Component of Computer System Essay

Output devices: Monitor printer, plotter and voice output device, Modem, Automotive navigation system, Projector. Peripheral device that converts machine-readable information into people-readable information. Processing devices: CPU,  Motherboard, Chipset, bus, RAM. Hardware components process information within the computer system. Storage devices: Hard disk drives and  compact disk  drives. Hardware components allow data to be stored within a computer system. Software components of a computer system have no physical presence; they are stored in digital form within computer memory. System software is an  operating system  designed to operate and control the  computer hardware  and to provide a platform for running  application software. Utility software: anti-virus software, firewalls, disk defragmenters. Which helps to maintain and protect the computer system but does not directly interface with the hardware. Applications software: Web browsers, Office software, Games, Multimedia Software, Database Software, and Graphic Software. Designed to allow the user of the system complete a specific task or set of tasks. Different  types of computer software. Programming software, system software and application software are the three main types of computer software used in computer networking. Programmers use the programming software to develop the programming languages necessary to run computer software. Compliers, interpreters, linkers and text editors are some of the basic tools used in programming software. System software offers a protective shield to all software applications. It also provides support to the physical components of computers. System software †¢ Operating system software(windows, Linux, Mac) †¢ Utility programs (anti-virus software, firewalls, disk defragmenters. †¢ Library programs †¢ Translator software (Compiler, assembler, interpreter) Application software is used for commercial purpose. The application software is widely used in educational, business and medical fields. Industrial automation, databases, business software and medical software prove to be of great help in the respective fields. Web browsers, Office software, Games, Multimedia Software, Database Software, and Graphic Software. Application software †¢ General purpose application software. †¢ Special purpose application software. †¢ Bespoke application software

Is Friar Lawrence a Good Man, Evil Character or Simply a Misguided and Bumbling Individual?

Friar Lawrence plays a strong central character throughout the play, Romeo and Juliet. The Friar is linked to both the Capulet’s and the Montague’s through religion and the church. Friar Lawrence is presented as a â€Å"holy man† who is trusted and respected by the community because he is a priest. Friar Lawrence is an advisor and close friend to Romeo. This is apparent when Romeo addresses the Friar as â€Å"father† and Friar Lawrence addresses Romeo as his â€Å"son. † Romeo goes to Friar Lawrence for help and consolation, for example, when Romeo speaks about Juliet for the first time, Friar Lawrence speaks to him about Rosaline. This shows that their relationship is close as they seem to know a lot about each other and becomes more apparent throughout the play as he influences Romeo’s decisions. This shows the irresponsibility of the Friar as he has broken the stereotype of a regular Friar because he does not always seem to speak to Romeo as a Friar but more so as a friend. Romeo asks Friar Lawrence â€Å"that thou consent to marry us to-day. † Friar Lawrence thinks at first that Romeo is moving on too quickly from Rosaline and does not think he is doing the right thing. Young men’s love then lies not truly in their hearts, but in their eyes. † Friar Lawrence’s advice seems to be good because he believes that Romeo just says that he loves anyone or says it when he thinks he is in love until the next woman comes along. A Friar would not usually say that to anyone and this is showing that their relationship is unprofessional. Whilst Friars do advise people, this seems to have been unprofessional. Friar Lawrence quickly changes his attitude and decides to unite Romeo and Juliet in marriage. He believes that this will end the feud between their two families. For this alliance may so happy, to turn your households’ rancour to pure love. † Friar Lawrence’s first motive was to create peace for their families. Friar Lawrence at the same time could have also thought of uniting Romeo and Juliet to boost his own status in Verona. He could have wanted to portray himself in a more respectable light to show that he ended the vendetta between the Montague and Capulet families. In secret, Romeo and Juliet marry, without their parent’s permission. Friar Lawrence is seen as a figure that is a highly trustworthy character of great importance. By performing the marriage, he is keeping secrets from the two wealthiest and most powerful families in Verona, which would be seen as a sin for a Friar. In going ahead with the clandestine marriage, it shows that he can be devious and untrustworthy in order to protect himself as he does not want the blame if anything goes wrong. When Romeo killed Tybalt, his punishment was banishment and was ordered to Mantua. Romeo goes to Friar Lawrence for more guidance on what to do. â€Å"Go get thee to thy chamber, hence and comfort her. Friar Lawrence encourages Romeo to go to Juliet’s home and consummate their marriage, knowing that the differences between the families are now inconsolable. Friar Lawrence knew that if Romeo was to get caught at the Capulet’s home with Juliet, Romeo would have been killed and this demonstrates that he was willing to sacrifice Romeo’s life by sending him there in order to make sure that the marriage was not annulled. Friar Lawrence was ma king sure it happened so that the plan in his mind was going to work. He thinks he will still gain power and recognition so everyone is happy in the future. Friar Lawrence is shown as a good man as Romeo and Juliet are grateful for his help in making sure they spend their wedding night together. However, giving this advice to Romeo can also illustrate that he is a bumbling individual because he is putting Romeo’s life in danger. Friar Lawrence devised another plan for Juliet to help her escape from her father and the arranged marriage. â€Å"And if thou dar’st, I’ll give thee remedy. † Friar Lawrence plans on giving Juliet a drug that will make her sleep for 48 hours, but at the same time, make her seem dead. The Friar also tells her that he will write to Romeo to inform him of the new plan. Friar Lawrence’s egotistical attitude seems to have caused more grief than comfort. By suggesting that Juliet drinks the potion, he shows a more selfish side to his personality. I believe that the Friars intensions are still good at this point, however he could be trying to save himself from the situation as he may have doubts about the upcoming events, showing that there is a very unforgiving side to him. Friar Lawrence has to be devious in order to carry out the new idealistic plan. As a priest, he should not lie in any situation. Friar Lawrence asks â€Å"come, is the Bride ready to go to church? † to the Capulet family. He already knew full well that the wedding was not going to go ahead, however by saying this to the family, he is pretending that he knows nothing and gets prepared to bury Juliet. This shows how deceptive the Friar can be as he remains very composed throughout the day, which only reinforces his superiority and confidence amongst the community. As Juliet awakes from her planned long sleep, she asks Friar Lawrence â€Å"where is my Romeo? † He tells her he â€Å"lies dead. At this point, Friar Lawrence would have been very worried about his actions and he tries to cover up the lies to fix what happened. He asks Juliet to â€Å"come, I’ll dispose of thee, among a sisterhood of holy Nuns. † Friar Lawrence is afraid of his actions and of being exposed as a failure and liar. Proposing this to Juliet would have been the l ast desperate attempt to help him remain in a good light and not ruin his reputation for good. Friar Lawrence asked Juliet to become a Nun to forget about Romeo and start a new life, however, I believe that he only suggested this because he panicked and is afraid that the secrets will be unfolded. In Friar Lawrence proposing this, it shows he has a weak side to his personality as he is portrayed as a bumbling individual who shows concerns, only for himself. Friar Lawrence may have got involved in Romeo and Juliet’s plans so much that he found it hard to let go and thought he could keep helping. The Friar knew in his mind that it was wrong to help Romeo run away with his lover, (Juliet) however, because he was more than a priest to Romeo and Juliet, he knew they were in a desperate situation and did genuinely want to help. To conclude, Friar Lawrence was a good man. Friar Lawrence played a controlling role into being responsible for the marriage, all aspects of the plans, meetings/reunions and the potion. The Friars motive never intended for the deaths of Romeo and Juliet to occur as he did come across to be genuine to both families (Montague’s and Capulet’s) by wanting to end the feud. Each narrow minded plan was planned to allow, the loved up teenagers (Romeo and Juliet) to be happy together as they were hopeful that their families would be united by their love. Friar Lawrence started off being honourable to both Romeo and Juliet as he could tell they were both in love, however as their plans go off track, one by one, he had to abuse his trusted role more and more. Friar Lawrence’s plans were intelligent because he used his knowledge in medicines and flowers to provide the potion for Juliet. With his experience of herbs and remedies, it enabled him to carry out the potion plan and without him; Juliet would not have been able to fake her own death. Some people may feel that this was a cunning and calculative plan. It can e viewed that the plan was evil as well as the character of Friar Lawrence. In my opinion, l think that the Friar wanted to help and tried to rectify matters as they went wrong to the best of his abilities, he did not think clearly about the consequences of the plans of what potentially could have gone wrong and only thought about the positive outcomes. This could be because he never had the time to sit and think thoug h it, however l thought his plans were simple and effective. Friar Lawrence always wanted to â€Å"do the right thing† since his reputation was paramount to him. In contrast to being a good character, Friar Lawrence does show an evil side to him. His behavioural response when he finds Juliet in the tomb, for example, instead of remaining with her and preventing her death, he flees when he hears the sound of people coming. In his actions, it shows his fear of accepting responsibility and his selfishness. Although Friar Lawrence’s plans seemed achievable at the time, he was naive in his assessment of the feud between the Montague and Capulet households and he hadn’t reflected fully on the implications of Romeo and Juliet’s secret and concealed marriage.

A Study Of The Hindrances And Sacrifices Made In William Shakespeare Play, Hamlet

A Study Of The Hindrances And Sacrifices Made In William Shakespeare Play, Hamlet And They Lived Unhappily Ever After In Shakespeare’s Hamlet, there are many sacrifices and obstacles that Hamlet must endure in order to fulfill his deceased father’s desire for revenge. One of the sacrifices involves ending his relationship with Ophelia. Many would argue that Hamlet never loved Ophelia anyway and claim that he is just using her for intimacy. However, it is clear that Hamlet and Ophelia do love each other and giving up their relationship is not an easy task. Because of the difficulty of ending their relationship, Hamlet is not honest about the challenges he is facing in order to bring justice to his father. Therefore, Ophelia can only believe that Hamlet never really did love her and this leads her to high levels of distress. Furthermore, Ophelia cannot escape the controlling behavior of her brother and father who both disapprove of her relationship with Hamlet. In the end, the obstacles become too much and tragedy overtakes their happy ending. Despite their love, Hamlet and Ophelia face many obstacles that they cannot overcome. Some argue that Hamlet never really loved Ophelia so it is not difficult for him to let her go; however, there is much evidence to prove that Hamlet’s feelings for Ophelia are true and loving. Perhaps the most compelling piece of evidence that Hamlet loves Ophelia is the letter he writes her that she is forced to share with the king and queen. In the letter Hamlet reminds Ophelia, that he loves her, â€Å"best, oh, most best/, believe it† (Shakespeare 2.2.120-121). This letter was meant to be private so Hamlet has no reason to lie in it. Therefore, his words are true as is his love for Ophelia. Hamlet admits his love again during the nunnery scene. As Hamlet tries to convince Ophelia that he does not love her, he breaks down for a brief moment and admits, â€Å"I did love you once† (Shakespeare 3.1.115-116). Some may see this as Hamlet trying to tell Ophelia that maybe he did love her, but he doesn’t anymore. However, it is more likely Hamlet is trying to spare her feelings when he sees how hurt she is as he dismisses her. If Hamlet does not love Ophelia, he would have no obligation to spare her feelings; he would not need to feel guilty for betraying her. Finally, Hamlet’s last expression of love comes after Ophelia’s death during the grave digger scene when he says, â€Å"I loved Ophelia. Forty thousand brothers/could not with all their quantity of love/make up my sum† (Shakespeare 5.1.249-251). This is the most definite declaration of Hamlet’s love for Ophelia. Hamlet’s admittance of his overwhelming love for Ophelia shows that the reason Hamlet was not able to always express his love for her is because his attention had to be on his father’s revenge and when Ophelia dies, Hamlet realizes how big of sacrifice that is to make. Hamlet now realizes that even if he achieves his father’s revenge, he can never be with Ophelia. Love is a powerful motivator, but it is not always romantic. Hamlet does love Ophelia, but his love and devotion to his father is a little bit stronger. Hamlet realizes that he cannot commit to a relationship with Ophelia and commit to revenge for father’s death. As Thomas Holcroft’s suggests in Carol J. Carlisle’s essay, â€Å"Hamlet’s â€Å"Cruelty† in the Nunnery Scene: The Actors’ Views, â€Å"Hamlet, whose mind is absorbed with a master passion (grief for his father and desire to avenge his death), feels that he must give up Ophelia in order to fulfill his vow to his father’s spirt† (132). Because Hamlet’s dedication to his father’s wishes is so strong, he cannot commit himself to both a relationship with Ophelia and achieving justice for his father. Hamlet’s mind is so absorbed with revenge and he knows he cannot explain it to Ophelia. Therefore, the only solution is to dismiss Ophelia thus ending the relationship all together. As is stated in Arthur Hudson’s essay â€Å"Romantic Apologiae for Hamlets Treatment of Ophelia† originally expressed by William Hazlitt, â€Å"it would have taken [Hamlet] years to come to a direct explanation on the point. In the harassed state of his mind, he could not have done otherwise than he did.† Hamlet wants to spare Ophelia the drama and pain of his plans for revenge so despite how cruel he seems, he is coming from a loving place. After all, Hamlet knew he could not change his mind about the revenge plot because he made a clear promise to his father that justice would prevail. When the Ghost exits, Hamlet vows that his father’s, â€Å"commandment all alone shall live/within the book and volume of my brain,/unmixed with baser matter† (Shakespeare 1.5.102-104). Hamlet knows there is no turning back so his promise to his father became the biggest obstacle for Hamlet and Ophelia’s relationship. However, it is not the only one. During the late 16th century, women were not seen as independent individuals with their own opinions; instead, they were controlled by the men in their life and expected to comply with their demands. Ophelia’s situation was no different than any other woman and she was molded to be obedient to her father and brother’s requests. â€Å"Motherless and completely circumscribed by the men around her, Ophelia has been shaped to conform to external demands, to reflect others’ desires† (Dane 1). First, Ophelia’s brother Laertes tries to make her see how insignificant her relationship with Hamlet is. He tells her the relationship is â€Å"forward, not permanent, sweet, not lasting/, the perfume and suppliance of a minute-/no more† (Shakespeare 1.3.6-8). Laertes may recognize Ophelia’s feelings and even admits they are real, but he wants to convince her that the relationship will not last. He tells her it is all flirtation and temporary affectio n. Ophelia may want him to see the relationship her way, but Laertes is a man and has both influence and some power over her actions. Similarly, Ophelia’s father wants her to have no contact with Hamlet and stop her feelings all together. Polonius commands her, â€Å"This is for all:/I would not, in plain terms, from this time forth/have you so slander any moment leisure/as to give words or talk with the Lord Hamlet† (Shakespeare 1.4.130-133). Polonius does not even ask this of Ophelia, he simply demands it. Polonius has authority over Ophelia not only because she is a woman, but also because she is his child. Therefore, Ophelia has no choice but to obey him as he will continue to keep watch over her. Some may think that Polonius only does this to protect Ophelia but as David Leverenz notes â€Å"Polonius cares more for his position at court than for his daughter’s well-being, and he uses his paternal authority to better his status as king’s advisor† (Qtd in Green 301). Polonius believes that if Hamlet and Ophelia have a relationship, it may threaten his standing with the king, es pecially if she gets pregnant. Therefore, he ignores her happiness and uses his influence over her to protect his reputation. With the amount of influence her brother and father have over her, Ophelia’s obedience to the men in her life is yet another obstacle for Hamlet and Ophelia. No matter how much Hamlet and Ophelia want to be together, they just cannot overcome the obstacles that keep them separated. Between Hamlet’s betrayal and the murder of her father, Ophelia’s life ends up in disarray and she turns to suicide as an escape. Every man in her life betrays her and she goes mad. After her father’s death, Ophelia tries to moves forward â€Å"but carefully programmed into her psyche by Polonius is the fear of autonomy and sexuality so that Ophelia is unable to navigate her own way once the â€Å"protective† custody of her father is unavailable to her† (Smith 97). Even though her father was not concerned about her happiness, Ophelia is reliant on his demands and custody and without him there to guide her, Ophelia is lost and scared. She has no way of thinking for herself and the pain becomes so overwhelming that she chooses death over the hurtfulness of life. Along with the pain of her father’s death Ophelia has a completely broken view of love and trust. â€Å"Under the pressure of irresponsible paternal demands and because of the larger political issues unbeknownst to her, Ophelia’s faith in love and sincerity is crushed† (Smith 97). Ophelia has been shielded from reality behind the cruelty of the men in her life. Some may think they would be good thing as she was only being protected from pain and suffering. But when she loses guidance from her father and faith in Hamlet, it leaves her totally lost and betrayed until she finds herself too far gone to live anymore. No matter how much the men in her life care for her, they make a fatal mistake in hiding reality from her because she is so sheltered that when all the hurt and betrayal become known to her, it is too much for her to handle. Ophelia’s ignorance to reality is the final obstacle challenging Hamlet and Ophelia’s relationship. No matter how much the men in her life want to protect her, they could not prepare her for what happens when everything falls apart. â€Å"Ophelia’s suicide is a sad but credible response by her own impaired psyche. It invites us to re-examine the worsening psychological hell brought on by the abuse and neglect she suffered at the hands of those she loved most† (Smith 110). While it seems as though the treatment by her male influences is out of protection, Barbara Smith explains that it is really abusive and neglectful because she is not respected enough to be trusted with reality and when she did discover it, she was not equipped to cope with it. Ophelia’s madness is simply explained by the sudden lack of male influence in her life. Despite the modern view that women are strong individuals that do not need male influence, Ophelia lives in a time where she doesn’t know any different than relying on the men in her life for guidance, hearing their voices at all times for how to behave. â€Å"Then suddenly-with her brother in France, and her lover banished to England for the murder of her father—the voices stop. Confronted with such thunderous silence, Ophelia becomes mad† (Dane 3). Some may believe that this madness is the worst thing that could happen to her. Ophelia is no longer the beautiful, obedient woman everyone knows. However, Dane suggests that â€Å"madness releases Ophelia from the enforced repressions of obedience, chastity, patience, liberates her from the prescribed roles of daughter, sister, lover, subject† (4).Without influences pouring in from every direction, Ophelia is left to be her authentic, raw self. However, because she does not know how to handle her real self, she feels overwhelmed and ultimately commits suicide to escape all of the change in her life. Hamlet and Ophelia did truly love each other but could not overcome the obstacles that threaten their happiness. Hamlet’s devotion to his father outweighs his love for Ophelia and influences his decision to choose revenge over happiness with Ophelia. This was unbeknownst to Ophelia and she believes Hamlet was simply betraying her and dismissing the love they once shared. Also, Ophelia was forced to be obedient to her brother and father which meant not making further contact with Hamlet. This, along with the betrayal from Hamlet, caused Ophelia distress and pain. She was trapped and confused and ultimately chose death over living with the hurt and sadness. Despite their love for one another, Hamlet and Ophelia could not overcome the obstacles that challenged their relationship. Therefore, their love could never prevail and instead ends in tragedy and regret. Though many would argue that Hamlet and Ophelia never shared true love, it is clear that they shared a deep love that was just not strong enough to overcome the obstacles that stood in their way. No matter how much they wanted it, Hamlet and Ophelia’s love could not prevail through the darkness of lies and betrayal.

Opening a Spanish Franchise in Lebanon and using Marketing Strategies Term Paper

Opening a Spanish Franchise in Lebanon and using Marketing Strategies and techniques to help create a successful business and results, taking into consideration the competitors in the lebanese market - Term Paper Example In high profile restaurants in Beirut, majority of customers are complemented by Lebanese expatriates and Arab tourists. It has been observed that restaurant business in the city is governed by the seasonality. Summer is the peak season for restaurant owners and during this season restaurant owners try to offer Mediterranean and special Lebanese dishes to lure patrons. The market is highly fragmented due to presence of small numbers of standard restaurant. Restaurant owners have incurred a loss of 65% in sales volume in last five years and this can be cited as the reason for high degree of fragmentation (London 420-425). It has been observed that major portion of customers prefer to take lunch in restaurants (Amin, â€Å"Security crisis takes toll on Beirut’s restaurants†). The study has selected Achrafieh (this district is located in East Beirut, Lebanon) hence the report will exclusively focus on food preference of customers that belong to Achrafieh. The district is c onsisting of more than twenty seven restaurants but only nineteen of them offer Mediterranean dishes. Ta3mini has pointed out that almost 50% of customers prefer pizzas, sandwiches while 20% prefer other Mediterranean dishes (â€Å"Restaurants in Ashrafieh around 18$†. Majority of the customers in Ashrafieh are Christian hence there is natural tendency among them to take European cuisine in comparison to traditional Lebanese dishes during lunch time. 100 Montaditos has the opportunity to cater the demand for Mediterranean dishes in the district by opening up restaurant franchisee chain (â€Å"100 MONTADITOS†). Customers in the district can be segmented in accordance to their spending capacity on per person meal. Post Hoc segmentation strategy can be used to define the target market (Zoltners, Sinha and Lorimer 66). Many restaurants in Ashrafieh target those customers who do not want to spend more

The impact of Compliance on an organisations existing information Research Paper

The impact of Compliance on an organisations existing information technology security - Research Paper Example Moving a bit more, a detailed discussion has been undertaken to throw light on how both employees and the organization fail to implement the compliance drive in the way it is planned. The shortcomings and the responses of the employees are supported by way of graphs. Lastly, the positive impacts of compliance and negatives of non-compliance to IT security has been presented with the help of survey results conducted on major international companies from all sectors. A briefing of a standard compliance program is also attached with the paper in order to let the readers know of what should actually be there to make compliance a competitive advantage for an organization. Organizations are feeling the heat of non-complaint behavior and process and technology issues leading to mammoth losses, both financial and organizational. Executing leadership in agreement with IT security policy and compliance is emerging as a challenge. Compliance in an organization runs through the policy planning component and automation centers (Elliot 2008). Security is an essential feature in most of the organizations today and compliance gives visibility to the processes and controls within an organization. Keeping the importance of Information Security and its relevance in today’s market place and market space, the present paper aims to explore â€Å"The Impact of Compliance on an organization’s existing Information Security policy.† 1. How compliance as an essential component of information security policy originated? What best practices are being followed and an overview of the major acts that are in place to adhere to the compliance rules. The research paper has tremendous scope of revealing the loopholes that exist in organizations and what remedial measures could be taken to put back things into original and desired manner. Though standard framework can be followed by

Performance art Essay Example | Topics and Well Written Essays - 250 words

Performance art - Essay Example It makes the audience visualize, mentally and self-consciously, the performances that they connect to in their everyday lives. Performance artists present their ideas to the audience by performing roles that we play in our real lives, like political roles, social relationships, economic functions, and cultural customs and rituals. Performance art makes these roles and relationships unequivocal and more overt, so that the audience can relate to them and reflect upon them using their own minds and perspectives. However, performance art also needs expertise in singing, dancing, and acting, like other forms of art, to be expressive enough. These skills make the performance really compelling, making the minds of the audience sway away to places they have not been before. To name a few performance artists, the mainstream press considers Lady Gaga and Mitt Romney two of the most profound performance artists of

Module 4 Case Assignment Example | Topics and Well Written Essays - 750 words - 1

Module 4 Case - Assignment Example In order for the delivery cycle of the trucks to be regulated in a manner that utilizes time the best, the arrival time intervals are left as they are since the trucks are not be driven any faster to accomplish the need for better time management (Wilco, n.d.). Based on the principles of linear programming, it is required that the number of arrivals be provided with a more efficient unloading period such that more trucks can be unloaded at the same time. The current data indicates that the 83.333% capacity utilization is capable of providing room for a larger number of arrivals besides the current rate of 3.5. The issues facing the delivery system involve the underutilization of the system. Starting with the current single-server situation, The attached MS Excel file, single-server, shows that the maximum number of trucks that can be handled at a 95.89% is 22.374% out of a total number of 23.33% (see table 1). This data shows that at any given time during the working hours, 22.374% trucks will be waiting in a queue while a total of 23.33% will be accounted for. In order to achieve this score, the server takes into consideration the change in service rate from the current 4.2 to 3.65. The change in service rate amplifies the number of truck s serviced in an hour since the reduced servicing rate means more trucks can be unloaded in an hour. Based on the previous data, only 4.2 trucks can be unloaded in an hour and only 3.5 trucks are unloaded within the hour. This shows that reducing the servicing rate would require the reallocation of the servicing personnel as there are fewer trucks to unload unlike the number of arrivals. However, provided that various situations lead to the underutilization of capacity, the probabilities that 5, 6, and 7 trucks will be in queue at the same time takes three assumptions into account. Firstly, there are no changes in the arrival rate, 3.5 trucks per hour, and

European history Essay Example | Topics and Well Written Essays - 750 words - 1

European history - Essay Example While the revolution swept all corners of the European nation, it is important to note that each nation had its own unique mix of issues and concerns about the traditional authority. The earlier uprisings patterns in 1820s and the 1830s were very instrumental for the final explosion of revolution in 1848. However the authorities by then worked very hard and thought that they had crushed the uprisings. However, most of the uprisings were only suppressed and went underground. The revolutions would come again and hence there were periods of peak and off peak with regard to revolutions. In this context, some were successful and resulted to one or two revolution reforms while others were completely suppressed. The major waves of uprisings that resulted into major reforms were witnessed in the year 1820s and 1830s before the eruption (Korner, 215). The 1830s uprisings mainly begun in France and spread to other places like Germany, Belgium, Poland and Italy. Unfortunately all the uprisings were crushed by the ruling authority in almost all these nations except those uprising in France survived. As a result of this however Belgium, Britain and France Won freedom, liberal reforms and constitutional monarchy respectively (Korner, 216). These uprisings were very important as they paved the way for wave opf uprisings that followed after a decade in the year 1848. This wave swept across many nations including those regions that had not experienced uprisings. By this time French had gone ahead to establish a republic while other fifty uprisings were witnessed in the different parts of Europe. However, France was neither lucky, it was taken over by a dictator, Napoleon III turning it into a second emperor. During this time, the French had made a republic and the Frenchmen could now vote for delegate with regard to the new constitution. This was a major development in France as partial freedom in choosing the leaders. The

Fashion Culture Essay Example | Topics and Well Written Essays - 2750 words

Fashion Culture - Essay Example The essay "Fashion Culture" states the culture of fashion. The society, in the modern times, is deeply influenced by fashion as they see in the popular media; represented by their favorite celebrities and icons. Fashion is often criticized for affecting the society in a negative manner through its portrayals of beauty. These portrayals of beauty compel the ordinary people to go to extreme measures in order to be labeled as beautiful and chic. As fashion influences society, it is also influenced by the society in which it resides. The fashion of Paris would be altogether different from the fashion of an Arab country. Thus fashion in a way is constricted by the dictates of the society. Individualist expressions also find a way into contemporary fashion and fashion becomes a mode of expression. The history of fashion in America is a testimony to this fact. However, it is difficult to understand the extent of the impact of fashion on the culture as culture is also impacted by fashion and this two-sided affect makes the situation difficult to evaluate. In this paper, we attempt to understand the role that fashion plays on culture and vice versa for the role that culture plays on fashion. Each is impacted by the other and this paper will attempt to generate a conclusion on the extent of the influence of both fashion and culture on each other. Fashion in America was predominately inspired by the British. It was the British who came into America in large numbers and brought their fashion with them. In the earliest days, American fashion was exactly like the British fashion with its gowns with mutton shaped sleeves and corsets that stressed on the hour glass figures of the women. Fashion, at that time, was inspired by the society’s ideal of beauty. During the 1920s, the ideal beauty was petite and feminine. For this reason, corsets were a necessary part of every woman’s wardrobe; also shoes where pointed and small, so as to give the impression of a delicat e being who could be compared to a bird. Fashion at that time was thus not about comfort but about looking beautiful and presentable (Boyer and Dubofsky, 137). The next change in fashion began with the industrial revolution. Industrial revolution was an era of mass production that led to an increase in consumerism and materialism. As products were produced in mass quantities, they cost cheaper and fashion was available to the common public. This was aided with the boom in cotton industry of America that allowed Americans local access to the crop. Thus these mass products were sold in retail shops throughout the country along with catalogues for consumers outside the reach of the retail shops. Fashion at this time was still dictated by the Europeans. Also the concepts regarding women was changing as women were getting liberated and moving out of the constraints of their corsets and moving towards adopted the brassiere (Frings, 30). Another change in fashion came with the civil war. A s social unrest in the country increased, individuals became more expressive with their sense of fashion. The blacks began to express their African origins while the Middle Class adopted the hippie fashion. T-shirts were adopted by the hippies as a means of protest and propaganda (English, 91)However, during the 1960s and

The Media and Its Role Today Essay Example for Free

The Media and Its Role Today Essay The media has always been playing the main role in providing information to us. Whether it covers on education, information or entertainment, gaining the latest news on these topics has been made easier nowadays with the help of the media. There are a number of the types of media that could be obtained nowadays. This includes television, radio, newspapers, magazines and internet. Although the main idea of the media is to educate people on the latest happenings, and connect the people from different parts of the world, there is also a downside of it. Sometimes, the media could have an impact towards a person’s personal lifestyle. One of the many impacts that could be influenced by an individual due to the media is their state of health. Exposure of the media could influence us either mentally, physically and socially as well. 2. 0 So How Does the Media Influence a Person’s Health? 2. 1 Parent Child Relationship First of all, the media in a non obvious way is actually influencing its audience’s social relationship between parent and child. There is no doubt that when relating to the media, families are always getting together whenever they are watching a movie or enjoying their favourite sitcom aired daily. This is one of the healthy influences of the media as it helps to create closer bonds between parents and their children. A recent study estimated that 65 to 85 percent of young children’s viewing is with family members, where more than half viewing with their parents. (Van Evra 1998) But on the other hand, some people tend to misuse the media as a way to get out of family crisis. This could be seen normally among teenagers and young children where they turn to the media to avoid interaction between family members, especially their parents. It is indeed true that parents are the main contributors towards how their children behave. Nevertheless, it also could not be denied that the media is also one of the major influences of this matter as well. Nowadays, the younger generations are more advanced, in terms of how they think and act. It is due to the reason that they are too exposed to the media contents portrayed in films and music videos. The younger children as well as teenagers mostly, imitate these behaviours and adapt them to their everyday life. For example, if they were to see a scene where a child talks back to their parent, the child will tend to do the same thing to their own parent. Other than that, due to work load and inconsistent working hours, parents tend to use the media as a way to keep their children occupied. They will leave their children glued in front of the television or play station while they are away, whether for work or leisure. According to a recent study in the US, watching television often replaces the time for doing homework, playing and reading which is essential in creating closer bonds between a parent and child. This influences the child to become addicted to the media, and they will constantly be attached to it. Due to this matter, relationships between their parents will be reduced. Therefore, we could argue that relationships between a parent and child can be influenced by the media. 2. 2 Diabetes and Obesity It is agreeable that the media’s main role is to inform and educate its viewers on latest events happening around the world. Another main role of the media is to act as a medium for advertisers to advertise their products. Advertisements can be gained from different types of media. For instance we have newspapers, magazines, internet, radio and the most common medium which is the television. Fast food companies advertise their products often to attract viewers to buy them. It is true that advertising sells, but it may affect impressionable youngsters and self-conscious adolescents. An online survey showed that an individual watching television for 2 hours per day would have seen a total of 20,000 food advertisements in just one year. The most commonly showed commercials are food containing high sugar and fat, which is known to be dangerous to the human body. Without even noticing, the media is supporting the food industry which is contributing towards a significant effect on future problems involving weight issues. Besides that, children in particular are being exposed to the media without any parental guidance. Parents are letting their children having television sets in their bedroom, which is not a good thing as this promotes unhealthy habits, such as eating while watching television. A recent online study showed that children who have televisions in their bedroom are more likely to have weight problems, in this case obesity and diabetes than those who do not have televisions in their room. From that online research, the statistics showed that 27. 3% of children with a television in their room are overweight, which is high compared with 17. 7% of children who do not have a television in their bedroom. Therefore, it is also arguable that the media could influence the occurrences of diabetes and obesity. 2. 3 Anorexia Through out the decades, our definition towards beauty has been altered dramatically. We no longer value people from all shapes, sizes and skin colour. The underlying cause is the portrayal of beauty standards in the media in this generation. One of the focus on beauty standards is body image. In order to be accepted, you have to be thin or else there is no place for you in Hollywood or the world of modeling. These beauty standards set by the mass media has impacted women and young teenage girls especially to aspire to be as stick thin as celebrities in the media. Examples of stick thin celebrities are Nicole Kidman, Keira Knightley and Victoria Beckham. These days it is difficult to flip through a magazine or watch television without feeling bad about one’s body. The media’s portrayal of stick thin beauties has attributed to many young teenage girls and women developing a eating disorder. One of the eating disorder is anorexia. Anorexia is an eating disorder associated with women and young teenage girls to drive themselves to near starvation in order to be thin. Even though they are thin, they still see themselves as fat and drive themselves further by not eating or barely eating. In short, they have developed a fear for food and a fear for getting fat. The influence of media is on our daily lives, so often we are not aware how it is affecting us. Celebrities being the main focus of the media, how they portray themselves will indirectly influence their viewers especially young girls who are not old enough to make sound judgments. In the television series, Ally Mcbeal, apparently the show’s star refused to eat so that she could keep up with the thinness of her co-stars such as Lucy Liu, Courtney Thorne-Smith and Portia De Rossi. These little girls will grow up thinking that â€Å"thin is in† after watching shows that condone unhealthy body image. That is when they will most likely have a tendency to develop an eating disorder such as anorexia. Related statistics by the National Eating Diorder Association indicates that 40-60% of high school girls are on diet, 30-40% of junior high school children are concerned about their weight and 40% of 9 year olds have dieted. Lately the influence of celebrities such as Keira Knightly, Nicole Richie and Kate Moss with emaciated stick-thin bodies have inspired young girls and women alike to emulate their body type. Put it simply, the extreme exposure of celebrities with size 2 or less figures has made women and little girls unhappy or dissatisfied with their body image. However, parental influence can also plays an important part in contributing to a child’s idea of an ideal weight or size. Mass media may be bombarding young minds with unrealistic standards of beauty, but it is a parent’s job to educate the child from young to know what is healthy and what isn’t. If a parent is constantly dieting and complaining about unhappy body image, then a child will more likely be vulnerable to developing an eating disorder such as anorexia. Anorexia is a very serious mental illness as it has caused many deaths in women and teenage girls because of their refusal to eat. A study by the National Eating Disoder Association indicates that 5-20% of those with anorexia nervosa will face complications associated with the disorder such as kidney failure and heart problems. This means that among all the mental disorders, anorexia has the highest mortality rate. Their minds have been conditioned so badly to think that by eating the slightest bit that they will get fat. Their bodies’ lost of nutrients, fat and minerals can cause them to die unless they get treatment in time. Prevention can save lives by encouraging healthy, realistic attitudes towards weight and diet. 2. 4 Violence Let’s face it, the media is cool, whatever is being done on television is being emulated by the public. For example fashion trends, smoking habits, binge drinking and premarital sex. But what happens when violence as seen on television is being seen as the way to solve problems? Violence these days is on the rise. People think it is alright to solve problems using violence. For example solve a feud by firing fire arms at each, beat up someone for not giving money, or blowing up a public facility. These cases especially involve young adolescents who spend too much time viewing violence on television and video games. The problem with violence in real life is that one cannot escape getting hurt from a violent action. Most television dramas portray characters still end up alive or not hurt at all during a round firing bullets at each or that a character can survive a major bomb blast in a building by some stroke of luck. It is unrealistic that someone get up on his feet with just a few bruises after being bashed up by a bunch of gangsters. That is what has been aired on television time after time. For example, the latest popular drama TV series Heroes and Smallville show unrealistic events such as rising from the dead multiple times after being killed many times. The shows’ character flying into the sky might make children under 6 think that flying is possible as in the case of a boy who thought he could be Superman flew out the window and died. It is also unrealistic that people can develop supernatural powers by being infected by alien meteorites or through gene mutation. However, most viewers who are children and teenagers might not have good judgment to know that violence can’t solve anything would emulate their actions on television in real life. The case of two teenage boys who shot dead 13 people in a Columbine High School were fans of the highly popular video game DOOM. DOOM is a very highly violent video game where players go around building tiers to shoot characters in the video game. Analysts theorize that part of the killer’s problem may have desensitization due to the vast amount of time spent on video games, music and vidoes filled with violent imagery. Even violent music lyrics have been shown to instil violent thoughts and emotions in a person. A research conducted by New Scientist revealed that children who listen to violent music lyrics all the time were more likely to make aggressive association with words like animal, rock and stick. This is especially so with the availability of downloading softwares, whereby anyone can download violent songs and listen to it in a portable device such MP3, MP4 and Ipod anytime. Violent messages will constantly be bombarding their heads and more likely bringing out violent actions in chidren and teenagers. According to a survey carried out by American Academy of Pediatrics ( AAP ), studies have shown that excessive exposure to violent imagery in the mass media increases the likely hood of a child committing acts of violence. Base on statistics, nearly 2 out of 3 TV programs contain violent acts, averaging 6 violent acts per hour. An average child would have seen 10,000 violent acts per year by just watching 2 hours of cartoons a day. Teens who watch more than 1 hour of TV a day are four times more likely compared to other kids to commit violent acts. A typical kid who enters middle school would have seen 8000 murders and 10,000 more acts of violence aired on television. In another study, researchers found that by cutting down television and video game consumption to less than an hour a day decreases verbal aggression by 50% and physical aggression by 40%. This is very serious as violence is the leading cause of death for children, adolescents and young adults which is a higher cause compared to diseases, cancer or congenital disorder. In the past, violence was seen as a way to solve disputes as it was important to determine the survival of the fittest. However this media-exposed generation has been influenced to think that violence is cool and acceptable. We must remember that this is the real world, people can get injured and don’t heal miraculously or wake up from the dead. Destruction and chaos are the result of despicable violent acts committed by people. 2. 5 Racial and Ethnic Discrimination The media is so much part of young people’s lives these days that it is impossible to not base life and make judgments by comparing to the media. Media influence is so prevalent that when we look at a race with tend to stereotype them to what is being portrayed in the media. If are not careful, we will be growing up with a narrow mind by thinking everything the media says is true. For example, minorities such as the blacks and Latinos are always portrayed as the bad guys. When we meet one in real life, we tend to immediately shun them thinking they are not good people as seen on television. Another reason media influence has caused discrimination among certain races and ethnic groups is that the minorities are seldom cast as the lead character. Almost always they are second to the lead character, the victim, the bad guy or the first to die in the movies and television drama. Caucasians are mostly cast as the lead actor or actresses whether they are distress, out to save the world or leading a normal family life. This is a bad influence to the young generation who are exposed to the media 24/7 thinking that Caucasians or Americans will always be the superior person in power, never the minority. Discrimination among certain races and ethnic groups due to media influence has caused us to belief that Caucasian looks are all that. Media influence has caused us to believe that fair, big eyes, sharp noses and high cheek bones are standard beauties of today. We have ignored other qualities of other races to be deem as beautiful. These include people of colour, people with slit eyes, people with the big lips which is an attribute among the blacks and so on. Hardly do you see an African woman or man donning the covers of magazines. On the contrary, it is history that has influenced the media to portray a certain race or culture in a discriminated way. The blacks were brought to America as slaves in the olden days. Most cab drivers in New York are Indians. The Chinese culture believes that women cannot be independent and Indonesians in Malaysia are mainly maids and construction labourers. So, what the media has done is simply highlighting real life situations and portraying them as they are. Hence, a local movie would most likely portray the maid of a family as an Indonesian for this is common in Malaysian society. Therefore, we cannot argue the fact that it is the people who have instead influenced the media. In conclusion, media can influence people’s beliefs of a certain race or culture. However, we must not forget that it is people’s beliefs in the first place that has influenced the media to portray them in a certain way. This cycle can only stop if we change our own beliefs to influence the media on race and culture. 3. 0 The Media Does Influence a Person’s Health The mass media is a very powerful tool. It can shape our beliefs, influence our perspective and distort our views on anything and everything. In addition to that also, our state of health could easily be influenced by the mass media. We should always take extra precaution and note that the people ehind the media are just out to make big bucks, where they will portray whatever it is they want you to see and believe so that you will be obsessed with their product. Therefore, we must instill in children from young to always create a filter in their minds to differentiate right from wrong whenever they are exposed to the media. Although media influence is strong, with parental guide and the rig ht education, it can make all the difference in raising the next generation to make sound judgments about the contents in the media. Individuals should be exposed on the harms that media can cause, in this case towards our health in order to generate a better future.

Family Engagement in Early Childhood Education

Family Engagement in Early Childhood Education Linda Harrison Imagine for a minute your most valuable possession. Think about a stranger coming up to you and saying, â€Å"I’ll take care of your valuable possession for you every day. I’ll take good care of it, but I might change it a little because I’d like to have my own relationship with it. You can pick it up from me at the end of each day, but you’ll need to bring it back to me again every morning. (Keyser 139) Janis Keyser is a published author that cares about parent-teacher partnerships and her works have been adopted by the National Association for the Education of Young children (NAEYC). Her writings are about the success of the whole family in their homes and child care when the family is actively involved in their child’s education. Her quote is meaningful when you replace the words â€Å"valuable possession† with â€Å"child.† Would her words make you want to get to know that person first? Would you think it was important to spend time in conversation with the person caring for your child? Of course you would. Parents want to know the person responsible for their child in their absence. Communication becomes paramount in this situation. Parents and teachers need to develop a good relationship with open lines of communication. Teachers want you as a partner in your child’s education. When you don’t talk about school or to the teacher your child hear s a message. That message says school isn’t important. The child may reason he or she isn’t important either. Families know about their children and teachers know about education. This knowledge needs to be shared to promote your child’s success. Any connection between family and school is good. Family involvement is a term used to describe the family’s participation in their child’s school. Participation includes spending time at the school or a function, being active, and doing it with a smile. The school’s self-interests and ideas are supported through involvement. If the teacher would ask for someone to bring in sea shells for beach week, the parent is only in control of whether or not they will be able to complete the task. Family engagement is better as it is the family as co-contributor rather than merely a client. The family’s ideas and self-interests interconnect with the school’s interests when they are actively engaged. Eric’s family went camping and his mother and teacher were talking about how much Eric enjoyed it. Eric’s m other offered to bring in tents and other camping items if the teacher chose to do a study on camping. The idea and interest came from the family. Eric’s mother came and participated in telling stories to the children about camping. Children learn that school matters by seeing their family actively engaged. When everyone’s interests in the child’s education are supported and encouraged the teacher is better equipped to individualize the child’s learning, the family is comfortable to approach the teacher, and the child gains confidence. The family and child are also able to build trust within this new relationship. Engaged families allows for flexibility through the sharing of ideas and information to achieve beneficial outcomes. Children learn that school matters by seeing their family actively engaged. It is crucial that families and teachers develop trust and reciprocal relationships to enhance the partnership. That relationship is as important as the t eacher-child relationship. Teachers must have relationships with children that include trust and attachment. Education theorist, Erik Erikson said the first human emotional milestone is the infant’s trust and attachment to a caregiver. His theory states â€Å"this stage sets the life-long expectation that the world is a good place to live† (qtd. in Santrock 25). This allows them to take chances and risks in learning. Without trust they experience doubt and won’t take initiative and may feel anxious. The children need to make connections in order to develop independence. When they have a strong trusting relationship with adults it promotes cognitive, literacy, social and emotional developments. You are your child’s first teacher and first experience in trust. When your child observes you and their teacher having a conversation it sends messages to your child. This message is that their family is valued and appreciated. Another message may be that your child is important to both parties. That happens when your child realizes the conversations are about more than problems your child may be having. Children enjoy feeling pride in their families and that has an influence on their self-esteem. When the family and the child are feeling confident it improves morale, energy and positive thinking among all involved. That will promote an enhanced learning environment for the child whether it is in a classroom or home environment. The Family Involvement Network of Educators (FINE), a Harvard Family Research Project reported that children spend, â€Å"20 percent of their waking time annually in formal classroom education, leaving 80 percent of their time to explore and enhance their learning interests in non-school settings. (Lopez) Since the family is the child’s first teacher, the home is the child’s first learning environment. The family’s success is not about the clothes they wear, where they live or where they work. It is how they care for and nurture each other. Family interactions at home are learning opportunities. When conversations take place children learn new vocabulary and literacy development is supported through reading together. Children’s social and emotional development is promoted watching family members in social settings. They see how people deal with happy, sad, and angry moments. They watch problem solving when something isn’t going as planned. Their li teracy development gains through familiar labeling in the home and regularly visited places. In a grocery store they see familiar brands on items. Children enjoy games about naming the color of the item, finding the letters in the name of the item, and counting how many items Mother needs to buy. At home while putting the groceries away the child learns responsibility while helping. Your child enjoys having conversations with you. Asking what happens if the ice cream isn’t put in the correct place supports your child’s critical thinking while they may be having fun talking about melted ice cream. There are many learning opportunities in the home environment that you do every day without being aware you are teaching. I always talk to my daughter. When we go on a walk or to the store or on the bus, we are continually talking. We talk about what we see, we ask questions, and we tell stories. When her teacher saw us one day having a conversation in the garden at school, she told me that I was helping my daughter learn a wonderful vocabulary, which would help her learn to read. I felt so proud that I was helping my child learn. I thought only teachers did that. (Keyser 7) These interactions are paramount to the child’s development. â€Å"Almost any activity – reading or play – does more to develop their minds, imagination, physical coordination, confidence and character than sitting in front of the tube.† (Griggs 1) At home activities help promote school readiness. Children are learning more at earlier ages than in previous years. It may be due to both parents working and there are multiple early childhood programs in every city. Children entering kindergarten are expected to know their letters, how to use a pencil, count with an awareness of its meaning, and how to take turns. They need to know colors, write their name, and recognize some words. Children from homes where families actively engaged in literacy activities like daily reading together were above average in being ready for kindergarten. (Bower 1) There are families that expect early childhood programs to be responsible for the child learning these skills without the family doing anything at home to support the skill development. Today’s working parents feel overwhelmed with the time restraints. It’s not about the time it’s about â€Å"singing songs, reading books, and telling stories are important parent– child activities that support learning when children are young† (Lopez). These activities can be done anywhere and anytime the family is together. The National Institute for Early Education Research reported it is important to note that progress can be seen where a partnership between school and home will reinforce the learning and further the child’s development. The National Institute for Early Education Research also reported that discussing changes in a child’s readiness skills can open a dialogue about the child’s strengths and concerns of the teacher or family. (Snow 1) The National Association for the Education of Young Children (NAEYC) published this article by Snow on the research findings and is a dedicated group that supports teachers and anyone interested through communication of information in early childhood development and education. It is a great source of information and knowledge and can be found at www.naeyc.com. Communication is the usual one-way means of delivering information. Conversation, on the other hand, is a two-way exchange of information and much more apt to lead to a successful relationship between the family and the teacher. Is your child’s caregiver the previously mentioned stranger or your partner in your child’s education development? Teachers are well aware that many families have time restraints and must hurry off to deal with their daily responsibilities. Families feel â€Å"no news is good news† as the saying goes about teachers informing them about the child’s day. The families feel that the teacher would certainly approach them if something important needed to be communicated. (Drugli 7) Sammie’s family didn’t think it was important to tell the teacher during drop off about the death of Sammie’s fish. That would have been important knowledge for the teacher when Sammie suddenly broke down in tears because â€Å"My mommy f lushed â€Å"Goldie† in the toilet at home.† That was a lost opportunity of a conversation between partners. It also would have prepared the teacher for the emotions and following conversation with Sammie. To adults this would seem inconsequential but a very important impact on Sammie’s emotional development. What message did she get from the family not taking time to discuss the incident? Sammie had to depend on her teacher for warmth and comfort. Children need to feel safety and security in every environment. It is important for teachers to understand the family structure of each child. Each family is different and cultures need to be respected. The dynamics of each family make it important how the teacher addresses family members. There may not be a father or mother. There are new practices in creating families. There are extended and blended families. There are multiple homes that a child may be living in. Urie Bronfenbrenner, childhood theorist, says children’s development is affected by all the different systems they are part of and how those systems interact with each other. (Keyser 1) Children observe the adults interactions and learn from them. During drop off when the adults greet each other the child learns who is welcome at the school. The child sees mutual respect shown and that is comforting to a child. It is important for them to observe conversations and see the body language connected with it. This is a way they learn social interactions. Children are learning all the time everywhere they are. Children are very perceptive and need help learning about social interactions. Parent-teacher relationships and partnerships are important but need to be developed with the children in mind. If one child’s parents aren’t able to come into the classroom to participate in activities the child may feel left out or unimportant. We should always approach ideas and activities considering the child’s perspective and feelings. Parents’ feelings are important too. Recently a parent confided in me that she is overwhelmed with work, home, and raising two children as a single parent. Her children are well cared for, clean, and always smiling. The children are a little behind in some of the areas of development. Teachers are educated about the domains or areas of development and are able to help support the child’s successful development. Teachers are caregivers that include education and developmental support. While talking with this parent I learned she felt inadequate and not good enough to engage in conversation with teachers or other parents. I assured her that all parents have doubts but they have children in common and they may find even more support and friendships along the way. Parents are as important to teachers as they are to their children. I invite you to share an example of what you think family engagement in anywhere, anytime learning looks like. Let’s start a list of no or low cost activities families can do together. One idea may lead to another! Reflection Works Cited Bower, Carolyn. Early Childhood Education Increases Participation and Attention, Teachers Say Study of Kindergartners Shows That Parental Involvement is Vital To Readiness for SchoolSt. Louis Post-Dispatch[St. Louis, MO] 04 Nov. 1999: B,1:2. Print. Drugli, May Britt Undheim, AnneMari. Partnership between Parents and Caregivers of Young Children in Full-time Daycare.Child Care in Practice18.1 (2012): 51-65. Web. 7 Dec. 2011. Grigg, France. â€Å"Teachers Ask Parents to Be Partners in Learning.† Cincinnati Post 9 September 1996, 8A. Web. 28 July 2014. Keyser, Janis. From Parents to Partners: Building a Family-Centered Early Childhood Program. St. Paul: Redleaf Press, 2006. Print. Lopez, M. Elena, Caspe, Margaret. â€Å"Family Engagement in Anywhere, Anytime Learning.†Family Involvement Network of Educators (FINE) Newsletter, 6(3). 2014. Web. 3 August 2014. Santrock, John. Children. New York: McGraw-Hill, 2010. 5-49. Print. Snow, Kyle Ph.D. Research News You Can Use: Family Engagement and Early Childhood Education.NAEYC. Web. 22 July, 2014

Lincoln the Tyrant Essays -- Essays Papers

Lincoln the Tyrant There is no doubt that Abraham Lincoln is widely regarded as one of the great American presidents. The general public, when asked about Lincoln, will often tell the tale of a great man. Holding their head high, they will embark on the journey of a benevolent leader, praising the man who envisioned a new America: a great country of racial equality, and the pillar of human liberty. There are some, however, who have quite the opposite view. In his work, The Real Lincoln, economic historian Thomas J. DiLorenzo tells quite the different tale. Daring to criticize this beloved president, DiLorenzo defends his antithetical statements with several key points: Lincoln was more similar to a dictator than an American President. Arguing that the War Between the States was wholly unconstitutional, DiLorenzo corrects the popular misconception that Lincoln’s war was one of abolition. War was not necessary to end slavery, but it was necessary to fulfill Lincoln’s true agenda – to destroy the most significant check on the powers of the central government: the right of secession.1 During the civil war, Lincoln blatantly disregarded the U.S. Constitution and adapted his own form of government. His first step was to suspend the writ of habeas corpus. With such rights thrown away, Lincoln arbitrarily imprisoned those who publicly disagreed with his principles. American citizens accused of crimes have a constitutional right to a speedy public trial by an impartial jury, to be informed of the nature and cause of the accusation, to be confronted with witnesses against them, to bring witnesses in their favor, and to have the assistance of legal counsel. On April 27, 1861, Lincoln decided that such constitutional... ...rica’s great Tyrant. Footnotes 1. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 9. 2. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 135. 3. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 145. 4. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 141. 5. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 150. 6. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 35. 7. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 11. 8. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 48. 9. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 275. 10. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 269.

William Shakespeares A Midsummer Nights Dream Essay -- Shakespeare M

William Shakespeare's A Midsummer Night's Dream A Midsummer Night’s Dream could have easily been a light-hearted, whimsical comedy. Complete with a magic forest and a kingdom of fairies, it is an iconic setting for amorous escapades and scenes of lovers. But Shakespeare’s writing is never so shallow; through this romantic comedy, Shakespeare postulates an extremely cynical view of love. A Midsummer Night’s Dream becomes a commentary on the mystery of love, and lovers in general emerge shamed. Especially in the episodes among the four young Athenians, the lover is painted as a fickle creature, always changing his or her mind, and love as a passing phenomenon. Love is not an unfathomable, kind emotion, but it is ironically cruel, and by the end of the play, the concept of true love is tinged with doubt. The lover is unreliable in A Midsummer Night’s Dream. This is first seen in Demetrius’s treatment of Helena. As the play opens, Demetrius is already in love with Hermia, but Helena tells us that she has once been his love: For ere Demetrius look’d on Hermia’s eyne, He hail’d down oaths that he was only mine; And when this hail some heat from Hermia felt, So he dissolv’d, and show’rs of oaths did melt (1.1.242- 245). Demetrius’s oaths lose their meaning, and Helena is left with a demeaning love. However, Demetrius is not alone in his mutability; Lysander, too, quickly replaces one love with another. Though Lysander is somewhat redeemed through the use of the love potion, the fact remains that his love changes. Early in the play he says to Hermia, â€Å"[M]y heart to yours is knit, / so that but one heart we can make of it† (2.2.47-48), but later he reviles his supp... ...e deeper and more resounding than the conflicts that are resolved. Is it possible for Demetrius and Helena to live happily ever after though the love binding them is synthetic? Can Lysander and Hermia ever have a trusting relationship, knowing the fickleness of love? A Midsummer Night’s Dream has potential to be a cheerful play, but it has too many sharp edges and hard scenes to be so. The concept of love is quite convincingly questioned. Here, love is not faithful, kind, or true; it can be lost and manufactured, and is alarmingly harsh. The play ends happily, with the young people in their respective couples, but the bitter undercurrents are too strong to ignore. Works Cited Shakespeare, William. A Midsummer Night's Dream. Norton Introduction to Literature. Ed. Jerome Beaty et. al. 8th ed. New York: W.W. Norton & Company, 2002. 1614-1670.

The Maturing of Jane in Charlotte Brontes Jane Eyre :: Jane Eyre Essays

The Maturing of Jane in Jane Eyre When a caterpillar hatches from its mother's egg, it enters this world as an innocent, pure creature. As time passes by, it unwraps its cocoon and goes through metamorphosis. Once the caterpillar grows into a fully developed butterfly, it has lost its innocence and purity forever. Jane was an inexperienced caterpillar but her stay at Lowood and her challenging time at Thornfield with Mr. Rochester has changed her into an independent, matured butterfly. When Jane was young, she taught herself to be virtuous. Her aunt's criticisms and punishments has made Jane realize that she wasn't treated as part of the family. Her development of determination and self-reliance become more superior each day she spent at Gateshead. Jane states: "...I hate to live here." This quote proves that Jane hated Gateshead and she was determined to find a better place. The place Jane found was the Lowood Institution for orphans. It was not a better place but it helped Jane stand on her own feet. Through the help of Helen Burns, Jane has learned to love, forget hatred and live her life in happiness. Helen states: "Life appears too short to be spent in nursing animosity, or registering wrongs." These words shows that Helen is more mature and experienced than Jane. Jane observes: "Miss Temple is full of goodness..." Miss Temple was another great influence in Jane's life, she treated Jane as if she were her own daughter. We realize now that Jane was no longer alone. She had friends to love her and guide her to the next step in life. Jane had not only gained more experience and confidence, she also achieved a great education during her eight years at Lowood. Jane's next destination was Thornfield where she was to become the governess of Adèle, an orphan just like her. Adèle's presence reminded Jane of her old self and her awful childhood at Gateshead. Jane taught Adè le good virtues and the vicissitude of life. She wanted Adèle to have a better childhood than she did. Jane was happy at Thornfield mainly because of Mr. Rochester's love. The following quotation states that Jane has fallen in love.

The Treatment Of Eating Disorders Health And Social Care Essay

Eating upsets are characterized by forms of perturbations in eating behavior frequently accompanied by feelings of hurt and/or concern about organic structure weight or form. Anorexia Nervosa ( AN ) , Bulimia Nervosa ( BN ) , Eating Disorders-Not Otherwise Specified ( ED-NOS ) are three classs by which eating upsets identified. The American Psychiatric Association ( APA ) ( 1994 ) foremost identified Binge Eating Disorder ( BED ) as a probationary feeding upset diagnosing in the DSM-IV. BED is frequently classified under the â€Å" catch all † of the ED-NOS diagnosing. The DSM-IV-TR ( APA, 2000 ) standard for AN, BN, and BED are listed in Table 1. Eating upsets have frequently been noted as one of the most hard psychiatric conditions to handle and hold been associated with increased mortality and self-destruction rates ( Crow et al. , 2009 ) . Other physical and psychosocial wellness effects include but are non limited to limb and joint hurting, concern, GI jobs, catamenial jobs, shortness of breath, thorax hurting, anxiousness, depressive symptoms, and substance maltreatment ( Johnson, Spitzer, Williams, 2001 ) . Despite legion co-morbid conditions, effectual behavioral and pharmacological interventions for eating upsets have been established. For illustration, family-based therapy ( i.e. , Maudsley Approach ) is deriving acknowledgment as an evidenced-based intervention for striplings with AN ( Wilson, Grilo, & A ; Vitousek, 2007 ) in both joint household Sessionss ( Lock, Agras, Bryson, & A ; Kraemer, 2005 ) and in â€Å" detached † format where person with AN and her household attend separate Sessionss ( Eisler et a l. , 2000 ) . Additionally, cognitive-behavior therapy ( CBT ; Hay, Bacaltchuk, & A ; Stefano, 2009 ) , dialectical-behavior therapy ( DBT ; Chen et al. , 2008 ) , and interpersonal therapy ( IPT ; Fairburn, 1997 ) have been successful in the intervention of BN. Research tends to back up CBT as the intervention of pick for both BN and BED ( Hay, Bacaltchuk, Stefano, 2004 ) . Table 1. DSM-IV-TR diagnostic standards for AN, BN, BED.Anorexia NervosaRefusal to keep organic structure weight at or above what is normal weight for age and tallness ( i.e. , & gt ; 85 % of what is expected ) . Intense fright of deriving weight or going fat, even though scraggy. Perturbation in the manner in which 1 ‘s organic structure weight or form is experienced, undue influence of organic structure weight or form on self-evaluation, or denial of the earnestness of the current low organic structure weight. In postmenarcheal female, amenorrhoea ( i.e. , absence of 3 back-to-back catamenial rhythms ) . Specify Type: Restricting Type – During current episode of AN, person does non regularly engage in binge-eating or purging behaviour. Binge-Eating/Purging Type – During current episode of AN, the individual has on a regular basis engaged in binge-eating or purging behaviour.Bulimia NervosaPerennial orgy eating episodes. Characterized by: 1 ) feeding, in a distinct period of clip ( e.g. , within a 2-hour period ) , an sum of nutrient that is larger than most would eat in a similar period of clip under similar fortunes and 2 ) a sense of deficiency of control over eating during the episode ( e.g. , a feeling that one can non halt eating or command what or how much one is eating ) . Recurrent purging/compensatory weight loss steps in order to forestall weight addition. Binge feeding and purging/compensatory behaviours present at least 2 times a hebdomad for 3 months. Self-image inexcusably influenced by organic structure weight and form. Absence of Anorexia Nervosa. Specify Type: Purging Type – During current episode of BN, the person has engaged in self-induced emesis or the abuse of laxatives, water pills, or clyster. Nonpurging Type – During the current episode of BN, the individual has used other inappropriate compensatory behaviours, such as fasting or inordinate exercising, but has non engaged in self-induced emesis or the abuse of laxatives, water pills, or clyster.Binge Eating DisorderRecuring orgy eating episodes. Characterized by: 1 ) feeding, in a distinct period of clip ( e.g. , within a 2-hour period ) , an sum of nutrient that is larger than most would eat in a similar period of clip under similar fortunes and 2 ) a sense of deficiency of control over eating during the episode ( e.g. , a feeling that one can non halt eating or command what or how much one is eating ) . The binge-eating episodes are associated with 3 or more of the followers: 1 ) eating more quickly than normal, 2 ) feeding until experiencing uncomfortably full, 3 ) eating big sums of nutrient when non physically hungry, 4 ) eating entirely because of being embarrassed by how much one is eating, 5 ) feeling disgusted with oneself, depressed, or really guilty after gorging. Marked hurt environing orgy feeding. The orgy feeding occurs, on norm, at least 2 yearss a hebdomad for 6 months. The orgy feeding is non associated with the regular usage of inappropriate compensatory behaviours ( e.g. , purge, fasting, inordinate exercising ) and does non happen entirely during the class of ANor BN. Pharmacological interventions have been used in concurrence with behavioural intervention or entirely ( Zhu & A ; Walsh, 2002 ) in the intervention of eating upsets. Research supports pharmacological intervention for persons with BN and BED ( Bacaltchuck, 2000 ) . Specifically, antidepressants have been found to hold short-run benefit in the decrease of binging and purge behaviours ( Walsh et al, 2000 ; McElroy et Al, 2003 ) . Unfortunately, pharmacological intervention tends to hold high disobedience rates and backsliding is frequently frequent ( Becker, 2003 ) . Presently, there is no empirical support for the usage of antidepressants among persons with AN ( Wilson, Grilo, Vitousek, 2007 ) . Behavioral and pharmacological interventions are most frequently used in combination with another in handling eating upsets due to legion co-morbid conditions. Unfortunately, the aforesaid behavioural interventions have a figure of restrictions when delivered outside a forte scene ( e.g. , outpatient mental wellness clinic, inpatient eating upset centre ) . For illustration, the bringing of family-based therapy for AN requires 10-20 hour- long household Sessionss over a 6-12 month period ( Lock, le Grange, Agras, & A ; Dare, 2001 ) , and manualized CBT for BN requires 15-20 Sessionss over five months ( Fairburn, 1989 ; 1993 ) . Treatments for AN and BN are non merely drawn-out and dearly-won, but eating upset forte suppliers are limited, and persons with feeding upsets are frequently immune to specialty attention ( Fairburn & A ; Carter, 1996 ) . Additionally, merely a little part of persons with feeding upsets are treated in mental health care ( Hoek & A ; van Hoeken, 2003 ) and are more likely to show with feeding disordered symptoms in a primary attention puting ( Hoek, 2006 ) . While primary attention doctors frequently recommend forte intervention on claim signifiers, there is small follow- through with referrals ( Hach et al. , 2005 ; 2003 ) . Therefore, the primary attention scene is frequently the chief intervention installation for those with a life-time eating upset diagnosing ( Hudson, Hiripi, Pope, & A ; Kessler, 2007 ) . Due to the fast-paced nature of a primary attention scene, interventions need to be brief, cost-efficient, and executable in application for bing staff. Therefore, development and designation of brief, effectual intercessions for eating upsets are necessary. A figure of surveies have tested the efficaciousness of specific brief intercessions for AN, BN, and BED outside of primary attention environment. Fichter, Cebulla, Quadflieg, & A ; Naab ( 2008 ) implemented a self-help constituent ( i.e. , self-help CBT manual ) to the pretreatment stage of forte attention for persons with AN giving significantly shorter inpatient attention. For intervention of persons with BN and BED, a stepped-care attack has gained support ( Laessle, 1991 ; Treasure, 1996 ; Carter, 1998 ) . This attack may suit good with the construction of primary attention, since persons with BN are offered brief intercessions and so reevaluated. Brief intercessions for BN are often in the signifier of abridged CBT frequently accompanied by a self-help constituent ( Treasure, 1996 ; Cooper, Coker, & A ; Fleming, 1994 ) . A figure of self-help CBT books have been published aimed at assisting persons with binging and purge ( e.g. , Cooper, 1995 ; Fairburn, 1995 ) . Brief executio n of CBT ( Leonard et al. , 1997 ) , self-help CBT ( Sysko & A ; Walsh, 2008 ) , telephone counsel ( Palmer, Birchall, McGrain, & A ; Sullivan, 2002 ) , internet bringing ( Pretorius et al, 2009 ) , and motivational sweetening ( Schmidt, 1997 ; Vitousek, 1998 ) are all illustrations of promising brief intercessions explored for the intervention of binging and purge symptoms. While primary attention has been identified as an ideal puting for handling BN and BED, few effectivity surveies using brief intercessions for eating disordered symptoms have been conducted in the primary attention scene. A figure of eating upset intervention guidelines for primary attention suppliers have been published ( e.g. , Carter & A ; Fairburn, 1995 ; Gurney & A ; Halmi, 2001 ; Pritts & A ; Susman, 2003 ; Williams, Goodie, Motsinger, 2008 ) . However, there is limited information about the effectivity or deductions of behavioural intercessions for eating upsets delivered in the primary attention puting. Therefore, the purposes of the current survey are to 1 ) place all surveies presenting a behavioural constituent for AN, BN or BED in a primary attention scene, 2 ) examine the features and intervention results of surveies identified, and 3 ) supply intervention deductions every bit good as waies for future research. Methods Literature Review The reappraisal of the literature involved multiple computing machine hunts and reappraisal of old reappraisal documents every bit good as surveies cited within these documents. Search databases included CINAHL, EMBASE, PsycARTICLES, PsychInfo, and PubMed utilizing the hunt footings â€Å" binge-eating syndrome nervosa † OR â€Å" orgy eating upset † OR â€Å" anorexia nervosa † AND â€Å" primary attention. † Figure 1 outlines the literature hunt and shows 314 abstracts of articles reviewed for inclusion every bit good as mentions cited in five eating upset intervention reappraisal documents ( i.e. , Berkman et al. , 2006 ; Hay, Bacaltchuk, Stefano, & A ; Kashyap, 2009 ; Kondo & A ; Sokol, 2006 ; Williams, Goodie, & A ; Motsinger, 2008 ; Wilson, Grilo, & A ; Vitousek, 2007 ) . If deficient information was provided in an abstract the first writer obtained the full article for reappraisal. Inclusion and Exclusion Criteria Primary care-based intercession surveies aiming AN, BN, and BED, were identified based on the undermentioned inclusion and exclusion standards. Inclusion standards included: 1 ) the survey incorporated a behavioural constituent to the intercession for persons with AN, BN, or BED ; 2 ) the intercession was conducted in a primary attention puting ( or the intercession was implemented in a scene explicitly intended to emulate primary attention, as stated in the survey ‘s â€Å" methods subdivision † ) ; 3 ) the survey was a ) published in 2009 or earlier, B ) in English, degree Celsius ) and included empirical informations ; therefore, qualitative and instance surveies were excluded. Exclusion standards included: 1 ) intercessions in scenes other than primary attention puting ( or non explicitly saying an purpose to imitate a primary attention puting ) ; 2 ) non-intervention surveies ( e.g. , surveies conducted in primary attention with ends of obtaining epidemiological inf ormations ) ; 3 ) intercession surveies concentrating on weight loss or including an obesity-oriented attack ; 4 ) non-behavioral intercessions ( i.e. , entirely medicative intercessions ) . International and domestic surveies were included in this reappraisal. Given the limited literature, surveies were non excluded on the footing of whether or non participants were randomized to intervention, type of behavioural intercession, sample size, continuance of intervention, or participant features ( e.g. , gender ) . A sum of five surveies met standards for the current reappraisal. All surveies included were on the intervention of BN and BED. No surveies were found on AN. 314* abstracts/full-text articles reviewed: CINAHL ( 45 ) Embase ( 83 ) PsychArticles ( 0 ) PsychInfo ( 86 ) PubMed ( 100 ) Mentions cited in 5 eating upset intervention reappraisal documents: Berkman et Al. ( 2006 ) Hay et Al. ( 2009 ) Kondo & A ; Sokol ( 2006 ) Williams et Al. ( 2008 ) Wilson et Al. ( 2007 ) 3 original surveies identified 2 original surveies identified 4 primary care-based intercession ( 3 randomized, 1 non-randomized ) 1 designed-for-primary attention intercession ( randomized )Entire: 5 original surveiesFigure 1. Flow chart showing designation procedure of selected primary attention articles. *Note: Overlap nowadays among articles showing in multiple databases. Consequences Features of the Studies Reviewed Of the five surveies that met inclusion standards, four of the surveies were randomized ( i.e. , Banasiak, Paxton, Hay, 2005 ; Carter and Fairburn, 1998 ; Durand and King, 2003 ; Walsh et al. , 2004 ) . Among randomised surveies, none of the surveies fulfilled all of the standards of the Consolidated Standards of Reporting Trials ( CONSORT ) , a criterion and minimal set of guidelines for describing randomized-controlled tests. All surveies included were self-described as effectiveness surveies. Therefore, feasibleness of intercession was paramount to the survey. Merely two of the five surveies recruited participants in the primary attention puting ( Durand & A ; King, 2003 ; Waller et al. , 1996 ) . The figure of participants in the five surveies ranged from 11 to 109 ( M = 70.2, SD = 36.9 ) . Primary attention suppliers ( PCPs ) were the exclusive supplier of the behavioural intercession in two of the five surveies ( i.e. , Banasiak et al. , 2005 ; Durand & A ; King, 2003 ) , and P CPs delivered behavioural intercessions in concurrence with nurses in two other of the five surveies ( i.e. , Waller et al. , 1996 ; Walsh et al. , 2004 ) . Minimally trained facilitators ( i.e. , former concert dance terpsichorean, medical secretary, and group leader ) delivered the behavioural intercession in the 1 survey ( Carter & A ; Fairburn, 1998 ) . Three of the five surveies provided at least 2-6 hours of preparation for doctors and/or nurses transporting out the intercession ( i.e. , Banasiak, Paxton, Hay, 2005 ; Waller et al. , 1994 ; Walsh et al. , 2004 ) . Two of the surveies did non supply separate preparation for those transporting out the intercession, but instead gave facilitators the same educational stuffs distributed to the participants ( i.e. , Carter & A ; Fairburn, 1998 ; Durand & A ; King, 2003 ) . One survey incorporated both behavioural and pharmacological intervention attacks ( Walsh et al. , 2004 ) . See Table 2 for extra survey features. Table 2. Features of surveies reviewed.SurveyParticipants & A ; CriteriaRecruitmentRandomized/Non-randomizedDelivery of Intervention/TrainingInterventionDurationBanasiak et al. , 2005 N=109 ( full or sub-threshold BN â€Å" modified † DSM-IV standards ) Community Ads: Newspaper: 61.4 % Primary Care: 21.1 % Community centre: 12 % ED centre referral: 5.5 % Randomized aˆ?16 PCPs aˆ?given manual & A ; attended a half-day workshop GSH utilizing Bulimia Nervosa and Binge feeding: A usher to recovery vs. delayed intervention control 17 weeks/1 30-60 minute initial contact & A ; 9 20-30 minute intervention Sessionss. Carter & A ; Fairburn, 1998 N=72 ( full BED DSM-IV standards, but non run intoing full BN standards ) Newspaper Ads Randomized aˆ?3 facilitators: Former concert dance terpsichorean Medical secretary Group leader aˆ?given manual & A ; intervention of 2-3 pilot participants. PSH vs. GSH utilizing Overcoming Binge Eating V. Wait list control 12 weeks/ 6-8 25-minute Sessionss. Durand & A ; King, 2003 N=68 ( BN symptoms ) Primary attention physician referral Randomized aˆ?32 PCPs aˆ?given manual, guidelines, & A ; phone no. for particular concerns GSH via Bulimia Nervosa: A usher to recovery vs. forte clinic intervention Duration of intervention varied GSH: ~ 5 visits with PCP Waller et al. , 1996 N=11 ( full BN DSM-IV standards ) Back-to-back series of primary Care patients Non-randomized aˆ? 4 Health professionals 1 nurse aˆ? 2 three-hour preparation workshops Abridged CBT & lt ; 8 20-minute Sessionss in hebdomadal intervals. Walsh et al. , 2004 N= 91 ( BN symptoms ) Newspaper advertizements and referrals Randomized aˆ? 7 Health professionals 8 nurses aˆ? brief 2-hour preparation & A ; intervention of a sum of 6 pilot patients aˆ? GSH + placebo vs. GSH + Fluoxetine vs. placebo-only vs. Fluoxetine-only. aˆ? GSH used Overcoming Binge Eating. 6-8 30-minute Sessionss over 4-5 months. Note: PCP – Primary Care Physician, GSH – Guided Self-Help, PSH – Pure Self-Help, ED – Eating Disorder Interventions Overall, this current reappraisal identified two chief attacks to handling BN and BED in primary attention. The first was for practicians to supply behavioural reding themselves, with an augmentation ( i.e. , self-help manual ) . The 2nd option used a collaborative attack in which a non-physician ( e.g. , nurse ) served as the primary intervention supplier with the doctor in a encouraging function with or without an augmentation ( i.e. , self-help manual, psychopharmacological medicine ) . A PCP was the exclusive supplier of the intercession in two surveies ( Banasiak et al. , 2005 ; Durand & A ; King, 2003 ) and a non-physician ( i.e. , nurse ) in two surveies ( Waller et al. , 1996 ; Walsh et al. , 2004 ) . A fifth survey used facilitators ( i.e. , concert dance terpsichorean, medical secretary, and a group leader ) to emulate primary attention suppliers ( Carter and Fairburn, 1998 ) . Guided Self-help versus Pure Self-help Among all surveies examined, four surveies implemented cognitive behavioural self-help in the intercession and incorporated the usage of a self-help manual ( i.e. , Banasiak, Paxton, Hay, 2005 ; Carter and Fairburn, 1998 ; Durand and King, 2003 ; Walsh et al. , 2004 ) . Get the better ofing Binge Eating ( Fairburn, 1995 ) , Bulimia Nervosa and Binge-Eating: A Guide to Recovery ( Cooper, 1995 ) , and Bulimia Nervosa: A Guide to Recovery ( Cooper, 1993 ) were the three manuals used. The add-on of the self-help manual came in two signifiers: 1 ) guided self-help and 2 ) pure self-help. Guided self-help pattern included a doctor or other supplier ‘guiding ‘ and directing the participants through the manual during scheduled visits and delegating specific reading in the manual to the participant. Pure self-help involved the supplier providing a manual to the participant and the instructions to read the manual over the class of the intercession. Treatment Results Three of the four surveies utilizing self-help found self-help methods to be good in relieving orgy eating episodes ( Banasiak, Paxton, & A ; Hay, 2005 ; Carter & A ; Fairburn, 1998 ; Durand & A ; King, 2003 ) . One survey comparing guided self-help and Prozac found no benefits of guided self-help used entirely or used in concurrence with the medicine ( Walsh et al. , 2004 ) . However, medicative benefits of diminishing bulimic symptoms were important. These consequences should be interpreted with cautiousness, since this survey yielded a 69 % abrasion rate. Another survey comparing the benefits of guided self-help, pure self-help, and wait-list control found those who received guided self-help and pure-self aid to hold significantly fewer binge-eating episodes at station intervention and three month followup ( Carter & A ; Fairburn, 1998 ) . While no important differences were obtained between guided self-help and pure self-help intervention groups at the terminal of intervention, t he guided self-help group attained significance over the pure self-help group across post-treatment clip points ( i.e. , 3 months and 6 months ) ( Carter & A ; Fairburn, 1998 ) . Waller et Al. ( 1996 ) was the lone survey non using a self-help constituent, but instead an abridged CBT intervention. This intervention yielded a 55 % betterment rate in bulimic symptoms. See Table 3 for result informations on each survey. Table 3. Outcome information on examined surveies.SurveyResultEffect SizeRestrictionsAbrasionBanasiak et al. , 2005 60 % decrease in nonsubjective orgy eating in GSH vs. 6 % decrease in DTC. 61 % decrease of purging behaviour in GSH vs. 10 % decrease in DTC. GSH V DTC: Gorging – Einsteinium: 1.96 Purging – Einsteinium: 1.47 aˆ? PCPs delivering intervention had involvement in eating upsets prior to analyze aˆ? Not all participants recruited from Personal computer 33 % dropped out Carter & A ; Fairburn, 1998 Decrease in frequence of orgy eating episodes important in both PSH & A ; GSH. GSH significantly lower in dietetic restraint than PSH at posttreatment & A ; 3-month followup. GSH V PSH in dietetic restraint posttreatment: *ES: -.71 3-month followup: *ES: -.66 aˆ?34 % decrease of orgy feeding in wait list control aˆ? deficiency of weight alteration aˆ? conformity poorer in PSH vs. GSH aˆ? Participants non recruited from Personal computer aˆ? survey simulated PC office 12 % dropped out Durand & A ; King, 2003 No clinical significance between self-help and forte clinic intervention result. Both self-help and forte attention yielded important betterment in bulimic symptoms indicated by BITE. Self-help at baseline V 6 month followup on BITE: *ES: .56 Forte at 6 month followup on BITE: *ES: .67 aˆ?Small sample aˆ?Outcome informations based on self-report graduated table aˆ?lack of specificity in magnitude of difference b/w intervention attention aˆ?23 % dropped out in GSH group aˆ?17 % dropped out in forte attention Waller et al. , 1996 55 % improved well, 45 % did non profit Not able to cipher ; Insufficient informations aˆ?Small sample aˆ?long preparation aˆ?inefficient intercession 18 % dropped out Walsh et al. , 2004 GSH had no important consequence on the decrease of bulimic symptoms compared to Fluoxetine. Fluoxetine had important decrease in bulimic symptoms. GSH vs. Fluoxetine: *ES: -.06 Fluoxetine V Fluoxetine w/GSH: *ES: .02 aˆ? Disobedience aˆ? 8 participants were reassigned conditions aˆ? Recruitment non in Personal computer. aˆ? No public-service corporation for GSH detected. 69 % dropped out Note: GSH – Guided Self-Help, PSH – Pure Self-Help, DTC – Delayed Treatment Control, PCPs – Primary Care Physicians, Personal computer – Primary Care, BITE – Bulimic Investigatory Test Edinburgh *Effect sizes ( ES ) calculated by article ‘s first writer utilizing the undermentioned computation: vitamin D = M1 – M2 / i?-iˆ [ ( i1A? +iˆ iiˆ iˆ?A? ) / 2 ] . vitamin D = M1 – M2 / i whereiˆ i = i?- [ iiˆ ( X – M ) A? / N ] . Discussion Persons with eating upsets have some of the highest mortality rates of all psychiatric conditions ( Crow et al, 2008 ) coupled with high physical and psychological co-morbid conditions. Because of these co-morbid conditions, persons with feeding upsets are likely to show in primary attention puting with co-morbid ailments ( CITE ) . PCPs and staff are in a alone place to supply early sensing and intervention. Due to clip restraints, primary attention suppliers frequently lack the experience and preparation to implement intercessions for persons with feeding upsets. Therefore, brief, evidenced-based intercessions with minimum required preparation are paramount to the acceptance and airing of eating upset intervention. Consequences of this reappraisal expose the limited sum of research that has been conducted on the intervention of AN, BN, and BED in a primary attention puting. The current reappraisal identified five surveies – four on BN, one on BED, and no surveies were found on the intervention of AN in a primary attention puting. Of the five surveies that met standards for inclusion, four were randomized-controlled tests ( RCTs ) , which are often recognized as the gilded criterion in efficaciousness research. Among the RCTs, none of the surveies fulfilled all of the suggested CONSORT criterions. Four of the five surveies reviewed enforced CBT self-help in the signifier of a manual with educational constituents aiming binging and purge behaviours. Three of the four surveies utilizing self-help intervention found the intervention to be good ( i.e. , Banasiak, Paxton, & A ; Hay, 2005 ; Carter & A ; Fairburn, 1998 ; Durand & A ; King, 2003 ) . Therefore, self-help intervention may be a good intervention for some patients showing in primary attention. Among surveies describing benefits, guided self-help proved to be more good than pure self-help ; nevertheless, pure self-help was still found to hold benefit ( Carter & A ; Fairburn, 1998 ) . In a scene comparing survey, guided self-help CBT intervention was deemed every bit effectual as forte clinic intervention ( Durand & A ; King, 2003 ) . Effectiveness and Feasibility While all surveies were conducted in a primary attention puting or in a scene that explicitly simulated a primary attention scene, merely two surveies recruited participants from this scene ( Durand & A ; King, 2003 ; Waller et Al. 1996 ) . The enlisting context may restrict the effectivity of the interventions examined given studies of persons showing in primary attention exhibit higher rates of somatization, mental unwellness, and chronic conditions ( Jyvasjarvi et al. , 2001 ; Toft et al. , 2005 ) . Besides, given this survey was an international reappraisal, primary attention scenes differ across wellness attention systems ; hence, non merely may community samples differ from primary attention samples, but primary attention samples may differ from state to state ( Bailer et al. , 2004 ) . Similarly, PCPs in different states may hold changing clip restraints with respects to preparation and intervention bringing. However, minimum preparation and bringing efficiency are of import features for PCPs ( CITE ) . In this reappraisal, two surveies required less than an hr of preparation for the primary attention suppliers presenting the intercession ( Durand & A ; King, 2003 ; Carter & A ; Fairburn, 1998 ) . Given PCPs clip restraints, developing necessitating more than an hr may non be executable for the typical supplier. Another restriction to generalising intervention to the primary attention scene is the continuance of intervention in the surveies examined. Duration of intercession ranged from 5-10 visits at 20-30 proceedingss per visit. The length of intervention could explicate the high rates of abrasion ( i.e. , 12-69 % ) found in the surveies reviewed. However, Waller et Al. ( 1996 ) noted the indicated intervention may non take every bit long as the prescribed interv ention, since participants dropping out prior to completion of intervention still benefitted. The long-run effects and backsliding rates of brief intercession interventions in this scene is unknown, since the none of the surveies collected follow-up informations six months post intervention. Deductions for Practice Brief intercessions may merely be effectual for a subset of patients with bulimia nervosa and orgy feeding inclinations. Most surveies reviewed excluded participants with co-morbid upsets. Therefore, findings may non be generalizable to the typical primary attention population. Identifying the subset of persons in which brief intercessions will be most effectual remains disputing. While evidenced-based, brief intercessions are considered the first line of intervention for persons showing in primary attention ( NICE, 2004 ) , it is ill-defined how patients neglecting to react to these intercessions should be treated. PCPs electing non to supply behavioural intervention to patients with BN or orgy feeding must still play a important function in measuring and handling the physical symptomatology of eating upsets. With the outgrowth of incorporate attention, psychologists and mental wellness suppliers are going more present in the primary attention puting. Therefore, persons with BN and orgy eating inclinations may be treated holistically in the primary attention scene. Directions for Future Research Future research should concentrate on honing self-help CBT intervention in the primary attention puting and including participants with co-morbid features. Expanding bringing of intervention beyond primary attention doctors to other suppliers, such as nurses, dieticians, societal workers, and staff workers, may let for more trim intervention for the single presenting with feeding disordered behaviour.