History Of Portugal Essays - Portuguese Monarchs, House Of Braganza

History of Portugal History of Portugal Under King Emanuel, Portuguese power reached its height. From 1497 to 1499 Vasco da Gama made the first voyage to India following the route discovered by Dias, and inaugurated a lucrative trade in spices and other luxuries between Europe and South Asia. Led by Afonso de Albuquerque, the Portuguese occupied Goa, India, in 1510, Malacca (now Melaka, Malaysia) in 1511, the Moluccas (in present-day Indonesia) in 1512-14, and Hormuz Island in the Persian Gulf in 1515. During the same period they opened up trade with China and established relations with Ethiopia. As other Portuguese kings had done, Emanuel dreamed of uniting Portugal and Spain under his rule and successively married two daughters of King Ferdinand V and Queen Isabella I. Under pressure from his Spanish relations, he followed their example by expelling Jews and Muslims from his domains in 1497, thus depriving Portugal of much of its middle class. His son, John III, promoted the settlement of Brazil and (again influenced by the example of Spain) introduced (1536) the Inquisition into Portugal to enforce religious uniformity. By the time he died in 1557, Portugal had begun to decline as a political and commercial power. This trend continued under King Sebastian, who was killed during another expedition against Morocco in 1578. On the death of his successor, King Henry, in 1580, the Aviz dynasty came to an end. When Henry died, seven claimants disputed the succession to the throne. The most powerful was Philip II, king of Spain, who in 1580 became Philip I of Portugal. The annexation of Portugal to the Spanish Habsburg monarchy subjected it to the heavy expenses of Spanish wars in a period known as the Sixty Years' Captivity. After 1600, Portuguese domination of trade with the East Indies was lost to the Dutch and the English. Under Philip I, Portugal enjoyed considerable autonomy, but his successors, Philip II (Philip III of Spain) and Philip III (Philip IV of Spain), treated it as a Spanish province, provoking widespread discontent. After unsuccessful revolts in 1634 and 1637, Portuguese conspirators with the support of France won independence for their kingdom in 1640. John, duke of Braganza, was elected John IV, first king of the house of Braganza, which ruled Portugal as long as the monarchy endured. John IV and His Successors (1640-1816) King John expelled the Dutch from Brazil, which they had occupied in 1630, and renewed the traditional tie with England. Although further weakened by conflicts with Spain in the second half of the 17th century, Portugal recovered a measure of prosperity in the 18th century, after gold and diamonds were discovered in Brazil. Between 1683 and 1750, during the reigns of Pedro II and John V, British merchants came to dominate Portuguese trade; the monarchy became more despotic and the Cortes fell into disuse. During the reign (1750-77) of Joseph Emanuel, the kingdom was controlled by the chief-minister, Sebastio Jos de Carvalho e Mello, marqus de Pombal, considered one of the greatest statesmen in modern Portuguese history. Although a ruthless dictator, he worked to weaken the power of the privileged nobility and the church, encouraged industry and education, and ended the foreign monopoly of trade. Pombal was dismissed, however, at the accession of Joseph Emanuel's daughter Maria I in 1777. During the French revolutionary and Napoleonic wars, Portugal sided with Britain against France. In 1807, when the armies of Napoleon threatened Portugal, the royal family withdrew to Brazil and made Rio de Janeiro the seat of government. A French army occupied Portugal but was defeated in 1808 by a British army under Sir Arthur Wellesley, 1st duke of Wellington. By the Convention of Sintra (August 30, 1808), the French left the country, but they reinvaded a year later. Wellington again checked the French advance, and by 1811 Portugal was free of French influence. The Portuguese royal family chose, however, to remain in Brazil, which in 1815 was made a separate kingdom. In 1816 John VI succeeded to the two thrones, ruling Portugal through a council of regency.

Tonia Beaver Values Essay

Tonia Beaver Values Essay Tonia Beaver Values Essay Tonia Beaver Office Procedures Values Essay I have very strong values about getting work done on time, and I am very picky about making sure it is done correctly and to the best of my ability. I also believe in being honest and not cheating or helping anyone else to cheat. I was raised by my grandparents, and they taught me to always plan ahead and get things done early so that I know that I have turned them in, and so I wouldn’t have to rush to get things done, so that they would be done correctly. If you get your work done before it’s due, it gives you more time to do other things that might need to be done, or be able to get started on another project. I didn’t really have a culture effecting my values, as I am sure there are many people in different cultures who do have to deal with how it effects them and the way they do things. The only thing I dealt with being catholic as I am sure it is the same pretty much in all other cultures is being honest, don’t lie to get ahead. I have had to make a couple ethical decisions throughout my life, one was at work, when I had a supervisor ask me to do her work so she could leave early for a hair appointment. I didn’t think it was fair but since I was just an assistant I did it, so that she couldn’t try and get me in trouble, but then it started becoming a regular thing a couple times a week, so finally when I started getting frustrated, another supervisor asked me what was wrong, and why was it taking me so long to get done

Summaries Essay Example | Topics and Well Written Essays - 1000 words - 1

Summaries - Essay Example More needs to be done to protect their interests, for instance the horn of the rhinoceros is sold for a lot of money and the poachers lay a trap to capture the animals and then they mercilessly kill the rhinoceros by removing the horn from the body, the horn is then sold by the poachers but it also takes the live away of a rhinoceros. Several animals are being targeted and the author is quite displeased about the same, this must be put an end to because it is going to take several more lives away and it will also affect the food chain if nothing is done about it. Circle games level 2 is an intriguing book, it sheds light upon new techniques with the help of which one can learn English and it is quite an intriguing book, it is especially good for those who are just starting out to learn English. It is at an elementary level, the specialty of the book is that it comes with audio Compact discs which makes learning English much easier, this is a great initiative to add compact discs with the book because learning becomes so much easier when there are discs with the book. There are interesting games for the learners so that they can learn the language easily, this is again a good initiative, it has seven levels and it also keeps the learners motivated all the time. There is always that curiosity to get to the next level and in the process the learners learn more and more new things so the whole process of learning is facilitated. Kong the eighth wonder of the world is quite an intriguing book and It gets the readers hooked completely, it revolves around struggling actors trying to make a quick buck and it also involves a film maker who wants to make a big impression but they are out of work and most importantly out of ideas but it all takes a turn when they see Kong. Kong is arguably the most important character in the book, the ending is great when Kong saves Ann, she also gets emotionally attached to Kong which is really good to see in the book, it

Pulmonary Embolism Essay Example | Topics and Well Written Essays - 1000 words

Pulmonary Embolism - Essay Example The clots can break free, travel to the lung, and block an artery. The condition can uncommonly be caused from fat escaping from fractured bone marrow or from amniotic fluid during childbirth. With a large clot, or many number of clots, pulmonary embolism can cause death. The process by which a pulmonary embolism forms, begins in the blood stream. Blood flows from the right side of the heart to the lungs where it picks up oxygen. The heart pumps this oxygen-rich blood through arteries delivering it to various parts of the body after which it enters another network of veins. The veins carry the now oxygen-poor blood back to the heart, which pumps the blood to the lungs to pick up oxygen again. A blood clot forming in a vein, commonly a deep vein in the leg, can travel with the blood flow back to the lungs and become lodge there.This leads to pulmonary embolism. When the lung arteries become blocked by a blood clot, high blood pressure in the lungs may occur. This results in the heart having to pump harder than usual. A continually overworked heart may enlarge and may eventually fail to function. A large pulmonary embolism can result in failure of both the lungs and heart. However, the sooner a physician can diagnose and treat the condition, increases the chances of surviving a pulmonary embolism. The symptoms of pulmonary embolism differ widel... The symptoms of pulmonary embolism differ widely and often resemble those of other conditions; the classic signs include sudden shortness of breath, chest pain and a cough that produces blood-streaked sputum. Breathing may be very rapid and breathing deeply may cause severe chest pains. Other symptoms include increased pulse rate, dizziness, and fainting. Pulmonary infarction may result if there is a lack of blood flow to the lungs causing some lung tissue to die. In addition the patient may also cough up blood-stained phlegm, have sharp chest pains, and fever. The skin may turn a bluish color from a lack of oxygen when the larger vessels of the lungs are blocked. Chronic pulmonary embolism, where small blood clots deposit themselves in the lungs repeatedly over time, will cause shortness of breath, swelling of the leg and all round weakness (MayoClinic 2006). Risk factors for a pulmonary embolus include: Prolonged bed rest or inactivity (including long trips in planes, cars, or trains), Oral contraceptive use, Surgery (especially pelvic surgery), Childbirth, Massive trauma, Burns, Cancer, Stroke, Heart attack, Heart surgery, Fractures of the hips or femur A blood clot is the first factor towards pulmonary embolism and one that forms in a vein is called a thrombus. A blood clot is a plug of platelets enmeshed in a group of red blood cells and fibrin. Blood clots usually develop to help stop bleeding an injury, but sometimes form without reason. A clot that develops in one part of the body and travels in the bloodstream to another part of the body is called an embolus. Sometimes other substances, such as pieces of a tumor, globules of fat from fractured bones or air bubbles, may enter the bloodstream and become an embolus that blocks arteries. A vein in the leg or

World Theme Parks Essay Example for Free

World Theme Parks Essay Name of Park| Location| Target Market| 3 Interesting Things to do | Would I go why or why not? | Ocean Park| Hong Kong, China| All ages, mainly 3-80 years old| * Symbio,Ocean Theatre, Old Hong Kong| I would go because I have been there before and there are many different kind of amusements for all ages| EuropaPark| Germany| Teens Adults, 10-40 years old| * Enchanted Forest,360 Panorama, | I would go because it has lots of rides and shows, and it is similar to Disneyland| Black Pool Pleasure Beach| England| Kids Teenagers, 10-25 years old| * Nickelodeon Land, Ice Skating, Ripley’s Believe It or Not!. | Yes I would go because there are lots of amusements I have never heard of like ‘Ripley’s Believe It or Not’| Suoi Tien| Vietnam| All ages,3-80 years old| * Dolphin Palace, Culture Festivals, Laser Zone | Yes I would go there again because not only were there rides but you could also learn about the culture| Diggerland| UK(Kent, Devon, Durham, Yorkshire)| Kids, ages 6-13 or males, ages 10-30| * Ride tractors, kids parties, JCB racing| No I wouldn’t because I am not interested in tractors and it looks boring, and it would mostly attract males| Essel World| India| Families, all ages, 5-50 years old|. * Bowling Alley, Dance Floor, Ice Skating Rink| Probably not because there isn’t really anything special there that sets them apart from other amusement parks| Happy Valley| Beijing| 17-50 years old| * Shopping complex, Imax Theatre, World History(six zones)| I would go because they offer a lot of attractions that nowhere else has like the six zones ,and it is cheap| Shijingshan Amusement Park| Beijing| Kids, ages 2-10| * Take pictures with mascots, parades, game booths| No I wouldn’t. If it is basically a copy of Disneyland, why not just go to the one in Hong Kong? | Dubailand| Dubai| Teens Adults, from 14-60 years old| * Horse-back riding, shop outlet, Autodrome| Yes I would go because they have almost everything an amusement park could have, like shopping, sports, cuisine, rides and shows| Jumeirah Hotel Resort| Abu Dhabi, Baku, Dubai, Shanghai, and more| All ages, from 4 to 60, because everyone loves water parks| * Wipeout Riptide water rides, Burj Surj, Ladies Night| Yes, because water parks are fun and there are many assortments | SeaGaia Ocean Dome| Miyazaki, Kyushu Island| For everyone, from 3-80 years old|. * Swim at an indoor ocean, eat Japanese cuisine, water slides| Yes I would go because this is something I have never seen before and would love to experience swimming in an indoor ocean| The Holy Land Experience| Orlando, Florida| Adults, from ages 25 to 80 years old| * Garden Tomb, Qumran Dead Sea Caves, Great Temple Plaza| No, because I am Buddhist |.

Practice Requirements for Children with Disabilities

Practice Requirements for Children with Disabilities Formal Assessment One OUTLINE the legal and regulatory requirements in place for children with disabilities or specific requirements. Following the Equality Act 2010 and the Special Educational Needs (SEN) Code of Practice (2001)all establishments including those delivering education have a statutory duty to promote practice that values the individual needs of children and promotes equality and inclusion. This means that where possible children with SEN should be taught in mainstream schools or early education settings. All children with SEN needs must be treated where possible the same as other children. Educational establishments have to ensure they have clear SEN policies in place and these need to be reviewed regularly. Children with SEN need to be offered full access to a broad, balanced and appropriate curriculum at all stages. The governing body or management group are responsible for establishing appropriate staffing levels and funding arrangements to ensure there are enough resources both human and physical to be able to adhere to the policy. All staff need to be aware of the individual needs of pupils and systems need to be set up to ensure the passing of information from one school phase to another. They should be involved in the development of policies and be aware of procedures for identifying, assessing and making provision for children with SEN. The Code of practice recognises the importance of the role of parents and the child and both need to be included in the discussions for any support that is necessary and the development of targets for learning. It is a requirement that Individual Education Plans (IEP) are drawn up to help guide the delivery of special education support and services and to identify additional or different interventions necessary from the existing curriculum to enable the child to progress. Suitable learning challenges should always be set so that children don’t become disillusioned and opt out of education. Where possible the targets should be in the child’s own words or symbols. IEP’s need to be reviewed at least twice a year preferably termly and adaptations made in light of the child’s progress. The parents and child must always be included and present at reviews and Annual reviews should include all appropriate staff and support agencies including the next educational provider when a child is moving from one educational stage to another. Children need to be listened to and their views valued. They need to be able to express their feelings, participate in discussions and indicate their choices including when changing schools. To assist schools external support services should be used to support the school, family and individual child. Schools need to work in partnership with LEA and the providers of their services as children with SEN are more likely to have health issues including mental health problems. Consultation is necessary as health issues maybe contributing to difficulties in school and with their ability to learn. Many schools have put in place a SENCO who is responsible for monitoring the use of the policies in place and for coordinating the provision for children with SEN. They are responsible for the various action plans such as School Action and School Action Plus EXPLAIN why it is important to work inclusively with children with disabilities or specific requirements The implementation of inclusion promotes positive awareness and greater social understanding of all children and staff in an educational setting. It also provides opportunities for friendships between all children and develops comfortable interaction with those with disabilities. In a middle school I taught in there was a centre for children with disabilities. However for many lessons, breaks, lunchtimes and school trips all children were together. This enabled children to support each other and assist those with disabilities to join in the wider curriculum and to feel accepted in the school community. Inclusion helps avoid the segregation of children with SEN and encourages children to respect each other and learn to understand those with diverse characteristics. It also encourages respect for children of all background and abilities. Being educated together builds confidence and enables those with SEN to become more positive and assertive as well as develops communication skills. ‘Inclusion does not simply mean the placement of students with disabilities in general education classes’ (Inclusive Schools Network page 1) It is necessary for the school to make fundamental changes in the way the school community supports and addresses the individual needs of all children. This will benefit all children and enable them to flourish. Following the United Nations Convention on the Rights of Persons with Disabilities means that educational establishments must encourage respect for children with SEN. They must also permit equal access to the curriculum and adapt school for children with disabilities. This is from the physical side such as providing access for wheelchairs and children with other physical disabilities, as well as providing extra support including writers, readers, use of sign language to help with their learning and assessments. Teachers and staff need to be able to adapt lessons to accommodate the wide range of learning styles in their classes e.g. visual, auditory and kinaesthetic. Use of computers, braille, different colour papers, various size fonts will assist the different needs of children. This will help all children to access the curriculum and encourage a positive and exciting learning environment. As a teacher I have spent many hours planning differentiated lessons that take into account the class’s varying needs. I have put work on different colour paper according to what has been identified for a child, for example yellow or green. I have made use of the interactive white board to allow children to hear and see as well as come up and use the interactive pen to enhance their understanding of a concept. Individual learning mats are also helpful as the child has the information at their desk and does not need to keep putting up their hand or feel embarrassed to ask questions. Inclusive education creates a supportive environment for all, from providing academic support to behavioural support. There is a need for consistency throughout the school community. If the children with SEN feel part of the school they and their families will feel valued for who they are. By developing inclusion in education, hopefully children will grow up to respect those with different needs and stop prejudices and stereotypes in wider society. Children are being prepared for their future adult life in the community, it is important to remember that â€Å"today’s classmates are tomorrow’s employers†. (Heartland Equity and Inclusion Project {n.d.} ) EVALUATE the benefits of working in partnership with parents and other professionals It is vital to work with parents as they have day to day knowledge of their child and over the years will have found ways of dealing with their needs. Parents see the child with their own needs and characteristics. Sometimes this may be forgotten in an educational setting where there are many other children to be looked after and educated. There is also an emotional attachment between parents and their child and this needs to be respected by staff particularly if there is conflict in opinions and what is deemed to be best for the child. Some parents may have different viewpoints and opinions to that of practitioners. These will need to be discussed professionally and hopefully get an agreement. When I have discussed issues with parents they are normally very supportive particularly if you can explain how it will benefit their child. I have normally managed to come up with suggestions that promote a positive outcome. Parents often just need guidance particularly if they are worried about how their child is progressing in the classroom. With modern technology it is often easy to show parents new apps or websites that can help them support their child at home. At one parents evening I had my IPad and was able to show a parent maths activities to help develop basic maths skills. The parent was delighted as they had not thought of using the IPad in that way. Depending on the disability of the child will also influence what support might be needed by parents. I was involved in planning a year 7 school trip to York. All pupils were going. There was one pupil who was in a wheelchair. They were able to come with because I asked the mother if she would like to join us. She said she would and then I was able to plan the best thing for the pupil. It necessitated her being in different accommodation as the hostel couldn’t cope with her sleeping arrangements. But the rest of the trip was fine. She had a great time and all children helped support her during the trip and whilst visiting the different sites. It must also be remembered when working with parents that they may have their own disabilities. They need to be respected and help from external agencies may be necessary to help parents attend meetings and other school events. Depending on a child’s needs may determine what outside agencies are needed to provide support for the child and the school. For example speech and language therapists, health visitors and social workers or GP’s and paediatricians. The child can only learn if all their needs are taken into account. Schools and other educational setting may not have the expertise needed therefore outside agencies must be used as a support for the school as well as the child and their family. Educational settings are there primarily to provide learning and knowledge and the better use of outside expertise the easier it will be for the child to access learning whilst coping with their problems. In one school I taught in a Chinese child joined. He was not able to speak or understand any English. The school provided a translator who came into classes and helped support him for a term. By the end of the academic year he was able to communicate with staff and pupils and had made very good progress academically. DESCRIBE how practitioners can adapt their existing practice to support children with disabilities or specific requirements. There are many different areas where adaptation needs to be made to existing practice. This is why there needs to be a whole school approach. Firstly the learning environment to allow the child to move around safely. From putting in ramps and stair lifts to repositioning furniture in classrooms to cope with the disability of the child. The timetable of a class may need to be altered so that the lessons are in a downstairs room rather than upstairs. The teaching resources and materials will also need to be adapted according to the needs of the individual. Worksheets may need to be changed or provided for those with learning disabilities like dyslexia. Pictures and diagrams may need to be used rather than just the written word. Vocabulary sheets can also be provided to assist with understanding. I taught one group of pupils with very low ability in maths and I printed off large posters with pictures to help them understand and for them to be able to see the information all the time. For example months of the year, times of the day. This also helped them to learn to spell important words. I have also taught a pupil with very poor eye sight in PE. I had a ball that had a bell in it to allow her to hear it and other children helped her in small game situations. I also used larger and colourful balls when teaching throwing and catching skills. When teaching deaf children it is necessary to consider where to position the child and the teacher throughout the lesson. I have worn an audio box to allow the child to pick up what I am saying. Providing extra support is important as well as adapting activities. A child may need help with personal care for example getting changed for PE or swimming. Depending on the lesson will determine what support or adaptation is needed. I have included lots of group work to help children who have no confidence in maths to support each other. The children then don’t feel that they are stupid. I have taught a pupil with dyscalculia and he needed more one-to-one support that group work. I have also taught a child who needed support in maths only when I was doing work that needed graphs drawing or the use of compasses and protractors. The rest of the time he was fine and near the top of the class. He also needed support when it was assessment time as he lacked confidence in himself. Many children with disabilities are the same. The emotional needs of a child is also important so it may be necessary to adapt how to deal with behavioural issues that come up. The child may just need some time out or somewhere to go if they can’t cope in the classroom setting. Adapting existing practice is challenging and the advantage of inclusion is that when all children are taught together differentiation often helps all children. Those with disabilities or specific learning requirements become part of the group and with extra support in the classroom are easier to help. Reference List Inclusive Schools Network, Together We Learn Better: Inclusive Schools Benefit All Children.  www.inclusiveschools.org Sponsored by Stetson and Associates, Inc. Houston, TX (n.d)  (accessed 04 June 2014) Heartland Equity and Inclusion Project, Why Is Inclusion Important? Heartland Community College (N.D.) www.heartland.edu/help/inclusion/importance.jsp  (accessed 03 June 2014) Special Educational Needs Code of Practice November 2001  Ref: DfES/581/2001 http://media.education.gov.uk/assets/files/pdf/s/special%20educational20needs%20code%20of20practice.pdf United Nations Convention on the Rights of Persons with Disabilities 2006 http://www.un.org/disabilities/convention/conventionfull.shtml Cox, P.R. Dykes, M.K. ‘Effective Classroom Adaptations for Students with Visual Impairments’, in Teaching Exceptional Children July/August 2001 www.pathstoliteracy.org  (accessed 30 May 2014)

Assess the usefulness of social action theories in the study of society Essay

Social action theories are known as micro theories which take a bottom-up approach to studying society; they look at how individuals within society interact with each other. There are many forms of social action theories, the main ones being symbolic interactionism, phenomenology and ethnomethodology. They are all based on the work of Max Weber, a sociologist, who acknowledged that structural factors can shape our behaviour but individuals do have reasons for their actions. He used this to explain why people behave in the way in which they do within society. Weber saw four types of actions which are commonly committed within society; rational, this includes logical plans which are used to achieve goals, traditional-customary behaviour, this is behaviour which is traditional and has always been done; he also saw affectual actions, this includes an emotion associated with an action and value-rational actions, this is behaviour which is seen as logical by an individual. Weber’s discovery of these actions can therefore be seen as useful in the study of society. Weber discovered these actions by using his concept of verstehan, a deeper understanding. However, some sociologists have criticised him as they argue that verstehan cannot be accomplished as it is not possible to see thing in the way that others see them, leaving sociologists to question whether Weber’s social action theory is useful in the study of society. Social action theories have also been referred to as interactionism as they aim to explain day-to-day interactions between individuals within society. G. H Mead came up with the idea of interactionism and argued that the self is ‘a social construction arising out of social experience’. This is because, according to Mead, social situations are what influence the way in we act and behave. He claims that we develop a sense of self as a child and this allows us to see ourselves in the way in which other people see us; we act and behave in certain ways depending on the circumstances which we are in. Mead also claimed that we have a number of different selves which we turn into when we are in certain situations; i. e. we may have one self for the work place and another self for home life. Mead concluded that society is like a stage, in which we are all ‘actors’. Mead’s theory if interactionism is useful in the study of society as it explains why people behave in different ways in certain situations. Mead argues that the social context of a situation is what influences our behaviour, humans use symbols, in the form of language and facial expressions, to communicate, he also argued that humans and animals differ as reasons behind humans’ actions are thought through and not instinctive, unlike those of animals’. However, it has been argued that not all action is meaningful, as Weber’s category of traditional action suggests that much action is performed unconsciously and may have little meaning. Therefore, mead’s idea of interactionism cannot be seen as an appropriate theory to use when studying society. Blumer, a sociologist, who elaborated on Mead’s concept of the self – ‘I’ and ‘me’ – stated that there were three principles about actions and behaviours within social situations. He argued that our actions are the result of situations and events and they have reasons. The reasons behind our actions are negotiable and changeable, so they’re not fixed. Our interpretation of a situation is what gives it meaning. Blumer’s three principles can therefore be used in the study of society. However, it has been argued that his principles cannot explain the consistent patterns which we see in people’s behaviours. This therefore leaves many sociologists to question whether Blumer’s principles can be used to study society. Labelling theory has also been used to apply the interactionist theory to society; the theory, like Mead, emphasises the importance of symbols and situations in which they are used. The main interactionist concepts are the definition of the situation – if we believe in something then it could affect the way in which we behave. The looking glass –self – this was created by Cooley who argues that we see ourselves in a way in which we think others see us. These concepts have been useful in explaining why people act in certain ways in certain situations; therefore, the labelling theory is effective in the study of society. Overall, in conclusion, there are many different social action theories which can be used in the study of society, however, not all of them can be applied to all individuals.

Describe and evaluate one social psychological theory of aggression? Essay

Deindividualisation is when someone loses their sense of identity and engages themselves in immoral things. The theory of deindividualisation suggests that when an individual is involved in a crowd they act like the crowd i.e. such as football hooligans. Just as the saying goes you are what you wear or eat can be applied here i.e. you are upon what your crowd or peers are upon.  Le Bon proposed that there were a number of factors that lead an individual to become psychologically transformed in a crowd. One being remaining anonymous in the crowd i.e. when you’re around a lot of people you are unlikely to be spotted. Zimbardo however argued with Le Bon saying that deindividualisation is a result of reduced responsibility, increased arousal, sensory overload and altered consciousness. Research study into deindivialistion – Zimbardo prison experiment  Aim:  To investigate whether situational or dispositional factors are what make us aggressive.  Procedure: 24 emotionally stable men were recruited There were 2 groups one was guards and the other one was prisoners.  Ã‚  Zimbardo changed the identity of prisoners by giving them numbers, and being referred to by numbers.  Zimbardo also changed the identity of guards by making them wear military clothes. They carried whistles, handcuffs etc†¦ Findings:  Ã‚  Even though the environment was artificial guards and prisoners still obeyed and reacted brutal.  Situational rather than dispositional because they were normal caring men.  AO2 – Evaluation of Zimbardo et al study  Ã‚  High ecological validity due to the fact that the environment and the behaviour were realistic. Even though the set up was artificial, the aggression or a loss of identity was rather bizarre even though all men knew it’s a fake set up.  Study showed high extremes of aggression and behaviour when identity is lost. Negative  Unethical because extreme harm either verbal or physical was afflicted.  Sample was unrepresantable because it only included men.  AO1  Research into Deindiviualistion – Diener et al – trick or treat experiment.  Aim:  to investigate whether children steal, when in groups or individually. Procedure:  Ã‚  27 women were asked to give 1000 sweets to children during Halloween night  Ã‚  Some of the children were on their own while others were in groups.  Ã‚  The women would open the door and pretend that a phone call came and instruct strictly for the children to only take one sweet each  Ã‚  A hidden observer saw whether they obeyed. Findings:  children were more likely to steal in a group when they are left anonymous.  AO2 – Evaluation of experiment  Positive  High ecological validity because experiment was done in a real environment and a large sample was used.  Negative  Only children were used, would adults do the same?  Study only showed stealing little minor stuff such as sweets, would it be same for instance in bank robbery?   

buy custom History of Japan essay

buy custom History of Japan essay Japan before Perry, is a short history by Conrad Totman. The book explores the history of Japan. It mainly focuses on Japanese civilization as well as its origin. More specifically, the book analyses themes and patterns of Japanese society in various successive ages. Such ages include classical, medieval as well as modern ages. The book also addresses issues of how Japan society is today. For example, in terms of population, economic and societal transformations, cultural changes as well as the rise of nationhood. Historical happenings are also presented in this book. They include major interpretations of the Japanese history and how it came to be. One major historical incident presented is the rise of Samurais who were being led by a Shogun. Shoguns stared to rule after the war of Gempei war against Minamotos and Tairas. Emperors ceased to rule and were replaced by Shoguns. This historical incident can be traced in the life of Yoshitsune who was a known worrier and contributed in the war against Tairas marking the turning point of the Japanese history. However, he did not earn himself a honorable place in the Samurai government as he fell from glory for various reasons. Therefore, this piece of writing explores reasons as to why Yoshitsune fell from glory exploring various aspects addressed in the book Japan before Perry The flow of Japanese history can be seen in the book. It stipulates that Japan has moved through various epochs of civilizations. More specifically, the author incorporates the happenings in Japan before the intrepid. This was the period in which Uraga lost their dominion in summer 1953. In addition to Kamakura history, the book also analyses other political dynasties such as the Tokugawa. Kamakura: Reasons for Yoshitsunes Fall and the Rise of Shoguns Kamakura is one of the political eras that Conrad Totman highly addresses. Kamakura was under the reign of Yoritomo of Minamotos. During this era, Minamotos used to fight with their key enemy, the Taira. Yoritimo was a bother to Yoritomo who used to act as his deputy. Surprisingly, the two brothers had great differences that made it hard for them to fight together against their enemies. Yoshitsune was a great worrier. He helped to shape the history of Japan. However, by 1192, Yoshitsune had committed suicide. The main cause of his death was because of the rivalry that existed between him and his brother, Yoritomo. Yoritimo and Yoshitsune failed to reach an agreement to work together. This brought a sense of suspicion between the two brothers. Instead of focusing on their key enemy, the Taira, they started to fight with each other. Yoritimo was not happy with the strength of his brother to defeat Tairas on several wars. He felt threatened and started a series of attacks against his brother. Notably, Yoshitsune had great ambitions of taking the lands that were under the control of Yoritimo which previously belonged to his father. Although at a time the two had agreed to work together, the rivalry remained forever. Yoshitsune could not recognize Yoritimo as the head of the clan. Moreover, he could not fight together with his brother. He decided to act alone. He resolve d to fight Taira individually and capture Kyoto before Yoritimo could. Sure enough, he defeated Taira in several battles. However, the rivalry between the two had risen up and Yoritimo was up to eliminating Yoshitsune (Totman, 1981). Yoshitsune was determined to accord himself honor and power. Yoritimo organized an assault at Hiuchiyama by his loyalist Koremori. However, Yoshitsune was aware of the treachery and the planned betrayal and escaped. Yoshitsune stunned Tairas when he defeated tem at the battle of Ichi no tani. With 10,000 men, Taira thought that he could not shake their foundations. To their utter surprise, he threw them into a state of confusion shattering their morale. He took their commander, Antoku and their ships that were anchored at the shore. This cleared the way for other battles for Yoshitsune such as the assault on Yashima. Yoritomo was not happy with Yoshitsune success. He started to take a cautious approach. He spent the rest six months sorting family members who had opposed his leadership. He fought at the battle of Tonamiyama that proved his turning point. He was able to tactfully and skillfully fight the Taira defeating them miserably. The forces were divided leading to heavy losses. He forced them to flee as their clan had been completely demoralized. Taira experienced heavy loss at the battle of Kurikara. They were unable to organize themselves even after several months. In deed, they later found themselves under the siege in Kyoto. They forced the Taira to flee the city marking the end of the rivalry between Minamoto and Taira. After the war of Ichi, Yoshitsune returned to Kyoto where he acted as Yoritomos deputy. While in this place, the rift between the two brothers was evident. He ordered several decrees that led to termination of violence within the territory. Moreover, he forbade drafts and war taxes. Another major evident that there was rivalry between the two bothers is seen when Yoritomo declined to endorse the court titles that were granted to Nariyori by Yoshitsune. He became very irritated when the court went ahead and approved them against his wish. At this time, Yoritomo did not have any form of influence to the court. His deputy, Yoshitsune was responsible for matters related to the court and the decisions they made. However, after the end of Gempei war, Yoritomo was made the Shogun of the clan with the end of the emperor leadership (Totman, 1981). This gave them the license to control court decisions hence control Yoshitsune. In March 1185, he prepared to go to war against Yashima. He prepared a fleet of ships that were to depart at Watanabe. However, during his preparations, he committed one mistake that haunted him later and caused his fall from power. He greatly argued with Kajowara Kagetoki who was one of the retainers of Yoritimo. The point of argument was about the strategy that he was to use in his attack missions at Yoshima. He insisted on sailing on a stormy night despite the condition of the weather. His men declined the orders and only few ships followed him (Totman, 1981). Upon reaching Yoshima, he landed at Shikoku set to start the war. Fortunately, he was later joined by other men who strengthened his army to fight against the Taira. This contributed to their eradication something that later led to establishment of Minamotos power. With the end of the rivalry, Yoritimo was granted the title of Shogun. At a time, Yoshitsune decided to divide his forces into two. One was to pursue Taira while the other was to go to Kamakura to derail the actions of Yaritimo. He wanted to seize the capital as well as the emperor and establish a new court in the north. Unfortunately, the information reached Yaritimo who acted promptly to stop the planned mission. Yukiie was the betrayer as he decided to communicate the planned attacks to Yoritimo. After the mission failed, Yoshitsune decided to take full command of Kyoto. He took the emperor into custody as he set fire in 1184 to the Hojujidono. Yoshitsune fall from the glory was further contributed by the fact that he had differing view points with his brother. He was following traditions by returning the sacred three things to the emperor. Yoritimo as the new leader wanted the sacred thing to be in his possession. This heightened Yoritomos anger and decided to kill him. As the leader of Samurai government, he wanted the three sacred things to stay away from the emperor whose rule had been ended (Totman, 1981). However, Yoshitsune thought that Yoritomo wanted to break the tradition and establish a totally new government (Turnbull, 1998). In deed, he could not understand what his brother was trying to do with the sacred things Although Yoshitsune won several wars, his brother Yoritomo as the leader of the clan declined to award him titles. This may have made him angry and increase the degree of rivalry. For example, after the Dan no Ura and Icho no Tani battles, Yoritimo did not seem to recognize his effort. This may have made Yoshitsune to decide to thwart his leadership. Moreover, Yoritomo refused to allow Yoshitsune to enter Kamaruka when he came accompanied with a prisoner Taita Munemori. Evidently, Yoshitsune noted his brother sense of hostility. He sent a message to Hiromoto, one of Yoritomos counselors. In his letter, he protested his loyalty to Yoritomo and the entire Minamoto family. This marked the beginning of hostility between the two parties as he passed three weeks in the village of Koshigoe. He opted to return to Kyoto. Yoritomo nullified the titles he had given Yoshitsune as the governor of Iyo Yoritomo. This increased suspicion between the two brothers. In deed, Yorimoto decided to get rid of Yoshitsune. He argued that his behaviors had become increasingly treasonous. Yoritomo had commanded Noriyori to expedite the order but he protested on behalf of Yoshitsune something that landed him in exile. This made Yoshitsune to become very careful and always evaded any tricks as he knew his life was in jeopardy. Yoritomo was to be blamed for deteriorating relationship between him with his cousin Yoshinaka and Yoshitsune. This made the two to oppose the future Shogun. Yoritomo had established loyal forces even in Minamoto. While in Kamakura, Yashitsune learned that his life was in danger. He decided to go to Go-Shirakawa to fight with his brother. However, while here with his army, he was attacked by some of the Minamoto clansmen who were loyal to Yaritimo. This made them to abandon their plans of going to the western provinces. While here, another blow hit him, the number of armies who supported him was decreasing day by day. By December, Yaritimo had taken control of his army and even had his name changed. He had also put into custody his mistress Shizuka. However, they were unable to capture him. He decided to go to Mutsu where he met Fujiwara Hidehira who had died and left a will that stated that he should be the next governor of Mutsu. Unfortunately, a conflict broke between Fujiwara and Kamaura authorities something that made Yaritimo to know his whereabouts. On 1189, Yoshitsune and his old friend were help up in Fujiwara Motonatis mansion. Yoshitsune decided to kill his wife and commit suicide. Even in his death, Kujo Kanezane states that Yoshitsune was a great worrier. He had a character that can be admired and praised by generations to come. Conclusion As stipulated above, through the analysis of the life of Yoshitsune and reasons for his fall, one can clearly understand how Shoguns came to be. Yoritomo was the first Shogun after they had fought series of War trying to end the rule of emperors. Totman chronologically analyses various epochs in Japanese history (Totman, 1981). He focuses on establishment of the Shogun and its lineage as well as the changes in the imperial capital. Notably, Kamakura was the centre of action for establishment of the Shoguns. In his view, Kamakura marks an age of political fluidity and cultural dominance. Thus, although Yoshitsune and Yoritomo had great differences, they helped to shape the political history of Japan. Buy custom History of Japan essay

Free Essays on Euthansia

Meanings of terms Why is it an issue? Beliefs about suicide and euthanasia Meanings of Terms Most people in North America die what may be called a bad death. One study found that "More often than not, patients died in pain, their desires concerning treatment neglected, after spending 10 days or more in an intensive care unit." cited in Ref. 1 The word Euthanasia originated from the Greek language: eu means "good" and thanatos means "death". One meaning given to the word is "the intentional termination of life by another at the explicit request of the person who dies." 2 That is, the term euthanasia normally implies that the act must be initiated by the person who wishes to commit suicide. However, some people define euthanasia to include both voluntary and involuntary termination of life. Like so many moral/ethical/religious terms, "euthanasia" has many meanings. The result is mass confusion. It is important to differentiate among a number of vaguely related terms: Passive Euthanasia: Hastening the death of a person by altering some form of support and letting nature take its course. For example: Removing life support equipment (e.g. turning off a respirator) or Stopping medical procedures, medications etc., or Stopping food and water and allowing the person to dehydrate or starve to death. Not delivering CPR (cardio-pulmonary resuscitation) and allowing a person, whose heart has stopped, to die. Perhaps the most common form of passive euthanasia is to give a patient large doses of morphine to control pain, in spite of the likelihood that the pain-killer will suppress respiration and cause death earlier than it would otherwise have happened. Such doses of pain killers have a dual effect of relieving pain and hastening death. Administering such medication is regarded as ethical in most political jurisdictions and by most medical societies. These procedures are performed on terminally ill, suffer... Free Essays on Euthansia Free Essays on Euthansia Euthansia Euthanasia is often called â€Å"mercy killing†. It is intentionally making someone die, rather than allowing that person to die naturally. It is sometimes the act of ending someone’s life, who is terminally ill, or is suffering in severe pain. Euthanasia is mostly illegal in the world today. Euthanasia can be considered a form of suicide, if the person afflicted with the problem actively does it. The person volunteering to commit the act to that person can also consider it a form of murder. The positive side of Euthanasia is that it ends a person’s suffering in this world. Many physicians and psychiatrists believe that it may a humane act. From a virtue ethics point of view, it may be appropriate. What we seek in human existence is to be happy, and find happiness. Suffering from a terminal illness, or affliction, could inhibit one’s happiness in life. If the goal is to be happy, then Euthanasia would be an answer for this person. Euthanasia may even bring about happiness in that it is what the person desires and wants, in order to no longer to be a burden to his/her family. Also, Euthanasia would stop the pain and not prolong the dying process. In the utilitarian point of view we all have a duty to our happiness, and a duty to the society. Euthanizing a person based on the society aspect makes sense. With greater and greater emphasis put on managed care today, many doctors are at a financial risk when they provide treatments to patients who are in the dying process. These patients may also feel like not becoming a burden to the society at large, and choose to fulfill a duty – Euthanasia. If the person is in a coma or is brain dead, that person is no use to himself or herself, or society anymore. Euthanasia is a viable method to end an otherwise futile attempt at recovery. The family of the person being euthanized may not want their family members in pain – to suffer. It can be a family duty to do the ... Free Essays on Euthansia Meanings of terms Why is it an issue? Beliefs about suicide and euthanasia Meanings of Terms Most people in North America die what may be called a bad death. One study found that "More often than not, patients died in pain, their desires concerning treatment neglected, after spending 10 days or more in an intensive care unit." cited in Ref. 1 The word Euthanasia originated from the Greek language: eu means "good" and thanatos means "death". One meaning given to the word is "the intentional termination of life by another at the explicit request of the person who dies." 2 That is, the term euthanasia normally implies that the act must be initiated by the person who wishes to commit suicide. However, some people define euthanasia to include both voluntary and involuntary termination of life. Like so many moral/ethical/religious terms, "euthanasia" has many meanings. The result is mass confusion. It is important to differentiate among a number of vaguely related terms: Passive Euthanasia: Hastening the death of a person by altering some form of support and letting nature take its course. For example: Removing life support equipment (e.g. turning off a respirator) or Stopping medical procedures, medications etc., or Stopping food and water and allowing the person to dehydrate or starve to death. Not delivering CPR (cardio-pulmonary resuscitation) and allowing a person, whose heart has stopped, to die. Perhaps the most common form of passive euthanasia is to give a patient large doses of morphine to control pain, in spite of the likelihood that the pain-killer will suppress respiration and cause death earlier than it would otherwise have happened. Such doses of pain killers have a dual effect of relieving pain and hastening death. Administering such medication is regarded as ethical in most political jurisdictions and by most medical societies. These procedures are performed on terminally ill, suffer...

A Dogs Tale - How to Train a Lonely Master Essay

A Dogs Tale - How to Train a Lonely Master - Essay Example Mon seems really great. He is responsible and hard working. But he does not know how to have a life. He does care to have a happy break from his busy hours. I can even say that staying with him for a week seems lonelier than staying in the pound. He does not care about me. He does not even take care of himself. Yes, he feeds and bathes me. But he does not walk me at the park. He does not go out unless he needs to buy food and the other needs. My master needs me. I suddenly barked and barked while he was working. He turned around and shoo me away. He was definitely annoyed at what I was doing. But then again, I need to get his attention. I need to help him. I continued to bark and he stopped working. He turned away from the table and he went to the kitchen to find food. He fed me but I did not touch the food. He really seemed confused. I think he is trying to understand why I barked and not eat when fed. I moved closer to him. He looked at me and mumbled words I cannot understand. I b arked and then I rolled over. He smiled. I think he understood what I wanted him to do. He grabbed a ball and threw it. I ran, picked the ball and ran back to him. He smiled again. We played for few minutes and then I went to the kitchen to eat. He went back to his work too. I was happy that he understood me and he seemed happy playing with me. Every day, I do this to him and he responds quicker than the first time. When I roll over the floor, he already knew what to do. I am happy he is learning. Every day, Mon cleans his car. Every time he does this, I go with him. When I know he is almost done, I bark again and I move closer to the pail of water. He is trying to figure out what I was trying to do. He tried to give me water but I did not move closer, rather I barked again. He then poured the water on me. I stayed unmoved. He knew that I wanted to take a bath. I was happy he understood me again. One day, while we were playing outside the house I saw a girl walking her dog.

Harm reduction, not abstinence, should be the goal of drug treatment Essay

Harm reduction, not abstinence, should be the goal of drug treatment in the criminal justice system. Discuss - Essay Example cause they can permanently affect the functioning of the brain, impairing judgment and leading the users into doing things that are not intended for the users. Finally, it leads to addiction whereby the person so addicted cannot function without drugs, and they may find themselves engaging in criminal activities o as to access the drugs when they do not have the money to purchase the drugs. Drug addiction and use also lead to conflicts with relations and strained relations between family and friends because the person using the drugs may act in ways not acceptable to the family and friends. Most of the psychoactive drugs are in many jurisdictions, and continued use may end up exposing the person to jail terms and fines. There are many offenses that are to drug use and possession, and it is of interest for any jurisdiction to control the possession, use and consequences of the drug use. Criminal justice system is the systems that have been put in place by a government to control limit and eliminate criminal activities in a jurisdiction, and it is usually an arm of the state. The criminal justice system is enforced using public resources, and, therefore, the most economical and equally effective policies should be adopted for the common good of the nationals of the jurisdiction (Berridge, 245). In order to properly understand this essay, it is important to highlight the delinquent repercussions of drug use and how the same can affect the individual. Drug use and possession are illegal in many jurisdictions, and thus if a person is found to have used the drug, they will be forced to face criminal consequences. Drug possession is meant to curb those who possess the drug for onward transmission to the users or those who are holding the same before they use. Therefore, the state does not have to prove that one actually used the drug for one to be prosecuted. There are also those offenses that are by the persons in the process of obtaining drugs, depending on the