Women Exercising While Pregnant Essay Example

Women Exercising While Pregnant Essay Example Women Exercising While Pregnant Essay Women Exercising While Pregnant Essay This paper aims to give relevant updates on recent evidence that concerns exercising during pregnancy; this includes effects for the fetus and the mother as well as the frequency, types, duration, rate and intensity of progression depending on the exercise performed. Current research findings on exercising during pregnancy are related with the higher cardiorespiratory fitness, reduction in depression symptoms, preventing lower back pain and urinary incontinence, and cases of the gestational diabetes, subsidized number of pregnant women who needed insulin. However, there is no correlation with the reduction in the preterm birth or birth weight rate. Therefore, the kind of exercise does not show a difference on the results and its intensity must be moderate or mild for the previous sedentary pregnant women and moderate or high for the active women. The exercise suggestions are based on recent guidelines on the low-impact, moderate-intensity aerobic exercise for at least thrice a week. Nonetheless, new guidelines suggest an increment in weekly physical activities expenditure while instilling vigorous exercise as well as adding light training to an exercise routine of the healthy and fit pregnant women. However, cases of other chronic diseases such as hypertension have limited data hence more research has to be carried out to examine safety of this intervention. Nevertheless, physical exercise is advantageous for pregnant women even during their postpartum period. This is not linked with any risks for a newborn and could lead to alterations in lifestyle that show long-term advantages. Chapter One Introduction There is an increased amount of women in developed countries who are overweight or obese in the early pregnancy period. This could lead to severe consequences for immediate as well as long-term health of the expectant mother as well as the fetus. Therefore, pregnancy has been prioritized for application of various interventions that target to minimize unhealthy pregnant women. Pregnancy is a period that is critical and unique in a womans life because they become more receptive to the interventions of behavior change. Promotion of physical activity is the main characteristic of interventions for weight control for pregnant women because it has advantageous effects on the glucose metabolism. Physical activity may improve the outcomes of pregnancy irrespective of weight. However, some research show that pregnant women usually possess lower levels of physical activity and these levels keep on reducing as the woman advances to the later pregnancy stages. Currently, the number of expectant mothers that willingly engage in strenuous exercise has increased. Both physical activity and pregnancy increase the metabolic demands of the body but physiological adaptations of the combined demands are not expensively understood. Ultimately, one could expect immense fetal or maternal effects due to the conflicting demands of acute muscle exercising and the pregnant uterus. However, nature has presented various examples whereby intense physical activity during a pregnancy could co-exist with the pregnancys favorable outcome. Hence, further investigation on adaptations to physical activity and exercise in expectant mothers is essential from a physiological viewpoint. Physical fitness and exercise have gained popularity dramatically for the past few decades; they have taken up significant roles in many womens lives. Reproduction and physical activity for healthy women is beneficial for a baby and the mother in several ways. Therefore, a healthy woman who has a normal pregnancy could either continue regular exercises or start a new exercise routine. According to the American College of Obstetrics and Gynecology (ACOG) and the American Society for Obstetrics and Gynecology (ASOG), pregnant women who are normal and health should carry out an exercise regimen. Generally, swimming is seen as a suitable and safe exercise to undertake during pregnancy and the study above shows that swimming was not linked with miscarriage. It should be noted that a reduced rate of the physical activity for many women, the level of activity is usually reduced further throughout the pregnancy and exercise before pregnancy is often not retrieved six months after giving birth (Wolfe, 2008). Among the women that actively engage in exercise before pregnancy, the aspects linked with discontinuing sporting activities during the pregnancy are the same as those for inactiveness both before and after the pregnancy. Therefore, if the exercise during pregnancy is considered healthy for the fetus and the mother, knowledge on an exercise behavior with regards to predictors and pregnancy is useful when it comes to interventions of public health. Generally, there has been increased focus on exercise or physical activity hence it is important to establish guidelines that are e vidence based during a pregnancy period. Pregnancy is considered as a normal physiological form that is characterized by growth of the fetus and the mother. From the moment of conception onwards, a fetus forms into a baby while the mother experiences physiological and physical growth. All mothers desire to have good health for themselves as well as their babies, but there are some women who are concerned about the regular maternal physical activities during pregnancy because it may lead to miscarriage, poor fetal growth, musculoskeletal injury and premature delivery. However, for the normal pregnancies, such concerns have not yet been substantiated. Indeed, the participation in a regular weight-bearing exercise has revealed that it improves the maternal fitness, restricts weight gain with no effect on fetal growth, and hastens the postpartum recovery. Additionally, there are psychological advantages of exercise and this has to be nurtured by any person that cares for a pregnant women. During a first trimester, there are major physiological alterations that take place, even though there are few maternal body changes (Frank Cone, 2011). Therefore, during the low-level exercises, pulse responses and blood pressure are not very different from a woman who is not pregnant, but fatigue could be noticed earlier during the exercise routine. When early pregnancy proceeds, blood volume expands while the uterus keeps on enlarging; here there is minimum weight gain which could vary from zero to eleven pounds. At this time, the fetus undergoes significant growth which includes organ and limb development. Due to this fact, the mother must have balanced nutrition, exercise, rest and hydration. It should be noted that the pregnant mother has to avoid a large increase in body temperature during an exercise routine. When well hydrated and fit pregnant women examine their main body temperatures in an efficient manner they should be able to regulate their body temperatures. The second trimester and third trimester come with dramatic changes in the pregnant womans body. The weight gain varies from 22 to 36 pounds which is normally around the pelvis and abdomen and this alters posture as well as the center of gravity. At this time, exercises that need agility and balance could become harder because of the change in weight distribution for the pregnant woman. Therefore, appropriately adjusted exercise equipment and aquatic exercises can b immensely helpful. The additional caloric demands during this period of pregnancy are greatly variable because the increment of caloric need cannot be accurately estimated. A lot of information exists with regards to the attitudes of pregnant women towards physical activity. Nonetheless, a limited amount of studies highlight the significant limitations to the participation and this includes lack of facilities, time and physical barriers. As a matter of fact, studies show that some pregnant women view physical activity as unsafe for the fetus. Ultimately, few studies have provided elaborate insights into experiences and views of the overweight pregnant women. Chapter Two Literature Review Many studies have shown that when pregnant women exercise, the risk of acquiring various conditions is reduced. For instance, women that exercise during the first trimesters have a great chance of delivering the baby naturally and with regards to the pre-eclampsia, the time seems to be beneficial. Also, such women may seem to have a greater ability to avoid the gestational diabetes. Hence, women that regularly exercise before pregnancy through to the time of delivery are more likely to attain a health benefit. If promoting physical exercise would limit incidences of pre-clampsia, then a first half of the pregnancy is more likely to become the effective period, particularly for the first-time mothers. However, further studies must be carried out to examine the effectiveness of this kind of program. The study will extend the findings of studies that have been done by identifying the controversy and comparing the conflicting findings. Evidence from the scientific studies shows the significant role of the physical activity particularly in the health promotion as well as quality of life. In addition, evidence of control and prevention of various diseases during pregnancy has been shown. Until almost recently, pregnant women were directed to limit their activities as well as interrupt occupational work particularly during the pregnancys final stages (Frank Cone, 2011). However, by the 1990s, practitioners admitted a positive influence resulting from constant physical activity during the gestation period and it has been encouraged. But, this applied only if the woman did not present certain adverse conditions (Frank Cone, 2011). As a matter of fact, there seems to be some kind of consensus that maintenance of a light or moderate exercise during uncomplicated pregnancy gives several benefits for the health of the woman. This has been explained by evidence that proves that exercise causes thermal response as well as circulatory redistribution that shifts blood concentration from a placenta and uterus to extremities. The process assists to reduce as well as prevent lower back pains, foster lower liquid retentions, reduce cardiovascular stress, increase oxygenation capacity, decrease blood pressure, reduce risk of the gestational diabetes, prevent thrombosis and the varicose veins and assists control of gestational weight gain (Connelly, 2009). The benefits also include the emotional aspects because exercise helps to make pregnant women more confident of themselves and satisfied with their appearance, also it raises self-esteem hence reducing chances of post-partum depression. However, the exercise during pregnancy may still raise certain controversies. According to Connelly (2009), the published guidelines and studies on exercise during pregnancy are not enough. On the other hand, Chasan-Taber et al. (n.d) state that even though they are limited, the literature recommends that practicing the moderate exercise while pregnant will not present additional risks and it does not result to unwanted outcomes for both the fetus and the mother. Both researchers still suggest that more studies have to be carried out. The advantages of exercise or physical activity during a gestation period do not seem to be appropriately publicized and some of them consider this theme as a taboo. Most women perceive that physiological limitations presented by the pregnancy hinder them from taking part in programs which enhance regular exercise. Other women perceive that remaining relaxed and rested during pregnancy is more important as compared to exercising or maintaining the active lifestyle. Exercising while pregnant has raised many controversies from researchers and experts but this study aims to carry out systematic reviews of scientific articles on an association between the exercising while pregnant and an occurrence of the maternal-child health results. The review will focus particularly on the aspect of physical activity for pregnant women based on the occupational and leisure-time physical activity. The former includes activities related to an individuals occupation (unpaid or paid), that is, all the activities performed within the work space which includes housework. While leisure-time physical activity refers to activities performed with an aim of promoting health or leisure. According to World Health Organization, exercise plays an important role when it comes to the hindrance of the cardiovascular diseases, type II diabetes, stroke, breast and colon cancer as well as depression. Previously, women had to limit the physical activity once they got pregnant because of the assumed high risk of the spontaneous abortion as well as preterm birth. Pregnancy is considered as a unique condition that is characterized by the various physiologies in a mother and the concern for the developing fetus; however, this precaution is currently disregarded in general. Today, exercise is an added part of the antenatal care. For instance, the US, Great Britain, Norway, Canada and Denmark recommend that pregnant women should engage in physical activities that is equal to a women who are not pregnant. Apart from general health advantages, the physical activity is linked with favorable effects on the maternal outcomes in the gestation period like pre-clampsia and gestational diab etes (LeMoyne et al., 2012). However, Wang et al. (2015) question the assumed preventive actions on pre-clampsia. When looking at the negative and positive effects of exercise during pregnancy especially on the fetus health, the evidence is usually weak. People have always believed that physical activities may initiate labor activity as well as imminent pre-term birth hence this can only be avoided through bed rest. However, such notions are scientifically proven but they have come up as matters of precaution particularly in the absence of proper treatment actions against the pre-term labor. Moreover, hypotheses that have been presented by Schirmer (2007) show that the physical activity could lead to reduced fetal development because of the redistribution to working muscles rather than the fetus and placenta. Therefore, there are still concerns for an unborn child with regards to a mothers exercising level, and few reviews touch on maternal exercise and the reproductive outcomes. The initial study on the maternal physical activity was examined and the risk of a miscarriage is among the most popular adverse pregnancy results. It was found that an increased risk of a miscarriage among pregnant women who engaged in physical activity was high for the ones in their first trimester (Wang et al., 2015). It was revealed that where was a relation between the level of exercise as well as the risk of a miscarriage. Furthermore, certain kinds of exercise like jogging, racket sports and ball games were found to be closer related to a miscarriage as compared to other activities. A section of this association could be explained by the potential bias because of the retrospective exposure data collected. Nevertheless, studies on the lifestyle aspects in the beginning of pregnancy as well as early fetal loss using data that has been collected prospectively are hard to carry out hence they are rarely done. Generally, swimming is seen as a suitable and safe exercise to undertake during pregnancy and the study above shows that swimming was not linked with miscarriage. It should be noted that a reduced rate of the physical activity for many women, the level of activity is usually reduced further throughout the pregnancy and exercise before pregnancy is often not retrieved six months after giving birth (Wolfe, 2008). Among the women that actively engage in exercise before pregnancy, the aspects linked with discontinuing sporting activities during the pregnancy are the same as those for inactiveness both before and after the pregnancy. Therefore, if the exercise during pregnancy is considered healthy for the fetus and the mother, knowledge on an exercise behavior with regards to predictors and pregnancy is useful when it comes to interventions of public health. Generally, there has been increased focus on exercise or physical activity hence it is important to establish guidelines that are e vidence based during a pregnancy period. Wolfes (2008) findings on physical activity linked with miscarriage along with a sparse knowledge of the possible effects on a fetus of the maternal physical activity came to be the main aims of the study because physical activity has been extremely focused on in the public health. However, it should be noted that just informing women about exercising while pregnant is not enough because of barriers like time and financial constraints and absence of transport and facilities. These pressures could prevent the women from organizing an exercise program. Nevertheless, if a practitioners knowledge is insufficient on whether exercise is valuable during pregnancy, then the pregnant woman may not know the health benefits it has. Hence physical exercise has the ability to enhance the outcomes of physical health during pregnancy. Wang et al. (2015) believe that exercise has to begin in the first trimester of a pregnancy or before the pregnancy in order to get the most benefit. The promotion of physical exercise at the start of the pregnancy seems to be very beneficial particularly to first time mothers. Most of the studies that have been carried out with regards to pregnant women engaging in exercise have been prospective and observational whereby only limited studies were carried out through random trials. Furthermore, the exercises done by pregnant women are not similar in terms of intensity, frequency, duration and type of exercise because they are distinct between studies hence they are hard to compare and quantify. Therefore, fitness for maternal pre-pregnancy varies. According to Schirmer, (2007), these variables are important when it comes to determining the influence of exercise on a fetus and the woman. Moreover, these control groups utilized during the study are not consistent and they range from women that have not exercised before to women that exercised before a pregnancy but stopped exercising during the pregnancy to the women who kept on exercising during the pregnancy. This makes it difficult to compare between various studies. According to LeMoyne et al. (2012) there are several physiological changes that take place during a pregnancy which could affect an exercising pregnant woman. They add that at the beginning of a first trimester blood volume increases, the plasma volume increases as well as the mass of red blood cells; the cardiac output also increases because of the increased stroke volume and heart rate. These changes can be seen in the early first trimester whereby by twelve weeks the increase in cardiac output is up by 35 percent above the pre-pregnancy levels. He concludes that regular exercise can also increase blood volume and cardiac output. There are physiologic changes that can be seen in pregnant women who exercise regular and they are usually amplified. Hughes (2006) says that when comparing women that exercise before a pregnancy, an additional 40 percent increase in the cardiac output is seen in women that keep on exercising while they are pregnant as compared to the women that do not. This effect can also be seen in blood volume that expands up to 20 percent in women that keep on exercising while they are pregnant. Freyder (2009) believes that exercising while pregnant does not just improve fitness, but the women that exercise while pregnant have fewer pregnancy symptoms like somatic complaints, anxiety and insomnia. On the other hand, Evenson Bradley (2010) study showed that the women that kept on exercising for 20 minutes every week have fewer pregnancy symptoms which include heartburn, nausea, lower back pain, leg cramps, ligament pain and so on during the first trimester and third trimester. Women that exercised before pregnancy still have benefits throughout the pregnancy even after they stop exercising. However, these benefits are not as good if they are compared with the women that kept on exercising during the pregnancy. The study also shows that pregnant women that exercised while pregnant but stopped later during pregnancy showed fewer symptoms but with less improvement of the symptoms but noted a subsidized improvement in the symptoms after exercise stopped. Frank Cone (2011) believe that exercising while pregnant improves self-image but after 2 weeks of cessation of physical activity, this positive influence begins to disappear. They prove that women that begin an exercise routine during pregnancy have immense improvement in physical health, muscular strength, body build, energy level and stamina. This information on the maternal weight increase conflict. Various observational studies and two meta-analyses revealed no difference when it came to the maternal weight increase. However, the meta-analyses could not find a distinctiveness between intensity, exercise type, levels of pre-pregnancy fitness or duration when the results were being examined. All of these factors may impact the maternal weight increase. Various observational studies revealed that women that exercise while pregnant gained minimal weight as compared to the control group. The studies involved women that exercised before pregnancy and kept on doing so while they were pregnant. Connelly (2009) carried out an observational study which compares the fit women who kept on exercising three times a week for an average of 30 minutes while in the #7th week of gestation to women that halted exercising while pregnant and revealed that the weight gain rate was the same between both groups in first trimester but this was immensely lesser during the second trimester and the third trimester with regards to those women that kept on exercising. This total weight increase was around 3kgs lesser within the exercise group; hence, it was still in the suggested range of the maternal weigh increase or gain. A study by Chasan-Taber et al. (n.d) showed that around 1.9 kg weight increases in the women that participated in the exercise routine for around 2 hours every week for almost 12 weeks. The weight gain could be due to the amount, timing and intensity of the exercise during the pregnancy. Various studies also show delivery and labor related outcomes with regards to engaging in exercise while pregnant. Chapter Three Methodology The study will be conducted through a search whereby articles will be identified through the literature search of LILACS and MEDLINE databases using key words like exercise or physical activity and gestation or pregnancy. The articles will include those that have been published between the years 2005 to 2015 in English and the will refer to follow-up, case-control and cross-sectional epidemiological studies. The expected principal outcomes of these studies will be gestational diabetes, gestational hypertension, miscarriage, gestational weight increase, fetal development or growth, prematurity, mode of delivery or prematurity. The search procedure involves a survey of references that are based on key words that finds 3,300 articles. The references will be sifted using search filters. Articles with abstracts will be read depending on other inclusion criteria that have been verified. The studies will undergo methodological quality based on the fetus and mother outcomes. The studies will be evaluated independently and assessed using Intra-Class Correlation Coefficient (ICC). Then the results will be classified based on the scale to measure the concordance between various evaluation methods. The studies will be organized according to country of origin, publication year, study design (cross-sectional, case control, cohort), sample size, maternal-fetal health outcomes, physical activities measurements, participants age, and results in order to estimate what was used in the scoring and analysis of methodological quality. Later, the studies will be grouped in terms of the ones with similar results depending on the outcome. The objective of this is to facilitate and systematize understanding of the findings of articles that have been reviewed. Moreover, the mean of the total scores that will be assigned to these studies in every group will be calculated. No article will be rejected due to its methodological limitations, but the results will be considered much more consistent in these studies which could receive higher scores. References Chasan-Taber, L, Schmidt, MD, Pekow, P, Sternfeld, B, Manson, J, Markenson, G. (n.d.).Correlates of physical activity in pregnancy among Latina women. 353-363.) Springer New York LLC. Connelly, F. S. (January 01, 2009). Exercising while pregnant.The Journal of Orthopaedic and Sports Physical Therapy,10,9, 358-65. Evenson, K. R., Bradley, C. B. (January 01, 2010). Beliefs about exercise and physical activity among pregnant women.Patient Education and Counseling,79,1, 124-9. Frank, E., Cone, K. (January 01, 2011). Characteristics of pregnant vs. non-pregnant women physicians: findings from the women physicians health study.;International Journal of Gynaecology and Obstetrics: the Official Organ of the International Federation of Gynaecology and Obstetrics,;69,;1, 37-46. Freyder, S. C. (March 01, 2009). Literature Review: Exercising While Pregnant.;Journal of Orthopaedic ; Sports Physical Therapy,;10,;9, 358-365. Hughes, H. (2006).;Watercise while you wait: A unique exercise program for pregnant women. Mesa, AZ: HH Books. LeMoyne, Elise L, Curnier, Daniel, St-Jacques, Samuel, ; Ellemberg, Dave. (2012).;The effects of exercise during pregnancy on the newborns brain: study protocol for a randomized controlled trial. (BioMed Central Ltd.) BioMed Central Ltd. Schirmer, J. (2007).;High-risk diabetic pregnancy and work: two hard-to-reconcile circumstances. (Revista panamericana de salud publica, 2, 6, 408-14.) ; Wang, Chen, Zhu, Weiwei, Wei, Yumei, Feng, Hui, Su, Rina, ; Yang, Huixia. (2015).Exercise intervention during pregnancy can be used to manage weight gain and improve pregnancy outcomes in women with gestational diabetes mellitus. (BioMed Central Ltd.) BioMed Central Ltd. Wolfe, L. A. (January 01, 2008). Pregnant Women and Endurance Exercise. 531-546. ;;;;;;;;;; ; ;;;;;; ; ;

The High School Science Classes You Should Take

The High School Science Classes You Should Take SAT / ACT Prep Online Guides and Tips Which science classes will you be required to take in high school, and what will you learn in them?Which science subjects will colleges expect you to have studied, and how can you impress them by exceeding expectations? Read this guide to learn about standard science curriculum, AP and IB science courses, college expectations, and ways you can exceed those expectations and use your high school science classes to strengthen your transcript. Standard High School Science Curriculum Most high schools require students to complete 2 or 3 years of science classes in order to graduate, and these classes will often include a laboratory component where students conduct hands-on experiments as part of the class. The course sequence for science classes in most high schools goes biology → chemistry → physics. Some schools teach earth science freshman year then move on to biology and chemistry, and some schools follow the "Physics First" curriculum where studentstake physics as freshman. However, the majority of schools follow the course sequence outlined below: Freshman Year: Biology Biology is usually the first science high school students are taught because it has less of a focus on math than other science subjects, so freshman have time to develop their math skills before moving on to more math-focused sciences Main topics include: cells, the organism and its relationship to the environment, human growth and development, ecology, genetics. Sophomore Year: Chemistry Chemistry generally has a greater emphasis on mathematical concepts and lab work than biology. Main topics include:introduction to acids and bases, the mole concept, reaction rates, and chemical energy. Junior Year: Physics or Earth/Physical Science This is probably the first year you will have a choice in regards to which science subject to study: physics or earth/physical science Physics Physics is most often taken by students more confident in their scientific and math abilities, those planning to study science or math in the future, and those who want to get into more competitive colleges.Physics frequently requires math skills (algebra level and above). Main topics include:concepts of time, space, and matter, motion and forces, optics and light, electricity and magnetism, atomic physics. Earth/Physical Science Different schools may have different names for this course, but most classes will cover topics from both earth and physical science.These classes are less math-intensive and often considered less rigorous than physics. Main topics in earth science:geology, weather, astronomy, life processes. Main topics in physical science:kinetics, mechanics, optics, electricity, magnetism. Should You Take Physics? Itlooks better on your transcript if you do, but most colleges don’t require it, unless you plan on majoring in math or science. Ifyou are applying to a highly competitive school, plan on studying math or science in the future, or are confident in your math and science abilities, then you should take physics. Ifyou struggle with math and science and aren’t planning on majoring in those fields, then it’s probably fineto take earth/physical science instead. However, try to take higher level classes in other subjects like English or social studies to keep your transcript strong. Senior Year: Optional Electives There is no standard science subject for high school seniorsMost high schools do not require seniors to take a science class, but if you choose to, you can take electives.Electives are offered on a wide variety of subjects, including astronomy, human biology, and zoology. Senioryear is also an excellent year to strengthen your transcript by taking AP science classes (see â€Å"How can you Exceed Expectations† section below). You'll have the opportunity to take a variety of science classes in high school. Image source: Pearson Which Science Classes Do Colleges Expect You to Have Taken? Similar to high schools, most colleges require applicants to have taken 2-3 years of science. These requirements also often include passing biology and chemistry. However, if you are applying to a highly competitive college, be aware that many require or highly recommend completing 4 years of science in high school, and they sometimes alsorequire your 4th year of science to be an AP science class. Regardless of the type of college you are interested in attending, if you plan on majoring in a STEM (science, technology, engineering, and math)field, you will be expected to have taken 4 years of science in high school, including physics. How Can You Exceed Expectations? If you are not planning on majoring in a STEM field or applying to a highly competitive college, it is more important for you to focus on courses more closely related to your future major than trying to exceed colleges' expectations with your science classes. Colleges are more interested in how well you did in the subjects you plan to continue studying in college. Completing 3 years of science and getting solid grades in those classes is typically all you need to do to meet the expectations of college admissions officers. However, if you are able to take 4 years of science, possibly with some of those classes at an honors or AP level, that's great and will strengthen your transcript, but don't pursue challenging science classes if it causes your grades in the area you plan to major in to drop. If you plan to study a STEM field, it’s important to show you have strong science skills, and your science coursework should go beyond basic entrance requirements. You will likely be using at least some of the skills you learn in your science classes in your future career, and colleges want to be sure you can handle the subject material before they admit you. Also, you will be competing for a spot with many other talented STEM students, so it is important to exceed expectations to help yourself stand out. You can accomplish this by taking4 years of science, taking science courses at the highest level they are offered (honors or AP), and getting high grades in those classes. More specifically: Take honors classes if possible your first 3 years Take physics instead of earth science Take one or more AP science classes your senior year Get strong grades in these classes Below are several examples of advanced science classes. AP Classes The main AP science classes AP Biology, AP Chemistry AP Physics C (calculus based), and AP Physics 1 and 2 (algebra based). These classes expand on material learned inregular or honors-level courses, but are more rigorous, require more math skills, and often have a greater lab component. If you plan on taking one or more of these classes your senior year, make sure you have enough room in your schedule. Because of the number of labs students in these courses must complete, these classes sometimes take 1.5 or 2 class periods a day in order to fit in all the required material. Of the three subjects, none is automatically the â€Å"best† to take;all three are rigorous courses known for having challenging AP exams (although Physics C is generally viewed as more difficult than Physics 12 because it requires knowledge of calculus). If you decide to take one of these courses, choose the one youthink most relates to your future studies and career, or look at college websites to see which course would get you the most college credits, and make your decision that way. AP Environmental Science isalso another option, and it focuses on human impacts on the environment, climate change, interrelationships of the natural world, and ways of developing solutions to environmental problems.This course is not considered quite as rigorous as the other AP science classes because it usually doesn’t have an honors prerequisite, and it requires less math and lab work.However, it is still an AP course and will therefore still be challenging and viewed more highly than taking non-AP science electives. AP Environmental Science is a good option for someone who wants to take an AP science but without as much rigor or time commitment as the other AP science courses, or for someone who is already taking a different AP science class and wants to add another that only takes up one class period. IB Classes Inorder to obtain the IB diploma, you must take at least one course from each of the six IB subject categories. Science is one of those categories, with seven different IB options. IB courses are offered at standard level (SL) and high level (HL). The IB science courses are as follows: Three Main Science Courses: Biology, Chemistry, and Physics These three classes arecomparable to AP courses, although IB courses often include more report writing and lab work. Particularly if you plan on studying science in college, it would be a good idea to take one of these three courses for the group requirement, as they are the science subjects colleges are most interested in. All three offered at SL and HL Computer Science This course focuses on computational thinking and how computers work. It also includes practical activities, such as programming. This is a good option if you plan on studying computer science or a similar subject in college. SL and HL Design Technology This course teaches students how to create solutions to common problems using the design cycle and technology. Main subjects taught include modeling, sustainable production, and innovation and design. SL and HL Environmental Systems and Societies This is an interdisciplinary course that focuses on conservation and biodiversity, pollution management, and environmental demands of human populations. SL only Sports, Exercise, and Health Science This course focuses on human anatomy and physiology, as well as nutrition, psychology, and biomechanics. SL only Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. More Options for Science Classes If you want to take a specific science class, perhaps one that is closely related to your future career, or you simply want the opportunity to take more science classes beyond the required curriculum, there are several ways to do this. Electives While taking an AP science class will look most impressive to colleges, electives are always an option as well, particularly if you don't plan on majoring in a STEM subject. Many schools offer a wide range of science electives, and they are agreat way to take a class in a more specialized field of science you’re particularly interested in, or to add more science courses to your transcript if you don’t have the time or desire to take an AP science course. Community College Classes Ifyour school doesn’t offer a specific AP science class or elective, you may be able to take a similar course at a local community college. This is also a way to take higher-level science classes most high schools don't offer, including advanced classes in biology, chemistry or physics. While taking a college-level class can be difficult, it will look great on your transcript, and you often get college credit for it. Talk to your guidance counselor to learn how to enroll in community college classes. Career-Focused Options It'sbecoming more common for high schools to offer classes developed specifically for students planning a particular science career, such as one in medicine or research.My school had a course students who wanted to become doctors could take, where three days a week they would have a standard human physiology class, and twice a week they would visit a local hospital and observe doctors and nurses. Similar to job shadowing, this is a great opportunity to get more hands-on experience and see if a particular career is right for you.Even if your school doesn’t offer classes like that, you may be able to set up something similar as an independent study. Your school may offer science classes specifically for students thinking about pursuing a degree in medicine Summary Most colleges and high schools require you to complete 2-3 years of science. You will probably be required to take biology and chemistry your first two years of high school. Take physics your junior year if any of the following apply: you are confident in your math and science abilities, you plan on majoring in math, engineering, or science in college, or you are looking to attend a top college. If you plan on majoring in a STEM field, you should take 4 years of science,including an AP science class your senior year, if possible. If you will not be majoring in a STEM field, consider taking science electives your senior year. What's Next? Trying to decide whether AP or IB is better? Check out our guide to see which program is best for you! Also wondering about which math classes you should take in high school? We have a guide that explains standard curriculum, course sequence, and ways to impress colleges with your math classes. Are you considering summer academic programs for middle school and high school students? Look at our guides on theSIG, CTY, and Stanford EPGYprograms. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Literature Review on Domestic Abuse From 5 different articles from Dissertation

Literature Review on Domestic Abuse From 5 different articles from Columbia College - Dissertation Example It has often been observed to lead towards permanent physical damages as well as disability of the victims. Children are also classified to be affected due to domestic violence acts which certainly influence their growth as well as social development in a healthy and prosperous way. Article 1 Annotated Bibliography Reference Citation Certain, H. E., Mueller, M., Jagodzinski, T., & Fleming, M. (2008). Domestic Abuse During the Previous Year in a Sample of Postpartum Women. JOGNN 37(1), pp. 35-41. What is the article about? The article relates to domestic abuse of postpartum women. Information about sample and population The sample size considered for the research in this article concentrated on one 1,519 women who were visiting for a postpartum appointment in clinics located in rural, urban as well as suburban locations. Stating precisely, women who were18 years of age and older, being seen for a postpartum visit at 35 obstetric and gynecologic clinics located in 15 Wisconsin counties of United States, were the participants of this study. . Article summary The article is related to the domestic abuse witnessed by postpartum women. The women who visited the clinic were examined through a routine screen to find out whether they have faced any emotional or physical abuse. Why was the research performed? The research was performed to identify the frequency of women being victimized to domestic abuse or violence within the research area. The study also intended to reveal the consequences led by the outcomes of domestic abuse like mental illness, physical damages as well as disability. Findings Following a cross-sectional survey, the study reveals that 112 women were suffering of domestic abuse which provided an alarming ratio of 1 in every 14 women as the victim. It was further revealed that domestic abuse results in poorer health as well as depression amid women. Strengths The article helps in understanding the consequences as well as identifies the elements linked up with domestic abuse. Weaknesses The findings of the article were observed to lack in terms of consistency as well as there was no typical profile of abused women during pregnancy. Implications for Practice The implications of the findings obtained in the study suggest that policies need to be formulated for better identification of domestic abuse. Literature Review According to Certain, Mueller, Jagodzinski and Fleming (2008), 112 women were reported to be a victim of abuse out of the total respondents, i.e. 1,519 women who required postpartum treatments. The study also revealed that abuse of women can result to chronic poor physical health issues, chronic mental illness as well as preterm labor along with low birth weight infants. The clinics providing prenatal as well as postpartum care are thus required to be aware as well as take special care of victims suffering from domestic violence. Postpartum depression has been considered with great significant in this article. The find ings of this study further suggest that depressions as well as mental stresses are also associated with domestic abuse, which further increases the severity of such conducts. The interconnection among domestic abuse as well as postpartum depression is less recognized. However, in few studies which were conducted found out the relation among the postpartum depression as well as domestic abuse. Hispanic ethnicity was considered to be associated with domestic abuse in this study. For instance, the study reveal

The Harvard Community Health Plan Essay Example | Topics and Well Written Essays - 1750 words

The Harvard Community Health Plan - Essay Example In order to deliver high-quality healthcare services to the patients, Harvard Vanguard is focused on establishing a partnering relationship with its patients and community members (Harvard Vanguard Medical Associates, 2012c). As part of delivering complete healthcare services to the patients, Harvard Vanguard’s physicians, physician assistants, nurses, and the rest of the medical teams are required to work closely with other specialties such as internal medicine, OB/GYN, pediatrics among others (Harvard Vanguard Medical Associates, 2012d). This is also the main reason why healthcare professionals at Harvard Vanguard are continuously collaborating with other Atrius health affiliates (i.e. Dedham Medical Associates, Granite Medical Group, Harvard Vanguard Medical Associates, Reliant Medical Group, South Shore Medical Center, and Southboro Medical Group) (Harvard Vanguard Medical Associates, 2012e). As part of the Harvard Vanguard ‘s human resource people plan, this report will explore the effectiveness of its organization's commitment to equality and diversity, individual and organizational learning, compensation, pay-for-performance and incentives, employee benefits, and employee rights. After the conclusion, some recommendations will be provided to ensure that the HR manager of Harvard Vanguard will be able to continuously support and implement necessary changes that aim to improve its current HR practices. Equality and Diversity ‘Equality’ means that work-related discrimination should be removed in order to guarantee that each worker within a business organization is given equal work-related opportunities whereas ‘diversity’ is all about the need to value the differences between two or more different people (Skills for Business, 2012). Basically, the human resource of Harvard Vanguard is committed to promoting workforce diversity and Affirmative Action and Equal Employment Opportunity (EEO) (Employee Guide Book, 2012, p. 7). Without any forms of work discrimination (i.e. race, color, ethnicity, ancestry, religion, gender, sexual orientation, national origin, age, and handicap or disability veteran status), each and everyone who is currently employed at Harvard Vanguard will be given the equal opportunity for employment (Employee Guide Book, 2012, p. 7). Individual and Organizational Learning Healthcare management is subject to change because of the presence of external socioeconomic factors that could directly affect the way healthcare services are being managed. According to Aspin and Chapman (2001, pp. 39 – 40), some of the reasons why HR managers should provide opportunities for individual lifelong learning includes the need to continuously improve one’s own knowledge and skills for â€Å"economic progress and development†, for â€Å"personal development and fulfilment†, and for â€Å"social inclusiveness and democratic understanding and activity†. Basically, in dividual lifelong learning is a new perspective wherein the modern society is being strongly influenced. In response to the continuous improvements on science and information and communication technology, a lot of educational institutions around the world started promoting the importance of individual lifelong learning (Demirel, 2009).  

The Carbone family Essay Example for Free

The Carbone family Essay In A View From The Bridge, the audience is introduced with three prominent characters who are Eddie Carbone, Catherine Carbone and Beatrice Carbone. All of these characters show their unique qualities in the sense that Eddie is a much more demanding person, whereas Beatrice can be seen as a weaker person who is inclined to follow her husband Eddie in a patriarchal society and Catherine who is loose in terms of her actions and naive through her words. The familys values are very strict as the reader can infer from the story of Vinny Bolzano. First of all, Eddie Carbone is a simple person who is a victim of circumstances but he also contributes to his own downfall. He works as a longshoreman at the Brooklyn Docks. Eddie is characteristically uneducated but still is a very hardworking man. He is presented as being dignified and having integrity by being proud and honest. These characteristics are seen from him when he says to Beatrice that, All Im worried about is you got such a heart too big a heart. This shows that Eddie is observant and he is mindful of the fact that his wife can be over-exploited at occasions like when he describes the story of his father-in-laws house burning down. He believes he should be the leader of his house. This can be seen as he talks to Catherine about her new job as a stenographer, Why didnt you ask me before you take a job? This shows that he wanted Catherine to ask for permission and to authorise it from himself. This manly character of Eddie means that he feels as the boss of his house and that he would be insulted if not done otherwise. This is one of the cause of his collapse at the end of the story being too masculine that he couldnt show his emotions as everything was bottled inside. Eddie is also an affectionate and big-hearted man, which can be seen by his esteem for Marco and Rodolfo when they come to stay. For example at what time Marco tells Eddie in a formal manner, that when you say go, we will go Eddies response to this was that theyre welcome he also adds that theyve got plenty of room here. Eddie also believes in family loyalties, this is mainly due to the tightly bound Sicilian community that he comes from originally. Eddie is over-protective towards Catherine and this can be seen from the apparel that Catherine wears and shows it to Eddie in a very excitedly manner. This is shown when he says I think its too short. Eddie feels more affection for Catherine than is natural for a man towards his niece. Catherine, I dont want to be a pest, but Im tellin you youre walkin wavy. Eddie said this phrase when Catherine wears a new skirt she had brought, to show Eddie. He is concerned that she will receive attention from men, which Eddie doesnt like as he thinks of Catherine as his. He also says you isnt all the girls. Here Eddie means that Catherine is his, and that he is much more demanding of her Catherine should only do what he says her to do. All of these factors motivate Eddie to be over-protective of Catherine. Due to Eddies strong beliefs in the Traditional Italian Values it has a great effect on his own life and the lives of those surrounding him, so when Catherine proposes the job as a stenographer, Eddie strongly opposes this, whereby he wants to keep Catherine away from other men, (sickened) I know that neighbourhood B. , I dont like it ,however this could also be because of his traditional views whereby the male is the breadwinner, and will provide for the family, and if Catherine too brings in money for the house then Eddie may take it as an assault on his manhood. Also due to Eddies traditional Italian values he is immensely proud as is expected, and therefore will never admit that he is wrong or admit his unacceptable feelings for Catherine.

Epistemology Essay examples -- Philosophy, Hume

â€Å"I have found that such an object has always been attended with such an effect, and I foresee, that other objects, which are, in appearance, similar, will be attended with similar effects† (The Search for Knowledge 74). This foretells that with knowledge, our society may be able to associate a certain aspect/detail with an object, but that does not necessarily mean it will always happen. Therefore, Hume, who starts out as an empiricist, has arrived at the conclusion where an individual may not have knowledge at all, of skeptic doubt. This is explored through the three epistemology questions, the process he did take, and what the reader thinks on the matter. According to Hume, with his process of thought with empiricism, thinks knowledge is possible. He believed that all information about the world comes through experience. The contents of consciousness are what he calls perceptions. [†¦] include our original experiences [impressions] [†¦] sense data [†¦] â€Å"internal† world composed of the contents of our psychological experiences [†¦] also include what he calls ideas, or the contents of our memories and imagination (The Search for Knowledge 69). With this approach to whether knowledge is possible, it is clear that he thinks knowledge is possible through experience; through real experiences, sense data, psychological experiences and ideas. It states that one does not have innate ideas with us such as our senses or emotions, that an individual must experience these actions first in order to recognize what they must be. If one does not experience such actions, they are what he calls ideas, â€Å"the copies of them [impressions]† (The Search for Knowledge 69). He also states that, â€Å"We can deny any matter of fact without falling into... ...external world or the self, we are never certain of anything. Hence, we have no knowledge at all because knowledge is classified as true, justified belief and our ideas and thoughts are not. This is a strong case, and therefore, I believe with his knowledge towards skepticism, but I do not necessarily believe in skepticism. Beyond a shadow of a doubt, Hume has answered the three epistemological questions with very strong points; first as an empiricist, who then leads to a skeptic. Overall, the opinion of the reader is satisfied, because even though Hume has a very doubtful thought process of empiricism with the idea of perceptions and ideas, he then breaks down his theory with the fact that this so-called knowledge is the only source of knowledge an individual can possibly have, therefore it is not knowledge. Knowledge is worth nothing unless you can practice it. Epistemology Essay examples -- Philosophy, Hume â€Å"I have found that such an object has always been attended with such an effect, and I foresee, that other objects, which are, in appearance, similar, will be attended with similar effects† (The Search for Knowledge 74). This foretells that with knowledge, our society may be able to associate a certain aspect/detail with an object, but that does not necessarily mean it will always happen. Therefore, Hume, who starts out as an empiricist, has arrived at the conclusion where an individual may not have knowledge at all, of skeptic doubt. This is explored through the three epistemology questions, the process he did take, and what the reader thinks on the matter. According to Hume, with his process of thought with empiricism, thinks knowledge is possible. He believed that all information about the world comes through experience. The contents of consciousness are what he calls perceptions. [†¦] include our original experiences [impressions] [†¦] sense data [†¦] â€Å"internal† world composed of the contents of our psychological experiences [†¦] also include what he calls ideas, or the contents of our memories and imagination (The Search for Knowledge 69). With this approach to whether knowledge is possible, it is clear that he thinks knowledge is possible through experience; through real experiences, sense data, psychological experiences and ideas. It states that one does not have innate ideas with us such as our senses or emotions, that an individual must experience these actions first in order to recognize what they must be. If one does not experience such actions, they are what he calls ideas, â€Å"the copies of them [impressions]† (The Search for Knowledge 69). He also states that, â€Å"We can deny any matter of fact without falling into... ...external world or the self, we are never certain of anything. Hence, we have no knowledge at all because knowledge is classified as true, justified belief and our ideas and thoughts are not. This is a strong case, and therefore, I believe with his knowledge towards skepticism, but I do not necessarily believe in skepticism. Beyond a shadow of a doubt, Hume has answered the three epistemological questions with very strong points; first as an empiricist, who then leads to a skeptic. Overall, the opinion of the reader is satisfied, because even though Hume has a very doubtful thought process of empiricism with the idea of perceptions and ideas, he then breaks down his theory with the fact that this so-called knowledge is the only source of knowledge an individual can possibly have, therefore it is not knowledge. Knowledge is worth nothing unless you can practice it.

Leader More Feared than Loved: Evaluating Chapter 17

A leader is someone who is followed by others. All managers are not leaders, but good leaders can be good managers. Those who are not trusted or respected by their employees may fail when attempting to institute something new. They can tell everyone to do something, and even show them how, but the employees do not embrace the new program and it may not succeed. Employees, on the other hand, will embrace a new program (even if they don't particularly like it) simply because they trust the manager's judgment and vision.We have heard about military leaders who led their troops into dangerous, near-certain death situations. On the other hand, we heard about soldiers in Vietnam who assassinated officers rather than obey them. Why would soldiers in the first example follow the officer into battle knowing they would probably be killed, while those in the second case not only refused to follow, but actually went so far as to kill the officer? Was it because of the cause or because of the off icer?Niccolà ² Machiavelli wrote The Prince during the Renaissance in sixteenth-century Florence, Italy. It was one of the first texts on leadership. Machiavelli was a government official during a period of warfare and political intrigue between city-states vying for hegemony, and he had a cynical view of human nature, believing that people were motivated by very narrow self-interest.Most highlighted in the book is Machiavelli’s dictum, found in Chapter 17, which advised the leader or prince that it was better to be feared than to be loved by the governed because love is a fickle emotion, whereas fear is constant. In other words, survival is a basic human instinct that dominates other emotions. Machiavelli also suggested that a leader should engage in lies or deceptions for the good of society, as long as he appears to be virtuous to the people.The leader should be fair yet tough, harshly punishing disloyal subjects to discourage others from engaging in treason. Machiavelli believed that the aristocrats close in stature to the prince posed the greatest threat to his welfare and that the prince had to use cunning and intrigue to keep them off balance. Thus, he warned the leader not to trust his peers. He believed that an effective leader forms alliances of convenience with some enemies to keep more powerful enemies off balance.Summarizing Chapter 17At the beginning of Chapter 17 of The Prince, Machiavelli purports that there is no doubt that the leader must have compassion.   Similar to being generous, compassion is usually admired by everyone. However, Machiavelli warned that a prince must be careful that he does not show compassion indiscriminately. If a prince is too compassionate, and does not adequately punish disloyal subjects, he creates an atmosphere of disorder, since his subjects take the liberty to do what they please—even to the extremes of murder and theft. With this, Machiavelli envisioned that these crimes might harm the entire c ommunity, whereas executions harm only the individuals who commit crimes.Thus, Machiavelli suggested that some degree of cruelty is necessary to maintain order in a particular community. However, the prince must heed the warning of being judicious in terms of his decisions with regards to cruelty; it should be coupled with critical judgement, humanity and prudence.At this point, Machiavelli reflected on whether is it better off being feared or being loved. Ideally, a prince should be both loved and feared, but this condition is nearly perfect and difficult to attain. So Machiavelli deemed, when forced to make a choice, it is much better to be feared than loved. This is because men, by nature, are â€Å"ungrateful, fickle, dissembling, anxious to flee danger, and covetous of gain.† This decision is most applicable during times of danger or emergencies, it is easier to break a bond of love when the situation arises, but the fear of punishment is always effective, regardless of the situation.Yet, Machiavelli reminded that when choosing to generate fear, a prince must be wary to avoid inducing hatred. This is for the reason that the leader must make sure that every move he makes are properly justified and agreeable to majority of his people. Most importantly, leaders should not abuse his authority by taking the property of his subjects or take their women, since these actions are most likely to breed hatred. If a prince must confiscate property, he must make sure he has a convincing reason. With one’s army, however, there is no such thing as too much cruelty. Keeping an army disciplined and united requires cruelty, even inhuman cruelty.In a nutshell, Chapter 17 of The Prince argues that it is better for a prince to be severe when punishing people rather than merciful because severity through death sentences affects only a few, but it discourages crimes which affects many people. Moreover, Machiavelli ultimately recommended that it is better to be fea red than to be loved. But Machiavelli warned of the prince should avoid being hated, which he can easily accomplish by not taking away the property of his subjects: â€Å"people more quickly forget the death of their father than the loss of their inheritance.†Man of No Virtueâ€Å"The man of virtà º has no virtue.†Ã‚   This statement does adequately describe one of Machiavelli’s position in The Prince.   Machiavelli can be seen as a supporter of Remigio and Dante, rather than Aristotle. Throughout his treatise, Machiavelli most definitely strives to achieve peace, but he feels that virtue is not necessary.   Rather, Machiavelli suggests that peace should be the sole legitimizing factor of a ruler.   A good ruler should simply rule by whatever means necessary to achieve peace.   A good ruler ignores virtue and must be practical, rather than impractical.   The practical ruler is tightfisted, justly cruel, feared and respected, dependent on subject loyal ty, and able to use advisers as tools.First and foremost, what is the difference between virtà º and virtue?   A person who is said to possess virtue is commonly seen as a person who is of high moral excellence and upright goodness.   Common virtues include prudence, courage, and practicality.   Virtues are most often found in people who are seen as good.   Virtà º, while extremely similar to virtue, is not quite the same thing in terms of Machiavelli’s usage of the word.   On pages 103 and 104 in Appendix B of The Prince, virtà º is defined.   It is defined as having various senses, which include, â€Å"ability, skill, energy, determination, strength, spiritedness, courage, or prowess.†Ã‚   The common reader might interpret all of these senses as differing aspects of virtue.   Also, a good ruler is commonly perceived as having virtue or even virtà º.   However, Machiavelli had something a little different in mind.Normally, the term virtà º is most ly frequently used synonymously with the term virtue.   Machiavelli uses the term a little differently.   On page 104, it states that, â€Å"Machiavelli’s use of the word has overtones of ‘ruthlessness,’ which is not a characteristic of a good man.†Ã‚   Of course, the word which is being described is virtà º.   On the same page of Appendix B, virtà º is properly defined in Machiavellian terms.   It states, â€Å"Virtà º, then, in this usual sense (or set of senses) denotes qualities that may have been combined with ‘villainy†¦Ã¢â‚¬ Ã‚   Therefore, Machiavelli is generally arguing that the man of villainy and ruthlessness has no moral excellence and upright goodness.   Since good leaders possess virtà º, good leaders must thereby be villainous and even nefarious.   This can be seen throughout the whole of The Prince.Throughout The Prince, Machiavelli argues that in order to be an excellent ruler, one must possess virtà º.   V irtue is definitely not necessary under a Machiavellian form of rule.   According to Machiavelli, a good ruler is one who is in control and will do whatever is necessary to be successful.   The most notable examples can be found in chapters fifteen through twenty-three.In chapter 15 of The Prince, Machiavelli gives his first argument as to why rulers should be ruthless.   On page 55, Machiavelli states, â€Å"Yet one should not be troubled about becoming notorious for those vices without which it is difficult to preserve one’s power†¦Ã¢â‚¬ Ã‚   On the same page, Machiavelli goes on to write, â€Å"†¦doing some things that seem virtuous may result in one’s ruin, whereas doing other things that seem vicious may strengthen one’s position and cause one to flourish.†Ã‚   Essentially, Machiavelli is saying that a superb ruler should not worry about possessing virtue.   A proper ruler should have no problem with making friends with vice, so l ong as in doing so the ruler is being practical and successful.   After all, there is no reason to be ruthless without practicality.   The only reason for a lack of practicality would be sheer and blatant ignorance.In chapter sixteen of The Prince, Machiavelli goes on to write that a good ruler should not be overly generous.   On page 57, Machiavelli states that the charitable ruler will rule while, â€Å"†¦being despised and hated; and generosity will lead to both.†Ã‚   This emphasizes the fact that a tight-fisted ruler will be more popular, and thereby, the better ruler.   A ruler who is parsimonious will have money when it is necessary.   Machiavelli stresses this on page 56.   Rulers who do not waste their money on building projects, artistic patronage, or friendly gifts, will have plenty of money when it is needed, say when a rival state rises up to attack.   A ruler who is tight-fisted also would not need to tax his subjects as much as a generous rule r.   A generous ruler would need constant high taxes due to his lavish expenditure or open-handedness.   Of course, generosity is a virtue; and in order to posses virtà º, and hence, a good rule, generosity must be left in the dirt.   Therefore, the man who is tight-fisted has no virtue.Machiavelli’s next argument as to why the ruler of virtà º can have no virtue comes in the next chapter, that is, chapter seventeen.   When comparing the cruel and feared ruler to the merciful and loved ruler, the cruel and feared ruler is the exceedingly better ruler.   After all, Machiavelli states on page 59, â€Å"†¦it is much safer to be feared than loved.†Ã‚   Cruelty is needed to maintain order. If a ruler is cruel to simply those who disobey the law, the lawbreakers alone will suffer.   Hence, the people under the ruler will learn not to break the law, due to fear of punishment.   Therefore, peaceful order will surely ensue.   However, if he is excessively kind and lets public order break down, everyone suffers from the increase in the excess of subsequent robbery, murder, rape, etc.   Cruelty is most definitely not a virtue; so therefore, Machiavelli agrees again that the man of virtà º lacks any virtue.  Next, on page 64 of chapter nineteen, Machiavelli argues that a ruler becomes despised when he acquires the reputation of being, â€Å"†¦inconstant, frivolous, effeminate, pusillanimous and irresolute: a ruler must avoid contempt as if it were a reef.†Ã‚   In order for a ruler to stay in the people’s favor, he must become none of these.   Rather, a good ruler would constantly try to be the opposite of these.   Thus, a good ruler must be usual and accepted, determined and motivated, masculine and rugged, dauntless and courageous, and resolute and unequivocal.If these qualities are necessary for the best possible ruler, that ruler should have no problem in trying to attain and maintain these qualities.   Again, the ruler should not bother with virtue.   Rather, he or she should attempt whatever in their power is necessary to achieve and preserve these qualities.   Also, although some people may view these qualities as virtuous, they are still to be attained through whatever means necessary.   This is a quality of a man of virtà º.   Virtue must be placed aside while attempting to gain these qualities.Following this argument comes one which involves the importance of a fortress.   On page 76, Machiavelli states, â€Å"†¦I criticize anyone who relies upon fortresses, and does not worry about incurring the hatred of the people.†Ã‚   Despite the great importance of military power, a ruler who bases his rule on building fortresses to intimidate and threaten his subjects cannot rule securely. The subjects would simply not tolerate it.   More than likely, they would look for assistance elsewhere, such as a foreign power, and overthrow the ruler.   Therefore, the single best fortress that a ruler can have is the loyalty of his or her subjects.Without subject loyalty a ruler is useless.   In order to maintain subject loyalty, a ruler must be good.   In order to be a good ruler he or she must be feared by the subjects, as well as be cruel and tight-fisted.   Again, this emphasizes the fact that the best possible ruler can posses no virtue.A final argument is brought forth in chapters twenty-two and twenty-three.   On page 80, Machiavelli states, â€Å"The choosing of ministers is a very important matter for a ruler: whether or not they are good depends on whether he is shrewd or not.†Ã‚   A prince needs able advisers.   If the ruler chooses wise advisors, the subjects of the ruler will take him or her to be wise as well.   Also, just like the subjects of the rulers, advisers should also be loyal and fearful of the ruler.   The ruler must act the same way towards his advisors as he or she does to the subjects.   This wil l show the people that they are no different from the advisors.   No jealously would ensue and no rights would be violated.   Although, there was no specific rule regarding rights at the time, the subjects would no doubt at least feel inferior.   Thus, rule would be maintained by virtà º and not by virtue, as was previously stated, because cruelty is needed to maintain peace.Machiavelli goes on in chapter twenty-tree to describe more specifically how a ruler is to properly use his or her advisors.   After a ruler has taken advice from the advisor, he must make up his own mind about policy decisions. A good ruler should not accept unsolicited advice, and he or she should not let the advisers talk the ruler into constantly changing his mind.   This would show everyone that the ruler possesses poor qualities of a ruler.   The ruler must rule, not the advisors.   Again, the ruler must do this by whatever means necessary.   Thus, virtà º is again favored above virtue.Ul timately, in Machiavellian terms, the man of virtà º most definitely does not possess virtue.   The man of virtà º, or the good ruler, must be cruel, feared, tightfisted, reliant on subject allegiance, and able to use advisors as tools.   The man of virtue would never be any of these.   Therefore, the man of virtue would not make a good ruler.   Therefore, Machiavelli definitely does not agree with Aristotle in his opinion that virtue can legitimize a ruler.   Rather, Machiavelli agrees with Remigio and Dante, in that peace can be substituted for virtue.   So long as peace is achieved, a ruler is successful and good.   Peace, through whatever means necessary, is solely legitimizing.ConclusionSome leaders nowadays are still taking their cues from Machiavelli's proposition in Chapter 17 of The Prince, believe that fear is more reliable than love as a means of influencing people. It is true that if someone hates and fears you, his or her behavior may be quite predictabl e. If you have the allies to back up your threats, it may not be necessary for you to get along with the people you work with. But power in public bureaucracy is often a temporary thing, like powerlessness. Yesterday's powerless subordinate may be tomorrow's powerful boss.Machiavelli proposed that it is better to be more feared than loved. You can lead by the force of high moral example. History and experience have proven that it could be done. But it's risky, because people are fickle, and they will abandon you at the first sign of failure. Fear is much more reliable, and lasts longer. Once you show that you are capable of dealing out terrible punishment to your enemies, your power will be far greater.In closer analysis, Machiavelli’s proposition is somewhat more troublesome to apply in today’s hierarchy. At present, it is unusual for any leader to have authority over every aspect of his or her job or status. For example, a supervisor might need the help of the person nel office, if he wants to hire someone. You need the help of the budget staff if you must obtain certain resources and need to move money from one cost center to another. Organizations operate informally, as well as through a formal hierarchy. In order to get things done, you must sometimes exchange favors and information.Thus, the effectiveness of a leader in any organization will be a direct reflection of his or her ability to get along with people. You will find it easier to get your work done if people want to help you because they like you or even because they feel sorry for you. If you are feared or hated, you may get cooperation when people have no choice, but the minute you turn your back, your colleagues will find a thousand ways to undermine your attitude.Working in organizations or leading a community involves a series of exchanges rather than power relationships. Like the rest of society, organizations are more complex in the twenty-first century.   As organizations c hange, downsize, and modernize, complexity does not decrease because organizations increase their use of advanced technology and knowledge. Machiavelli’s proposal that leaders should better be â€Å"feared than loved† would be definitely inappropriate and dangerous, if applied in our time. Just think about the people you step on as you climb up the career ladder might very well see you again on your way down the ladder. Effective leaders should take the long term perspective in considering their strategies.Aggressive leadership does not require you to disregard the feelings of subordinates or co-workers. Leaders who are committed to the long term perspective usually become quite skilled at influencing people and at stroking key individuals within the organization. Thus, as Machiavelli’s proposition might have some good points, it could not be well applicable, if we consider the fast-changing times that, more often than not, frown upon leaders who lash out fear o n their people.Works CitedMachiavelli, N. The Prince. (Anthony Grafton, Introduction; George Bull, trans.). London: Penguin Classics, 1999.

Poetry Analysis Essay

The poem is quick to assert that, maybe even provide a caveat, that one should take their life seriously and live their life to the fullest. It’s interesting that Byron beings to reflect on his life at this age, and I find it even more interesting that the poem was written on the last year he would live. One thing Byron emphasizes heavily on this poem is love and compassion. His first lines are an admittance that he does not have a partner by his side (lines 5-8). Many people fear dying alone, and Byron is not immune to such anxiety. Byron is even envious for those who have found love (lines 13-15). The â€Å"Chain† Byron says he wears symbolizes loneliness, perhaps even failure. He fears that his ultimate failure in life would be his lack of a companion, and that he cannot fill that void. I think Byron than goes on to say that love is happiness: and to have an absence in love would leave a person empty. Byron realizes he has failed in the one area he defines to be the most important and to recover from that and at least die in an honorable/memorable way is to take the soldier’s death. Since he has no significant other to speak highly of him when he is gone, he could at least have his fellow brothers-in-arms speak of him when he’s gone (most likely due to the soldier’s death). Overall, I’d say Byron is quite malcontented with how he’s lived his life. But I would say he was rather too harsh on himself, he fails to recognize all the great and wonderful things he has achieved in his life. But I also know that no one can determine whether or not someone was successful in life; that can only be determined by how that individual perceives themselves. The poem as a whole seems to be a reflection, but also a sad epiphany that Byron has not done all that he could have done with his life. This leads to the reoccurring theme that has been illustrated by almost all poets of this age: The ‘carpe diem’ seize the day/moment mentality. Darkness At the beginning lines of the poem, Byron sets up the reader to understand that this vision of the future, while not a current reality, could easily become so if mankind does not change his interaction with the environment. A cataclysmic event has occurred in which the sun is destroyed. For the eco-critic, this could be representative of any sort of environmental issue that is the result of man’s irreverence for the Earth – nuclear war, pollution, overpopulation. The poem does not need to explain how the sun was destroyed, just that the event happened and as a result, mankind’s decent into chaos and death was imminent. Mankind’s reaction to the event is to burn both civilization and nature in order to provide fuel to continue its existence. The next section forewarns the reader that following environmental catastrophe will be nothing but destruction. The destruction of nature occurs in the form of the overuse of resources, such as animals for food and trees for fuel. Men and animals would seemingly succumb to an almost hysteric state in which the law of survival becomes the only law, which is heralded as truth. This state of kill or be killed ultimately produced more concerns for the fate of mankind. Not only has the environment begun to be destroyed, here represented by the loss of the sun, but what few resources remain are being consumed at an unsustainable rate. The eco-critic understands that the population of the Earth can and should only become as large as is sustainable by the resources available to it. Byron illustrates this concept through the introduction of famine in the next section of his text. â€Å"The crowd was famish’d by degrees; but two of an enormous city did survive, and they were enemies. † The ultimate warning of eco-criticism is that the result of the widespread destruction of the environment is the widespread destruction of the human race. Byron has created a world in which the only two remaining humans cling to whatever life they have left in the form of a metaphorical flame. The last section of â€Å"Darkness† leaves the reader with a haunting image of a world in which nothing living exists. According to the eco-critic, this is the warning that Byron is delivering to us: either we change our ways and amend our neglect of environmental duty and responsibility, or we eventually perish. The destruction of mankind will come at its own hands, whether it is through environmental cataclysm, overpopulation and the subsequent war and famine, or through the slow poisoning of the Earth. Darkness† is a vehicle by which the eco-critic can forewarn the reader to change. Eco-Criticism, then, becomes a vehicle for change and hope. It is not merely about the destruction of the world, but hope that destruction can be avoided. Epitaph on an Infant This is a short poem, but still has a lot of meaning behind it, pertaining to the circle of life and death. Coleridge is saying that death can come at anytime and any moment, and seize anyone it pleases. Taking the b aby’s life shouldn’t be viewed as an evil or injustice, but rather part of the cycle. The first line can be interpreted to mean that the baby was never able to become exposed to the horrors of the world (sin) or be in the world for too long to have its loss be heart-breaking (sorrow). Not saying the loss of the baby was not a saddening thing, but Coleridge is saying the baby was not in this world long enough for it to be a huge loss. The last line is hopeful, saying the baby was able to â€Å"blossom there†, with there meaning heaven obviously. This, I feel, is how Coleridge viewed situations where the cycle of life seemed to break its own norms with taking a life that many would view as too early to take. This is for those who never got to grasp the mentality that many Romantic embraced during this time, of seizing the day, and living life to its fullest, not having any regrets. Of course, the baby (or any other youngling) is unable to even encounter such mentalities or form its own attitude for life. Even the length of the poem is symbolic; it represents the life span of the young babe, and how short life can ultimately be if one does not take their time to sit back and enjoy it a bit. Human Life Here’s how I interpreted this poem to be, line (cluster) by line (cluster). Lines 1-4: if the human body dies, the soul lives on forever. Lines 5-6: A human is comprised of three things, mind, body, and spirit. Lines 7-9: Everybody dies at some point in their life, and while to may try to prolong it, it is ultimately unavoidable. Lines 10-14: Nature will choose when everyone dies, it does not discriminate. Lines 15-17: When everything does not seem to be going your way, look through your previous dreams, hopes, and fears. Then reflect, and see if everything is as bad as you are making things out to be. Lines 18-22: remember though that each previous event echoes other ones and to be honest why do we wallow in things that are not important, and yet we hide ourselves from matters of much more importance? Lines 23-26: Why do we compare ourselves to events in the past instead of matters in the present moment or future? The past does not change, but we are shaped from it. Lines 27-28: Humans feel what they feel for no apparent reason; yet they seek reasons for why they feel the way they do. And the final line (29): All of a human’s life is nothing but a contradiction. A human will seek answers to many of life’s questions within themselves, but will always have conflict within. With this poem, Coleridge takes a more dark approach to the cycle of life, with his central theme of the poem being clearly stated at the very end â€Å"A beings being is contradiction†. He takes the approach to life of many people spend hours, days, weeks even contemplating the reasons for the seasons, our existence, why we die, and all other philosophical questions; and he asks â€Å"Why even bother seeking such answers? †. Death is unavoidable, and those who try to prolong it or even avoid it, are just walking contradictions. Why try to go against what is everyone’s fate in the end? Coleridge purposes such ideas and asks provocative questions to get his readers to think: Is it wiser to spend one’s life contemplating matters that way over everyone’s head, or rather just accept that your life as you know it will end one day, but in the meantime do your best to live it and not let anything shackle you to the bonds of â€Å"I can’t therefore I won’t†. Once again, the Romantic theme of ‘carpe-diem’ is sensed as a undertone to this poem, as Coleridge is warning people to not let the worldly matters trouble them, instead seek out the best in your life. Ode On The Death Of A Favorite Cat Drowned In A Tub Of Goldfishes This poem was quite uncommon for its time, but it still shared the qualities that make the readers think about life, death, and the cycle of the two. The reader is taken on a journey into the life of this cat, Selima, experiencing not only the beauty that is said creature, but also the sad end she came to, quite undeservingly. The third person view Grey utilizes helps show the struggle between life (the cat) versus nature. With the tone being deadly erious, Grey is showing a portrait of the cat as a cat with her â€Å"conscious tale† and â€Å"ears of jet† ( lines 7,11), trying to accomplish no more than procuring a goldfish for lunch. However, the tale takes a deadly turn when the fated Selima goes a paw too far and tumbles face-first into the goldfish tub. The reader, through this tone (which some might call mock-heroic, could they not see the utter tragedy and seriousness of Selima’s fate), is t aken into the life and death of a cat who was merely hungry; alas, she ends up swimming with the fishes. The golden hue of the fish is what catches the tabby’s attention, and the cat then tries to catch it’s lunch. Eventually, the cat falls into the pond, and struggles for a while, with no help coming. This can be seen as no matter what you do in your life, when things really matter (such as a life and death situation), the only person one can rely on is themselves. Unfortunately, Grey has a grim way to convey that. The cat surfaces eight times, each time her life force growing weaker and weaker against the struggle†¦ ntil eventually Selima, having exhausted all her life, sinks amidst the objects of her lunchtime ambitions. Grey’s powerful message here is clear; be careful where you step, as you may fall into a pond of goldfish and drown. Furthermore, Gray implies, what you covet, though it may be beautiful, may lead you to your death. This can be tied back to the theme of not taking life for granted, and making each day yours. Should one be weighed down with m aterial possessions and worldly goods, they are depriving themselves of the ultimate ‘good’, life itself.

Free Essays on Harriet Martineau

An early nineteenth century novelist, journalist, social reformer, educator, children’s writer, philospher of naturalism, environmentalist, social scientist, and pioneering feminist, Harriet Martineau published over fifty books and almost two thousand articles and newspaper columns. The extreme nature of her spoken ideas conjured recurring abuse and created numerous enemies she was still liked, admired, and even worshiped by many. As a girl growing up in the 1800’s formal study was almost non-existent. Private study even for a sophisticated middle-class Unitarian family such as hers had to be brought about secretly behind ones back. Do to a shortage of students she was allowed to accompany her brothers to a boys school. This would go on for two years before being put to a stop. After which she was on her own to achieve the knowledge that she thirsted for but was being denied because of her sex. â€Å"I had no self respect,† she recalled, â€Å"And an unbounded need for approbation and affection. My capacity for jealousy was something frightful.† ^ When the family finances deteriorated it was assumed that Harriet would assume responsibilities for the mother, disabled younger sister, and the brother who was an alcoholic. She was only able to write when the sun had gone down after she had completed her daily responsibilities. The Unitarian journal Monthly Repository published a number of her early essays. ^ She seemed to have been treated fairly by the Unitarian journal, however, she later came across a religious publisher who seized control of her early stories, changed and used them without her consent, knowledge, or restitution. The autobiography on her life and work was meant to be a serious publication, she exhibited faults, modesty, nor a lady like reluctance when expressing her strong opinions. She had the audacity to write with authority on topics meant for men alone. Martineau might p... Free Essays on Harriet Martineau Free Essays on Harriet Martineau An early nineteenth century novelist, journalist, social reformer, educator, children’s writer, philospher of naturalism, environmentalist, social scientist, and pioneering feminist, Harriet Martineau published over fifty books and almost two thousand articles and newspaper columns. The extreme nature of her spoken ideas conjured recurring abuse and created numerous enemies she was still liked, admired, and even worshiped by many. As a girl growing up in the 1800’s formal study was almost non-existent. Private study even for a sophisticated middle-class Unitarian family such as hers had to be brought about secretly behind ones back. Do to a shortage of students she was allowed to accompany her brothers to a boys school. This would go on for two years before being put to a stop. After which she was on her own to achieve the knowledge that she thirsted for but was being denied because of her sex. â€Å"I had no self respect,† she recalled, â€Å"And an unbounded need for approbation and affection. My capacity for jealousy was something frightful.† ^ When the family finances deteriorated it was assumed that Harriet would assume responsibilities for the mother, disabled younger sister, and the brother who was an alcoholic. She was only able to write when the sun had gone down after she had completed her daily responsibilities. The Unitarian journal Monthly Repository published a number of her early essays. ^ She seemed to have been treated fairly by the Unitarian journal, however, she later came across a religious publisher who seized control of her early stories, changed and used them without her consent, knowledge, or restitution. The autobiography on her life and work was meant to be a serious publication, she exhibited faults, modesty, nor a lady like reluctance when expressing her strong opinions. She had the audacity to write with authority on topics meant for men alone. Martineau might p...

How to obtain your dream job These tips and tools will help you

How to obtain your dream job These tips and tools will help you Your dream job might just be around the corner, how exciting is that? The fact that you’re reading this article probably means that it’s closer than you think. However, securing a job is renowned for being one of the most difficult things to do in this day and age, and that’s just securing any old job! To help you land your dream job, here is a list of tips and tools that can help you nail the company’s recruitment process to get you the job you deserve to be in.Be ready for anythingIf you’re proactively job searching right now, it’s important that you make sure that you’re ready to apply at any time. According to LinkedIn statistics, you’re 13% more likely to secure a job if you apply within the first three days. This means you need to be ready to go at a moment’s notice.Stay motivatedBefore going any further, it’s important to note that you’ll need to stay positive throughout the entire job application pro cess. You might not get the first pick for the job you wanted, but that doesn’t mean that you won’t find your dream job. There’s plenty of companies and businesses out there with similar jobs; it’s all about finding the right one for you.Richard J. Davis, a motivational writer for Paper Fellows, explains, â€Å"It can be very disheartening when you don’t get a job that you applied for, but you think it could have been the one. However, you don’t need to get yourself down about it. Instead, pick yourself, write a list of reasons why you think you didn’t get the position this time and don’t do it again!†Ensure your CV reads wellWhile on the subject of reading through your CV to ensure that all the little details are accurate, make sure that you’re also on the lookout of your sentence structure. This means checking your grammar to ensure that your sentences flow nicely and your potential recruiter can absorb your inf ormation easily.If a recruiter is finding it too hard to read your CV, the chances are that they’ll simply dismiss it. To refresh your knowledge of grammar, head over to State of Writing for the most up to date guides and resources.Ensuring your CV is accurateImagine you were the recruiter in charge of recruiting for your dream job. Imagine you were reading through every application and CV and you get to yours. If it was full of spelling mistakes, typos and errors. Would you put you into the next recruitment stage?The chances are that you probably wouldn’t unless you were bad at your job. According to statistics, about 1 in 3 CVs have typos so it if yours was perfect, you’re very likely to stand out from the crowd.It’s vital that you proofread your both your CV and your cover to ensure that every detail is perfect. This will give you the best chance of securing your place in the interview stage. For editing and guidelines on proofreading your work, get a CV writing help.Networking is essentialIf you don’t have LinkedIn and you’re on the lookout for a professional job, you need to sign up, now, LinkedIn is the largest professional network in the world and no matter what company you want to work for, you can bet your bottom dollar that some of the people you need to know are on there.Once you’ve found the company online, start to follow the people that are in similar roles to you. This will help you to identify several key points, including the company culture, the type of company you want to work for and what type of people the company employs.About the author:Brenda Berg is a professional with over 15 years of experience in business management, marketing and entrepreneurship. Consultant and tutor for college students and entrepreneurs. She believes that constant learning is the only way to success. You can visit her personal blog at Letsgoandlearn.com

Analyze federalism Research Paper Example | Topics and Well Written Essays - 1250 words

Analyze federalism - Research Paper Example Federalism has the quality of holding local pride, ethnicities and supremacy, while letting the central government to manage common issues. In the United States, ‘federal government’ is generally assumed to bring up entirely the national government in Washington1. Federalism With Respect To Execution and Administration of Policy One of the most compound subdivisions of federalism analysis is that of political economic federalism. It includes federal bodies’ monetary situations and their political background. Incorporation with the global economy, impacts the cost-benefit analysis of federalism. The advantage of federalism is that it slices out variety within a nation, so that citizens can choose a place to move on which meets their requirements for policies such as taxation and consumer goods among others. Incorporation with global economy can raise expenses of regionalization if significant governments are permitted to use the status of the central government2. T he federalist system in the USA enjoys shared power between federal, state and local governments and involves a requirement for cooperation, harmonization, and interaction. In the American federalism system, the local governments possess most of the discretions and responsibilities for emergency and disaster management where federal organizations are envisioned to deliver monetary support and resources. State governments act as intercessor by enabling the operations of federal policies regarding emergency and disaster management at the local level3. Role Of Three Branches Of Federal Government The constitution comprises of a system which separates the authority where three branches of federal government can scrutinize and balance the role of each other. The three branches of federal government are ‘Executive branch’, ‘Legislative branch’ and ‘Judicial branch’4. Executive Branch: Executive branch comprises of the President, Vice President, and o ther Cabinet Officials such as State Secretary, Treasury Secretary, Defense Secretary and Labor Secretary among others. These officials are appointed by President and together they make up the executive branch. The role of executive branch is to implement the commandments4. Legislative Branch: The legislative branch comprises of the ‘Senate’ and ‘House of Representatives’. The most important role of legislative branch is to make the rules, regulations and laws. It is the duty of legislative branch to decide the policies and how the federal money can be used for the benefits of the country4. Judicial Branch: The judicial branch comprises of the Supreme Court as well as other courts. The judicial branch clarifies the implication of constitution and commandments that are issued by legislative branch. The role of judicial branch is to interpret the regulations and punish the criminals and the lawbreakers4. Interaction And Intersection Of Three Branches With Sta te Governments People interact regularly with the state governments. State governments comprise of police divisions, libraries, education and issuing licenses among others. Each state government has its own written structure and those are far more elegant compared to the federal equivalents. According to the 10th amendment of American constitution, each and every authority reserved for state government is not allowed to the federal government5. Executive Branch: