Essay on Miltons Paradise Lost -Satan’s Myth of Free Will

Satan’s Myth of Free Will in Paradise Lost  Ã‚   Milton, through Satan's soliloquies in Book 4, shows that Satan's idea of free will is a facade, and God carefully manipulates him to fulfill his plan of Adam and Eve's fall. While speaking, Satan inadvertently places doubts in the reader's mind that his will is free. Satan proves through his actions that God created him to act in a very narrow range, even though he himself does not realize this. The combination of pride, ambition, abhorrence of subordination, and ignorance of his own state as a puppet lead to perpetually diminishing stature and divinity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Satan introspects in the first soliloquy (lines 32-113), searching for the motivation and reasoning behind his fall. He struggles with why he felt the urge to rebel. This very doubting suggests that his rebellion does not originate from a conscious effort; it is part of his internal makeup. Therefore, God created a flawed angel from the beginning (this is also supported by the fact that Sin comes from Satan's head while he is still in Heaven).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Satan first acknowledges that his pride and ambition caused his fall (4.40). After his first mention of the two weaknesses, he says that God created "what I was / in that bright eminence . . ." (4.43); God not only created him, he gave him his pride and ambition. This begins to establish that God wanted him to fall. Satan further laments what has happened: "O had his powerful destiny ordained / Me some inferior angel, I had stood then / happy . . ." (4.58-60). What Milton suggests and what Satan does not catch on to is that God's destiny is for him to be in a position to fall. Still, Satan asserts that his will is his own: ". . . Since against his thy will / Chose... ...em free . . ." (3.122-4), just as mankind is. Milton's presentation of contrary information in Satan's soliloquies, and in the description of Paradise and Adam and Eve presents an argument that Milton was of Satan's party unknowingly as Blake said, because the lack of free will tends to prove Satan's assertion that God is a tyrant.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This would in effect prove what Satan says in the second soliloquy to Adam and Eve: "Thank him who puts me, loath, to this revenge / on you, who wrong me not, for him who wronged," (386-7). If Satan truly had no free will, then nothing would be his fault, as he alleges. God tells Jesus that humanity can find grace because Satan deceives it into falling, (3.130-2). But, if Satan is deceived into falling, can he also find grace? Works Cited: Milton, John. Paradise Lost. Ed. Scott Elledge. 2nd ed. New York: Norton, 1975.

Plagiarism and the Internet :: Cheating Education School Essays

Plagiarism and the Internet To plagiarize, as defined by the Merriam-Webster Dictionary, means â€Å"to steal and pass off (the ideas or words of another) as one’s own† or to â€Å"use (another’s production) without crediting the source (Merriam-Webster OnLine).† To plagiarize is a major offense, and many schools and workplaces take it very seriously, or so they claim. For example, at the College of New Jersey, a strict Academic Integrity Policy promises severe punishment to those caught plagiarizing, more severe for intentional violations than unintentional (â€Å"Academic Integrity†). But punishment cannot be given if the person plagiarizing cannot be caught, and throughout the years, many new and easier ways to plagiarize have come about. The invention of the Internet gave students an easier way to copy another’s work and use it as their own. Along with this easier way to plagiarize, however, have come new ways to detect plagiarism. But in spite of all this, plagiarism continues to occur. On many college campuses and in many workplaces, a student or employee must follow an academic integrity policy or an honor code. When one plagiarizes, he goes in direct violation of these policies, doing something that is not only unethical, but also illegal. Copyright laws protect many major pieces of literature and many ideas, making those illegal to copy, but it is also immoral to copy the works of un-copyrighted authors. There can be severe consequences for a plagiarizer if he is caught, and if his professor or employer is willing to follow through with the consequences. People plagiarize, despite the immorality of it and the possible consequences, because it is easier than coming up with their own ideas. Also, when following a strict deadline, plagiarizing can be a fast way to finish a paper or a project. With new technology, plagiarizing has become even easier than it was in the past. With the birth of the World Wide Web came new ways to plagiarize. With a few clicks of the mouse, entire passages can be taken from a web page and placed into a student’s paper in Microsoft Word. With a few minor word changes and alterations, a student might think that he is safe, and that no one will be able to catch his plagiarism.

Erikson’s Theories Personal Portrait Essay

Erik Erikson’s and Lawrence Kohlberg developed several different theories that demonstrated each phase of our lives. Their theories demonstrated how each stage developed and how the stages help to make us who we are today. We develop, learn, and revolutionize through developmental and moral developments. This paper will illustrate how each developmental and moral development represents each stage of life. Erik Erikson’s stages of developmental theory consist of eight stages of development versus Lawrence Kohlberg’s six stages of moral developmental theory. Both of these theorists beliefs were different when it came to the breakdown of each stage. Erikson’s infant stage which consisted of trust vs. mistrust which is â€Å"the need for maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment( Patient Teaching, 1990).† This is a stage that I cannot relate to because I do not have any memories from infancy. Kohlberg’s first stage is â€Å"obedience and punishment† which relates that a â€Å"child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey (Kohlberg, 1958b). For example, your principle in your elementary school down to your teacher is an authority figure. I relate to Kohlberg’s stage because I can remember growing up and knew that my parents, teachers, and principles were my authority figures. I knew that I must obey them and if I did not that it would result in severe punishments and sometimes multiple punishments from each individual. Being a female, a felt that I feared authority figures more than my brothers or other boys in my class. Second stage of Erickson’s was the â€Å"toddler† stage â€Å"autonomy vs shame and doubt-works to master physical environment while maintaining self esteem â€Å"The second stage occurs between 18 months and 3 years. At this point, the child has an opportunity to build self-esteem and autonomy as he or she learns new skills and right from wrong. The well-cared for child is sure of himself, carrying him or herself with pride rather than shame. During this time of the â€Å"terrible twos†, defiance, temper tantrums, and stubbornness can also appear. Children tend to be vulnerable during this stage, sometimes feeling shame and low self-esteem during an inability to learn certain skills (Erikson, 1968).† Kolberg’s second stage â€Å"Individualism and Exchange† â€Å"At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints (Kohlberg, 1963, p. 24).† Both Erikson’s and Kohlberg’s theory can be a demonstrated at an early childhood stage. One learned that they were an individual and that one had to respect authority figures. I can remember a time that I was in preschool and I was asked why I took another child’s crayon. I remember stating to the teacher that I wanted my crayons to remain new. I was already developing a sense of being selfish and using others. That was not the route to take which was expressed to me by both my teacher and my parents. The third stage is â€Å"Initiative vs. Guilt† which demonstrates â€Å"purpose† â€Å"During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie’s and Ken’s, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world—†WHY?†(Erikson, 1968)† Whereas Kolhberg’s stage result in â€Å"good interpersonal relationships† At this stage children–who are by now usually entering their teens–see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in â€Å"good† ways. Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. Heinz, they typically argue, was right to steal the drug because â€Å"He was a good man for wanting to save her,† and â€Å"His intentions were good, that of saving the life of someone he loves.† Even if Heinz doesn’t love his wife, these subjects often say, he should steal the drug because â€Å"I don’t think any husband should sit back and watch his wife die† (Gibbs et al., 1983, pp. 36-42; Kohlberg, 1958b). These two stages are somewhat different in comparison. Erikson’s theory is basically demonstrates how a child mimics what he or she see by using inanimate objects. I believed every little girl played house with Barbie and little boys played cowboys and Indians. I loved to play in my doll house at the age of 4 and older. I also was starting to demonstrate what was right or wrong. Erikson’s fourth stage â€Å"School-Age Child (Competence) – Industry vs. Inferiority† â€Å"the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry (Erikson, 1968).† Kohlberg fourth stage is â€Å"Maintaining the Social Order reasoning works best in two-per son relationships with family members or close friends, where one can make a real effort to get to know the other’s feelings and needs and try to help (Crain, 1985, p 124).† These two stages exemplify several social skills. There are alike in detail. The age range from 6 to 12 is a very adequate age. I can recall being in the 4th and 5th grade and starting to have friends. I was a cheerleader and was learning that you have to be social in order to develop friendships. I was also taught by parents that little boys teased and picked on me because they liked you. I did not understand this but as I got older I slowly started to understand the concept of relationships. Next, the fifth stage of Erikson is â€Å"Identity vs. Role Confusion – Fidelity† â€Å". At this point, development now depends primarily upon what a person does. An adolescent must struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and â€Å"fitting in†, and developing a sense of morality and right from wrong (Erikson, 1968)† Thus, Kohlberg’s fifth stage is â€Å"social contract and individual rights respondents basically believe that a good society is best conceived as a social contract into which people freely enter to work toward the benefit of all. They recognize that different social groups within a society will have different values, but they believe that all rational people would agree on two points. First they would all want certain basic rights, such as liberty and life, to be protected (Crain, 1985, p.125).† I feel that both of these stages are very similar. We want society to help us while giving back to society. It shows a sense of being part of something big. For example, I like the fact that I am able to vote. I believe that voting is a huge part of being part of society. It is important to know and feel that importance. The sixth stage of Erikson is â€Å"Intimacy and Solidarity vs. Isolation – Love† â€Å"the age is from 18-35, at the young adult stage, people tend to seek companions hip and love. Some also begin to â€Å"settle down† and start families, although seems to have been pushed back farther in recent years (Erikson, 1968).† Final stage of Kolhberg is â€Å"universal principles which believes that there must be a higher stage–stage 6–which defines the principles by which we achieve justice (Crain, 1985, p132).† These two stages are very different. Erikson is speaking about finding love which is considered your soul mate. Ages 18 through 35 is the common age that people start settling down and having children. I was 21 when I gave birth to my daughter. I tried to stay with her father which was 7 years older than me. He had not matured and did not want to step up to his responsibilities, even though he was much older than me. Kohlberg felt that stage 6 which resulted in the final decision of respecting each other’s beliefs. I find myself using an open mind and not judging anyone for their differences. I can relate to both of these stages. Erikson’s last two stages are â€Å"Middle-aged Adult: age ranges from 35 to 55 or 65 and the stage is Generativity vs. Self absorption or Stagnation which is defined as Care â€Å"Career and work are the most important things at this stage, along with family. Middle adulthood is also the time when people can take on greater responsibilities and control (Erikson, 1968).† Next, â€Å"Late Adult: age ranges from 55 or 65 to Death and the stage Integrity vs. Despair defined as wisdom As older adults, some can look back with a feeling of integrity — that is, contentment and fulfillment, having led a meaningful life and valuable contribution to society. Others may have a sense of despair during this stage, reflecting upon their experiences and failures( Erikson, 1968).† I am not at either stage of my life. I am very close to middle age. I actually consider myself to be a middle aged adult now. I am focused on furthering my career and supporting my family. I feel that this stage should be very important to both males and females. I have learned from working in the criminal justice field that this stage is not very important to males in society. There are more men in prison and jail than there are females. These men do not put the proper priorities in order to stay stable and have legitimate career. I am destine to reach far beyond 65 and live my life prosperous. In Closing, these two theorists had the same theories in mind. They described each stage of development differently. There concepts both compared and contrast with each other’s stages. I related to both theorists. I consider my life as a mirror of both Erikson’s and Kohlberg’s stages. Their phases exemplify positive and refined steps of everyone’s life. References Crain, W.C. (1985). Theories of Development. Prentice-Hall. pp. 118-136. Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.

Math 157

| Course Design GuideCollege of Natural SciencesMTH/157 Version 3Math for Elementary Teachers II| Copyright  © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course is the second in a two-part series designed for K–8 preservice teachers to address the conceptual framework for mathematics taught in elementary school. The focus of Part Two will be on measurement, geometry, probability, and data analysis. The relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K–8 instruction is also addressed. PoliciesFaculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course MaterialsBillstein, R. , Libeskind, S. , & Lott, J. W. (2010). A problem solving approach to mathematics for elementary school teachers (10th ed. ). Boston, MA: Addison-Wesley. All electronic materials are available on the student website. Week One: Data Analysis| | Details| Due| Points| Objectives| 1. 1 Use appropriate statistical methods to analyze data. 1. 2 Develop predictions based on data. | | | Course Preparation| Read the course description and objectives. Read the instructor’s biography and post your own. | | | Reading| Read Ch. 9 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | Reading| Read Ch. 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read the Associate Level Mat erial: Using MyMathLab ®. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | | 10| IndividualMyMathLab ® Orientation| Complete the Orientation Assignment located in MyMathLab ®. | | 45| Week Two: Probability| | Details| Due| Points| Objectives| 1 2. 3 Apply basic concepts of probability. | | | Reading| Review Ch. of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Review Ch. 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Nongraded Activities and PreparationSpinner Activity| View the Spinner Activity Animation located on the student website. | | | IndividualText Problems 1| Complete Text Problems 1 located in MyMathLab ®. | | 70| IndividualProbability Games| Resources: http://www. betweenwaters. comAccess to the Probability Games on the Between Waters websit e by using the following directions:Go to http://www. betweenwaters. omScroll down and click on Probability Games. Locate the Coin Flip and Dice Roll games. Click Play under each activity to play the games. Play both the Coin Flip and Dice Roll games. After you have played the games, write a 350- to 700-word paper describing your experience. Include the following in your paper:What did you learn about how probabilities are determined? What method might be the most difficult concept for children to learn and why? Post your paper as an attachment. | | 100| ————————————————- ————————————————- Week Three: Introduction to Geometry| Details| Due| Points| Objectives| 2 3. 4 Apply characteristics and properties of two- and three-dimensional geometric shapes in problem so lving. 3. 5 Identify geometric figures and shapes based on mathematical arguments. 3. 6 Use visualization, spatial reasoning, and geometric modeling to solve problems. | | | Reading| Read Ch. 11 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | 10| ————————————————- ————————————————- Week Four: Introduction to Geometry, Continued| | Details| Due| Points| Objectives| 3 4. 7 Apply characteristics and properties of two- and three-dimensional geometric shapes in problem solving. 4. 8 Identify geometric figures and shapes based on mathematical argumen ts. 4. 9 Use visualization, spatial reasoning, and geometric modeling to solve problems. | | | Reading| Review Ch. 11 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | IndividualText Problems 2| Complete Text Problems 2 located in MyMathLab ®. | | 35| IndividualGeometry Manipulatives| Prepare an activity involving a geometric manipulative designed to teach a geometric concept to an elementary school student. You may create your own activity or modify an existing activity; if you are modifying an existing activity, however, ensure your sources are properly cited. Create a handout including the following information:A detailed description of your activity, which must include the application of the characteristics and properties of the hosen geometric shapeInstructions for conducting the activityMaterials neededNational Council of Teacher of Mathematics standards addressed| | 100| —————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- Week Five: Applications of Geometry| | Details| Due| Points| Objectives| 4 5. 10 Specify locations using coordinate geometry. 5. 11 Describe spatial relationships using coordinate geometry. 5. 12 Use symmetry to analyze mathematical situations. | | | Reading| Read Ch. 12 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read Ch. 4 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | | 10| Nongraded Activities and PreparationAnimations| View the following animations located on the student website:Grapher AnimationTransformations AnimationLady Bu g Transformation Animation| | | ————————————————- ————————————————- Week Six: Applications of Geometry, Continued| | Details| Due| Points|Objectives| 5 6. 13 Specify locations using coordinate geometry. 6. 14 Describe spatial relationships using coordinate geometry. 6. 15 Use symmetry to analyze mathematical situations. | | | Reading| Review Ch. 12 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Review Ch. 14 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | IndividualText Problems 3| Complete Text Problems 3 located in MyMathLab ®. | | 85| IndividualTessellation Patterns| Resource: Associate Level Material: Appendix ACreate a tessellation pattern using theMicrosoft ® Paint program, the GeoGebra website, a Microsoft ® PowerPoint ® presentation, or other means available to you, or you may draw something by hand. Ask your instructor for assistance if needed. Use color and shading to create a visually-pleasing tessellation. Write a 350- to 700-word paper including the following:An explanation of why you chose the tessellated figureThe type of transformation used and whyThe actual tessellation or a picture of the created tessellation * Format your paper consistent with APA guidelines. | | 100| ————————————————- ————————————————-Week Seven: Applications of Measurement| | Details| Due| Points| Objectives| 6 7. 16 Identify the relevant attributes of objects when solving problems. 7. 17 Apply appropriate techniques, tools, and formulas to determ ine measurements. | | | Reading| Read Ch. 13 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | | 10| ————————————————- ———————————————— Week Eight: Applications of Measurement, Continued| | Details| Due| Points| Objectives| 7 8. 18 Identify the relevant attributes of objects when solving problems. 8. 19 Apply appropriate techniques, tools, and formulas to determine measurements. | | | Reading| Review Ch. 13 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | IndividualText Problems 4| Complete Text Problems 4 locate d in MyMathLab ®. | | 40| IndividualReflective Paper| Prepare a 700- to 1,050-word paper synthesizing the major concepts addressed in this course.Include the following in your paper:Summarize the major mathematical concepts of the course. Explain how the concepts learned in this course are relevant to the characteristics of a professional mathematics teacher. Determine how the course concepts have influenced your ideas and philosophy of teaching. Recommend changes to the practice of mathematics instruction based on your learning experiences in the MTH/156 and MTH/157 courses. Format your paper consistent with APA guidelines. | | 100| ————————————————- ————————————————-Week Nine: Mathematical Connection| | Details| Due| Points| Objectives| 8 9. 20 Synthesize the mathematical concepts addressed in this course. | | | CapstoneParticipation| Participate in class discussion. | | 10| Capstone Discussion Questions| Respond to weekly discussion questions. | | 10| Final ProjectFinal Exam| Complete the Final Exam located in MyMathLab ®. | | 225| ————————————————- Optional Discussion Questions Week One Discussion Questions How do all the branches in a tree diagram illustrate the counting principle or generate all possible outcomes?Explain your answer. * When a student is taught how to find the mean of a set of data, why might they have a difficult time accepting the answer? Provide an example. Week Three Discussion Questions How might you involve children in learning geometric concepts? Which geometric concept do you think will be most difficult for children to learn and why? * Why is three-dimensional geometry important? What difficultie s might students have when working in three-dimensional geometry? Week Five Discussion Questions Why do some children have difficulty with rotational symmetry?What methods can you use to help them understand rotational symmetry? * Research the flag for the state or country in which you live. Determine the number of lines of symmetry in the flag, and describe the lines of symmetry you discover. What concept might you use this activity for in an elementary school setting? Week Seven Discussion Questions Accurate measurement of the volume of different shapes is an important mathematical concept. Review the following scenario and respond: * A student read about Volkswagen packing in the 1960s. She was interested in knowing the maximum number of students that fit into a Volkswagen car.How might you help her estimate an answer in a reasonable way? Explain. * What are one to three activities that helped you understand the concept of area? How did these activities help you understand the co ncept? Might the same activities help children understand the concept? Explain. Week Nine Discussion Questions What two mathematical concepts that you have learned in this course do you feel will be the most beneficial to you in the classroom? Why? * * Select one mathematical concept you have learned in this course and provide a brief example of how you could incorporate it into a lesson in the classroom.What steps would you take to ensure students understand the concept? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® edi torial standards and practices.

I have no idea Essay

1.Is it ethical to sell a product that is, at best, only mildly effective? Discuss. Product? Discuss. ANS: Selling a product that at its best mildly works is ethical because the product does work. The issue that persons are having is that it varies in effectiveness per person. 2.Is it ethical to exploit cultural norms and values to promote a product? Discuss. ANS: I believe that is it perfectly correct to exploit culturally values norms. Marketers depend on cultural values and norms to market products. It is through the understanding of the markets culture and values that companies better understand the customers’ needs. 3.Is the advertising of Fair & Lovely demeaning to women, or is it promoting the fairness cream in a way not too dissimilar from how most cosmetics are promoted? ANS: Fair and lovely has taken advantage f the position that cosmetic companies promote. Cosmetic companies promote that women are imperfect and perfection can be achieved through their products. Fair and lovely has epitomized this through their campaigns 4.Will HLL’s Fair & Lovely Foundation be enough to counter charges made by AIDWA? Discuss. ANS: The product still has acceptance in the Indian market so it may be that the foundation has been effective. The foundation also does a great job in countering the believe that the product demeans women by empowering them. 5.In light of AIDWA’s charges, how would you suggest Fair & Lovely promote its product? Discuss. Would your response be different if Fairever continued to use â€Å"fairness† as a theme of its promotion? Discuss. ANS: In light of AIDWA’s response I recommend that Fair & Lovely promote the product without using fairness as the theme. If they do continue to use fairness as a campaign they should alter the perception of fairness as not being light skinned but representing toned and healthy skin. 6.Propose a promotion/marketing program that will counter all the arguments and charges against Fair & Lovely and be an effective program. ANS: I propose that a simple change in the promotion from advocating for fairer skin towards healthier toned skin can relieve the pressure being faced by the company. How can they go about this campaign? Fair and Lovely should launch a campaign promoting that beauty is not only fair but dark also. This campaign should headline women of varying skin tone, shapes and sizes using the product not to change their skin tone but enhancing their own skin tone. 7.Now that a male market for fairness cream exists, is the strength of AIDWA’s argument weakened? ANS: Male market for fairness cream does in essence weaken the argument that fairness cream is demeaning to women. However it can strengthen the argument that the company has widen its grip on exploiting cultural norm and values by advocating for universal â€Å"fairness† of both males and females. 8.Comment on using â€Å"Shakti Ammas† to introduce â€Å"fairness cream for the masses† in light of AIDWA’s charges. ANS: Fair and Lovely is responding to the demand of the market. In spite of the claims of AIDWA the market is still demanding the product. AIDWA may need to to attack the culture vs. attacking the company. 9. Listen to â€Å"In India, Skin-Whitening

Health care policy Coursework Example | Topics and Well Written Essays - 250 words

Health care policy - Coursework Example Consequently, the health care model of the Affordable Care Act (ACA) ensured that mental health parity was both protected and guaranteed (Rich, 2013). In 2009, Rep. Patrick Kennedy led a successful legislative endeavor to assure mental health parity (Rich, 2013). Due to Kennedy’s efforts, the legislation was integrated into the Affordable Care Act, which stipulated a basic benefits policy guaranteeing sufficient health services, including mental health privileges. Effective 2011, the ACA also introduced a new Medicaid state package option to allow subscribers with at least one critical and long-term mental health condition to nominate a mental health services provider as a health home (Rich, 2013). Effective October 2011 to December 2015, the ACA prescribed a novel demonstration initiative to pledge Medicaid remittances to mental health service providers for adult subscribers who need containment of exigent conditions. Based on a provision that became effective in 2010, the ACA facilitates the establishment of inter and multidisciplinary mental and behavioral health orientation initiatives (Walker, 2014). Finally, the ACA p romotes the creation of orientation programs that concentrate on primary care frameworks that incorporate mental and physical health amenities. Funds for this provision started in 2010 and are slated to end in December 2015 (Rich,

Innovations in computer technologies (this needs to be narrowed down Essay

Innovations in computer technologies (this needs to be narrowed down pls review the comments from teacher - Essay Example Considering the present scenario it has become an essential component in nursing education. Just recent years ego new technology has been emerged in the nursing education and which is named it as clinical simulation. â€Å"Clinical Simulations is the use of model-driven patient simulators, such as the METI HPS, ECS and iStan, in a realistic clinical environment for the purpose of immersing the healthcare profession students/trainee in environments that closely mimic real patient environments† (What is clinical simulation? 2008, para.1). The use of this simulation assists nursing students in many ways. This helped in making clinical decision, data analyzing and in solving the problems. The evolution of this technology has bought many changes in the field of nursing education. These changes are due to a rapid expansion in technology. â€Å"These changes have been associated with incumbent ethical and moral dilemmas which are borne out in the daily practice of nurses† (Simpson & Courtney, n.d., p.3). These clinical simulation has bought significant change in the learning abilities of nursing students as it models real life nursing situations. It also ensures competency and self-taught learning strategies for the nursing students. By utilizing these simulations, many problems can be solved and learning can be increased in very cost effective manner. It is sure that clinical simulation can provide low cost learning atmosphere. Traditional system requires lots of costs input in order to facilitate needs for the students in learning. Traditional system requires lots of faculties for teaching purposes. With the evolution of this system it requires only very less number of faculties in order to teach the course. Presently hospitals are not allowing students to perform nursing intervention, as they believe that students will put patients in jeopardized state. Also to use