Ancient History - Rome - Tiberius and Gaius Gracchus Essay

Ancient History - Rome - Tiberius and Gaius Gracchus - Essay Example Tiberius Gracchus saw himself as the champion of the oppressed and was determined to defend their interests. His desire for re-election to the tribunal was driven by his conviction that he should continue as their spokesman and patron and was willing to use violence to defend what he conceived to be his and their rights. Scipio Nasica and his supporters treated Tiberius as a tyrant and ultimately killed him. This is not because they were opposed to the land bill but by the tactics which he employed – â€Å"the deposition of Octavius, the proposal to use Attalus’ legacy and the candidature for re-election†. The difficulty with any question about Gracchus’ intentions is that enough evidence does not exist and we have to interpret these through reference to an overall view of Gracchus’ political aims and personal character. Some historians argue that the main beneficiaries, targeted by Tiberius Gracchus, were the Romans, and this was because he believe d that they would first pass the test and then vote for him – i.e. his motivations were political. Others argue that the reason why Tiberius failed to include Italians in his programs was that he was only interested in helping Roman citizens, who could enrol in the legions. If this were so he would not have distributed land to non-Romans. For many people, Tiberius' actions no doubt suggested the possibility of a political coup, with overtones of the rise of another Tarquinius Superbus, and the only resort, in the Roman system of the time was to resort to violence.

Complementary Therapies in UK Medicine

Complementary Therapies in UK Medicine There is an increasing use of complementary therapies and complementary and alternative medicine (CAM) nowadays, and its use has steadily increased over the last ten to fifteen years in United Kingdom (UK) (Ernst and White 2000; 35). A more specifically data obtained within the UK has shown that there is a rapid increase in the use of complementary therapies and CAM with an estimated 15 million users nationwide (Andrew 2003; 337; House of Lords Select Committee 2000). It is estimated that this sector in the UK is rapidly expanding 1.6 billion pounds per annum industry, with around 60,000 practitioners, over 170 professional associations and around 5 million patients (Budd and Mills, 2000). The use of complementary therapies and CAM widely based in specific disease entities such as cancer, cystic fibrosis and asthma, in clinical settings such as obstetrical care and paediatric oncology and by international geographic locations (Yeh et al. 2000; 56). The concept of holism, which is an appreciation of the inter-relationship between body, mind and spirit, and recognition of the socio-cultural factors are fundamental to complementary therapies and medicine (Tiran 2006; 341). A number of definitions for complementary therapies and medicine have been proposed by different researchers. One of the definitions given is a broad domain of healing resource that encompasses health systems, modalities and practices and their accompany theories and beliefs, other than those intrinsic to the dominant health system of a particular society or culture in a given historical period (Snyder and Lindquist 2001; 6). According to Uzun and Tan (2004; 239), complementary therapy is defined as therapy used in conjunction with conventional therapy. Existing studies on complementary therapies and medicine focus mainly on two things. One is the focus on the specific mechanisms of actions such as particular herbal remedies, homeopathic medicines and essential oils, often with regard to assessing their safety and efficacy; the other one is focusing on specific therapies and medicine modalities such as herbal medicine, homeopathy and aromatherapy, as if they are stable or not, uniform and constant forms of health care practice (Williams 2000; 163). CURRENT ISSUES IN THE COMPLEMENTARY THERAPY AND CAM There is a steady increase in the use of complementary therapies and CAM by the general public in the last two decades (Ernst and White 2000: 32). This is parallel to their increased used in health care settings, including the UK NHS (Richardson 2001). In 1998, only 10% from 22 million visits to complementary therapy practitioners in England were though NHS contacts, highlighting a clear need for the provision of equitable and appropriate access to these services (Thomas et al. 2001; 8). Cancer patients are amongst the main users of complementary therapies in the UK, with up to a third of patients having received one or more complements therapies (Wilkinson 2002; 68). Due to the increase in demand, the UK government has commissioned a House of Lords Select Committee Report on complementary therapies (House of Lords Select Committee 2000). In order to have a clearer and better understanding of the complementary therapies, the report recognised the urgent need for the generation of high quality research evidence to support the complementary therapy and CAM use (House of Lords Select Committee 2000). The Prince of Wales Foundation for Integrated Health (FIH) has also recognised the need to combine the best of complementary therapy with conventional health care (Robert et al. 2005; 116). In order to deliver a good quality of complementary therapy, FIH has produced national guidelines for their use within the field of supportive and palliate care (FIH 2003). For application by the managers and commissioners of complementary therapy services within the field, the guidelines is used to inform service development and management, and practice development (Roberts et al. 2005; 116). REGULATIONS AND PROFESSIONAL BODIES OF COMPLEMENTARY THERAPY The number of people using complementary therapies and CAM in the K continues to grow (Thomas et al. 2001; 2). Unfortunately, a high proportion of complementary therapies and CAM practitioners in the UK are unregulated and due to the increased in demand, there is a need of certain mechanisms to protect the public against skilled practitioners (Mills 2001; 158). At present, a General Practitioner (GP) can only delegate treatment to complementary therapists, and the GP are responsible for the treatment provided and their effects (Walker and Budd 2002; 8). Two therapies which have achieved statutory self-regulation are osteopathy and chiropractors (Walker and Budd 2002: 8). Regulations and Professional Bodies of Aromatherapy Aromatherapy was introduced in the UK during 1960s and is one of the fastest growing complementary therapies with number of registered therapists increase from 2500 to 6000 between 1991 and 2000 (Walkman and Budd 2002: 13). The Aromatherapy Organisation Council (AOC) is an umbrella body represented by members from 13 established professional associations and claims to be the governing body for the aromatherapy profession in UK (AOC 2000). The AOC (2000) have welcomed and supported the findings of the select committee report, even though there is no statement stressing on the need for statutory regulation for aromatherapy but AOC will continue with their process under the Health Act 1999 towards statutory self-regulation to ensure public safety. Regulations and Professional Bodies of Osteopaths and Chiropractors The osteopathic and chiropractic professions have struggled for many years to be recognised as part of mainstream medicine (Walker and Budd 2002; 12). In May 2000, the Osteopathic Act was set up and enforced, making it a criminal offence for those who are not on the General Osteopathic Council register to call them osteopathic (GOsC 1999). On the other hand, Chiropractors Act was enforced in June 2001 and the conditions are the same as Osteopathic Act whereby those failing to join the General Chiropractic Council statutory register are considered as a criminal offense (Copland-Griffths 1999: 5). Regulations and Professional Bodies of Herbalists In 1993, the European Herbal Practitioners Association (EHPA) was formed and the Medicine Control Agency (MCA) and Department of Health have been working with EHPA on legislation aimed at protecting public safety and the rights of herbalists to prescribe herbs (Walker and Budd 2002: 12). Regulations and Professional Bodies of Acupuncturists The main regulatory body of acupuncturists in the UK is the British Acupuncture Council (BAcC) with 2200 members and was formed in 1995 (Walker and Budd 2002: 12). British Acupuncture Accreditation Board (BAAB) was also being set up and well-established for educational standard(Walker and Budd 2002: 12), and Regulation Action Group was set up too to carry out an extension consultation exercise which include regional group meetings and discussing options for regulations (BAcC 1999). WHO USES COMPLEMENTARY THERAPY AND CAM? According to the study carried out by Fox et al. (2010; 95), the prevalence rate for visits to complementary therapies practitioners in UK increased from 20% in 1998 to 27% in 2002. The practitioners most frequently visited in UK (reflexology, aromatherapy, acupuncture, chiropractic and so forth) are similar to other findings done by other researchers (MacLennan et al. 2002; 170). UK complementary therapies and CAM users are more likely to be well educated, affluent, middle-aged and employed especially those suffering from panic, anxiety and depression, and the findings are similar to international findings (Fox et al. 2010; 95). According to Risberg et al. (2004; 532), females showed more positive view towards complementary therapies and CAM than males. Consistent with the above findings of the complementary therapy and CAM, studies have found that a range of non-life threatening but long-term chronic conditions to be the most (Willison and Andrews 2004; 83). Wellman et al. (2001; 18) found that older CAM users typically presented with chronic non-life threatening conditions such as musculoskeletal problems (50%) and emotional problems (10%). Andrews (2002; 360) found that 59% of complementary therapies and CAM users were encountering musculoskeletal problem (including 11.3% for arthritis and 20% for chronic back pain) and 11% for emotional and mental health problems. On the other hand, Fautrel et al. (2002; 2438) were more specific and found use of complementary therapy and CAM on thyroid disease and arthritis. In the research carried out by Williamson et al. (2003; 25), complementary therapy and CAM users were found to use the treatments for moderate pain relief (54.8%) and in terms of general well-being, health fitness improvement purpose (45.2%) and life quality improvement (40.5%). FACTORS OF USING COMPLEMENTARY THERAPYAND CAM In the study carried out by Wellman et al. (2001), he found out that consumerà ¢Ã¢â€š ¬Ã¢â€ž ¢s pathway to use complementary therapy had consulted a physician or specialist but subsequently turned to complementary therapy and CAM because the physician or specialist failed to help them. Similarly, Andrews (2002; 361) found dissatisfaction with orthodox medicine lead them opt for complementary therapies and CAM. On the other study, both Wellman et al. (2001) and Andrews (2002; 361) concluded that advice from families members and friends influence both their choice to use CAM and which complementary therapy to select. A study conducted by Lewith et al. (2002; 104) has found that 32% of patients indicated they were currently receiving some form of complementary therapies, suggesting a trend is increasing in usage of complementary therapies over recent years. An earlier survey showed that 70% of National Health Service (NHS) Hospitals in England and Wales were offering one or more complementary therapies in the management of cancer care, with relaxation and aromatherapy being the most commonly available (Scott et al. 2005; 132). AROMATHERAPY Definition Aromatherapy involves the therapeutic use of essential plant oils and has existed for 5000 years (Barclay et al. 2006; 141). It is increasing being used in the cancer care and dermatology settings (Fellowes et al. 2004). Ways of Application Essential oils are applied to the skin by various method, such as ingested or inhaled, and they bring no harm unless it is used incorrectly (Steflitsch and Steflitsch 2008; 76). Aromatherapy massage is the most widely used complementary therapy in nursing practice (Macmillan Cancer Relief 2002). Who Uses It and Effects of Aromatherapy According to Kimber (2002; 22), aromatherapy massage helps to improve self-image during pregnancy and may aid acceptance of physical changes in mother. The relaxation effects generated also extend to the foetus (Diego et al. 2002; 404). Besides that, massage is found to be able to stimulate production of endorphins and decrease blood pressure, through its effect on the parasympathetic nervous system (Casar 2001; 11). Aromatherapy massage facilitates the absorptions of essential oils via the skin (Buckley 2002; 277), and aromatherapy is one of the primary therapy used to treat anxiety (Long et al. 2001; 182). In addition, essential oils are able to stimulate areas associated with smell in the limbic system of the brain and evidence that odours affect emotions and cognition (Alexander 2002; 54). Study conducted by (Steflitsch and Steflitsch 2008; 78) found that cancer patients receiving aromatherapy significantly improved quality of life and anxiety. According to Burns (2000; 84), an analysis of 8058 mothers who had received aromatherapy between 1989 and 1990 indicated that more than 50% of mothers found it helpful to release stress and relaxing. Ballard et al. (2002; 556) conducted a double-blind study involving dementia patients with clinically significant agitation treated with Melissa oil from eight NHS nursing homes in UK and concluded that those treated with Melissa group showed a higher significant improvement in reducing aggression than the control group by the fourth week. Besides that, aromatherapy is believed to have beneficial effect in reducing back pain and periarticular pain and Dolara et al. (2000: 357) had proven that aromatherapy exerts a strong anaesthetic effect that able to block the sodium current and thus reduce pain. Besides that, Friedman et al. (2002; 1555) concluded that essential oils have specific antibiotics and antifungal properties, and have significant beneficial effect on the urinary tract infection. BENEFITS AND OUTCOMES OF OTHER COMPLEMENTARY THERAPIES AND CAM The role of complementary therapy and CAM is mainly focusing on imposing the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s quality of life (Roberts et al. 2005; 119) which includes psychological, social, spiritual and practical (Kaasa 2000). In one cancer clinical survey of trial patients carried out by Sparbe et al. (2000; 627), respondents informed that complementary therapies helped to enhance patientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ quality of life by improving the capability of coping with stress and decreasing the discomfort of treatments. Boon et al. (2000; 2518) found that most of the breast cancer patients use complementary therapy to boost their immune systems. Some patients claimed that complementary therapy is playing an essential role in ameliorating and curing conditions including chronic problems (Luff and Thomas 2000; 256). DRAWBACK IN THE COMPLEMENTARY THERAPIES AND CAM Complementary therapies and CAM are progressively being integrated into conventional health care through their provision in the UK NHS and independent hospice movement (Macmillan Cancer Relief 2002). However, there has been little effective evidence to support these developments in UK and this suggests that most complementary therapies and CAM services development over the last 10 years were in creeping developments (Roberts et al. 2005; 117). In conjunction to this matter, there is a need for the initiation of more scientific research to investigate individual complementary therapy and CAM (Wilkinson 2002; 468). In addition, there is also a need to evaluate the effectiveness of the provision of complementary therapy and CAM as an integrated NHS service, across acute and primary care (Roberts et al. 2005; 117). Many researches have been using randomised control trials in the study of the effectiveness of the individual complementary therapy and CAM interventions (House of Lords Select Committee 2000). However, such approach does not allow for a more complex multi-dimensional analysis of the effectiveness of service provision as a whole (Roberts et al. 2005; 118). Besides that, it is also difficult to determine the effect of short-term versus long-term use of complementary and CAM therapies (Jones et al. 2010; 151). Currently there are still a limited numbers of real complementary therapy and CAM professionals (Furnhan 2002; 44). Health professionals such as doctors and nurses also highlighted their lack of knowledge on complementary therapy and CAM consumption (Salmenpera et al. 2003; 360). Physicians have been reported to be indifferent or opposed to complementary therapy and CAM uses (Risberg et al. 2004; 530). This may be due to lack of understanding by clinicians, through a lack of appropriate education and doubts about the benefits offered by complementary therapy (Corbin-Winslow and Shapiro 2002; 1178). The issue of physicianà ¢Ã¢â€š ¬Ã¢â€ž ¢s emphasis on scientific evidence and their lack of understanding may contribute to the lack of effective explanation to the patients of the purpose of complementary therapy interventions (Tasaki et al. 2002; 217). CONCLUSION Aromatherapy has shown in various studies to overcome anxiety and panic, back pain, fungal and virus infection, dementia and pregnancy stress. In conjunction with this, the future clinical application of aromatherapy will probably have a place to be integrated in clinical medicine, especially in the hospitals, clinics and health care centres. However, more future research needs to be carried out in order to identify the beneficial aspect and it effects of different essential oils. This is because essential oils exhibit pharmacological, antimicrobial, physiological and psychological properties. It is a waste if there is no much research to explore the vast beneficial potentials hidden in the essential oils in order to determine its clinical potential in healing. The finding indicating physicians expressed more negative attitude towards complementary therapy and CAM compared to other health professionals such as doctors and nurses in UK is essential. This is because from this moment a better training and attitude can be provided to the physicians and other health care professionals so that they can have a better understanding on the importance and potentials of these therapies and medicine. In fact, it might also improve the understanding and cooperation between the health care professionals and the practitioners so that the practitioners can get a better confident, service and treatment from the health care professionals and physicians in the future. Besides that, quantitative and qualitative research on short-term and long-term effects of the therapies and CAM must be emphasised more in order to obtain more accurate and precise data proving the reliability, consistency and accuracy of the research. This is also to allow the public to have a wider choice in selecting the best treatment for their health.

Russia :: essays research papers

As I picked up Vodka, Tears, and Lenin’s Angel, by Jennifer Gould, I thought that I was about to read a novel that would be boring with nothing but facts and statistics. As I began to read it, the novel became much more interesting. Jennifer Gould, a journalist, decided to go to Russia. She was there to research Russia and its culture. I would have never believed some of the situations and conversations she had with so many people. The topics that made me change my mind about Russia in general were the Internat, the cars and drivers, the homeless, and sexpionage.   Ã‚  Ã‚  Ã‚  Ã‚   While reading about the Internat, I started to get disgusted. One of the reasons for this is that Russia sent healthy children to orphanages with ill kids. They were not like orphanages hear in the United States, with reasonable housing conditions, education and a chance to live with a family to provide them the better things in life. Instead, as a punishment they would be beaten, or sent to a psychiatric facility and drugged or tied to their beds for months. The law will not allow foreigners adopt healthy children. In place of the healthy kids, they would find a Western doctor that would diagnose the sick children as healthy. I believe that is not far to the children or the family who is adopting the child. Also, in the summer the orphanages close down and the majority of the kids go to camp. Once the camps are filled the extra kids get sent to psychiatric facilities. A man named Vitaly Llynin told Jennifer, â€Å"Some children are sent to the orphanages because they are too hot-te mpered and get into too many fights.† The children say that they do not understand why they go to these hospitals. An administrator believes that the children deny the fact that they are there because they are ashamed. None of the children receive counseling. Instead they are given antidepressants and tranquilizers. I personally can not believe that any person would think that this kind of action is okay.   Ã‚  Ã‚  Ã‚  Ã‚   Another subject that I found a little disturbing was how the people drive and who are the drivers. To me, Moscow sounds like its road are worse then Pennsylvania. There are no traffic laws. People can make illegal anywhere they want. Streets turn from one way to two way frequently. They have many potholes.

Does School Prepare Children for the Real World Essay

â€Å"Getting a good education and make good grades no longer ensures success. † Because these would not merely help us to be a successful professionals. Not all things are being taught in school. Does school prepare children for the real world and ?. but rather the skills and knowledge you are able to apply with your income separates the lower middle class from the wealthy. study hard and get good grades and you will find a high paying job with great benefits for you to attain success in life. education is the foundation of success† â€Å"just as scholastic skills are very important, so are financial and communication skills. † Just as what it is stated, education plays an important role in life. For an individual to be a successful. The author tells us how to achieve success but with very disparate approaches Throughout the book, the author compares both fathers , their principles, ideas, financial practices, and degree of dynamism and how his real father, the poor, struggling but highly educated man, paled against his rich dad in terms of asset building. He compares his poor dad to those people who are perpetually scampering in the Rat Race, helplessly trapped in a vicious cycle of needing more but never able to satisfy their dreams for wealth because of one glaring lack: financial literacy. His rich dad, by contrast, represents the independently wealthy core of society who deliberately takes advantage of the power of corporations and their personal knowledge of tax. The book’s theme reduces to two fundamental concepts: a can-do attitude and fearless entrepreneurship. The author highlights these two concepts by providing multiple examples for each and focusing on the need for financial literacy, how the power of corporations contribute to making the wealthy even wealthier, minding your own business, overcoming obstacles by not fostering laziness, fear, cynicism and other negative attitudes, and recognizing the characteristics of humans and how their preconceived notions and upbringing hamper their financial freedom goals. For most parents today, they are having a hard time keeping their children in chool. But in light of our changing times, as parents, we need to be open to new and bold ideas. â€Å"life is the best lecturer in life† it does not require any moments of an indi Vidual but rather having it’s experiences in life. Some people may think of money that has been involve. But the more money you have it will put you into more depths. Always keep in mind of† knowing how to work for money† not â€Å"knowing how to ma ke money work for you. † â€Å"The more money you get, the more you spend. † If one is able to focus getting jobs that develop these three major skills sets, he is well on their way on the path to success. After sharing these main lessons of the rich, Kiyosaki goes a step further by addressing the 5 main obstacles keeping people from actually following through . first is Fear, Overcoming the fear of losing money. The fear of losing money is real. Everyone has it. The difference becomes how a rich and poor person handles the fear. Wealthy individuals use failure as a teaching moment and aren’t afraid to fail. Second is Cynicism, This deals mostly with those around you. Follow your own path, because at the end of the day, wealthy individuals are a small percentage who go against the grain and don’t follow the crowd. Thirdly is Laziness, One must be willing to put in the time and effort to build up their financial knowledge. This means being selfish and taking time out to build one’s personal wealth. Fourth is the Bad Habits, it is Reducing expenses is easier said than done, but one must be willing to break those bad spending and investing habits in order to be successful. And lastly is the Arrogance, Always be willing to reach out to those who are successful and those you want to emulate. To become wealthy, it’s often a collaborative effort, bouncing ideas from prospective mentors. â€Å"It’s not what you say out of your mouth that determines your life, it’s what you whisper to yourself that has the most power! † it tells us of being a dependent individual. one must determine his/her life. By means of the application of business. Don’t lose hope, and move straight forward for the future ahead. let me give you an example to deeply understand these. Grace was a friend of mine. She was my best friend a long time ago. We had a promise of seeing each other again after 10 years. I’ve remember that she told that she would be a good doctor in a hospital. She always tell me that its her dream to be a doctor. We always spend time with each other saying our ambitions years from now. But years have passed, and life changes. She suddenly told me that she would stop after graduation and her ambition will go to an end because of some family problem. She told that her dream of becoming a doctor has come to an end. But as her best friend I’ve told her not to give up, and pursue her dreams. It must be a trial from god to see her faith and hope for him. And so she started again and start all over. Life is too short, so we must all enjoy what we have. And do even pursue more. â€Å"You’re only poor if you give up. The most important thing is that you did something. Most people only talk and dream of getting rich. You’ve done something. † in life, you must not give up. Every individual experiences a lot of things. Every time you fall, you must stand up. Face the reality. lways keep in mind that f you did something bad or good, you must not give up and not lose hope. Just don’t let it get to the point of hurting someone just for you to have a standard status in life. But as generations have passed, all people are know thinking of how to be rich. Richer in life. â€Å"Winners are not afraid of losing. But losers are. Failure is part of the process of success. People who avoid failure also avoid success. † In our generation today, people know are always taking risk on their fortunes, some of them are gabling on their lives just to let their status in life ranked high. Every individuals always think of having competition with each other. They always want to be called the winner in terms of their competition. So know, things have change as times passes by, they are now afraid of losing in any kinds of competition. But in vice versa. Always keep in mind that every failure is a part of every success of every individual in life. â€Å"The love of money is the root of all evil. † The lack of money is the root of all evil. † We all know that the possession of money by a person makes him/her evil. Every individual who loves money. ill suddenly turn to a bad person when he/ she loves money so much that even he is consequently starts to forget all about his/herself and even his/her family loved ones. When it comes to money, people take their own risk in life. Many people strive hard just to save dollars. Always remember money is a form of power. But what is more powerful is financial education. Money comes and goes, but if you have the education about how money works, you would gain power over it and can begin building wealth. if you want something, work for it. We all wanted thengs to satisfy us. If you’re the kind of person who has no guts, you just give up every time life pushes you. If you’re that kind of person, you’ll live all your life playing it safe, doing the right things, saving yourself for something that never happens. Then, you die a boring old man. Life is the best teacher of all. Most of the time life does not talk to you. It’s just that it all pushes you around. Each push is a life saying there’s something I want to say to you, wake up and face a new life. â€Å"Intelligence solves problems & produces money. Money without financial intelligence is money soon gone. Every individuals have rights to have education. â€Å"Getting a good education and make good grades no longer ensures success. † Because these would not merely help us to be a successful professionals. Not all things are being taught in school. but rather the skills and knowledge you are able to apply with your income separates the lower middle class from the wealthy. study hard and get good grades and you will find a high paying job with great benefits for you to attain success in life. â€Å"education is the foundation of success† â€Å"just as scholastic skills are very important, so are financial and communication skills. Just as what it is stated, education plays an important role in life. For an individual to be a successful. â€Å"Emotions are what make us human. Make us real. The word ’emotion’ stands for energy in motion. Be truthful about your emotions, and use your mind and emotions in your favor, not against yourself. † God created man with his own image and likeness. He created humans all complete. Emotions can served as the principle and aspects in decision making process of an individual. True person can be associated as real, if he/ she has it’s own true feelings and emotions. lways remember to be truthful abouy our emotions and use it in a proper way. â€Å"In school we learn that mistakes are bad, and we are punished for making them. Yet, if you look at the way humans are designed to learn, we learn by making mistakes. We learn to walk by falling down. If we never fell down, we would never walk. † â€Å"education is the foundation of success† â€Å"just as scholastic skills are very important, so are financial and communication skills. † Just as what it is stated, education plays an important role in life. For an individual to be a successful. For most parents today, they are having a hard time keeping their children in school. But in light of our changing times, as parents, we need to be open to new and bold ideas. â€Å"life is the best lecturer in life† it does not require any moments of an individual but rather having it’s experiences in life. Some people may think of money that has been involve. But the more money you have it will put you into more depths. Always keep in mind of† knowing how to work for money† not â€Å"knowing how to make money work for you. † â€Å"The more money you get, the more you spend. †

Banana Flour Essay

The industry is growing at fast rate due to increase in population and purchase power, tastes and preference change. And the supply of feeds from flour by-product as well as availability of cheap noodles grows. Four of the largest millers on the Philippines alone comprise the bulk of potential market for suppliers of fortificants (Vitamin A and Iron), as well as equipments or machineries, and labor in fortification. Over the past few years, different kinds of crisis or problems are reported and felt here in the Philippines and in other parts of the world, one of which is Health Problem or Malnutrition. Today, we are experiencing malnutrition. Malnutrition is the condition that results from taking an unbalanced diet in which certain nutrients are lacking, in excess, or in the wrong proportion the World Health Organization cities malnutrition as the greatest single threat to the world’s public health. Testing and studies show that cassava and potato have an ability to become flour. But it has poor availability because it is tropical root crop. So we decided to make a study about Banana. This study will help us to find the way that the flour or banana flour can be a great help to us. There’s so many fruit in the world and each of them have their uses.

What is Rolling Admission When Do You Apply

What is Rolling Admission When Do You Apply SAT / ACT Prep Online Guides and Tips Who needs deadlines? Colleges with rolling admissions invite you to submit your application within a general time frame, usually ranging from the fall to the spring. While these schools don't have a set deadline, your timeline for applying still matters. This guide will explore the rolling admission policy and how it affects your college planning. First, what is this application option all about? What Is Rolling Admissions? Colleges with rolling admission review applications as they arrive on a rolling basis. Instead of collecting everyone's applications, reviewing them all, and sending out notifications en masse, admissions officers at rolling admission schools consider applications as they arrive. Does this sound advantageous to you? It is! It means that the sooner you apply, the sooner you'll hear back. Many schools let you know whether or not you got in just four to eight weeks after you apply. A few let you know only two weeks after. Schools with rolling admissions typically open up the submission period in the fall, often on September 1. This period continues through the spring, or sometimes later if spots are still available. If, worst case scenario, you miss deadlines or don't get accepted anywhere you want to go, you may still be able to apply to a school with rolling admissions in the spring of senior year. However, just because schools with rolling admissions don't have a set deadline doesn't mean you should put off your application. You should still apply as early as you would to meet an early or regular decision deadline. Some colleges with rolling admission also set a "priority deadline," stating that students who apply by that date will have better chances of getting in. For the more competitive colleges, like Rutgers, this priority deadline should essentially be considered as a fixed deadline. I'll go more into detail about what your timeline should look like to apply under rolling admissions below, but first- what are some popular colleges with this application policy? Popular Colleges with Rolling Admissions Some well known schools with rolling admissions are Indiana University Loyola Marymount Michigan State Pace University Penn State Quinnipiac Roger Williams Rutgers University of Alabama University of Maine University of Minnesota University of New Haven University of Pittsburgh University of Tulsa Some of these schools have priority deadlines. The Penn State deadline, for instance, is November 30. While it will still accept applications after this date, you should put in every effort to submit by then if you're serious about getting accepted. The more selective or competitive the school, the earlier you should strive to submit your application. Applying under rolling admission doesn't restrict you from applying anywhere else. Regardless of when you get your admissions decision, you still have until the national response date of May 1 to decide where to enroll. This means you can wait for all your notifications, as well as compare financial aid offers, before committing to a college. While rolling admissions can take some of the pressure off you and give you more flexibility in terms of when you apply, how does it benefit colleges? Why do some colleges opt for rolling admission over a regular decision deadline? Why Do Colleges Offer Rolling Admission? Just as rolling admission can take the pressure off of you as an applicant, it also eases the burden on admissions officers. Rather than reviewing thousands of applications at once, they can space out the process and evaluate candidates as they arrive. This policy can be especially helpful for schools with a smaller staff of admissions officers to read applications. According to Robin Mamlet and Christine VanDeVelde, authors of College Admission: From Application to Acceptance, Step by Step, some schools with rolling admissions use less of a holistic process when considering candidates. Rather than trying to assess the entire candidate as a student and person, some of these colleges may rely more on objective criteria, like grades and test scores. While other selective schools may be comparing applicants to one another, rolling admission schools aren't necessarily doing that. They may accept one candidate months before others have even applied. This is not to say that there aren't competitive rolling admission schools. As mentioned above, most of these especially selective colleges set a priority deadline or invite students to apply as early in the fall as possible. Given this preference for early applications, when should you apply to your rolling admissions schools? And how can you plan out your application? When Should You Apply to a Rolling Admission School? Since applications are reviewed as they roll in, you should get your application in early. If your school has a priority deadline, then you definitely want to meet that. If not, it's a good idea to set a deadline for yourself in the fall or winter. You could apply in November, December, or, at the latest, January. Not only may applying earlier give you a competitive edge, but it also helps you keep track of your application requirements. Many pieces of your application take months, if not years, to prepare. By setting a deadline for yourself, you can plan out when to take the SAT or ACT, when to ask for recommendation letters, and when to start writing your college essay. Read on for some guidelines to follow when putting together your college application. Plan Your SAT or ACT Give yourself at least two opportunities to take the SAT or ACT, if possible. Many students take the tests three or more times to achieve their target scores. Not only does the experience of taking the test help you know what to expect for next time, but you can prep effectively in between administrations by understanding your mistakes. If your school has a November priority deadline, then you'd only have one senior year test date, in September or October. Ideally, you'd have all your testing done by the end of junior year. You could take it for the first time in the spring of 10th grade, twice in junior year, and leave the senior year date as a back up just in case you need to test again. If you're applying a month or two later, like in January, then you might be able to fit in another testing date senior year in November or December. With this timeline, you could take the SAT or ACT in the fall of 11th grade and again in the spring. Achieving your target SAT or ACT scores is a process that can takes months of planning and studying, Make sure to plan ahead, even if you're applying to a college with no set deadline. Similarly, setting a deadline for yourself will help you collect letters of recommendation. Ask for Recommendation Letters Early Just as students are busy applying in the first half of senior year, teachers and counselors are busy writing hundreds or thousands of recommendation letters. You should speak to your counselor about your plans and request letters from teachers at least a month before your deadlines. Many students also ask junior year teachers at the end of 11th grade. Besides giving your teachers time to craft a thoughtful letter, asking early ensures that they're more likely to say yes. Many teachers set a cap on how many rec letter requests they'll accept, so you could be out of luck if you wait too long. Meeting with your teachers, sharing your thoughts and goals, and making your recommendation requests are more reasons to set a specific application deadline for yourself. Finally, you should be working on your personal essay, and any other supplemental essays, a few months before you apply. Work On Your Personal Essay Months in Advance While your teachers and counselor spend time on their recommendation letters, you'll also need to spend time brainstorming, drafting, and revising your personal essay. It's a good idea to start working on it over the summer before senior year. You can read the essay prompts at the beginning of the summer and let ideas swirl in your head for a few weeks. The essay requires you to share a profound, meaningful experience that communicates something important about your identity. You're not going to think of the perfect topic right away, nor will you be able to scribble it off in a day. Part of your process should be mulling over ideas and allowing your creativity to percolate while you narrow down your thoughts. Some students even change their topics after writing one or more drafts. As anyone who's stared down a blank page knows, writing takes time, patience, and a lot of editing before you come around to exactly what you want to say. Give yourself a few months to think about and write your essay. Read samples of personal essays to learn what admissions officers look for. Ask for feedback from trusted peers and teachers, and take the time to edit your essay into its best form. Your SAT or ACT, recommendation letters, and personal essay are three aspects of your application that require special planning. You should also give yourself at least a month or two to fill out your application, request your transcript, and fulfill any other application requirements. If you start checking these requirements off your list early, then you'll be prepared to submit a strong application in the beginning of the rolling admissions time frame. To Sum Up... Don't be fooled by a lack of deadline with rolling admission schools. They may still have a priority deadline, and you should set one for yourself either way. That way you can stay on track gathering all your application materials. Remember, the sooner you apply to a school with rolling admissions, the sooner you'll hear back about whether or not you got accepted! What's Next? Now that you know all about rolling admissions, what about early admissions? Learn about schools with early action and their deadlines here.This guide goes over early decision, a binding application option, plus the full list of early decision deadlines here. Feeling confused about all the different options- regular decision, early admissions, and rolling admissions? This article goes in depth about the various ways to apply to college and how to keep track of all your deadlines. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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Pulp Fiction Movie Quotes

Pulp Fiction Movie Quotes The story of Pulp Fiction centers around two hit men: Jules Winnfield, played by Samual L. Jackson, and Vincent Vega, played by John Travolta. The movie is both funny and cruel, but  what stands out about the most in Pulp Fiction is its power-packed dialogues. One reason its such a classic is because of its superb acting combined with brilliant dialogue delivery, and when you read Pulp Fiction movie quotes, you can almost hear the voices of the actors inside your head. So sit back and let these Pulp Fiction movie quotes strike a nostalgic chord in you. Jules Winnfield Oh, Im sorry! Did I break your concentration? The path of the righteous man is beset on all sides by the iniquities of the selfish and the tyranny of evil men. Blessed is he who, in the name of charity and good will, shepherds the weak through the valley of the darkness. For he is truly his brothers keeper and the finder of lost children. And I will strike down upon thee with great vengeance and furious anger those who attempt to poison and destroy my brothers. And you will know I am the Lord when I lay my vengeance upon you. If my answers frighten you, then you should cease asking scary questions. Whether or not what we experienced was an According to Hoyle miracle is irrelevant. What is relevant is that I felt the touch of God. God got involved. Hamburgers. The cornerstone of any nutritious breakfast. Hey, thats Kool and the Gang. Well, the way they make shows is, they make one show. That shows called a pilot. Then they show that show to the people who make shows, and on the strength of that one show they decide if theyre going to make more shows. Some pilots get picked and become television programs. Some dont, become nothing. She starred in one of the ones that became nothing. Vincent Vega It breaks down like this: Its legal to buy it, its legal to own it, and, if youre the proprietor of a hash bar, its legal to sell it. Its illegal to carry it, but that doesnt really matter cause- get a load of this- if you get stopped by the cops in Amsterdam, its illegal for them to search you. I mean, thats a right the cops in Amsterdam dont have. Why didnt you say something, Marvin? Slipped your mind? You forgot to mention someones in the bathroom with a goddamn handcannon? Its like a wax museum with a pulse. Play with matches, you get burned. I dont mean any disrespect; I just dont like people barking orders at me. Now, if youll excuse me, Im going to go home and have a heart attack. Well, you gotta have an opinion! I mean, do you think that God came down from heaven and stopped the...  [he accidentally shoots Marvin] Oh man, I just shot Marvin in the face.

The Countries Involved in World War I

The Countries Involved in World War I The relevance of world in the term World War I  is often difficult to see, because books, articles, and documentaries generally concentrate on Europe and America; even the Middle East and Anzac forces (Australian and New Zealand) are often glossed over. The use of world isnt, as non-Europeans might suspect, the result of self-important bias toward the West, because a full list of the countries involved in WWI reveals a picture of global activity. Between 1914 and 1918, more than 100 countries from Africa, the Americas, Asia, Australasia,  and Europe were part of the conflict. Key Takeaways: Countries Involved in World War I Although most of the battles of World War I occurred in western Europe, many other countries were involved in the events.  Some, like Canada and the U.S., declared war, sent troops, and manufactured armaments.Other countries kept prisoner of war camps or sent infrastructure workers.  Many countries in Africa and Asia were colonies of the large empires and were coerced to help with the war effort.   How Involved Were Countries? The levels of  involvement differed hugely. Some countries mobilized millions of troops and fought hard for more than four years; some were used as reservoirs of goods and manpower by their colonial rulers, while others simply declared war later on and contributed only moral support. Many were drawn in by colonial links: When Britain, France, and Germany declared war, they also committed their empires, involving most of Africa, India, and Australasia, while the 1917 entry of the U.S. prompted much of central America to follow. Consequently, the countries in the following list didnt necessarily send troops, and few saw fighting on their own soil; they either declared war or were considered involved in the conflict, such as being invaded before they could declare anything. Its important to remember, though, that the effects of WWI went beyond this global list. Even countries that remained neutral felt the economic and political effects of a conflict that shattered the established global order. Africa In 1914, 90 percent of the continent of Africa were colonies of the European powers, with only Liberia and Ethiopia retaining independence, and so much of Africas participation was enforced or conscripted. All told, about two million Africans served as soldiers or laborers, and half that total was coercively recruited as carriers or other workers, used to build transportation and other infrastructure projects or perform auxiliary services. The only regions to remain neutral in Africa were Ethiopia and the four small Spanish colonies of Rio de Oro (Spanish Sahara), Rio Muni, Ifni, and Spanish Morocco. Colonies in Africa that were involved in some manner included: AlgeriaAngolaAnglo-Egyptian SudanBasutolandBechuanalandBelgian CongoBritish East Africa (Kenya)British Gold CoastBritish SomalilandCameroonCabindaEgyptEritreaFrench Equatorial AfricaGabonMiddle CongoUbangi-SchariFrench SomalilandFrench West AfricaDahomeyGuineaIvory CoastMauretaniaSenegalUpper Senegal and NigerThe GambiaGerman East AfricaItalian SomalilandLiberiaMadagascarMoroccoPortuguese East Africa (Mozambique)NigeriaNorthern RhodesiaNyasalandSierra LeoneSouth AfricaSouth West Africa (Namibia)Southern RhodesiaTogolandTripoliTunisiaUganda and Zanzibar Americas When they finally joined the war effort in 1917, the United States sent four million men to the Allies. As a dominion of the United Kingdom, Canada sent 400,000 enlisted men, and, like the United States, manufactured armaments, aircraft, and ships. Latin American governments seesawed between neutrality and entry into the war, and Brazil was the only independent South American country to declare war in WWI; it joined the Entente countries- Great Britain, France, and Russia- against Germany and Austria-Hungary in 1917. Other South American nations severed their relations with Germany but did not declare war: Bolivia, Ecuador, Peru, and Uruguay, all in 1917. BahamasBarbadosBrazilBritish GuianaBritish HondurasCanadaCosta RicaCubaFalkland IslandsFrench GuianaGrenadaGuatemalaHaitiHondurasGuadeloupeJamaicaLeeward IslandsNewfoundlandNicaraguaPanamaSt. LuciaSt. VincentTrinidad and TobagoU.S.AWest Indies Asia Of all the Asian countries involved in World War I in some manner, India, a colony of the British Empire at the time, sent the most: 1.3 million troops and laborers went to the imperial war effort. China was officially neutral but provided about 200,000 laborers to the Allied forces to repair tanks. Japan sent 14 destroyers and a flagship cruiser to assist British ships in the Mediterranean Sea. Tiny Siam stayed neutral until mid-1917 and then sent about 1,500 men as pilots, aircraft mechanics, automobile drivers and mechanics, and medical and support staff. Regions in Asia contributing to the war effort were: AdenArabiaBahrainEl QatarKuwaitTrucial OmanBorneoCeylonChinaIndiaJapanPersiaPhilippinesRussiaSiamSingaporeTranscaucasiaTurkey Australasia and Pacific Islands The largest contributors to the war efforts were the large Australian Imperial Force (Australia still being a colony of England at the time), 330,000 soldiers sent to aid the Allies in the Middle East and Germany. Other contributing countries included: AntipodesAucklandAustral IslandsAustraliaBismarck ArchipelagoBountyCampbellCaroline IslandsChatham IslandsChristmasCook IslandsDucieElice IslandsFanningFlintFiji IslandsGilbert IslandsKermadec IslandsMacquarieMaldenMariana IslandsMarquesas IslandsMarshal IslandsNew GuineaNew CaledoniaNew HebridesNew ZealandNorfolkPalau IslandsPalmyraPaumoto IslandsPitcairnPhilippinesPhoenix IslandsSamoa IslandsSolomon IslandsTokelau IslandsTonga Europe Map of military alliances of Europe in 1914. historicair Most of the battles of World War I took place in Europe, and willingly or not, the people of most of the countries were somehow active in the conflict. For the Allies, 5.2 million British men served in the conflict, just under half of the available pool of men aged 18-51; 7.9 million French citizens were called to serve. A total of 13 million German citizens fought in the war between 1914 and 1918.  In the occupied territories, Germany and its allies also coerced civilians into labor: citizens from Italy, Albania, Montenegro, Serbia, Romania, and Russian Poland all had conscripts fighting or assisting with the Entente efforts. AlbaniaAustria-HungaryBelgiumBulgariaCzechoslovakiaEstoniaFinlandFranceGreat BritainGermanyGreeceItalyLatviaLithuaniaLuxembourgMaltaMontenegroPolandPortugalRomaniaRussiaSan MarinoSerbiaTurkey Atlantic Islands AscensionSandwich IslandsSouth GeorgiaSt. HelenaTristan da Cunha Indian Ocean Islands Andaman IslandsCocos IslandsMauritiusNicobar IslandsReunionSeychelles Sources Beauprà ©, Nicolas. France.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2014. Web.Badsey, Stephen. Great Britain.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2017. Web.Boissoneault, Lorraine. The Surprisingly Important Role China Played in WWI. World War I: 100 Years Later. Smithsonian.  2017. Web.Granatstein, J.L. Canada. International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2018. Web.Johnston, Eric. Japans Little-Known, but Significant, Role in World War I. The Japan Times  (2017). Web.Koller, Christian. Colonial Military Participation in Europe (Africa). International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2014. Web.Rinke, Stefan and Karina Kriegsmann. Latin America.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2017. Web. Strahan, Hew. The First World War in Africa. Oxford: Oxford University Press, 2004. Print.

DO STATES EMLPOY AID AS A TOOL OF FOREIGN POLICY DRAW UPON TWO Essay

DO STATES EMLPOY AID AS A TOOL OF FOREIGN POLICY DRAW UPON TWO EXAMPLES - Essay Example First, it must set its foreign agendas, which are the issues and challenges core to a government and its citizens’ well being (Kahler, 1998). Second, the appropriate policies have to be formulated, debated, voted and legalized/enacted. Third, the policies are adopted then implemented. Finally, the implementation and completion of these policies are evaluated and recommendations made for any practicable changes (Kahler, 1998). Foreign policies are quite unlike domestic policies that involve a lot of people and agencies. Normally, the head of states/governments (presidents and prime ministers) serve as the senior most diplomats for countries. Among the tools employed in foreign policy are diplomacy, foreign aid and military force. Diplomacy entails dealing with nations via discussions, negotiations, diplomatic messages and public statements on a variety of issues. On the other hand, foreign aid involves states assisting one another monetarily and materially so that they achieve their goals, in the process helping in improving their relations. The three common types of foreign aid used as foreign policy tools are military, economic development and humanitarian aid (Kahler, 1998). While military aid involves donating or trading in military equipment and technology to improve the military power of a given state or region of interest to the donor country, economic development aid is in the form of money or equipment loans, grants and donations to boost other states’ economy (Sogge, 2002). This paper explores the idea that foreign aid is a tool for foreign policy, citing two cases in which a state uses aid to promote its interests. Foreign Aid in US Foreign Policy The United States is one of the industrial, political and economic superpowers to whom foreign aid is an essential and integral part of foreign policy. There are several types of foreign aid that the United States regularly disburses to other countries. These categories of aid are disaster and humanitarian aid, military and security aid, and economic development aid. Among these types of foreign aid, the economic development aid accounts for approximately 60% of the total aid while the military and security assistance and the disaster and humanitarian relief account for 25% and 15% respectively. There are several reasons for which the United States extends foreign aid to its developing and strategic partners. For instance, U.S. foreign aid is given for development purposes and for humanitarian assistance in cases of emergencies/disasters. Having started giving foreign aid to developing nations in 1946, just after World War I, the United States’ foreign aid now runs into billions of dollars, making it one of the most controversial and debated tool of US foreign policy. The US and other Western nations learned about and started practicing foreign aid after the World War I after most of the destroyed countries such as Germany failed to effectively reconstruct their ec onomy and government. These devastated countries sought and received help from other states. After the First World War, the United Sates donated a whooping $12 billion dollars to Europe for government and economic reconstruction after which the US Congress then passed the European Recovery Plan (ERP), also referred to as the Marshall Plan after the Secretary of State George C. Marshall. This plan proposed the disbursement of another $13 billion in the five years following the $12

Morning after Pills (first draft) Assignment Example | Topics and Well Written Essays - 1750 words

Morning after Pills (first draft) - Assignment Example However, it also reduces the incidence of unwanted pregnancy, particularly where none of the parents are ready for a child (Prescott, 2011). The arguments in support and against the legalization of access to morning after pills without prescriptions have been a thorny issue across the world for decades. However, the use of morning after pills, even after legalization of non-prescriptive pills, has been hampered by poor education in its use and ethical issues facing pharmacies with regards to selling to underage girls. While most people have heard about the pill, they do not have all the information about the extent of its purpose. In a survey of 88 patients in a reproductive clinic, in London constructed to observe their knowledge on the morning-after pill, 65% of the women had heard about it, although only 19% were aware of its seventy two-hour limit (Haussman, 2013). While the morning-after pill has the ability to prevent a woman from pregnancy, it will only be efficient is taken after 72 hours orally following contraceptive failure or unprotected sex. In addition, it only works when the woman is not already pregnant. The pill is not an abortion pill and offers no protection against sexually transmitted infections like HIV. It is also not meant for use as a regular method of birth control and should be used for a maximum of four times a month. If a woman is seventeen years or older, she can receive the pill at a local pharmacy if they can present proof age through relevant documents. The pill c ontains elevated levels of levonorgestrel, which is an analog of progesterone that is found in majority of pills for birth control (Haussman, 2013). After a woman takes the pill, various side effects like period changes, pain in the lower abdomen, nausea, dizziness, headaches and tenderness of the breasts are to be expected. Where it is taken within 72 hours, there is a 95% reduction in probability of pregnancy. Although it was

Private law Essay Example | Topics and Well Written Essays - 750 words - 1

Private law - Essay Example Shah was also disappointed when his application to obtain his academic qualifications for an award in respect to first degree was rejected. This is an example of humiliation and discriminatory approach to demean immigrant students in relation to educational qualifications. Refusal to admit qualified students to pursue their first-degree award is punishable by law. Additionally, LEA refused to award a first degree putting into consideration mere facts that Shah had failed to prove to them beyond reasonable doubt that he was an ordinary resident of the United Kingdom. These are the facts that made Shah sue LEA. The point of argument in this case is that this student believes discriminatory treatment for immigrants is still carried out in the UK without considering the domicile statutes and jurisdictions of the land. This student says that L.E.A misdirected them by putting the judgmental laws into their own hands. This educational body misleads themselves in relation to wrong application of the test of respect of ordinary residences. To begin, education in the recent past has been globalized with various races seeking education wherever they want in the world. Therefore, this implies that as much as Shah may be an immigrant in the UK, his freedom and rights to education must always be aptly upheld. Per se statutory jurisdictions especially in relation to the Rome Statutes acknowledges right to education whether a person is an immigrant or ordinary citizens of a given state (Sendall 123). This implies that L.E.A breached the law when it failed to honour Shah by giving him a mandatory award o r even a failing to consider his alternative application. The fact of this case as it stands is that out of the five students, none of them had no right to abode in the United Kingdom. However, they deserved an explanation as to why they were not academically honoured and why their

Discuss the importance of racialized space Annotated Bibliography

Discuss the importance of racialized space - Annotated Bibliography Example Both space and racialized space are very powerful in shaping the society. This paper highlights on importance of race, space and racialized space. It also explores on other related questions. First and foremost, racialized space as theoretical and practical tool is very instrumental to examination of racialization of various cities in the United States. Racialization is part of everyone’s life after being inscribed in space. In is noteworthy that racial system of privilege and oppression have always included perceptions of space, however, they vary in significantly in varied eras. In the United States of America, particularly in Virginia before racilaization of slaves, African slaves and English indentured servants stayed in same quarters and performed similar duties (Barot & Bird, 2001). The African slaves and the American could also intermarry as a result of race and space. The development of racial chattels was aimed at compelling the colonial rulers to segregate African slaves and English servants. Generally, the separation was social, economic, and legal. The plantations in the late 17th century limited the extent of the spatial separation of the races. One o f the most important instances as witnessed during this period was that plantation system was the intimate physical space that the slave masters shared with the enslaved. According to Virginia slave ordinance, demanded that slaves who were manumitted to leave the state (Eduardo, 1997). This was a tacit recognition that freed blacks living in the plantation which would be detrimental to slavery. Secondly, geographic separation of Native Americans from whites was an instrumental process in seizing native peoples’ lands and converting them to private property and United States territory. This separation was encoded in the policy of the US following the passage of the Indian removal Act in 1830. This creation of geographic

Infra Red Spectroscopy in Chemistry Essay Example | Topics and Well Written Essays - 750 words - 1

Infra Red Spectroscopy in Chemistry - Essay Example The absorbed radiation is converted into energy of molecular vibration by the sample molecules. The frequency of absorption of radiation depends on the masses of the atoms in the molecule, the force constants of the bonds, and the geometric structure of the molecule. Hence, the resulting spectrum is an exact replica of sample contents and its molecular structure as supported by Beer-Lambert Law (Duckworth, 1998) which states that there is a linear relationship between how much light is absorbed by a sample and the product of the concentration of the absorbing species and its path length. A close examination of infra-red spectrum fingerprints reveals that absorption peaks correspond to the frequency of vibration between the bonds of the atoms of sample material while the magnitude of peaks corresponds to the amount of material present. Since each sample has a unique molecular structure just like a fingerprint so no two unique molecular structures produce the same infra-red spectrum (l eaving few exceptions). Hence the information provided by infra-red spectra about the composition as well as the structure of a molecule of a sample material clearly paves a way for both qualitative a â€Å"positive identification† and (with an aid of modern software algorithms) quantitative i. e. â€Å"amount† (Introduction to Fourier Transform Infrared Spectrometry, 2001, p.3) analysis of material, an invaluable tool for QA/QC or contamination analysis applications. For example, Ethanol content is the single most important parameter in alcoholic beverage industries. ‘For many economic and regulatory reasons, convenient, accurate, and fast quantitative determination of ethanol in mixtures is important. With the increased importance of quality assurance in industries, Near-IR spectroscopy has become an important quantitative tool for solvent characterization’.

The Role of Women in Science Fiction Essay Example | Topics and Well Written Essays - 2000 words

The Role of Women in Science Fiction - Essay Example Even in television, science fiction programs such as Star Trek Voyager have been shown with a female captain of the ship and strong female characters such as Seven of Nine and Lieutenant Torres. In fact, the show itself can be seen as a feminist interpretation of the Star Trek universe which was dominated in the 60s by swaggering captains such as James T. Kirk who thought it was their duty to kiss every alien female they could find. Undoubtedly, the times have changed and with them, the notion of science fiction has also developed. In this regard, two novels stand out in terms of how they treat femininity, masculinity and the relationship between the male and the female. These are The Left Hand of Darkness by Ursula Le Guin and He, She and It by Marge Piercy. A deeper examination of these novels and their treatment of gender is necessary to gain a better understanding of gender and the role of women in modern science fiction. The first novel which raises some interesting questions about gender and the idea of masculinity is also the novel which deals directly with the idea of androgyny. While we know that stories about titans, giants, and dragons can easily be considered as fiction, we also know that legends are often based on facts. The legend of King Arthur and his knights of the round table is one such instance where the historical fact was distorted to an extent that the fiction became more popular than the facts of history. Nevertheless, the basis of the story was a historical character. In a similar manner, the stories about the future may also be based on developments that are taking place here and now.

Infra Red Spectroscopy in Chemistry Essay Example | Topics and Well Written Essays - 750 words - 1

Infra Red Spectroscopy in Chemistry - Essay Example The absorbed radiation is converted into energy of molecular vibration by the sample molecules. The frequency of absorption of radiation depends on the masses of the atoms in the molecule, the force constants of the bonds, and the geometric structure of the molecule. Hence, the resulting spectrum is an exact replica of sample contents and its molecular structure as supported by Beer-Lambert Law (Duckworth, 1998) which states that there is a linear relationship between how much light is absorbed by a sample and the product of the concentration of the absorbing species and its path length. A close examination of infra-red spectrum fingerprints reveals that absorption peaks correspond to the frequency of vibration between the bonds of the atoms of sample material while the magnitude of peaks corresponds to the amount of material present. Since each sample has a unique molecular structure just like a fingerprint so no two unique molecular structures produce the same infra-red spectrum (l eaving few exceptions). Hence the information provided by infra-red spectra about the composition as well as the structure of a molecule of a sample material clearly paves a way for both qualitative a â€Å"positive identification† and (with an aid of modern software algorithms) quantitative i. e. â€Å"amount† (Introduction to Fourier Transform Infrared Spectrometry, 2001, p.3) analysis of material, an invaluable tool for QA/QC or contamination analysis applications. For example, Ethanol content is the single most important parameter in alcoholic beverage industries. ‘For many economic and regulatory reasons, convenient, accurate, and fast quantitative determination of ethanol in mixtures is important. With the increased importance of quality assurance in industries, Near-IR spectroscopy has become an important quantitative tool for solvent characterization’.

Improving the quality of life for mutiple sclerosis patients using the Essay

Improving the quality of life for mutiple sclerosis patients using the nursing-based home visting model - Essay Example The paper has identified the population under study as the people who live in Arulcara, have been treated with multiple sclerosis, are between zero and eighteen years, and have been registered with the multiple sclerosis association (Akkus, & Akdemir, 2012). This is an efficient description although it has not identified the total number of people who are in the population. The study has not also identified the sampling design that it used to determine the members of the association who were to be included in the sample (Polit, & Beck, 2013). The research only identifies the number of participants who were included in the sample to be fifty eight. The research used a power analysis to determine the sample size, and this analysis indicated that forty five patients under study were supposed to provide a power of 90% (Akkus, & Akdemir, 2012). Since the study did not identify the total number of participants in the population, it is impossible to conclude whether the sample size was repr esentative of the whole population. However, since the study indicates that all the patients were literate, it means that the illiterate victims of the disease were not represented. According to Akkus and Akdemir (2012), the study used two methods of data collection that include a general questionnaire and a symptom evaluation form. The investigator issued the questionnaire and the symptom form to the patients who then filled them by answering the questions. The research indicates that the questions that patients did not understand were either corrected or excluded from the questionnaire (Akkus, & Akdemir, 2012). The exclusion of misunderstood questions may mean that the information given was insufficient and unreliable. The investigators also observed the patients during all the visits, but the study does not indicate whether they recorded their

The importance of play for the childs development

The importance of play for the childs development This literature review collates evidence on the importance of play for the childs holistic development in early childhood. Concepts, theories, benefits of play, social policies, curriculum standpoints and the continuous conflicting debates which are related to this area were studied. A discussion of my personal experience which correlated to the literature review is also included. Selected literature was researched from peer-reviewed journals, books, articles and other materials relevant to this topic. The terms play, childs development, creative arts, theories and curriculum texts were chosen to evaluate this theme. Literature review It is a well-known fact that since time immemorial children kept themselves busy in play activities. Historical artefacts which can be interpreted as toys were found in various places of the world, including Malta. The National Museum in Valletta, hosts stone balls and beads which are thought to date back to the Neolithic phase (ca 5200BC). This indicates that play was always important in a childs life and as a consequence, educators delved into past studies of philosophers and early childhood education pioneers, who interpreted different views about play (Saracho et al., 1998; p.5, Wood et al., 1996; p.17, 20). In order to understand better the importance of this topic in a childs early years, an overview of different views of key theories, and definitions was researched. Different theories and definitions of play Early pioneers, scholars, and philosophers such as Plato, Comenius, Locke, Pestallozzi, Froebel, Steiner, Montessori, Freud, Erikson, Piaget, Vygotsky and Bruner all focused on the importance of childrens play and its relation to childs development (Anning, 1991). The first discussion of play appeared in the works of Plato (427-348 B.C.E.) the ancient Greek philosopher who maintained that one can get to know more about a person in an hour of play than in a year of discussion. He also acknowledged that play is an effective tool for children to develop their cognitive and social skills which would prepare them for their future life (Quinn, B.,  Foshay, R.,  and Morris, B., 2001). Comenius (1592-1670) in particular, believed in impulsiveness of play which boosted up childs creativity, while Locke (1632-1704) viewed play as a necessary and important part of personal development (Cassel R.N.,1973a 10(1), 42-45). Similarly, Pestallozzi (1726-1847) believed that children learn through experience and activity, (Wardel, F., 1995, v 50 n3 p.68-73). Froebels (1782-1852) pioneering work suggested that children learn best through play, free self expression, social participation and creativity and saw play as a process in which children showed their inn er self (Anderson, C., 2010, v65 n2 p54-56) while Montessori maintained that sensory stimulation during play helps the child construct and guide his own learning. (Soundy, C., 2010, v22 n4 p18-25). Both Steiner and Froebel believed in free play, where the child had the opportunity to choose the topic of the play without constant interference or involvement by an adult. (Brehony, K. J., 2001) But on the contrary to Froebel, Steiner believed that play is not limited only to toys but included cooking, painting, and action songs (Edwards, C.P., 2002, v4 n1 Spr 2002). Steiner and Montessori had similar views, in particular that of helping the children realise their full abilities through play ( Edwards, C.P., 2002, v4 n1 Spr 2002) Studies show that educational theorists also recognised the importance of play. According to Sigmund Freud, children employ pretend play to help them cope with everyday problems (Elkind, D., 2001 n139 p27-28). Play helps them change the unpleasant situations that would overcome all their difficulties (Saracho et al., 1998; 7). On the other hand, Erikson (Lillenry. O. F., 2009) described play as a primary motivation to develop socially and emotionally. In yet another definition, Jean Piaget (1886-1980) who has influenced educators for the past three decades (Wood et al., 1996; p.20; Tyler, 1976; p.227). from anna) viewed play as having a strong influence on the intellectual development of the child. Furthermore, Piaget argued that the purpose of play for the child is, that it gives fulfilment and allows development involving accommodation and assimilation (Taylor., J.B. 1996; v7v5 p.258-9) ericp. The theoretical model, which Piaget applied to his theories, was the concept of schema. Schemas are evolving structures which change from one stage of cognitive development to another (Nutbrown.C., 1994). Piagets definition of the child during play is of a scientist working actively on tangible objects, imaginary events, in a stimulating environment, while processing, constructing knowledge and understanding (Wood et al., 1996; p.21). Piagets study implies that while the child is active in play he absorbs information, and cognitive development occurs (Blenkin et al., 1981; p.28). According to Smith et al (1998), Piagets approach provided the most complete explanation of how play is the most significant factor in intellectual development. In a similar approach to all other theorists, Vyg otsky also points out that play can serve as a powerful tool for learning and development (Nicolopoulou, A., Barbosa De Sa, A., Ilgaz, H., Brockmeyer, C., 2010, v17 n1 p42-58). However, Vygotsky challenged Piagets conclusions. While Piagets theory states that a child will develop and learn while he interacts with the environment, Vygotsky implies that a child learns best through social interaction (Saracho et al., 1998; p.7). anna As studies reveal, Vygotsky placed more weight on play as serving an important role in the socialising development. His theory of the zone of proximal development (ZPD) specifies that when guided by experienced individuals the child moves on to the next level of cognitive functioning (Smolucha et al., 1998; p 53, Wood et al., 1996; p.55). This adult-child joint play activity fosters development in both adults and child (Ferholt. B. Lecusay. R., 2010; v17 n1 p.59-83). eric The level of development that can be reached with an adult, is far greater than what can be achieved alone (Ford 2004). Vygotsky also implies that while the child engages in play, the ZPD is created and the child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself (Vygotsky, 1978, p. 102). In contrast to Vygotskys and Bruners theories, Piagets studies took another different approach. In Piagets theory the teacher acts as the facilitator for the young scientist, whilst Vygotsky and Bruners ideology is that the child and adult work together in order to develop new schemas. INSERT Jerome Bruner is one of the most important figures in education and his theory of play influenced other educators (Takaya, K., 2008, v39 n1 p1-19). Nevertheless, each of these different theoretical positions make an important contribution to our understanding of why these theorists work has become increasingly popular in todays education. (Wood et al, 1976; Crain, 1992; Broadhead, 2006). In yet a further definition of play, is given by Pellegrini (1991) and Saracho (1991) who used Rubin, Fein and Vanderbergs (1983) ideology and implies that play dominated by childs activity, while being spontaneous free of rules, and controlled by the players themselves. An equally significant description of play is given by Herbert Spencer, (1820-1903) an English philosopher and sociologist, who defines play as a channel or vent to let out the surplus energy which reduces tension, whilst Karl Gross (1861-1946) in The Philosopher of Art, alludes to Plato, when he maintains that play is the process of preparation for adult life. Similarly, Tina Bruce (2001, p. 112) believes play to be the highest form of learning and development in early childhood. sarah. This point is also sustained by the work of Moyles (1989) who maintains that play is vital for the growing child as it is an excellent learning medium. Sarah Certainly there is no shortage of limitations and misconceptions within the se views and definitions. Although the description of play remains highly popular, it is however important to note that many writers encounter difficulties when it comes to find a precise and conclusive explanation of play. (Moyles, 1989; Greig, 1998). Greig (1998) also highlights that the most difficult factor of defining play is due to the ambiguity of the whole concept. sarah As Smith (2000, p. 80) pointed out the boundaries of play are fluid and therefore it is difficult to provide a definite meaning. sarah Similarly, Peacocke (1987) argues that the misconception of the word play causes parents to have a false impression of its learning and developmental ability. Brierley (1987) points out that, if a task is easy or unimportant, we as adults refer to it as childs play. This was also supported by Moyles (1989) who argues about the importance of a different terminology for the word play, as it is usually used to signify something trivial, when in reality it is the core of learning . sarah Despite these limitations of the concept of play, its popularity in its beneficial contribution towards the childs development remains high. Educators and pioneers who advocated the use of play in education, emphasise that children expand their knowledge and developmental skills as they play alone, with others or when they interact with the environment (Clover, 1999 in Ashibi, G.S., 2007, Vol.35, no2, p. 199-207 ). It can be said from the above analysis that all these theoretical positions make an important contribution to our understanding that play is vitally important not just to childrens emotional and social development but also to their intellectual development. This review of literature depicting the work and theories on early childhood education clearly shows how the educators sought to establish the uniqueness and importance of play in childhood as a fundamental stage where they acknowledged its significance to learning and development (Wood et al., 1996; p.1). insert Further research in this study about the benefits of play, proved that they are consistent with the repeated arguments in the history of theories of play, which emphasis the power it has on childrens physical, emotional, intellectual and social development (Saracho et al., 1998; p.7). The importance of play during childhood Play helps the child flourish the skills which are very important to later growth and development (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37).This study seems to strongly indicate that there is a connection between play and the development of cognitive, emotional, physical, and social skills that are necessary to learn more complex concepts. Play is also attributed to the growth of memory, adjusting behaviour, language, symbolic recognition, (Leong, D.J.  and  Bodrova, E.,   2005, Vol.13, Iss. 1; pg37)  and other skills such as literacy, problem solving, negotiation, turn-taking, cooperation, and social understanding ((Ashiabi, G.S., 2007, Vol.35, no. 2 pgs 19-205). The intention of the following literature is to give substantial evidence that free play including Steiners ideology, within a Montessori settings, is the key to the development of physical, cognitive, and social skills, for all children. Play and social development sarah A child being separated from his parents for the first time to attend kindergarten tends to be unsociable, and shy. At this time he has to learn how to mix with other children and develop social competence. As Smith (2000) highlights, it is through play that children establish healthy relationships with others. Active participation in free play does not only support the childs development of a sense of self but also enhances the development of the childs ability to team up with his peers. (Gerhardt, 1976: p.236 ) (anna) In order to fit into society, children have to learn how to accept and get on with others. (Reynolds, 1987; Woolfson, 2001). Sarah Connolly and Smith (1978, v10 n2 p86-97) observed pre-school children during free play sessions and noted the period of time the children had been attending the nursery school. They found that sociability in play was more correlated with time spent at the nursery than with the childs age (Connolly, K., Smith, P. 1978, v10 n2 p86-97). Studi es all imply, that play is an important activity of early childhood (Smolucha et al., 1998: p.42), Insert where peer interaction is important for social-cognitive development (Creasy et al., 1998: p. 12; Soundy, C.S., 2008, in E.C.E. J.2009 36:381-383). Play is a form of social behaviour, which requires children to act and react to different circumstances while engrossed in solitary, parallel or social play. During play, children experiment and practice new social skills and behaviours (Creasy et al., 1998, p.126). INSERT, test their assertiveness, tackle conflicts, take decisions, and make choices and mistakes (Tyler, 1976, p.242). INSERT Play also helps to increase childs ego, peer-group identity and build up abstract frameworks (Wood et al., 1996, p.145). Social competence is promoted further through the development and refinement of certain skills, such as sharing, cooperation, problem-solving, and perspective taking (Creasy et al., 1998; p.126). Insert Social and cognitive play are inter-related, when even in the simplicity of working together in sharing paper bits and pieces to make a collage, children do not just socialise but also develop intellectual skills (Seefeldt, 1976b; p.178). INSERT Play enhances Intellectual Development Children have an innate capability for learning, and play is the medium through which most learning takes place (Manning and Sharp, 1977; Smith, 2000). During free-play children are confronted with high levels of cognitive tasks. As children enjoy playing it has been established that pleasure is the factor which helps in absorbing knowledge (Bruce, 2001). Imposing rules on their play creates a conflicting anxiety, between doing what brings enjoyment and what decreases the rules that limit that pleasure (Pellegrini, 1998; p. 225). In this situation the child learns to deal with aggression, assumed leadership, respect, love, and anger. Observing peers who find new ways of tackling problems builds respect, empathy, and understanding of ones own skills as well as those of others. Fisher (1996) points out that a child engaged in an intellectually stimulating activity is just as active as the child pedalling a tricycle. In a similar fashion, vigorous play interrelates to the physical devel opment of the child. Play promotes Motor Development In a society where families live in high blocks of flats, the amount of play space is restricted. It is crucial that nursery schools provide space and play equipment for the child to develop his fine and gross motor abilities (Lester and Russell 2008). Psychologist Jane Healys study shows that physical play is essential for those children who live in inadequate environment (Healy, J. in Schroeder, K., 2007. Vol 72, iss 5; pg 73-74). Active play is associated with gross motor skills. It is a known fact that physical activities during play promote a number of health benefits including organ growth and muscle building. It is also said that through physical activities, the child understands and listens to his peers ideas while this creates roots of democracy (Gerhardt, 1976; p. 258) and help child develop a perception of friendship which will also help him solve emotional problems (Saracho, 1998; p.240; Lillard, 1998; p. 14). For years, therapists have used play therapy as an intermediat e for helping children with emotional problems. The use of Play in therapy Play therapy is based on Freuds theories where he implies that play becomes the mirror to the subconscious (Moyles J.R., 1994; pg90). Play therapy is used with children from special areas, especially with children with disabilities or post-traumatic stress (Porter, M.L., Hernandez-Reif, M., Jessee, P., 2009, v179 n8 p1025-1040). The way the child plays is a reflection of his unconsciousness, since through play the child expresses his deepest conflicts which may be the root of his present condition (Manning and Sharp 1977 p. 13). In addition to this, they highlighted how children suffering from stress would find interacting with others difficult and state that. children cannot learn effectively unless they maintain their emotional and social equilibrium. It is within play, that children come to terms with their own lives, and develop the ability to cope with stressful situations (Smith, 2000; Bruce, 2001). The therapist uses psychoanalytic techniques together with play to help childre n with certain conditions, express and overcome the feelings of fear, anger or stress (Smith, 2000; Bruce, 2001). This is not just beneficial for children with emotional problems but also for children with other diverse special needs. The importance of play for children with special needs As mentioned in other paragraphs, play may enhance various skills, facilitate academic learning and be used as a therapy for all children (Myck-Wayne, J., 2010 Vol 13, n 4 p. 14-23). An equally noteworthy benefit of play is, helping children with special needs (Tuominen, W., 2005, Vol 35 Iss.10; pg 77). During play, peers serve as role models and these children learn to socialise and interact with others at school and in their community (Tsao, L., McCabe, H., 2010, Vol 13 n 4 p 24-35). Similarly, play can also promote interpersonal skills through observational learning and imitation ( Mastrangelo, S., 2009, Vol 42 n1, p 34-44). When play is integrated with music, drama, puppetry, miming and drawing, it will meet the needs of all the childs developmental areas namely, communication, physical, cognitive, social, emotion and adaptive development (Darrow, A. 2011, Vol 24 n 2 p.28). Having considered all this, one has to conclude that since the establishment of Froebels kindergarten, and Steiners ideology it has been recognised that play and expressive arts are the most suitable way in which all children learn and develop (Pinar, 1998; p. 167) ANNA CONTINUE FROM HERE 10 3. 11 The benefits of play and creative arts insert all referen page 31 from anna Play and arts have been a part of early childhood programmes since the establishment of the kindergarten by Froebel, and subsequently integrated in the early childhood curriculum of other theorists-educators (Saracho et al., 1998; p.4). insert There are no studies that suggest that growth, development, or learning are nurtured by a serious climate (Tyler, 1976; p.241). A classroom is meant to be full of playful learning or creative play (Tyler, 1976; p.241) and any school curriculum should be tailored to increase pupils enjoyment of learning (Guidance for Curriculum Managers in England, 1999; in Silcock et al., 2001; p.42). These statements augur that the teacher determines the creativity of play and expressive arts in a classroom (Tyler, 1976; p.238). Expressive arts have always held an important position in early childhood education. The kindergarten of Froebel, and Steiners ideology which introduced children to a variety of playing activities, began a long tradition of including expressive art in the learning programme. (Nutbrown. C., etc check_ and insert in ref_ This powerful relationship between art and play help the child to strip away rules and restrictions. Children are keen to explore and experiment with materials; they are sure to find drawing, painting, singing, miming, puppetry and modelling intriguing and gratifying experiences (Seefeldt, 1976b; p.177). Insert Review of the research and writings point out the interaction between play and art and see it as a developmental link which is exercised by the child whereas through play and arts, children develop the ability to cope with the world and cultivate their creativity. (Sarachao et al. 1998, p.8) insert Similarly Freud (1959; p. 143,144) believed that there is a spec ific link between childhood play and creative arts: should we not look for the first traces of imaginative activity as early as in childhood? Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? These interactive activities are important factors to the development of the whole child enhancing the cognitive and psychomotor development (Wood et al., 1996; p.75). Getting acquainted to the arts enriches their cognitive development (Wood et al., 1996; p.143). Insert and it also enables the child to identify, observe, discover, recall and compare; judge and imagine (Shelley, 1976; p.205). INSERT It also helps the child manifest his emotional skills (Tyler, 1976; p.233). insert It reveals the unity of learning and cognitive development (Wood et al., 1996; p. 143). insert Recent research has shown that involvement in role play positively correlated with later success on tasks of mental representation (Kavanough et al., 1998; p,94). Insert In role-play, creativity and imagination are both important procedures which help to direct, influence and generate the complexity of the activity. (Wood et al.,1996; p.147). This author continues to sustain that the roles children create, do not j ust involve actions and speech, they also generate feeling states which link both affective and cognitive processes. Similarly, music can also be included with joyful learning. When children clap, count or sing to themselves, they demonstrate the sensor motor intelligence where the repetition of action, guides the repetition of word or thought (Shelley, 1976; p.205). INSERT Eisner, (1979) Insert argues that, far from being a fringe activity, artistic expression makes its own unique contribution to the process of learning and in the childs more general cognitive development (Blenkin et al., 1981; p. 188, 189). INSERT But however, as in many areas of childhood the subject of how a child learns and develops is full of debates. As in the case of play-based learning, there appears to be a tendency that policy-makers and parents sometimes, view creative arts in class as unimportant and not completely academically beneficial to the development of the child (Moelock, Bown, Morrissey, 2003, p.41). But this is not always the case as this research on policies and curriculum standpoints in various countries demonstrated. insert from file. Policy and curriculum standpoints about play and creative activities in nursery schools Following Steiner, Frebel, Piaget and other pioneers, play nowadays is an integral issue of the curriculum in an English nursery school. The English Curriculum encourages self-initiated free play in an exploratory environment (Hurst, 1997; Curtis, 1998). Yet one should also point out that Piagets theory somehow influenced the present Early Years Foundation Stage (EYFS, 2007) INSERT FROM LAST ASSIGNMENT curriculum, as this pursues a stage and age approach to learning and hands on activity or play. In a similar manner, Froebel (in Brehony, K. J. 2001. 6 vols) states that creative play is the work of the child and an essential part of the educational process. By the 1960s play activities had been officially approved in the UK as this extract from the Plowden Report (C.A.C.E., 1967, p.193) indicates: We know now that play in the sense of messing about either with material objects or with other children, and of creating fantasies is vital in school. Adults who criticise teachers for allowing children to play are unaware that play is the principal means of development in early childhood. It clearly implies that free play is the best method of development in the childs early years. At the same time it states that: in play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate. The Birth to Three guidance documents also reminds educators that children need to explore with all their senses. There have been many debates about the education of young children in recent years, mainly due to the implementation of policies such as Supporting Families (Home Office, 1998), as well as initiatives such as the National Childcare Strategy and Sure Start (Pugh, 2005). However, a review of research and theory reveals that play faces the problem of not being recognised within the curriculum. Studies also state that the commonly-held view that early teachers encouraged learning through play was more myth than reality (Wood et al., 1996; p.5). Continuous policy changes and the constant increase of the material surplus in the curriculum appear to conflict play (Bell, 2001; p.141). Policy-makers are still faced with many dilemmas in the way they conceptualize play with its relationship to learning. The President of Alliance for Childhood, Joan Almon in Schroeder (2007, Vol.72, Iss. 5; pg 73-74) argues that policy makers are not fully aware of the importance of play. Political issues suffocate the possibility of early learning experience and emphasise on formal methods of academic learning (Schroeder, 2007, Vol.72, Iss. 5; pg 73-74). With increased emphasis on academic skills, creative activities have become blurred (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37). Young children may not have the ability to learn from any formal instruction, but learn through social interaction, creative play and exploration (Dockett, Perry, 2002, Vol.3 No 1., pp 68-69). Similar views are expressed by Raban (2002, Vol.26 (3), pp. 7- 8) who states that: pedagogy in early years settings has become more formal, not least, for example, as a result of doubt about the expectations of Ofsted inspectors and the impact of initiatives such as the Literacy Hour. Play and art activities are being segregated from school as play is being given the implication that it is something supplementary. Reeves from The Guardian (2002, p .13) implements that: trends in education policy are making things worse. The national curriculum is inflexibly enforced, is like an unreasonable edict from head office. The testing virus is out of control and emphasis is given to proper subjects such as maths and science, while art, music and drama are further downgraded. Myra Barrs (2002), the author of the article Best for Bambini recognises the atmosphere of pressure which exists in the introduction of formal education at a very young age. She insists that the obsession of policy makers to begin formal education at a young age impose pre-school testing and assessments. Noting the compelling nature of this article this question remains controversial. While most early years organisations are in agreement that children should not start formal teaching at an early age, there are many others, who see an early start of formal education as a childs potential advantage in todays competitive world. A view that contradicts this is articulated by Dockett, et al., (2002 Vol. 3, No 1. pp. 68-69) who contends that : children under the age of four or five may not have fully developed the cognitive and social skills that facilitate learning from formal instruction. Such research has led some to question the value of formal education at an early age and to suggest that a focus on social interaction, play and exploration might be more valuable. In an article by Henderson, in The Times (1999, p. 12) relates that studies in educational achievement show that Italy and other European countries where the statutory education starts at six or seven surpass those children who start formal learning at a younger age. A further research on this literature revealed that in Norway, Denmark, Sweden and Finland although children are encouraged to learn through free play and not taught any reading or writing until they reach the age of seven, score in the top ten for reading standards (Synodi, E., 2010, v18 n3 p185-200) This approach is also similar in Hungary, Switzerland and Austria where there are strict guidelines not to start on literacy and numeracy until the age of six and seven. These too do twice as well in reading tests than children who are exhibited to formal teaching at a young age. (Henderson,1999, p.12). In Singapores educational policy, academic skills are given much attention and many parents are still uncertain of a play-centred curriculum. As a result, children are deprived of free play and many children have not acquired social skills (Tan et al, 1997). file write in full Similarly in Malta, adults view play and arts not so important to the academic development of the children (The Times of Malta, Editorial supplement 2001). Insert Children start pre-school at the age of four where the main aim is to prepare them for more formal instructions in grade one class. It is also understood that the main aim of the curriculum in the kindergarten level is to enhance the holistic developme nt of the child where each area of childs development is considered important (The National Minimum Curriculum.1999, pgs 34, 35). The N.M.C. document of the Maltese Ministry of Education considers play as a natural process and recognizes it as the key pedagogical means. (N.M.C. 1999, p.76). Creativity definitely enjoys privileged significance throughout the N.M.C. document. In formulating the document, creativity is not only linked to the expressive arts, it is also identified as the driving force that should aid the teacher in devising classroom curricula. In the introductory message of the document the Minister of Education state: The process (of change) will be one of creative changes in each school and with each teacher as they develop their own more detailed syllabus, resources and methods guided and inspired by this document. (NMC. 1999, p.6) Despite the previous arguments there are many reasons to think that play is the most valid way in which children learn and develop (Pinar, 1998; p.167). Major issues and debates It can be seen from the above analysis that psychologists and educators have demonstrated that play is unquestionably part and parcel of life of a growing and developing child. Nevertheless wrong concepts of play remain a growing problem. Cultural issues, socio-economic issues, and educational policies of a society could influence adults perception towards the value and purpose of play. This analysis, unfortunately, implies why parents presume that children are not learning anything worthwhile if they are just playing. Parents perceive that play in itself serves no productive purpose and does not work towards any particular goal (Moyles, 1991, pp.10). As a result many parents believe that making children learn at a young age will help them succeed at school (Schroeder, K., 2007. Vol 72, iss 5; pg 73-74) and that the knowledge of the alphabet and counting numbers are more important (Ashiabi, G.S., 2007, Vol.35, no 2 pgs 19-205). Piaget often argued that play is often neglected by adul ts because they think it has no significant function (Piaget and Inhelder, 1969). DISS sarah Insert According to Broinowski ,(cited in Bloch and Pellegrini 1989, pp.17-19) he remarks that free play of childhood is at risk. At the same time he expresses his worries when he implies that children are being hurried to grow up and are growing up without childhood. Parents and educators have raised their academic expectations for their children so, play, and do not contribute towards to the childrens academic development. In this sense they send them to various organised extra curriculum activities (Bloch and Pellegrini, 1989, pp. 28-29, Chudacof 2007). Although these structured activities can enhance and have a