Dear Fellow Colleagues Essay Example

Dear Fellow Colleagues Paper Philadelphia is an utter pigsty. The town is almost deserted. The prices at the market are absurd. You are unable to go forth without seeing death and despair. I have stayed while most of the other doctor’s left for fear of contracting the sickness. I have stayed because I felt that it was my job to help the people of Philadelphia. Many of you believe or know of the medical practice vis medicatrax naturae. For those of you do not, it is the belief that the human body will heal itself, but it may need to be coaxed into healing quicker. An example of a more aggressive approach of this is bloodletting. A small portion of blood is taken out and put into a bowl. This would allow the blood still in the body to flow more freely. I have tried this treatment and I feel it has proven very successful. We will write a custom essay sample on Dear Fellow Colleagues specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dear Fellow Colleagues specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dear Fellow Colleagues specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Free Essays on End of History

The End of History? Francis Fukuyama In the essay, The End of History, Fukuyama claims that soon there will be no more history to be made. This is because his definition of history is â€Å"mankind’s ideological evolution (Fukuyama 201).† This evolution consists of mankind evolving from savages to civilized human beings. Along the way, there have been innumerable conflicts and atrocities, which we record and define as â€Å"history†. However, Fukuyama believes that currently we have achieved the highest form of government, which he believes is liberal democracy. As liberal democracy slowly spreads, this will eventually eliminate all conflicts, except for the ones motivated by economic development. Fukuyama cites the defeat of Japan and the imposition of American democracy there as an initial step to the democratization of other countries. Although we have stopped making history, Fukuyama believes that Third World countries are still rich in it. He states that conflicts between these smaller states and the larger s! tates will still be occur, just not the conflict between large states as we have seen such as in World War I and II. Fukuyama’s tone in the essay is one of superiority in terms of the type of government we have, but a tone of disappointment that once democracy spreads, the world will be a â€Å"boring† place to live in. I partly agree with Fukuyama’s view on history. I agree with Fukuyama in the fact that history is mainly based on conflicts. If you look back on significant events in history, they usually include events such as war and revolution. Although history defined in the context of â€Å"anything that is past† will always be there, the type of history we typically think about will be radically changed if democracy were to spread all over the world. I am in agreement that if this were to happen, there would be no more wars. However, to believe that every nation will soon employ a democra... Free Essays on End of History Free Essays on End of History The End of History? Francis Fukuyama In the essay, The End of History, Fukuyama claims that soon there will be no more history to be made. This is because his definition of history is â€Å"mankind’s ideological evolution (Fukuyama 201).† This evolution consists of mankind evolving from savages to civilized human beings. Along the way, there have been innumerable conflicts and atrocities, which we record and define as â€Å"history†. However, Fukuyama believes that currently we have achieved the highest form of government, which he believes is liberal democracy. As liberal democracy slowly spreads, this will eventually eliminate all conflicts, except for the ones motivated by economic development. Fukuyama cites the defeat of Japan and the imposition of American democracy there as an initial step to the democratization of other countries. Although we have stopped making history, Fukuyama believes that Third World countries are still rich in it. He states that conflicts between these smaller states and the larger s! tates will still be occur, just not the conflict between large states as we have seen such as in World War I and II. Fukuyama’s tone in the essay is one of superiority in terms of the type of government we have, but a tone of disappointment that once democracy spreads, the world will be a â€Å"boring† place to live in. I partly agree with Fukuyama’s view on history. I agree with Fukuyama in the fact that history is mainly based on conflicts. If you look back on significant events in history, they usually include events such as war and revolution. Although history defined in the context of â€Å"anything that is past† will always be there, the type of history we typically think about will be radically changed if democracy were to spread all over the world. I am in agreement that if this were to happen, there would be no more wars. However, to believe that every nation will soon employ a democra...

For organizational management course Article Example | Topics and Well Written Essays - 250 words

For organizational management course - Article Example On the other hand, Wal-Mart is in conflict with any collective action form. This conflict is viewed even when their employees are not looking for unionization but looking for respect (Sethi, 2013). In foreign parts, Wal-Mart has been involved in different types of scandals, as well as multiple bribery cases. In April 2012, a tory was published by The New York Times that revealed hundreds of suspicious payments done to the Mexican officials. These payments totaled to above than $24 million (Sethi, 2013). As stated by the Times, Wal-Mart attained hundreds of fraud and bribery internal reports yearly. In the past 18 months, in Asia, there were 90 bribery reports. In conclusion, Wal-Mart has been seen to spend more than $35 million by hiring more than thirty five lawyers, investigators and accountants in dealing and investigating the bribery issues. Wal-Mart has been seen to be associated with the injuries and deaths of many workers in their places of work, particularly in Bangladesh and other nations where low-wage, low skill manufacturing

Local Lawsuit Essay Example | Topics and Well Written Essays - 1000 words - 3

Local Lawsuit - Essay Example In addition, Bill Gates instructed Andy Grove to close Intel Architecture Laboratories (Liebowitz & Margolis, 2001). These labs maintained Intel’s internet software engineering. Gates wanted Intel to incorporate its internet sources in a web server linked to Microsoft’s Tiger program. This means the web server would have less effect on the market, produce low sales, and include Intel to Microsoft’s web server tools. Intel’s concerns went beyond Intel’s creation of Native Signal Processing technology. The Native Signal Processing technology was a component of software that combined with both the hardware and Windows OS so as to support 3D graphics, real time video, and real time audio. The main aim of this technology was to give clients audio-visual occurrence that was equal to television. Therefore, Microsoft attempted to stop Intel from developing the Native Signal Processing technology (Liebowitz & Margolis, 2001). These actions led to the lawsuit involving the United States and Microsoft. Microsoft Corporation management could have adopted a number of methods to evade the issues that led to the lawsuit. First, Microsoft management should have allowed Intel to continued utilizing Windows for developing their microprocessors (Liebowitz & Margolis, 2001). They could do this without requiring alignment with Intel’s communication and internet software programs. Nonetheless, the management could draft rights for a part of the developed microprocessors. This could give them a legal right to own a component of whatever Intel developed. Microsoft’s management could have shared the company’s application programming line with Intel or any other additional party. These third party corporations could gain full access to Microsoft’s source code, systems, and records (Abramson, 2005). Gates wanted Intel to incorporate its internet sources in a web server linked to Microsoft’s Tiger

Postpartum Contraception Essay Example for Free

Postpartum Contraception Essay Postpartum contraceptive methods are those used by breast feeding women before twenty six days after they have given birth. Basing on the NICE guidelines, the advice on how to use these methods should be explained to the patients before their second postpartum week. The breast feeding women are allowed to use the lactational amenorrhoea method but they are not recommended to use the COCP (combined oral contraceptive pills) method by the World Health Organization before the first 42 days postpartum because it’s illegal (outside the license) (WHO, 2006). Below are some of the postpartum contraceptive methods. The contraceptive methods; The combined contraceptive pills (to the breast feeding women) This contraceptive method to breast women brings about some hormonal out comes on the quantity of milk and its quality too. If these pills are taken before 24 weeks postpartum, they affect the baby’s growth. In a previous review of randomized controlled trials held to clarify this case, the review reassured women that hormonal contraceptive method has no strong effects on the baby’s growth. On the other hand, the World Health Organization recommended that, breast feeding mothers before 24 weeks of postpartum should not use the combined contraceptive pills because its use is outside the license (WHO, 2006). Sterilization Basing on the guideline of Royal College of Obstetricians and Gynecologists, it shows that women should be alert about the consequences and the increasing rates at which sterilization fails before the postpartum period (Johnson, Edelman and Jensen, 2003). Lactational Amenorrhoe This method is scientifically proved to be effective in preventing unwanted pregnancies, given to a woman, in less than 24 weeks postpartum. As Johnson, Edelman and Jensen (2003) states, she does not experience virginal bleeding after the first seven weeks postpartum, and if she can fully breast feed the baby day and night. Progestogen injectables If this method is used before 42 days of postpartum, it means, that it has been used illegally by the applicant (outside their license). According to Johnson, Edelman and Jensen, (2003), if injectables are used in the early periods of postpartum, it may result into excessive bleeding. It is therefore, recommended that it should be used after 42 days of breast feeding. This may prolong bleeding if applied when not breast feeding in five days of delivery. Emergency contraceptive method This method is not required before twenty one days postpartum and it can be used even if the woman is breast feeding. The IUD may be used after one month postpartum. Implants and the progestogen only pills It is recommended by World Health Organization that this method should not be applied in the first 42 days postpartum (WHO, 2006). On the other hand, in the United Kingdom, this method is commonly used by women before 42 days postpartum since it is proved that it has no effect on the quantity of breast milk and the fact that it does not affect the growth of the baby during this specified period. The following have to be noted for application of POP As noted by (Guillebaud (1993) if its application is started after the first two weeks, there is need for some additional contraception and need to clarify that the woman is not pregnant. If the woman starts to experience constant menstrual cycles again, she has to begin the applying POP including the period of five days without the necessity for additional barrier methods. For Etonogestrel implants Guillebaud (1993) explains that, this can be applied between the first 21 to 28 days of delivery. If it exceeds from 28 days, there is need to apply additional contraception methods for a week. Barrier methods (condoms, cervical caps and diaphragms); Condoms It has been proved by scientists that condoms are eighty seven percent effective when used without any other protective measure. And said to be ninety eight percent effective if used with another measure of protection (spermicide). Every time you have sex, it is recommended that you use condoms (Guillebaud, 1993). Diaphragm As Guillebaud (1993) explains, scientifically, this method is said to be ninety eight percent effective that is if used correctly. It has to fitted by the doctor and used when having sex. Conclusion From what has been discussed above, there are many postpartum contraceptive choices a breast feeding woman can use like POP, COCP, barrier methods such as condoms, cervical caps and condoms, progestogen only pills, and others. Some women are using the COCP method, for example, women in UK, before the first 42 days postpartum and yet it is not recommended by WHO. We there by strongly conclude that women should be keen when taking postpartum contraceptives for the seek of their healthy and the child they have, it is important that they should follow the recommendations of the World Health regarding postpartum contraceptives. Reference Guillebaud, J (1993): Postpartum Contraception: Unnecessary before three weeks: BMJ, Vol. 307, 6918; p 1558-61 Johnson L, Edelman A, and Jensen J (2003): Patient satisfaction and the impact of written material about postpartum contraceptive decisions: AMJ Obstet Gynecology; Vol. 188, 5, p, 1201-5 WHO (2006): Medical eligibility criteria for contraception: Available online at: www. who. int/reproductive-health/public/mec/mec. pdf

Korn :: essays research papers

In the early '90s, heavy music looked to be going the way of the dinosaurs: Well-heeled Brit-pop and well-scrubbed pop-punk were thoroughly dominating the guitar-rock landscape, and the few surviving old-school metal acts seemed hopelessly unable to adapt. But somewhere within the vast, murky Southern California wasteland, a dynamic new species was being born, a forward-thinking beast that disregarded the mistakes of heavy bands past while meshing dark, urban rhythms and low-tuned guitar sludge with violent, expressionist blasts of hip-core noise. That and the wildly emotional vocals of JONATHAN, which alternated between a bourbon-smooth croon and a viscerally sharp howl, made for a revolutionary mix that redefined heavy rock better than anyone had in a decade. The result was a monster 1994 self-titled debut album that went solid platinum, and by the time 1996's Life Is Peachy was released, this beast had a fanbase over two million strong--and a legion of musical imitators so large it threatened to saturate the planet. It was time for a change of rules. Hence KORN's latest, greatest slab, aptly titled FOLLOW THE LEADER. From the broadened musical and emotional scope to the much beefier production values to the stunning cover art courtesy of Spawn-creator Todd McFarlane, FOLLOW THE LEADER is indeed an ambitious and deeply satisfying outing for the band. And while there is considerably more hype surrounding this rightly anticipated disc, JONATHAN is quick to put things in perspective. "Our only goal was to take our time on this album," he says. "Because I knew we had it in us to do something great. To full integrate both (previous) albums and put out a record we could be proud of...we wanted to do some phat shit." "I think working with a new producer and going into a new studio helped us grow musically as a band," adds guitarist MUNKY. "All of us really have that fire again about being excited about a record...We all feel like we grew, like when you grow out of some old shoes; your feet are all crammed in forever and you know you need to buy a new pair, but you need to save up the money to do it. We kind of saved up our confidence and made that leap into our new shoes." Fans of old-school KORN needn't despair--the new shoes kick just as much ass as the old pair. "Freak On A Leash" is a molotov cocktail of scathing, psychedelic guitar runs, hypno-groove bass grind, hip-hop jungle drumming, all sliced in two with an ingeniously placed scat line reminiscent of PEACHY opener "Twist." Then there's "Children Of The

Reward System in Educational Settings Essay

The reward systems used in educational settings originates from psychology of behavior that specifically gives specific emphasis on promoting good discipline in educational settings. Education institutions are able to make significant differences in children’s behavior through setting out definite rules and stipulating sanctions and rewards for violating them. The fundamental nature of such systems is the idea that students can choose how to conduct themselves. Therefore, by rewarding and recognizing good behaviors whereas bad ones are punished, it is believed that students will aspire to choose good behaviors. A number of psychologists argue that in most cases education institutions focus on rectifying bad behaviors only rather than recognizing or reinforcing good behavior among students. They therefore criticize such an approach as being too basic because it eliminates the framework within which students’ conduct occurs and leaves total liability up on individual for their behavior. Although such criticizing arguments have been put forward, reward systems have been widely adopted in most education institutions especially primary and secondary schools. There are argued to impact positively on student’s behavior and performance as well as to teachers (Kohn, 1993). In regard to this, psychologists have explained the reward systems using a number of learning theories which relates the psychology and education disciplines. Learning is the means through which cognitive, emotional, and environment influences and experiences suitable for enhancing, acquiring, or making ones skills, knowledge, and values are brought together. Thus, the learning process puts emphasis on events that occur in the learning environment and this is explained by a number of learning theories. The learning theories clarify on how animals and people learn thus aiding us to understand the inherent complex learning process. All the learning theories which have been put forward by various psychologists are grouped into three categories: cognitive, behavior, constructivism and social-cognitive. Motivation of students is the basic necessity to guarantee success of any education enterprise. The dynamics of motivation can be explained as the types of academic and social goals which students brings into the classrooms, motivating elements of such goals, and the existing reward systems that together control the quantity and quality of learning as well as the will to keep on learning (Deci & Ryan, 1986). Motivation has been categorized by psychologists into four groups: instrumental motivation, achievement motivation, intrinsic motivation, and social motivation. However, more than one type of motivation may occur to a student at a given time. Instrumental motivation as a type of motivation is exclusively extrinsic because students carry out tasks as they are influenced by probable final consequences such as the probability of acquiring material rewards or keeping away from a reprimand. Therefore, in cases of such motivation, teachers are supposed to ensure that tasks being performed are put in contexts that students perceive pleasant. Social motivation argues that students execute tasks in order to please people they admire, respect or whose views are of significance to them. In regard to this social motivation, rewards have no significance although tangible as well as immaterial. Besides, rewards are correlated expressly to the perceived association between the learners and the teachers or instructors whose underpinning activities such as praise and approval are considered important. Achievement motivation involves students learning and hoping for success and it has three components: cognitive drive –whereby students attempts to satisfy identified ‘need to know’; self enhancement –learners satisfy the call for self-respect; affiliation –learners seek support from others; Intrinsic motivation is characterized by the absence of external rewards hence tasks are undertaken for the pleasure and satisfaction they bring the students. It appears to be fundamental to high quality participation in an undertaking as well as being self-terminating and self-maintaining. Curiosity and a desire to meet challenges may characterize the learning of students motivated in this style (Ardord, 2006). To clearly explain the system of reward in schools, a few theories are explained. Maslow’s theory of motivation focuses on a person’s striving for excellence and he explained this through ‘hierarchy of human needs’. Maslow pointed out that every human being is a ‘wanting animal’ hence he supposed that an individual’s behavior at any given time is dominated by his/her needs that have largest potency. As lower level psychological needs of a person are sufficiently achieved, the needs for higher level psychological needs come in handy. In the context of education, Maslow’s theory argues that students cannot and/or are not willing to learn or put more effort if their basic needs are not provided or met. Therefore, students require psychological needs to be met alongside their safety feelings and a sense of belonging. Such leads to spontaneous sense as learners who are hungry will not concentrate, nor will learners who are bullied and neither will learners who perceive to be outsiders and without friends. According to Maslow, learners are motivated if they are self-actualized and any hindrances affects learning environment considerably (Ibid, 2006). Skinner came up with a theoretical framework referred to as operant conditioning to explain that human beings cannot learn best without being provided or promised with a reward. He argued that human beings like every other organisms makes a direct and anticipated response –operant- when they are aware that there is a reward. Therefore, in cases where a response happens and emphasized, there is increased probability that it will happen again when a comparable stimulus is present. Hence, skinner argued that student’s tend to learn best when behavioral change occurs. In his experiment, Skinner had come up with learning units referred to as ‘contingencies of reinforcement’. These are sequences within which behaviors or responses are followed by reinforcing stimuli. The outstanding learning principle in this theory states that behaviors/responses are naturally produced without bring out stimuli. Besides, such behaviors are operants as their production can be instrumental in punishing or reinforcing consequences among students. Therefore, this theory is useful in understanding a person’s learning, social interaction, and human development via making open a number of normal law relationships created into human life by God. Thus, the theory concurs on the necessity to have a system of reward in schools based on students’ behavior which seems notable (Tayo, 2001). Penn in his work argues that in self-worth theory, motivation is the one of most vital factors to determine the attitude of learners as well as their behavior as a sense of self-respect. The answer to self-worth is learner’s perception of his/her own capability particularly when compared to others. If an imaginary hierarchy of self-worth is drawn, learners will tend to give ability the first priority, followed by effort and performance. The theory as claimed can be explained by equating both worth and ability. The author quoting other psychologists writes that applying personal goal-setting arrangements (gives learners a chance to define their own criteria for success), outcome-based evaluation and instruction (slower learning students experience success without competing with faster learning students), attribution learning (facilitates uninterested learners to consider failure being the lack of effort instead of ability), and cooperative learning activities (facilitates learners in understanding that individual effort contributes to personal as well as group goals) removes barriers to achieving motivation and redirects learners’ behavior far away from letdown-avoiding activities in educational settings (Penn, 2002). Extrinsic and intrinsic motivation theories differ only in terms of goals that different student have. Intrinsic motivation argues that students study just for the sake. The learners derive personal satisfaction as well as learning new ideas from learning and regard the m as a reward (Anti-Bullying Network, 2000). On the other hand, extrinsically motivated students are influenced by outside influences for instance praise from peer and teacher, attaining good grades, and/or any other form of reinforcement a peer or teacher can offer. Some people have argued that intrinsically motivated students tend to learn more as compared to those who are extrinsically motivated. Reason may be because intrinsically motivated learners as well extrinsically motivated. However, extrinsically motivated learners are seldom motivated intrinsically. Extrinsic rewards encompasses use of tangible rewards such as payments and gifts so as to keep learners interested in particular subjects as well as motivate them (Deci & Ryan, 2002). Intrinsic motivation has for a long time been criticized for its unconstructive influence on intrinsic motivation as well as being claimed to have a short term effect. In regard to intrinsic motivation, learners have the feelings of self-determination, pride, and competence. However, students are highly interested in activities when they are motivated by gifts, prizes, grades, or money as long as they received anticipated reward. Therefore, with time a student who receives a reward for their performance in a particular subject, they gradually become interested in it and develop intrinsic motivation. A big difference exists between tangible rewards (candy, money, certificates) and verbal rewards (praise, positive feedback). Tangible rewards influences intrinsic motivation negatively and destroy self-regulation (Wilson & Corpus, 2001). Conclusion Although the reward system has for a long time been applied in schools, a couple of issues need to be addressed if it will remain effective. Teachers and parents needs to be consistent in using rewards and sanctions, the reward system whether individual, cooperative or competitive should be monitored on regular basis, keeping-off from rewards that have monetary worth or those that indicates that school tasks are of no value, and making certain that rewards are deserved and genuine rather than being routine (Anti-Bullying Network, 2000). Whichever the reward system an education institution adopts, a positive culture in schools is established reason being efforts and good behaviors of the pupils are recognized. Thus, most students tend to put more effort so as to achieve established rewards and as a result the overall performance of school improves.