Speech, to realize the audience to feel as theyre fighting with several alternative known Americans, like the beginning Fathers and Abe Lincoln. Since, several AmericansRead MoreAnalysis Of I Have A Dream Speech1086 Words   |  5 PagesI am writing this letter to you in hopes of gaining insight on how to handle the grave issues of racism and injustice that appear to be a curse upon our great country, the United States of America. Back then, you used your cogent words to penetrate into the minds of all those listening in hopes of uniting our nation, and erasing racial barriers along the way. You fought for peace and freedom using non-violence and preached equality to the people of this country. From your involvement in the firstRead MoreAnalysis Of I Have A Dream Speech758 Words   |  4 Pages delivered his â€Å"I Have a Dream† speech in 1963 to a divided and unjust nation. Ki ng’s tactful writing reached the entire nation, and his words resonated with everyone who heard them. His speech addressed the injustices and inequalities blacks face in America. â€Å"I Have a Dream† has gone down in history as one of the best speeches in modern history, received at a time of turmoil and racial tension. Therefore, King’s words have rung in the hearts of innumerable people, and his dreams and aspirationsRead MoreI Have A Dream Speech Analysis1441 Words   |  6 Pagesorder to procure its ultimate victory throughout the 1960s. From his civil rights-related endeavor, the â€Å"I Have a Dream† speech, given on the steps of the Lincoln Memorial during the â€Å"March on Washington for Jobs and Freedom† in 1963 (â€Å"March on Washington For Jobs and Freedom) arose. In his speech, he spoke about the injustice of segregation and discrimination of African Americans. His speech had a prodigious impact as it succeeded to illustrate the is sue of racism at the time and instigated theRead MoreI Have A Dream Speech Analysis847 Words   |  4 Pagesget along, but that isn’t what life really is. If you want something to change you don’t sit back and hope it will change you have to make it change. In the story Cairo: My City, Our Revolution, Ahdaf Soueif goes and fights for her country. In the speech I Have a Dream, Dr. Martin Luther King Jr. was influencing people to go and protest to get their rights and in the speech A Eulogy for Dr. Martin Luther King Jr., Robert F. Kennedy influences people to change and do as Dr. Martin Luther King Jr. TheRead MoreAnalysis of I Have a Dream Speech1857 Words   |  8 Pagesâ€Å"I Have A Dream† Martin Luther King Jr. On August 28, 1963, Martin Luther King Jr. gave a speech that electrified a nation. In Washington D.C, King delivered his speech on the steps of the Lincoln memorial and as his powerful voice echoed out across an audience of 200,000 people, echoes of the Gettysburg address could be heard as well as the Declaration of Independence and the Bible. It has been called â€Å"masterfully delivered and improvised sermon, bursting with biblical language and imagery.†The

Gender Crime Intimate Partner Violence

Question: Discuss about the Gender Crimefor Intimate Partner Violence. Answer Introduction: Intimate partner violence is the concept which is introduced from the domestic violence, and in historic times it is known as domestic violence. Intimate partner violence is conducted when any relationship exists between the intimate partners, and in that relationship one partner tried to use power and access control over the other partner. For the purpose of asserting this power abuser uses various methods which involve physical, psychological, economic, sexual abuse, and it also includes the manipulation of victim by use his or her children. IPV occurs almost in all socioeconomic, religious, and cultural groups, but in maximum cases of IPV women is the victim. There are some cases in which women can also be the abuser may be for self-defense, and in some cases of same sex partnerships. Generally, there is high number of chances that men do not experience any kind of violence from partner, stranger or any other person related to them (CDC, n.d.). In this essay we state the differenc e in experience of men and women related to intimate partner Violence, and also state the causes of these differences. Subsequently this essay is concluded with brief conclusion. Intimate Partner Violence: IPV is defined as when on partner in a relationship hurts another partner purposely either from physical means or emotional means. Intimate partner violence is also known as domestic violence because such violence is usually caused by husband, boyfriend, and ex-boyfriend. Usually, victims of this violence are womens, but there are number of cases in which womens are abusers. Prevalence of IPV has been measured by number of surveys which are based on population, most reliable survey is conducted by Who and known as multi-country study on womens health and domestic violence against women. For this survey WHO collected data on IPV from more than 24000 women in 10 countries. These countries represent various diverse, cultural, geographical and urban or rural environments which show that all the countries are affected by IPV. Following are the facts of the survey which shows that almost 13-61% womens stated that they experience physical violence by their partner, 4-49% of women accepted t hat they experience severe physical violence by their partners, 5-59% of women accepted that they experience sexual violence by their partner at some point of their lives, and 20-75% experience emotional abuse from their intimate partner (WHO, 2005). As per the Personal Safety Survey of Australian Bureau of Statistics, almost 132000 womens of Australia (1.5%) experienced violence which includes any incident cause physical or sexual threat to women in last 12 months from their present partner or previous partner. Survey further stated that every one woman in four Australian women have experienced the Intimate partner Violence once in their life from the age of 15. Generally, for IPV partner is that person with whom respondent currently lives or previously lived with. IPV is the problem which is associated with severe health, social and economic consequences for women and for their families as well, and it also a severe threat for community (Stavrou, Poynton Weatherburn, 2016). As compared to woman who does not experience the intimate partner violence are almost 20 times higher in case of women who experience IPV. These facts are stated by the study conducted by NSW Bureau of Crime Statistics and Research (BOCSAR). Responses of 7800 womens are analyzed by BOCSAR who participated in the ABS Personal Safety Survey (PSS). Nearly 500 womens stated that they experience violence in the two years before the survey is conducted. Generally, Womens face IPV when there is lack of support or if they were financially depend on their partner (NSW, 2017). Some researches together with the samples of national representative states that IPV reported by women is equal to the violence reported by men. These researches are criticized by number of people and authorities because they are only focusing on participation rates and they are not assessing the impact of gender differences for the purpose of using the context of partner violence (Hamberger, 2005). Gender Violence and IPV: Before the period of 1970s, violence against women by their intimate partners has no name, but in the history of Canada different type of violence against women was a serious issue such as women physically abused by their male and no remedy is available for that until social scientists, practitioners, politicians, and the general public interfere in these situations for their own interest. Only forty years ago an exhaustive bibliography on wife beating was written, and after the introduction of this bibliography and efforts put by feminists there are number of residents of Ontario and other Canadian provinces providing attention to the issues related to harms experience by Womens during and after intimate relationships. However, these efforts results in reduction of some myths settle by society such as only poor womens are beaten up by their husbands (DeKeseredy Dragiewicz, 2009, Pp-1-3). In case partners become violent in their intimate relationship then they show different types of behavior and reason behind this behavior are also different and it result in different consequences. There is a great difference between the statistics of male and female who use violence against partner, and it completely depends on whether person is looking for violence related to situation and responsive violence. As per the claim of Family violence (FV) researchers, IPV is symmetrical in nature in which both men and women equally contribute as perpetrator of violence against their intimate partners. For the purpose of establishing the prevalence of violence in relationships, researchers of FV depends on the measurements of discrete acts such as slap or punch, and this data is considered as the primary or sole source of data related to the violence of individual respondents. FV researchers further claimed that IPV is symmetrical and reciprocal in nature, and this claimed is based on the act-based approach. FV states that violence in case of women is more severe as compared to men (Dobash Dobash, 2004, Pp-326-327). FV also used some other figures also such as they measure the various units of counting at different points of the systems processes like incidents, victims, and offenders, and these measurements are done at different reference period such as financial year, calendar year, and other reporting periods. This information is also collected from different agencies also and at different points in time which adds the complexity for the purpose of analysis different incidents (ABS, 2013). However, it must be noted that womens are not innocent and they also cause violence on their intimate partners. Almost 830000 men experience domestic violence every year. In every 37.8 seconds a men became the victim of domestic abuse in America, and these numbers are not accurate and actual figures are still not shown. As per the Jan Brown, the executive director and founder of the Domestic Abuse Helpline for Men, domestic violence must not be determine with gender, size or strength but it must be determined as control and power exercised by one partner over other and no matter whether you are a woman or man. Data was collected by the National Longitudinal Study of Adolescent Health in 2001, related to health of 14322 individuals between the age of 18 and 28. This study also involve questions related to roman or sexual relationships in which that individual engaged in last 5 years and whether that relationships involved any kind of violence. The result of this research shows that ou t of 18761 relationships almost 76% relationships are not violent but other 24% involves violence. In this 24% half relationships are reciprocal and other half are not. In other words, in half relationships both partners are abusers and cause violence. Although nonreciprocal violent relationships are experienced by more men as compared to women, but more women as compared to men had once taken part in reciprocal violence (Rhymes, 2014). Causes of Intimate Partner Violence: Intimate partner violence or abuse initiates when partner feels the need to control the other partner or dominate the other partner. Abuser feels like that because of their low self-esteem, extreme jealousy, difficulties in regulating anger and other strong emotions, or when they feel inferior from their partner because of education or socioeconomic background. There are some more reasons such as many people have traditional beliefs that they have the right to control their partner, and they does not considered women as equal to men and there are some individuals who are suffering from undiagnosed personality disorder or psychological disorder. Whereas, there are number of individuals learned such behaviors in their houses where domestic violence is accepted as normal part of the life. Sometimes dominating nature of partner takes form of physical, emotional and sexual abuse. As per one study, violent behavior of individual caused by interaction of situational and individual factors w hich means that individual learn such behavior from their families, society, and from other cultural influences, and because of such influence either they become violent or victims themselves. There are some abusers who also experience violence in their childhood (Goldsmith, 2016). Masculinity was the other big reason of domestic violence. In starting the relationship between masculinity and violence was identified by those persons who stated that during the period of adolescence masculinity was internalized, and this concept explain the more interaction of boys as compared to girls with criminal justice system (Krienert, 2003). Therefore violence is more related with men and masculinity as compared to women and femininity. Kimmel argued that as compared to women mens are more indulged in violent behavior ad in number of studies males are considered as violence perpetrators while on the other hand females are considered as victims of the violence (Kimmel, 2004; Mills, 2001). This can be understand with the help of the example which stated that as per one study it was shown that during the period of adolescent more mens settle their disputes by choosing the way of fighting as compared to womens, and almost half of the male agreed that they involved in fighting i n last one year (Kimmel Mahler, 2003). Therefore, in case of mens status related to masculinity is high if they shows that they have can protect themselves, and this result in a higher self esteem as compared to others (Krienert, 2003). Things are different in case of females which states that if female involve in any such act involves aggression then they criticized for their behavior or get disrespect from other segments of society for not following the traits of feminine behaviors (Irwin and Chesney-Lind, 2008). As stated above, traits of masculinity are identified as one main reason of aggressive behavior among the men, but there are some other researchers also who stated some different socio-biological factors such as competition related to homosocial which directly predicts male violence. As stated by Kimmel, violence behavior of males occurred because of their roles in the oepidal drama, and for this purpose males try to detach themselves from their mother and get close to their father for establishing masculine identity (Lafrance, 2004). From the young age mens are socialized as to be real men, which means that they must have the ability to protect his family and he must show the traits of bravery and willingness for taking risks. Boys get the education related to use of physical force such on whom, when and why they should use physical force (Rubenser, 2007). Conclusion: After considering all the above figures and facts it is clear that experience of IPV in case of men and women are completely different. This paper clearly shows that in intimate partner violence, more Womens are the victims as compared to men. Studies shows high number of womens which get victimized from IPV but it does not mean that womens are completely innocent in these cases. As per one report, mens also experience domestic violence which shows the hidden face of domestic violence. This paper also states the causes of IPV, which state that masculinity, femininity and cultural background of individual play important role in domestic violence. Therefore, it is necessary that government use different methods to resolve these issues in case of male and female. References: ABC. Characteristics of Incidents. Available at: https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4529.0main+features100112013. Accessed on 12th April 2017. CAD. Intimate Partner Violence. Available at: https://www.cdc.gov/violenceprevention/intimatepartnerviolence/. Accessed on 12th April 2017. DeKeseredy W. Dragiewicz M. (2009), Shifting public policy direction: gender-focused versus bi-directional intimate partner violence, Queens Printer for Ontario. Avaiilable at: https://www.oaith.ca/assets/files/Publications/Shifting_Public_Policy_Direction.pdf. Accessed on 12th April 2017. Dobash R. Dobash R. 2004, Womens violence to men in intimate relationships: working on a puzzle, British Journal of Criminology, vol. 44, issue 3, pp. 324-349. Garcia-Moreno C. (2005). WHO multi-country study on womens health and domestic violence against women: initial results on prevalence, health outcomes and womens responses. Geneva: World Health Organization. Goldsmith, T. (2016). What Causes Domestic Violence. Available at: https://psychcentral.com/lib/what-causes-domestic-violence/. Accessed on 12th April 2017. Hamberger L 2005, Mens and womens use of intimate partner violence in clinical samples: toward a gender-sensitive analysis, Violence and Victims, vol. 20(2), pp. 131-151 Irwin, K. and Chesney-Lind, M. (2008). Girls violence: Beyond dangerous masculinity; Sociology Compass, 2/3, 837855. Kimmel, M. (2004). Masculinities, in Men and Masculinities: A Social, Cultural, and Historical Encyclopedia, Edited by Michael Kimmel and Amy Aronson, Abc-clio Publications. Kimmel, M.S.; Mahler, M., (2003). Adolescent masculinity, Homophobia, and violence, Random School Shootings, 1982-2001 American Behavioral Scientist, Vol. 46(10), 1439-1458. Krienert, J. L. (2003). Masculinity and crime: A quantitative exploration of Messerschmidts hypothesis; Electronic Journal of Sociology, 7(2). Mills, M. (2001). Boys and Violence in Schools: Everybodys Business, Education Views March (16). NSW, (2017). Assaults increase around Lockout Zones. Available at: https://www.bocsar.nsw.gov.au/Pages/bocsar_media_releases/2017/mr-Effect-of-lockout-laws-update-Sept-2016.aspx. Accessed on 12th April 2017. Rhymes, E. (2014). Woman As Aggressor: The Unspoken Truth Of Domestic Violence. Available at: https://www.mintpressnews.com/woman-aggressor-unspoken-truth-domestic-violence/196746/. Accessed on 12th April 2017. Rubenser, L., (2007). Actors influencing reporting behavior by male domestic violence victims; in Encyclopedia of Domestic Violence, Editor: Nicky Ali Jackson, Routledge Taylor Francis Group s.308-314. Stavrou, E. Poynton, S. and Weatherburn, D. (2016). Intimate partner violence against women in Australia: related factors and help-seeking behaviours. Available at: https://www.bocsar.nsw.gov.au/Documents/CJB/Report-2016-Intimate-partner-violence-against-women-in-Australia-CJB200.pdf. Accessed on 12th April 2017.

Modelling Mental Health Services with Principles of Primary Health

Question: Discuss about the Modelling Mental Health Services with Principles of Primary Health Care. Answer: Modelling Mental Health Services with Principles of Primary Health Care This paper will first discuss the underlying principles of PHC. It will then go forward to address the administration of psychiatric services to the community, which is one of the nurses' roles in PHC. While discussing mental services, the paper will evaluate the way the current delivery of mental health care balances with the principles of PHC. Principles of Primary Health Care and Roles of Nurses For the sake of a substantial definition of PHC, this paper will define PHC as socially convenient, universally available, scientifically reliable level care. This care originates from the health administrations and frameworks with a flexible workforce containing multidisciplinary groups. At that point, these groups are sustained by incorporated referral structures. From this definition, it is then clear that PHC cannot be an independent domain with a health care sector, and it is from this purpose it accommodates the effort of community mental health nurses (CMHN). While this paper will center attention on mental health systems, it is no doubt that all health professionals need to understand the entire concept of PHC and the extent which the utilization of its principles can prevent and improve mental health. In (World Health Organization [WHO], 2015) PHC principles are accessibility, equity and Justice, education and use of appropriate technology, community participation and intersectoral collaboration, culturally safe environment, health promotion and illness prevention. Accessibility, Equity, and Justice By looking at equity, it's worth noting that mental disorders do not only affect the ill person. There is also the community where the patients come from. Another thing to understand is that this community has its perception regarding mental disorders (Poreddi, Reddemma, Ramachandra Math, 2013). Following this, CMHN come in to reduce the stigma associated with mental disorders. Its more of restoring the patients and their family dignity, and that is what the principle of equity and justice entail (Azetsop Ochieng, 2015). In offering social justice, CMHN usually employ the concept of dignity which is interlinked with social justice. Since social justice means equality with the notion of rendering equal privileges and opportunities in the society, (Tee, Brown Carpenter, 2012) states that mental health nurses help restore dignities to the mentally ill persons by treating them as well as educate the community to accommodate them. Like other patients, accessibility to mentally ill patients means being able to acquire quality treatment (Tee, Brown Carpenter, 2012). When there are mental health services in PHC, more people manage to receive those services. For instance, people consider PHC as the one closest place to run. Having psychiatrist in the PHC ensures development in physical accessibility of mental health nurses, and it saves people the traveling costs. Education and use of appropriate technology. With CMHN, mental health education has become a primary requirement among the consumers. Knowledge is a vehicle for fostering teamwork, and it soothes the adaptation process of living with the illnesses (Tee, Brown Carpenter, 2012). For example, psycho-education is a valuable therapeutic strategy to support the clients in handling their illness. Consumers who understand their treatment are collaborative, and they engage in actions that promote their recovery. Furthermore, (Happell, Bennetts, Platania-Phung Tohotoa, 2015) found that when mental health consumers start communicating with CMHN about their feelings, they receive advice that comfort which contributes to positive health outcomes. On the side of technology, digital media and resources like online forums, emails, websites and blogs among others are now universal in the society (Goss, Anthony, Stretch Nagel, 2016). One of the characteristics of technology integration in mental health is the technology based-assessment (TBA) and technology-assisted care (TAC) (Goss, Anthony, Stretch Nagel, 2016). TBA involves interventions like recovery support, treatment, relapse prevention, etc. On the other hand, TAC in mental health helps in transcending geographic boundaries enabling CMHN to reach an enormous number of consumers (Goss, Anthony, Stretch Nagel, 2016). In particularly, TAC helps CMHN to improve early access to care, engage patients online and undertake medication follow ups online. Community participation and Intersectoral Collaboration Community involvement means involving the patients or their care givers in expressing their views or engaging them in the decision-making process (Lawn, 2015). The involvement includes sharing their feelings, information, and adhering to health workers' instructions. Currently, CMHN view community participation as mainstream in their expectation and care practice (Lawn, 2015). With community engagement, CMHN assists the consumers to improve the quality of their lives at different levels. At a personal level, CMHN allows the consumers to have an input into their treatment and the services (Lawn, 2015). At the organizational level, CMHN accommodates the users contributions to health agencies or organization (Lawn, 2015). The consumers also participate in the discussion that aims to improve the community and make it a more inclusive environment for mentally ill persons. At the policy level, CMHN welcomes the consumers to work in the policy agencies or accommodates their inputs in the policy development (Lawn, 2015). In CMHN, intersectoral collaboration means maintaining a relationship with various community sectors (Subodh Nebhinani, 2016). Some of these are the health management sectors, social services, education, transportation, local government, etc. For example, a collaboration between CMHN, and tobacco control sectors can come up with legislation, or a policy empowers the CMHN to launch quit-smoking programs. Culturally safe environment A good definition of culture is the collection of values, beliefs, and knowledge inherited through generation. On the other hand, cultural sensitivity would mean being open to the manners in which people and their lifestyle shape health and their health behaviors (Yearwood Hines-Martin, 2016). Therefore, cultural safety is an approach that encompasses an exploration to reflect on and understand one's own culture and the way it interacts with other cultures. In CMHN, cultural safe environment is a tool for upholding equity, and for bringing empowerment to the people. CMHN systems respond to articulating cultural competence within all stages of service delivery (Yearwood Hines-Martin, 2016). The overall interrelationship gives cultural competence a different classic definition. The concept identifies competence as a set of unified attitudes, policies, and behaviors that empower the CMHN systems to function effectively within a cross-cultural setting. With the help CMHN, the integrated society understands the impacts of mental disorders on the social health and their health care systems (Yearwood Hines-Martin, 2016). Also, CMHN helps the society to utilize the community health services. Despite that CMHN goes to the extent of compulsory assessment when an ill person objects the assessment, it's also easier to see that the outcome is for the benefit of the society (Procter, Hamer, McGarry, Wilson Froggatt, 2013). The entire activity is for the good of the community as it eradicates what would have been a critical disease (Procter, Hamer, McGarry, Wilson Froggatt, 2013). Therefore, CMHNs are sometimes forced to use their professional judgments in maintaining the safety of the bigger society. Health Promotion and Illness prevention In CMHN, Health promotion is a practice that centers its focus on the components of mental health. In (Tee, Brown Carpenter, 2012), this emphasis endeavors to maintain peoples health or even make it better. In other words, promotion of mental health attempts to enhance the societys capacity to accomplish psychosocial well-being and assist consumers in handling their adversities. On the other hand, CMHN prevention of illnesses administers the various causes of mental diseases, and the steps that people can take to avoid the risk to those diseases (WHO, 2015). By looking at mental diseases prevention, CMHN looks at the three areas of prevention. One of these is the primary prevention. This one targets the entire population while examining the multiple determinants of mental illnesses. The other one is the secondary prevention. This one comprises of early detection of the disorder and its intervention, and also targets the entire population (Tee, Brown Carpenter, 2012). Lastly, the tertiary prevention. This one administers the entire community for the process of recovery and reduction of the risks (WHO, 2015). Practically, CMHN facilitates the developmental programs and undertake timed achievement goal plans for health promotion. In the same way, they evaluate their progress on the main developmental programs. Besides, they focus their attention and funding to those important programs of mental health promotion and disease prevention (Tee, Brown Carpenter, 2012). Moreover, while undertaking their programs, they keep in mind the gender and the age of those who are at risk of critical mental health problems. Conclusion The integration of mental health system into PHC offers CMHN nurses with an opening to advocate for the rights of mentally ill persons. This also saves the patients costs and brings equity of access to care to the community. Through education and technology integration, mentally ill persons get a chance to enjoy the benefits of education and technology as other patients. Above all, CMHN help to restore the dignity of the patients and assist them to acquire a space in the society as other persons. References World Health Organization [WHO]. (2015). WHO global strategy on integrated people-centred health services 2016-2026. Placing People and Communities at The Centre Of Health Services. Retrieved from https://africahealthforum.afro.who.int/?-documents- Yearwood, E., Hines-Martin, V. (2016). Routledge handbook of global mental health nursing (1st ed.). Taylor Francis. Tee, S., Brown, J., Carpenter, D. (2012). Handbook of mental health nursing (1st ed.). London: Hodder Arnold. Subodh, B., Nebhinani, N. (2016). Promoting mental health: Need for international collaboration. Indian Journal of Social Psychiatry, 32(3), 287. https://dx.doi.org/10.4103/0971-9962.193272 Procter, N., Hamer, H., McGarry, D., Wilson, R., Froggatt, T. (2013). Mental health (1st ed.). Cambridge University Press. Poreddi, V., Reddemma, K., Ramachandra, Math, S. (2013). People with mental illness and human rights: A developing countries perspective. Indian Journal of Psychiatry, 55(2), 117. https://dx.doi.org/10.4103/0019-5545.111447 Lawn, S. (2015). Integrating service user participation in mental health care: what will it take? International Journal of Integrated Care, 15(1). https://dx.doi.org/10.5334/ijic.1992 Happell, B., Bennetts, W., Platania-Phung, C., Tohotoa, J. (2015). Exploring the Scope of Consumer Participation in Mental Health Nursing Education: Perspectives from Nurses and Consumers. Perspectives in Psychiatric Care, 52(3), 169-177. https://dx.doi.org/10.1111/ppc.12113 Goss, S., Anthony, K., Stretch, L., Nagel, D. (2016). Technology in mental health (2nd ed.). Charles C Thomas Publisher. Azetsop, J., Ochieng, M. (2015). The right to health, health systems development and public health policy challenges in Chad. Philosophy, Ethics, And Humanities in Medicine, 10(1), 1. https://dx.doi.org/10.1186/s13010-015-0023-z