College Uneducation Essay

I wish to speak on â€Å"College Uneducation.† Is it possible that our college educationmay â€Å"uneducate† rather than educate? I answer â€Å"Yes.† It is a paradox but nonetheless the truth—the grim, unmerciful truth. We all believe in higher education; else we should not be in the University. At the same time, college education—like all other human devices for human betterment—may build or destroy, lead, or mislead. My ten years’ humble service in the University of the Philippines has afforded me an opportunity to watch the current of ideals and practices of our student body. In some aspects of higher education, most of our students have measured up to their high responsibilities. But in other features—alas, vital ones!—the thoughts and actions of many of them tend to stunt the mind, dry up the heart, and quench the soul. These students are being uneducated in college. I shall briefly discussthree ways in which many of our students are getting college uneducation, for which they pay tuition fees and make unnumbered sacrifices. Book Worship In the first place, there is the all but delirious worship of the printed page. â€Å"What does the book say?† is, by all odds, the most important question in the student’s mind whenever he is faced with any problem calling for his own reasoning. By the same token, may students feel a sort of frenzy for facts till these become as huge as the mountains and the mind is crushed under them. Those students think of nothing but how to accumulate data; hence, their capacity for clear and powerful thinking is paralyzed. How pathetic to hear them argue and discuss! Because they lack the native vitality of unhampered reason, their discourse smacks of cant and sophistry rather than of healthy reasoning and straight thinking. It is thus that many of our students surrender their individuality to the textbook and lose their birthright—which is to think for themselves. And when they attempt to form their own judgment, they become pedantic. Unless a student develops the habit of independent and sound reasoning, his college education is a solemn sham. Compare these hair-splitting college students with Juan de la Cruz in the barrios. Now, Juan de la Cruz has read very little: no undigested mass of learning dulls the edge of his inborn logic, his mind is free from the overwhelming, stultifying weight of unassimilated book knowledge. How penetrating his perception, how unerring his judgment, how solid his common sense! He contemptuously refers to the learned sophists, thus: †Lumabis ang karunungan mo,† which means, â€Å"Your learning is too much.† Professional Philistinism The second manner of college uneducation that I want to speak of is this: most students make professional efficiency the be-all and end-all of college education. They have set their hearts upon becoming highly trained lawyers, doctors, engineers, teachers, and agriculturists. I shall not stop to inquire into the question of how much blame should be laid at the door of the faculties of the University for this pernicious drift toward undue and excessive specialization. That such a tendency exists is undeniable, but we never pause to count, the cost! We are all of one mind: I believe that college education is nothing unless it widens a man’s vision, broadens his sympathies, and leads him to higher thinking and deep feeling. Yet how can we expect a; this result from a state of affairs which reduces a law student to a code, a prospective doctor to a prescription, and a would-be engineer to a mathematical formula? How many students in our professional colleges are doing any systemat ic reading in literature? May we not, indeed, seriously ask whether this fetish of specialization does not smother the inspiring sense of beauty and the ennobling love of finer things that our students have it in them to unfold into full-blown magnificence. The Jading Dullness of Modern Life â€Å"A thing of beauty is a joy forever,†Ã¢â‚¬ says Keats. But we know that beauty us a matter of taste; and, unless we develop in us a proper appreciation of what is beautiful and sublime, everything around us is tedious and commonplace. We rise early and go out into, but our spirit is responsive to the hopeful quietude and the dew-chastened sweetness of dawn. At night we behold the myriad stars, but they are just so many bright specks—their soft fires do not soothe our troubled hearts, and we do not experience that awesome, soul stirring fascination of theimmense ties of God’s universe. We are bathed in the silver sheen of the moon and yet feel not the beatitude of the moment. We gaze upon a vista of high mountains, but their silent strength has no appeal for us. We read some undying verses; still, their vibrant cadence does not thrill us, and their transcendent though is to us like a vision that vanishes. We look at a masterpiece of the chisel with its eternal gracefulness of lines and properties, yet to us it is no more than a mere human likeness. Tell me, is such a life worth coming to college for? Yet, my friends, the overspecialization which many students pursue with zeal and devotion is bound to result in such an unfeeling, dry-as-dust existence. I may say in passing that the education of the older generation is in this respect far superior to ours. Our older countrymen say, with reason, that the new education does not lawfully cultivate the heart as the old education did. Misguided Zeal Lastly, this selfsame rage for highly specialized training, with a view to distinguished professional success, beclouds our vision of the broader perspectives of life. Our philosophy of life is in danger of becoming narrow and mean because we are habituated to think almost wholly in terms of material wellbeing. Of course we must be practical. We cannot adequately answer this tremendous question unless we thoughtfully develop a proper sense of values and thus learn to separate the dross from the gold, the chaff from the grain of life. The time to do this task is not after but before college graduation; for, when all is said and done, the sum and substance of higher education is the individualformulation of what life is for, with special training in some advanced line of human learning in order that such a life formula may be executed with the utmost effectiveness. But how can we lay down the terms of our philosophy of life if every one of our thoughts is absorbed by the daily assignment, the outside reading, and the laboratory experiment, and when we continuously devour lectures and notes? â€Å"Uneducated† Juan de la Cruz as Teacher Here, again, many of our students should sit at the feet of meagrely educated Juan de la Cruz and learn wisdom. Ah! He is often called ignorant, but he is the wisest of the wise, for he has unravelled the mysteries of life. His is the happiness of the man who knows the whys of human existence. Unassuming Juan de la Cruz cherishes no â€Å"Vaulting ambition which o’erleaps itself.† His simple and hardy virtues put to shame the studied and complex rules of conduct of highly educated men and women. In adversity, his stoicism is beyond encomium. His love of home, so guilelessly faithful, is the firm foundation of our social structure. And his patriotism has been tested and found true. Can our students learn from Juan de la Cruz, or does their college education unfit them to become his pupils? In conclusion, I shall say that I have observed among many of our students certain alarming signs of college uneducation, and some of these are: (1) lack of independent judgment as well as love of pedantry, because of the worship of the printed page and the feverish accumulation of undigested data; (2) the deadening of the delicate sense of the beautiful and the sublime, on account of overspecialization; and (3) neglect of the formulation of a sound philosophy of life as a result of excessive emphasis on professional training.

The Bible Among Myths

Old Testament Introduction July 6, 2014 Introduction The author, a research professor at Wesley Biblical Seminary by the name of John N. Oswald, attempts to explain the similarities and differences of the Holy Scripture and its teachings from that of the neighboring Ancient Near East beliefs.Moreover, he attempts to answer the question of how scholarly opinions of the disagreements found between Genesis and Babylonian accounts of the origins of the world. He points out how the modern-day scholars are now comparing the Bible to other religious documents and considering it as Just another mythical belief. Oswald credits this world-view change to a study of similarities between the Bible and like Near Eastern writings rather than before when perhaps more interest was placed on viewing the differences.These studies are explained in the first half of this publication and sub-titled The Bible and Myth. Within the second part of the book sub-titled The Bible and History, he solicits the rea der to ask questions about the authenticity of the Old Testament, or is it even important that the Bible be historically accurate? Even if those inaccuracies are proven, does it hold any significance in the theological beliefs presented within? To summarize the books overall theme, Oswald desires that his reader gives any evidence of accuracy the credit it is due.Not to be swayed by unsubstantiated conjectures that might diminish the focus of what is fundamentally true. His is not a request for us to look past the inaccuracies or to take a stance that if the Bible says it's so then that's all there is to it. Mr.. Oswald asks the reader to allow the possibility f ‘harmonistic' and not Jump to any conclusions without allowing for the truth to reveal itself in the scripture. Part I The Bible and Myth Chapter One The Bible In Its World In the opening chapter, Oswald looks into the diverse views of world creation and being.He compares and contrasts how Greek philosophy influenced t he monotheistic culture of the Israelites which ultimately contributed to the Western world beliefs we know today. Early Greek philosophers reasoned that there is but one â€Å"universe† with a sole point of unification and not a â€Å"powers† with variable sources of creation. They taught that everything could be reasoned and that something could be so and not so at the same time. This belief conflicted with that of the world view of the Ancient Near East (ANNE).The world view supposed that existence on earth was the result of many unseen forces in the realm of the invisible. Apparently the Greek philosophers proposing this message didn't win over the acceptance of that culture and they found themselves forced out and into hiding, some taking their own lives thus ending the age of Greek philosophical thought. This struggle was displayed in he play Beach by the Greek playwright Euripides wherein the conflict is played out between the rational human-nature component act ed out by men who were pitted against the women that played the part of the irrational side of Human existence.The men were killed by the women depicting the two opposing views could not coexist and the polymers of many deities would dominate cultural thought. At about the same time, it seems that the Israelites were experiencing a similar battle of faith. The Hebrew believed that there was a sole Creator that rewarded and disciplined based on obedience to God's will. This view was quite the opposite from that of the polymers thinkers and against the beliefs of the Ancient Near Eastern cultures that trusted in the parallel invisible world.Even them, the Hebrew held to their conviction of a monotheistic God and the prophet's ability to predict the exile and return of the Israelites strengthened that resolve. Christianity was to be the compilation of Greek thought and Hebrew belief. The Greek logic provided cause and effect for the Hebrew creation theory of God. Finally acknowledgment that God is not the world and the world is not God. Logic and science working together. Oswald writes here that an important conclusion is derived in that science and logic are not self-evident, neither able to stand alone.Together, the system provided value to the individual and the importance of history and why things are as they are. Closing out Chapter one Oswald laments the apparent modern reliance on rationalism and less on our God. History and the people are becoming less relevant and there is more emphasis placed on comfort, pleasure and self-preservation. Assault's hope is that the younger readers will realize this direction and reconsider the turn away from God and toward the enemy. Chapter Two The Bible And Myth: Oswald lays out the root for Biblical reality.He questions how the Bible can be included with the Ancient Near Eastern arguments as a myth when it is so radically different. The true question being the actual definition of a myth. Oswald allows that this questio n fully depends on the definition of the term. It is also important to grasp why there is a desire to place it in the mythological category to begin with. Here Oswald compares the many definitions of a myth. He assembles all the similarities possessed by each to redefine a true myth. Oswald provides allegory reasoning to establish that a definition too broad will result in a loss of validity.He explains that only to broaden the scope of the definition to suit (or include) the Bible does nothing to add credit to the validity of the meaning. Oswald ends this chapter with a compilation of definitions and has primarily grouped them into two categories. Within this the first, we find etymological, sociological and the literary. Primarily, Oswald wants the reader to know that to appropriately define a myth, you must have narrowed down the definition. In this category, the definition is narrowed down to hat of Just characteristic rather than function or quality.Something with order and pre dictability. This section summarizes the attempts to provide more adaptive definitions and theories to define a myth led to commonality or continuity to describe the world-view. He offers that the philosophy of continuity states that all things are continuous and are one, defining that God and earth are one but separate. That said, an item made from earth is God. This is true for all religions except those beliefs which have derived from the Hebrew being Judaism, Christianity and Islam. Chapter Three Continuity: The Basis Of Mythical ThinkingIn this chapter we follow Oswald as he delves into the ideology supporting the supernatural aspects of myth. It provides that myth views are Just another way of tuning into reality than what we accept using Westernizes logic. By defining myth as â€Å"all things continuous†, there can be no distinction between the three realms of human, nature and divine. Oswald describes the term pantheism and how things that look and sound alike are con sidered the same therefore to worship an idol is to worship a God. Through this logic, mankind can alter the outcome of natural events by way of their idols.He states that this is the single most important aspect to the way of thinking that characterizes myth. It is believed that in Myths, a magic spell can disrupt the continuous nature of things, bringing chaos and disorder between the realms. Myths are polytheism meaning many Gods. They are often represented through symbolism. It is fundamental in myth that all things begin with matter. In myth, humans exist to serve the gods. They have no significance in the mythical world. Personalities are exceptions to the norm creating chaos to the continuity.That world is a continuous circle coming and going nowhere at all times. Chapter 4: Transcendence: Basis Of Biblical Thinking The Bible, when compared to the surrounding ANNE, is radically different in how it approaches reality. The Old Testament, regardless of the historical statements being true or false, is consistent. Common Characteristics Of Biblical Thought: The two biggest differing traits in the Old Testament are monotheism and iconoclasm. Monotheism maintains that Heehaw is the sole creator and separate from the world.The Hebrew people are the only culture ever to exist that believed in monotheism. Israel, which was less advanced in all aspects of culture then the surrounding ANNE, insisted on a monotheistic religion above all. Iconoclasm states that God cannot be made in any image or any created form. It is clearly stated and defined in the Old Testament (Ex. 20-4-5); muff shall not make for yourself an image in the form of anything in heaven above or the earth beneath or in the waters below. You shall not bow down to them or worship them. † This belief is the basis of transcendence.God is not the world, God cannot be identified to the world, God cannot be recreated and God cannot be manipulated by the world. Other distinct characteristics that sep arate Hebrew thought from all other belief systems are: 1 . God is spirit and not matter which is the polar opposite viewpoint of myth. Myth states that matter is the basis of everything. 2. ) There was no conflict during the creation process. In myth creation evolves from chaos but in the Old Testament the world exists only because God spoke it into existence. 3. ) The Old Testament has a very high viewpoint of humanity.In fact man is made in the image of God. God created man last and man is the apex of all creation. In myth humanity is an afterthought and the only purpose is to provide for the gods. 4. ) God is reliable and consistent. Heehaw will bless people and be there for his people even when it is not to God's advantage. In myth the gods are fickle and only self-serving. 5. ) God is supra-sexual which simply means God is not sexed. He is neither male nor female. He is spirit being and does not take on any traits of sexuality and sex played no part in the creation process.In myth gods comes into existence by sexual means. They have sex with each other to make other gods and also have sex with desirable women to make semi-gods. 6. ) Since God is not sexed in the Bible, sex is dissocialized in the Old Testament. God set clear boundaries o establish what is acceptable and what is forbidden when dealing with sexual relationships. Mythology uses all types of sexual rituals so that they can influence and manipulate the gods. There are no boundaries and anything goes. 7. ) The Old Testament also prohibits the use of magic.Sorcery of all kind is forbidden and may not be used to attempt to manipulate God in any ritualistic way. The attempt to manipulate God to gain self-interest is vile to God. You maintain a personal relationship with God though prayer and obedience. In mythology magic, sorcery and rituals are common and essential to dealing with the gods. There is no individual as the individual is Just part of the continuous nature. The gods are only influenc ed through the rituals of society. 8. Humans relate to God though ethical behavior and to the disciplined obedience of God.What matters most to the Israelites is how people treat their parents, their children, their neighbors and strangers. They show their commitment to God by how they interact with others. God gives strict laws for his people to uphold and follow. Strict obedience to this covenant will create holiness for oneself bringing one closer to the holiness of God. Transcendence As The Underlying Principle: The underlying and most important distinction in the biblical understanding of reality is how God is in relation to the cosmos.In mythical thinking god is the cosmos or the cosmos is god. The source and the manifestation are indistinguishable and are continuous. In Biblical thought God is transcendent. God is not the cosmos and the cosmos is not God. God is separate and apart from the creation. This belief is completely contrary to continuity and distinguishes that God a nd heaven are not part of the natural world. The world is separate and only exists cause God willed it into existence by his word. This is the law of transcendence that clearly shows God is other than the cosmos.Oswald established in this chapter that all the reasons which make something a myth are opposite from the biblical worldview of the Old Testament. The Bible can therefore not be considered a myth. This does not say that the Bible is true but it is definitely not a myth. One thing is true; the Bible is unique and consistent which gives credence to the approach. Chapter 5: The Bible Verses Myth Ethics: In mythology there are two kinds of ethical misbehaver, offenses against gods ND offenses against people. Most offenses against the gods deal in the magical realm with rituals or spells.It is an attempt to ward off the gods from interfering or to manipulate the gods to gain favors. The repercussion of the offense depends on the mood, reaction and the personality of the god at th e time. Offenses against other people are another matter. It is a crime against the laws of society that have predetermined punishments. In myth the laws are understood to be human creations. Therefore Judgment is by the people and there isn't reason to appeal to gods for help. In biblical thought, God has a covenant with man and all the laws for how people relate to God and to each other come from God through transcendence.One is either obedient or not to the law of God. There is no distinction between sin against God and crime against society. They are both lack of obedience to the written commands from God. What is unique is that the standard of the law and covenant with God is formed from the character of the one true Heehaw. Another biblical thought on ethics to consider is that the expectations are clear to all. There are clear results from compliance or noncompliance by the individual. One can gain more insight into God's nature by how one reacts ethically in the physical wor ld.Things happen too person because of what that person has done or is doing. It is no longer an unknown act in the divine world. Lastly, is the free choice from allowed by God, a person's choice can impact what happens; it is no longer Just a reflection from the other realm or from a cosmic event. Jerusalem fell not because other gods in the divine defeated Heehaw, but because the people broke their covenant with God and God allowed the fall. It was a result of free choices and the consequences from those hoicks.The Significance of Similarities Between Israelites and Non-illustrates: Oswald now turns to similarities between the Israelite belief system and other surrounding cultures of the ANNE. There are five main topics that Oswald reviews: 1). Similarities in Practice: Without question there are similarities in the practices of the Hebrews and their neighbors. One obvious similarity is that both had laws that were delivered to them from God. Another similar practice is the ritual of sacrifice and the ceremonial cleanness associated with the practice.Still further is the set-up of the tabernacle ND covenant with God which is almost identical to the Canniest sanctuaries. What makes the Hebrews stand apart is the obedience to the concept that if I do something to my neighbor it has a direct correlation to my relationship to God. The Egyptian, Canniest and Mesopotamia could not accept that if one stole from another person it was a violation to the creator. No matter how similar any of the beliefs or practices seemed, the deciding factor that separated the Hebrews was their relationship of the individual to God.There is a system of ethics that affect by one's behavior in all matters. 2. Similarities in Expression: There are references in the Bible to the cosmos and to other mythical things such as the Leviathan. Some argue that the Hebrews believed in the chaos of cosmos or continuity because of the mention of mythical things that are used as reference in the Bi ble. Oswald states the difference is that, â€Å"the transcendent God is accomplishing his will through an obedient nature in a specific historic event.In a unique moment in time and space, never to be repeated, but also ever to be forgotten, God has worked redemption for his people. † The Bible doesn't necessarily believe the myth of the surrounding ultras, but makes the point of the myth, to only break the myths validity, to make it absolutely clear it is God who prevailed. 3,) Similarities in Thought Patterns: There is a scholarly consensus that believes the Israelite religion is based on the principle of continuity which is similar to the surrounding ANNE culture. The Israelites abandon the belief system of continuity because of a cataclysmic event.It is further argued that the event was the exodus from Egypt and that all documented history of the Israelites prior to the exodus was rewritten to mirror the recent adopted reenactments God belief. The problem with this argum ent is that the Hebrew believes that God reveals himself through unique events and persons in time and space. The historical relevance is absolute and the inspired written word of God. It is contrary to the entire belief system of a transcendent God that defines the Hebrew thought. 4. ) Genesis: Is Genesis, especially the early chapters, written in myth?The problem with this thought is that the characteristics that define a myth are absent. There are not multiple gods, there is no continual creation that the world reflects, sex is not a part f the creation story, there is a high view of man not a low one and there is no conflict between order and chaos. Scholars have attempted to say that in Genesis 1:1 â€Å"When God began to create the heaven and earth, the earth was without form and void. † that Hebrews believed in a preexistent chaos. The second point scholars make to say that Genesis is a myth, is that the creation story is similar to the Babylonian.When observed closely the texts of the two stories do not really match. The majority of the Babylonian creation story focuses on the creation of the gods and the battle between gods for a supreme rule. They are only similar in a logical progression of how things were made The bottom line is that there is no conflict between good and evil or any sexual deeds that transpired to make the creation process start. The world both in heaven and on earth are because God willed it and commanded it to be so by his word. Psalms: There are many Psalms that can be construed as similar and describing pagan gods and viewpoints.Oswald demonstrates in Psalm 29, Psalm 68 and Psalm 104 the comparison that the author could be describing Ball instead of Heehaw. Both are cloud riders and both control the rain. In all accounts it is clear hat God is separate from the rain and storms, God is not the rain or the storm but apart from it. God is the maker and giver of all things. In myth there is no separation only oneness with al l things. Ball is god, Ball is nature and Ball is the idol. Ball cannot be separate from the storm because of continuity Ball is the storm.Chapter 6: The Bible And History: A Problem Of Definition The main distinction of biblical Old Testament thought is that God interacts in unique non-recurring events in a specific time and place. The Bible contends that the events are factual and happened as written. The idea that human choice and actions can effect outcomes in the natural world and that these choices are non-repeatable and are aligned toward a single measurable universal goal are all unique and recorded in the Bible. Definitions Of History: Like a myth, history needs a clear definition.History can refer to the recording of an event, the study of the past or Just a connected experience of an event in time and space. Oswald reviews different definitions and interpretations of what history means and how it will refer to the Old Testament. Oswald then offers his own definition: â₠¬Å"A history is a narrative of a series f events revolving about human beings acting in time and space. Existing for the purpose of human self-knowledge, it purports to be an accurate account of all significant elements for the eventual outcome. † History is about the accurate account of human beings.Understandings Of Reality On Which History Writing Depends: In order to establish the importance of history, it must be established that the belief in human free will and choice is absolute. If not then history doesn't matter. Oswald reviews six theological points and six historical practices of the ANNE that historic writings depend on: 1 . Humans are free and responsible. If there isn't free will and choice then everything is preconditioned and Just part of a continuous cycle. History and the knowledge gained from the study of history cannot change a predetermined fate of a future event. Choice is Just an illusion. . ) There is cause an effect to an event in time and space. Thin gs are not Just by chance as a result from events in the invisible world. 3. ) Truth is absolutely necessary to establish order to study history. If an event in history never happened, what is the point of learning from the choices made by a person in that event? If there is only speculation and interpretation without fact, then the event is meaningless. 4. ) Humans are dynamic and goal- oriented. Humans must believe that we can change for the better. If we are Just part of a repetitive cycle there is no reason for goals and improvement. 5. Relationships within time and space have significance. If this is true then what happens in the physical world matters. If not relationships are all continuous and predetermined. 6. ) A consistent standard must be established to measure against. If there isn't a standard there will never be agreement and it all becomes meaningless. Omens: An omen is a sign which foretells the results of a particular event or Journey. Omens diminish the value of f ree choice and lead to predetermination by the gods. In Babylonian culture much time has been spent on documenting all the different omens and meanings of their signs.King Lists: Is simply the names, lineage and length of each king being documented. Date Formulae: In ANNE it was standard practice each year to document the name of the ruling king with his title and announce what he accomplished within that particular year. Epic: Epics are narratives that reveal events of a hero on a Journey. Many of the characters have been found to be based on historic individuals with the feats based in fact. E. G. Ulysses was an actual character who fought in Troy and did have difficulty getting home. Royal Annals: These annals record in detail the events in each a kings reign.They describe in detail military conquest, building projects, interests and favorite topics of that king. Chronicles: Chronicles are an objective documented account of the life of a king describing his victories and defeats as well as his line of succession. It does not evaluate the value of the feats. Reasons For The Absence Of History Writing: Oswald outlines five reasons why there would not have been documented writings in the ANNE: 1 . ) Focus on â€Å"NOW': If we conclude that the ANNE was founded on and believed in continuity then all that matters is the present.Nothing in the past or future influence or effect what was happening today. There was no need to document it. 2. ) Subjective Orientation: Historical writings gain credibility when written by an outside person. In the ANNE all is connected and one with each other so there is no outside or subjective opinion. There was no point to have it written by a neutral person as there is only me. . ) Multiplicity of Causes: In continuity there are infinite causes to an event. How the stars line up in the sky have more impact on what happens then human free choice.What happens in the invisible world effects the physical world giving infinite reasons why it happened. 4. ) Determinism: Choice is just an illusion because of the cyclical and interconnected nature of reality. In reality there are no choices because everything is dictated by outside forces. What a person does is predetermined regardless of what they believe. What is the point to document and study an event if they have no future choice? . ) Preoccupation with Order and Security: The forces in the cosmos are constantly battling each other over good and evil, creating and destroying at all times.Chaos is always around whether in the physical, material or political world. Security is completely dependent on the outcome of the victory of order. The study of events from the past would have no impact on the battles waged in the cosmos which is where order and security is decided. The Bible's Unique Approach To Human-Historical Experience: 1 . ) Humans treated as Real Individuals: The Bible is radically different from other literature of the ANNE. The Bible uses characters that are real and human. Truth is found in the individual not in the normalcy of things, but in the character of that individual.The ANNE literature uses semi-gods and supernatural representatives which is contradictory to the Bible. The emphasis of the individual in the Bible is important and had no relevance in ANNE culture. 2. Failures and defeats Not Glossed Over: In the Bible both positive and negative traits of the individual character are highlighted. Failures are documented and Judged by God. There isn't glory in failure as in Greek Eric literature, Just lessons to be learned. 3. Significance of relationships: The Bible deals explores in detail, relationships with individuals and with God.It does not pass over them as insignificant, but rather goes into them in detail from a purely neutral perspective. Our actions and what we do to others matter. What David chose to do with Bathes was done and Judged by the transcendent Heehaw. Heehaw dealt with the result, but allowed the choice of the individual to be made. 4. Significance of Human Choice: The Bible states that it is human choice that shapes the events on earth, not a predetermined continuous force in the cosmos. A person can interact with God, but that person has the right to choose and the results are determined by the choice. . Developmental Relationships: The Bible relates past events to the present and compares the results. This is completely in contrast to the ANNE literature which only deals in the â€Å"NOW'. The writings are strictly to document the current reign. They do not demonstrate or compare one reign to the next one. There is no purpose to documenting as it is Just another repetitive report in an endless continuous circumstance. Implications of Transcendence For Israel's View Of Human- Historical Experience: Transcendence is the belief that God is separate and not part of the world.This concept is a major difference in approach to all the surrounding ANNE. Transcendence makes it im possible to believe that human events correspond to a mirror opposite invisible world. There isn't a connection between the two, what happens in invisible world doesn't affect the physical world. 1 . ) Possibility of Transcending Events: Since God is separate and apart from creation, there is a space beyond this created world. Since this world is purposefully created by God who judges all things, then there is a reason to act beyond ones own self-interest.This concept is documented many times in the Old Testament with how the individual relates to the covenant presented by God. There is a force outside this world to Judge the events of the individual. 2. ) Impossibility of misleading God: God is all knowing and all is revealed to God. You can't fool God. In the ANNE the gods are part of the system, so they can be manipulated. I can document things that are not true because I can trick the gods. Not so with a separate God who created all and is transcendent. God knows everything and will Judge according to integrity of the individual's choices and actions.God used the Prophet's to write the history of the Bible and to uphold God's integrity. All of Israel respected and knew that the Prophets were chosen by God. The Prophets could write the truth without fear of consequences of man. In the ANNE culture if a person wrote something the king didn't like he could be killed. 3. ) A Simplified Understanding of Causation: In the Bible God is responsible for all and God has no rival. God is the only one to answer to and the cause of everything. Humans are personal and at the same time disconnected from God.Everything that a person chooses to do is either in defiance or compliant to God. This makes relationships with humans to God and humans to humans very significant. God wants our obedience and more importantly God wants a relationship with people. That is something that cannot be predetermined. 4. ) Speech as the Mode of Accomplishing Divine Purposes: God chose to com municate to his people by entering the lives of individual's through personal experiences and non-recurring historical vents. Since God is not continuous, but separate from this world, one cannot participate in God's life.Any attempt to do so is forbidden in the Bible as discussed in earlier chapters. So how does a person then participate in the life of God? By that person demonstrating an ethical character and obedience to God's law, a person receives God's blessing and approval. God reveals himself through the human historical experience at a specific time and space. Therefore what God does is very important and how it is truthfully documented is extremely significant. That is why commented history is captured. History writing As Myth-Making: ANNE culture used nature to express myth in culture.Did Israel choose another mode for myth and use historical myth to express their faith? The answer is no. In pagan worship idols are made from nature and nature is the gods. All is continuou s with each other. There is no separation. With Israel God is not the history rather the history is the people who experience God along the way. This is because God is separate and transcendent. Israel, like the neighboring ANNE, attempted many times to place God in a box to control God. Unlike the recurring continuous pagan gods of the ANNE, God liked to perform miraculous one-time events to keep the people on track.God also used the prophets to constantly remind the people that they were different and God was different. The Hebrew therefore, does not witness faith by retelling a fictional story or by a ritual of drama to recreate an outcome. The Hebrew recites how God intervened with individuals and the nation of Israel that was directed by God through the prophets. Chapter 7: Is The Bible Truly historical? The Problem Of History (l) The Bible is thought by many to contain â€Å"historical-fiction†. Is the Bible history like or is it historical fact? The bigger question is, are biblical accounts history and does it matter?Historians argue that history is accepted only if complete human responsibility for events and outcomes are present. Clearly events and outcomes of the Bible are not only human responsibility. Other historians now believe that history is accepted if the historical writing is for a divine purpose. Human involvement and choice is always involved but divine intervention explains what happened. Since there is no way to document the purpose and true nature of God, we are only left tit speculation. E. G. There is no way to prove biblical accuracy to the events of the exodus.So does that make the Bible a myth or historical fact? History as Revelation: INADEQUACIES: The Bible can be considered as history revelation. That is the interpretations of God's actions in the Bible are through humans and are flawed but still bear witness to the revelation of God. Revelation Is Not Confined to Divine Action: James Barr argued, the problem with this ex planation is that the Bible doesn't distinguish the division between revelation and witness to revelation. If there is a preference then the miracles all disappear and the reports of the events are not valid.If the only access to the events is the witness, then that source isn't trustworthy; there is no truthful access to the acts at all. If history is rooted in faith the history disappears. This argument states there is no revelation in the Bible. The Bible is Just speculation, a vehicle of history writing the Hebrew people chose to use. Divine Action in History Is Not Unique to Israel: Another attack on the uniqueness of the historical revelation of the Bible is that there are many other cultures that use gods o intervene on behalf of an individual in a specific event in history.The thought that a god could act in history was not a new concept to the ANNE. Oswald stated the difference: â€Å"that this was the only place he acted that had significance for human beings, that those actions were according to a consistent, long term purpose, that he was using the details of human-historical behavior to reveal that purpose, and that he was Just as capable of using enemies as he was friends to accomplish his good purpose—that, I maintain, is not found anywhere else in the world, ancient or

Alzheimer’s Disease Biological Causes

Alzheimers Disease Biological Causes Alzheimer’s disease is driven by two processes: extracellular deposits of beta amyloid and intracellular accumulation of tau protein.[9] â€Å"It is characterized by accumulation of amyloid-ÃŽ ² peptide, generated by proteolytic processing of the amyloid precursor protein (APP) by ÃŽ ²- and ÃŽ ³-secretase.†[10p554] The APP gene provides instructions for making APP. This protein is found in many tissues and organs including the brain and the spinal cord. It plays a role in cell growth, formation of new synapses, differentiation of neurons, cell adhesion, calcium metabolism, and protein trafficking.[10] The length of APP varies between 695 to 770 amino acids. Protein breakdown generates AÃŽ ², a 39- to 42-amino acid peptide. This form is the primary component of amyloid plaques found in the brains of AD.[10] APP may be processed via a non-amyloidogenic pathway that prevents AÃŽ ² formation or through a toxic, amyloidgenic pathway, resulting in AÃŽ ² plaque formation. In the non-amyloidogenic pathway, APP is processed in peripheral cells. In this pathway, APP is cleaved by an enzyme called ÃŽ ±-secretase followed by ÃŽ ³-secretase. These are integral membrane proteins where cleavage by ÃŽ ±-secretase occurs within the AÃŽ ² domain. Cleavage by ÃŽ ±-secretase prevents AÃŽ ² formation and releases the extracellular secreted APP ÃŽ ± fragment.[11] Research shows that secreted APP ÃŽ ± protects neurons, regulates stem cell production, plays a role in brain development, and promotes the formation of synapses and cell adhesion. The remaining C-terminal fragment of APP then undergoes either lysosome degradation or ÃŽ ³-secretase cleavage, which generates p3 and the APP intracellular domain.[11] In the amyloidogenic pathway, APP is primarily processed in neuronal cells. Within this pathway, APP is cleaved by ÃŽ ²-site APP cleaving enzyme 1 ( BACE1 ), followed by ÃŽ ³-secretase. BACE1 initiates the production of the toxic AÃŽ ² that plays a crucial role ea rly in the pathogenesis of AD.[11] Cleavage of APP by BACE1 releases the extracellular secreted APP ÃŽ ² fragment which is thought to assist with axon pruning and cell death.[12] BACE1 cuts APP to produce a membrane-bound C-terminal fragment C99 that is further processed by ÃŽ ³-secretase to generate AÃŽ ². The site of ÃŽ ³-secretase cleavage within the transmembrane domain of APP can vary and determines the type of AÃŽ ² that is produced, AÃŽ ² 39-42. Once produced, AÃŽ ² is usually secreted into the extracellular space via exocytosis.[12] AÃŽ ² is a major component of plaques that are found in both intracellular and extracellular locations. AÃŽ ² 42 is considered to be one of the main causes of these plaques because it clumps together more quickly than other isoforms, forming clusters and fibrils.[10] In individuals with AD, elevated concentrations of AÃŽ ² plaques can lead to many cellular dysfunctions. The presence of AÃŽ ² plaques alone is not enough to diagnose AD since ma ny people without cognitive decline have plaques. Tau is a protein in the microtubule-associated protein family. It has several physiological functions in healthy axons including microtubule assembly and stability, vesicle transport, neuronal outgrowth and neuronal polarity. This protein consists of 352 to 441 amino acids and presents in various isoforms in the brain.[10] In AD, tau protein is hyperphosphorylated, causing disruption in microtubule transport and loss of neuronal transmission. Tau phosphorylation is the addition of phosphate to a tau protein through regulation of tau kinases. In humans, the tau gene is positioned on chromosome 17. In a normal brain, there are two to three moles of phosphate per one mole of tau, indicating that this amount of phosphorylation is necessary for tau to perform its normal biological functions. When tau becomes hyperphosphorylated, the ratio of phosphate to tau increases three to four fold compared to normal phosphorylation levels. This incr eased amount of phosphate alters the function of tau, making it insoluble and lacking affinity for microtubules. This leads to the degradation of the microtubules and neuronal cell death.[10]

Interactive Marketing Essay Example | Topics and Well Written Essays - 1500 words - 1

Interactive Marketing - Essay Example From this study it is clear that  the understanding of the needs of the customer is extremely important as this will only allow the company to deliver what the customer expects of the company. Only based on this understanding the company will be able to design its products such that the use of these products results in experiences which surpass initial expectations of the customers. The root of successful value proposition lies in the ability of the supplier company to constantly communicate about the value of its products to the customers and obtaining effective feedback from the customers. The value creation by a travel company is somewhat different and it cannot be compared to the other supplier based companies.This paper highlights that  the primary reason behind this is the fact that travel companies have very little control on the products they sell and they mainly act as intermediaries selling products of third party suppliers and producers like airlines and hotels. Moreov er the products of travel and tourism are considered to be services rather than tangible goods.  Product differentiation is a way of attracting consumers for travel agency. Product differentiation is a strategy in which travel agencies attempt to create and exploit differences between their products and those offered by competitors.  Based on this theoretical understanding the product and price proposition of Gap 360 will be interesting to formulate.

Roman Abramovich Essay Example | Topics and Well Written Essays - 2750 words

Roman Abramovich - Essay Example 3. Qualifications: This literature review has its limitations in that literature used for the study of Roman Abramovich is limited to the articles on Roman Abramovich found in the local library and in the JSTOR and EBSCO databases and the information yielded through the Google search engine. It would have been better to have used more databases to widen the panorama of information on Roman Abramovich, but this could not be done as access to other data bases could not be secured. Another issue is that all the information available is through secondary sources. A personal interview with Roman Abramovich would have provided his perspective of his rise and growth and the manner in which he has been responsible this spectacular success in the business world. This has not been possible as access for a personal interview of Roman Abramovich is not within the scope of this exercise. Thus this study of Roman Abramovich operates within these limitations. 4. Roman Abramovich 4.1. The Humble Beginning: Roman Abramovich was born on October 24, 1966 in the town of Saratov on the banks of the river Volga in Southern Russia. His father was a construction worker. He lost his mother soon from blood poisoning, which was closely followed by the death of his father in a construction site accident. This left Roman Abramovich an orphan before his third birthday (Smith, 2006). He was adopted by his father's brother and went to live for some time with him in Moscow and from there to his maternal grandparents in the northern region of Komi. Roman Abramovich studied at the Industrial Institute, which was located in the city of Ukhta in Komi. He was drafted into the army and completed his draft time in... The list of elite properties that he owns includes a fifty-four million dollar townhouse in Belgravia, a ten million dollar townhouse in Knightsbridge, and a 440-acre estate in West Sussex that was once owned by the King of Jordan He also owns a ten million St Tropez villa, two super yachts and a Boeing 767. Roman Abramovich is a lavish spender on things that he likes. On 2003, he purchased a majority stake in the Chelsea Football Club for a princely sum of $233 million and then lavished another $470 million spent on players to make the club a force to reckon with in the English Premier League and the European Club Football scenario. He continues to underwrite $200 million towards the annual salaries of the club. The rise of Roman Abramovich from a poor orphan to among the richest ten men in the world sounds like a fairy tale, but behind this spectacular success lies a man full of characteristics that have propelled him on towards this path of fame. In a land that needs deft and quic k positioning, Roman Abramovich has been fast in spotting opportunities and utilizing them. He has shown the patience to wait for the right opportunity to make his move, and the humility to suppress his ego when the times demand it. His political shrewdness is remarkable ability to locate where the true political power lies and keeps in the good books of it. He is not daunted by setbacks and to go after his vision. With these qualities, it is no wonder that the rise of Roman Abramovich has been spectacular.

How to Write a Paper that Gives the Author's Own Argument Essay

How to Write a Paper that Gives the Author's Own Argument - Essay Example It is evidently clear from the discussion that the paragraphs that follow the thesis statement are logically organized and all follow the thesis statement and points that are made. Each clearly defines one point that relates to the main topic. The paragraphs also give examples and opinions that are followed by facts. Each of the paragraphs works independently to show the main point of the essay while providing an organization that relates to the overall thesis of the paper. More importantly, each of the paragraphs in the paper moves through a chronological order that defines the process of writing, editing and creating a solid paper. For an individual who is learning to write an essay, this provides effective methods that are logical and supported through the thesis. Even though there are adequate points in the body paragraphs, some of the details provided are irrelevant. The examples that are given and some of the statements made drive away from the main thesis and take away from th e objective of the paper. For instance, in paragraph 4, the author begins speaking about organization processes for a thesis paper and not having this as being a distraction. The very next sentence distracts the reader by talking about a television or a younger sister screaming. The reader begins to think about these situations, as opposed to the organization needed to write a paper. The concepts in the paper can be improved with revisions that would enhance the paper. The most important revision to make is from the unnecessary statements and examples that take the reader out of the main subject of the paper.

Cornish Villages 4G Trial Essay Example | Topics and Well Written Essays - 2250 words

Cornish Villages 4G Trial - Essay Example It is the aim of the Government to establish the best superfast broadband network in Europe by 2015 (BIS, 2010), and to meet the EC target for all citizens to have access to basic level of broadband of 2 Mbps by 2013 (EC, 2010). The wireless technology is envisioned to best benefit the ‘notspots’, or internet blackspots that cannot be reached by the traditional fibre-optic cable networks, since the 4G network relies on satellite dishes and the mobile phone network (McDonnell, 2011). The following discussion shall treat on the technical aspects, the social and user background, and the legal and policy frameworks that support and impact upon the UK broadband connectivity project. 2. Technical Background 4G refers to the fourth generation of cellular wireless standards in the telecommunications industry, next to the 2G and 3G technologies. What the technology comprises exactly is difficult to define, and for a long time before the true 4G technology existed, its forerunners (LTE & WiMAX) were marketed as 4G. For instance, 4G has been described ‘as having peak speed requirements†¦ at 100 Mpbs for high mobility communication (such as from trains and cars) and 1 Gbps for low mobility communication (such as pedestrians and stationary users,’ which definition, however, has been observed to applying to two technologies in particular. The International Telecommunications Union (ITU) stated that the term 4G may also apply to its forerunners (LTE & WiMAX) and evolved 3G (HSPA+), which enabled said technologies to advertise themselves as 4G (Broadband Expert, 2011). Most of the networks that currently support 4G capability are backed by LTE (referring to Long Term Evolution) technology, particularly in the US and being introduced in the UK. This technology is theoretically rated to have a maximum download speed of 300 Mbps and top upload speed of 75 Mbps. In the US where LTE networks are in use, however, one can realistically expect download s peed to be within 6 and 12 Mbps due to simultaneous user traffic. The other technology, WiMAX, is currently used by US carrier Sprint and others, but is not planned to be used in the UK. According to Sprint, WiMAX is capable of real world download speed of between 3 and 6 Mbps. WiMax has a theoretical top download speed of 128 Mbps and 56 Mbps for upload speed (Broadband Expert, 2011). HSPA+, the evolved 3G which now markets as 4G technology, presents itself as a quick and easy, cost-effective near term solution for upgrading presently existing 3G networks. It is much slower than LTE, with theoretical top download speed of 21 Mbps and realistic speeds from 2 Mbps to 4 Mbps (Broadband Expert, 2011). More recently, the advanced versions of WiMAX and LTE have emerged in the market, which both have theoretical capability of 1 Gbps download (ISPreview, 2011). As implied by the differences between theoretical and real world speeds, nearly all broadband services suffer from highly variable speeds. The current range of download speed in the UK is between 1 and 2 Mbps. There are several advantages, in present-day 4G broadband technology, though. ‘Mobile Broadband is often described as being the only real alternative to fixed line services because it has the advantage of being both affordable and widely available, from almost anywhere, to a significant portion of the UK population’

Unit 2 seminar art and Humanities Research Paper

Unit 2 seminar art and Humanities - Research Paper Example Art is the work of an artist that is based on his intentions of presenting to others certain object, opinion, view point or idea of spending life. Art does not imply similarity of work and following specific guidelines and it could vary from capturing significant to commonplace things. The purpose of art is to give some message to viewer in artist’s own way. It can be in the form of imitating real life things or creating abstract patterns (Bjone, 2007). The painting in the text looks vague and confusing with no clear cut features that could explain what is depicted in the painting. It seems to me that a barren building is being shown with an open door at the end and the impression of darkness is created which looks horrifying and mysterious. It also appears to me as the image of a mountain or a valley at night time. In other words, the work seems to be meaning different things when looked at with different perspective. However, in my opinion, it means chaos, disorder, unrest, mystery and horror. It cannot be stated as a weakness if an art looks different to different people as it depends on the perception of the viewer and approach with which he observes an artwork. Art is in fact an imitation of real life objects and it can take any form in showing its likeness to viewer (Foster,

Interview Assignment Essay Example | Topics and Well Written Essays - 1000 words

Interview Assignment - Essay Example Jon Stewart continued to make jokes and made a lot of hand movements and generally got on well with Robert Downey Jr. Jon Stewart is a very experienced interviewer and knew when to interject at the right moments. He used lots of facial expressions and hand movements. Sometimes he even leaned in closer to Robert Downey Jr., and this shows how relaxed he was during the interview. John Stewart used a variety of questions, but most of them were open in order to allow Robert Downey Jr. the chance to explain himself. One example was: "What countries are most wacked out about this?" This was a very open question and allowed Robert Downey Jr. the ability to list a number of different countries. Describe the interviewer’s approach to the body of the interview. Did they use a highly scheduled/structured, moderately scheduled/structured or non-scheduled/non-structured body? See Chapter 8 textbook The interviewers approach to the interviewer was very close to a non-scheduled or non-structured body. John Stewart did have a piece of paper in front of him probably with a list of questions, but some of the questions were getting away from the main topic of the conversation. Conan OBrien began in a moderately formal manner, although he did comment how gorgeous Lauren Cohan was. He then goes on to congratulate Lauren Cohan for the success of the show The Walking Dead, and this sets up a positive tone for the rest of the interview. Conan OBrien used quite a lot of body language when speaking, and sometimes he would even turn to the studio audience and put his arms outstretched looking for a reaction. Other times Conan OBrien would use his hands to express a point or help in asking a question. Lauren Cohan did not use much body language, but perhaps this is due to her personality type. Also, if she had been standing up then I am sure that she would have had more room to use her hands more when

WORLDCOM Essay Example | Topics and Well Written Essays - 1250 words

WORLDCOM - Essay Example (1995), and MFS Communications Company (1996). WorldCom also acquired the mother company of Digex – the Intermedia Communications and sold all of its intermedia’s non-Digex assets to Allegiance Telecom. Until 2003, WorldCom was considered a telecom giant and second largest long distance provider in the U.S. A one-time high flyer like WorldCom should be held legally, ethically and socially responsible for having entered into a lot of business contracts with its customers and suppliers. WorldCom should be responsible for its intensive mergers and failure to use the public funds (coming from public shareholders) carefully. It remains questionable for a huge company that has been consistently greedy in entering into mergers with other similar companies to suddenly file a bankruptcy last July 2002. As of 2005, WorldCom is still facing some court trials regarding this matter. It is the legal responsibility of WorldCom’s employers to ensure that the company directors operate within the society’s accepted laws and regulations. It is their legal responsibility to register and communicate with the shareholders and ensure them that dividends are paid on time. Top management should also monitor on the company’s financial statement. WorldCom is facing huge financial and legal problems. The company is considered to have defrauded its investors by overstating the company’s earnings up to nearly $10 billion wherein the top management of the WorldCom also gain some profits from their own criminal acts. WorldCom has to be held responsible for taking investors’ money in excess of $176 billion and causing WorldCom’s employees, the state pension funds and shareholders through the lost of jobs, worthless stocks, and losses of 401 (k) savings. 2 The act of overstating of the company’s earning is clearly a criminal act and it is punishable by law. One way or another, someone has to be held responsible for such unprofessional

School Violence Essay Example for Free

School Violence Essay Introduction From the many reported and even more unreported events, school violence is seen as a subset of youth violence and a broader health problem. Factors that contribute to school violence are socioeconomic status, family, peers, and mental health. The best way to deal with school violence is to establish physical and social environments that prevent violence and promote safety within schools (Brener 81). There are many different forms of school violence. School violence could be seen as bullying, fighting, weapon use, shootings, stabbings, gang violence, and now growing cyber-bullying. Bullying tends to be the leading cause for school violence. Middle schools have the highest rate of bullying at 43 percent, and 22 percent of high schools have reported ongoing bullying problems in 2005-2006 (Statistics 2). Bullying not only has psychological effects on the victims, but it can affect the bully as well. Bullying can include the following: mocking, rumors, pushing, threats, exclusion, and being forced to do something one does not want to do. School violence occurs in and out of school. The most reported cases of school violence occur on school property. There were 46 percent of schools reporting 20 or more acts of violence on schools grounds. Other forms of school violence occur on the way to or from school and during school-sponsored events. Not only does school violence occur in these areas, but cyber-bullying has also been a big problem in schools lately. Students who are victims of cyber-bullying are more likely to become absent from school or even worse, can lead to several cases of suicide. Bullying Bullying is viewed as a pre-evolution to violence in schools and is common among students in grades six through ten. It is estimated that about ten percent of students are bullied at some point in their lives, six percent have both been bullied and bullied others and thirteen percent admit to SCHOOL VIOLENCE2 bullying others. Bullying is becoming a hot topic in education because of school violence and suicides. Bullying is defined as an act to humiliate another person who is perceived as weaker, or less capable than the bully. The act of humiliation can be anything from physical, verbal or emotional abuse, as well as sexual harassment, which has been categorized under bullying recently (Fried, 1996). The bully is usually a person of dominance over the one being bullied. In girls, dominance is achieved by social status and popularity. In boys, it is achieved by physical qualities such as size and strength. Types of Abuse Physical abuse and bullying includes anything from punching, stabbing, shooting, strangling, and suffocating to poking, hair pulling, and excessive tickling. physical abuse is more common between boys but there are still some girls who bully others using physical abuse. (Winkler, 2005). Violence and aggression among youth has increased a lot in the last twenty years and it begins with physical abuse. This rise in aggression is even more alarming with the higher availability of guns. Instead of using fists and hands more students are using guns and other weapons on both their victims and their bullies. Verbal abuse is the most common form of bullying and there are various forms of this abuse. Verbal abuse is used with an intention to harm another and cause pain, and is used to gain power over another person. (Fried, 1996). In addition, verbal abuse also leaves the victims feeling alone and exposed, and usually escalates, leading to physical consequences. Emotional abuse can reduce a child’s self-confidence to the point where they consider themselves unworthy of respect, friendship, love and protection. This is the most difficult type of abuse to define and diagnose. It can include rejecting, isolating, terrorizing, and corrupting. SCHOOL VIOLENCE3 Sexual abuse is the most complicated, the most difficult to document, and the hardest to address. â€Å"Sexual interactions involving children with peers or younger children are problematic if the relationship is coercive, exploitive, aggressive or threatens the physical or psychological well-being of either participant† (Fried, 1996). Sexual abuse needs two conditions to take place: Sexual activities involving a child and an abusive condition. There are two categories of sexual activities: noncontact and contact sexual abuse. Noncontact abuse includes exhibitionism, voyeurism, verbal sexual propositions or harassment. It can also include sexual notes or pictures, sexual graffiti, making suggestive or sexual gestures, pulling someone’s clothes off, and spreading sexual rumors (Fried, 1996). The conditions of noncontact sexual abuse is sexual activities that occur when there is mutuality, experimentation with sexual language and words in a non-demeaning way, situations when children have equal power and authority, and an absence of coercion or manipulation. Contact sexual abuse is when the other person has a large age or maturational advantage over the child, is in a position of authority, in a caretaking relationship with the child, or the activities are carried out against the child using either force or trickery. What Makes a Bully? Bullies are usually confident and have plenty of self-esteem. They have no difficulty in making friends, and these friends usually share pro-bullying attitudes and problem behaviors. Bullies tend to get in more trouble in school and do poorly in their academics. Often coming from homes where their parents provide little emotional support or involvement, where discipline styles tend to be either extremely permissive or excessively harsh leads to bullying behavior. â€Å"There is a strong relationship between bullying other students at a younger age and being involved in legal and criminal activities later on in life. About 60 percent of people that were surveyed who were SCHOOL VIOLENCE4 considered bullies in sixth through ninth grade had at least one criminal conviction by age 24† (Rimm, 2005). Victims of bullying tend to have social adjustment problems and are more likely to have low self-esteem and feel anxious and insecure. They rarely defend themselves, and male victims are usually physically weaker or smaller than their peers. The most common reason why kids were bullied was that they do not fit in. Children who are bullied may feel anxious, fearful, and have a hard time concentrating on schoolwork. Worrying about being harassed by their peers may also make them afraid to even go to school. â€Å"Researchers have found that adults who were bullied frequently as children had higher levels of depression and lower self-esteem than other adults† (Rimm, 2005). Those who are both bullied and bully others usually have the most serious behavioral and emotional problems. Social isolation, lack of success in school and behavioral problems combined make them a high-risk group. It is most likely that they were bullied first and then imitated the bullying behavior, although it is possible that they bullied first and others later retaliated. They exhibit social-emotional adjustment problems typical of bullies as well as victims which makes it unlikely that they will be resilient enough to adjust to a healthy lifestyle without effective intervention strategies. Middle School Violence Middle school is the period in schooling that comes between elementary and high school. The notion of middle school comes from G. Stanley Hall in 1904 that emphasized the need for an intermediate school. According to Hall, there was an adolescent age that requires its own in-between level of schooling. He defines the childhood period as gradually terminating at the end of the twelfth year, with the transition of adolescence beginning at that point (Coopock, 1974). SCHOOL VIOLENCE5 The background described above is essential in providing reasoning for the increase in violent acts as well as the nature of the violent acts. Middle school is where violent behaviors begin to fester. Just like the middle child in a family, they struggle to fit in. They are too old to fit in with the elementary students and they are not quite old enough to fit in with the high school students. They are battling with hormones associated with puberty and as mentioned above, are starting to develop physically, mentally, and emotionally, which leads to more aggression, sexual frustration and for some, the inability to cope with new social problems. Common Signs of Violence in Middle School Although there are some forms of violence in elementary school, middle school is where the more violent acts begin, where rampage shootings, sexual harassment and or sexual assault and bullying are the most common. Other forms of shootings, stabbings and fights are common throughout a child’s schooling, but as mentioned in the statistics there is a significant increase in the amounts and forms of violence that occur in middle schools. The numbers go from 34 percent which includes rare shootings, name calling, tattling, fighting, stabbing and bullying in the elementary level to 76 percent which more than doubled adding rampage shooting, sexual assault and sexual harassment to the list at the middle school level. Sexual harassment and or sexual assault can be perpetrating by students and administrators. For example, Cleveland’s Wiley Middle School teacher was sentenced to 153 years for sexually harassing and assaulting two middle school students. The effects of assault caused by personnel leaves a bigger scar on these children because the perpetrators are individuals who are supposed to be responsible for protecting the students. Instead, 31 year old Christopher Thomas of Eastlake used his cell phone to call and text inappropriate sayings of a sexual nature with two 14 year old girls from June 2008 until November 2009. One of the girls he sexually assaulted in her home and his cell SCHOOL VIOLENCE6  phone and computer contained nude photos of both girls. During his sentencing, the perpetrator cited that he knew what he was doing was wrong. (website, 2010). Middle High School Violence: Rampage Shootings Most other forms of violence have been described throughout this essay showing the different forms and most of the information provided mainly deals with the problems of urban schools. But contrary to belief, suburban schools encounter school violence of all forms and are particularly known for rampage shootings. Rampage shootings are different from other forms of school violence. For example, these shootings can take place on school campuses before an audience of fellow students; it can involve multiple victims who are often chosen at random and can be carried out by students or former students of the school where they occur. † (Hunnicutt, 2006). For example 14 year old, Michael Carneal of West Paducah, Kentucky, always wore black and was known by his class mates as a Satanist, he went to school on the morning of Dec. 1 1997 and pulled out a 22 caliber handgun and started firing into a praying group of students. He left 3 girls dead and 5 others wounded (Hunnicutt, 2006). Littleton, Colorado is home of the most famous rampage shooting recorded in high school history. The perpetrators were two students who attended Columbine High School, Klebold Dylan and Eric Harris. These two young men, dressed in camouflage, entered the building and began shooting at random. They killed 13 people before killing themselves. The Columbine High School shootings gave the world a picture of one type of violence that is within high schools. School Violence: Urban Suburban Schools Another factor that may influence the occurrence of violence in schools is the number of students that attend a particular high school. There is a large possibility that the relationship of having more students can directly lead to a form of competition and problems becoming more SCHOOL VIOLENCE7 intense. Compared to the 200,000 public elementary and secondary schools in 1940, there were only 65,000 schools in 2005. In those 65 years, the numbers of schools decreased while the U. S. population increased by 70 percent (Quindlen, 2001). A study done by Barker and Gump in 1964 on social functioning size and high school size, recognized that on average, students in smaller schools participate in extracurricular activities twice as much as students who are in larger schools. Another study concluded that smaller high schools sizes had more positive results than larger schools in academic performance, absenteeism, dropout rate, extracurricular activities, sense of community, student satisfaction, social behavior, dropout rate, and parental involvement, regardless of rural or urban settings. Now looking at numbers, â€Å"smaller high schools (enrollment size 400-600) experienced one-eighth the rate of serious crimes (four percent compared to 33 percent), one-tenth the rate of physical attacks with weapons (two percent to 20 percent), and one-third the rate of theft or larceny (18 percent to 68 percent) and vandalism (23 percent to 62 percent)† of that compared to larger high schools (enrollments above 600) (Devoe et al. , 2002). The rates of schools violence tend to mirror the behavior of the general population. Community violence in the inner cities is more of a problem than in rural areas, with rampage shootings being the exception. This helps partially prove that community violence has a direct influence on the children. Much research today suggests that violence is a learned behavior, so children acting out in violent or aggressive ways may have learned the violence from adults in their community. Early intervention may be the best way to prevent this type of behavior. Making the environment safe is the most important thing a community can do. Schools have adopted a zero tolerance policy against school violence which helps prevent violent acts of behavior. Conclusion SCHOOL VIOLENCE8 There are three recommendations from Dessel’s article that can be drawn to inform future practice in education and future research in public school settings. First, increased attention must be paid to the constructs of public school culture and climate. Second, changing school culture and climate specifically involves teacher education. Third, future research must improve and explore the barriers to implementing programs. As Zirkel and Cantor (2004) state, in 1954 people were not asking whether schools would welcome and nurture African American children and adapt the curriculum to be inclusive, but were only starting to open the doors. Today, the doors must not only swing wide open, but all children must be welcomed with acceptance, celebration of differences and acknowledgement of the contribution of diversity, for the benefit of everyone (Dessel, 2010). Bibliography Coopock, N. (1974). iddle Schools School leadership digest. In N. Coppock, Middle Schools School leadership digest (pp.1-42). Arlington: National Association of Elementary Principal. Fried, S. Fried, P. (1996). Bullies Victims. New York: M. Evans and Company, Inc. Hunnicutt, S. (2006). School Shootings. In S. Hunnicutt, School Shootings (pp. 1-102). San Diego : Thomas Gale. Kaiser, D. A. (2005). School Shootings, High School Size, and Neurobiological Considerations. Journal of Neurotherapy, 9(3), 101-115. doi:10. 1300/J184v09n03. 07 Logue, J. N. (2008, January). Violent Death in American Schools in the 21st Century: Reflections Following the 2006 Amish School Shootings. Journal of School Health. pp. 58-61. doi:10. 1111/j. 1746-1561. 2007. 00267. x. Mayer, M. J. , Leone, P. E. (2007). School Violence and Disruption Revisited: Equity and Safety in the School House. Focus on Exceptional Children, 40(1), 1-28. Rimm. S. (2005). Growing Up Too Fast: The Rimm Report on the Secret World of America’s Middle Schoolers. New York: Rodale, Inc. Stein, N. (2007). Bullying, Harassment and Violence Among Students. In , Radical Teacher (pp. 30-35). Radical Teacher. Website. (2010, November 17). 19ActionNews. Retrieved February 22, 2011, from E:\Teacher convicted of sex acts sentenced to 153-years in prison 19 Action NewsCleveland, OHBreaking News, Weather, Exclusives. mht: E:\Teacher convicted of sex acts sentenced to 153-years in prison 19 Action NewsCleveland, OHBreaking News, Weather, Exclusives. mht. Werle, G. D. (2006). Taking Steps to Promote Safer Schools. Journal of School Health, 76(4), 156-158. doi:10. 1111/j. 1746-1561. 2006. 00087. x Winkler, K. (2005). Bullying: How to Deal with Taunting, Teasing, and Tormenting. Berkley Heights: Enslow Publishers, Inc.

Care Models For Dementia

Care Models For Dementia Name Gursewak Singh Strength based model A strengths-based approach operate on the statement that people have strengths and resources for their own empowerment. Traditional teaching and expert development models think on deficit based approaches, ignoring the strength and experience of the participants. In a strengths-based approach the focus is on the individual not the content. Drawing on grateful inquiry, strengths based methodologies do not disregard problems. Instead they shift the frame of reference to describe the issues. By focusing on what is working well, informed successful strategies support the adaptive growth of organizations and individuals.(1) Strength-Based Assessment Practitioners working within a strength-based framework emphasize strength-based assessment as a critical first step in the movement toward seeing the strengths and competencies of children and families. Strength-based assessment serves two purposes: 1) It offers practitioners a reliable tool to assess the skills, competencies, and characteristics of individuals and families 2) It provides researchers a reliable and valid way to assess change in individuals following participation in strength-based programs. A reliable tool to assess individual and family strengths and competencies, strength-based assessment provides practitioners with a positive way to approach intervention with youth and families. Practitioners working from a strength-based approach emphasize the importance of asking youth and families the right questions.à ¢Ã¢â€š ¬Ã… ¸ Strength-based assessment is defined as the measurement of those emotional and behavioral skills, competencies, and characteristics that create a sense of personal accomplishment; contribute to satisfying relationships with family members, peers, and adults; enhance one’s ability to deal with adversity and stress; and promote one’s personal, social, and academic development. Planning Personal Planning is a process of discovery. It is a planning process that enables individuals to be self-determining and involves recording and supporting the choices, goals, dreams and aspirations of each individual. †¢The aim of personal planning is for individuals and family/whanau to create a better life for themselves (not the development of a plan). †¢Different approaches will be required for different people. †¢Personal plans are built on strengths, preferences and aspirations. †¢To be useful, plans must be translated into actions. Practitioners working within a strength-based structure emphasize strength-based evaluation as a significant first step in the movement toward seeing the strengths and competencies of children and families. It offers a dependable tool to assess the skills, competencies, and characteristics of individuals and families. It provides researchers a reliable and valid way to assess change in individuals following participation in strength-based programs. A reliable tool to assess individual and family strengths and competencies, strength-based evaluation provides practitioners with a positive way to approach intervention with youth and families. Strength-based assessment is defined as the measurement of those emotional and behavioural skills, competencies, and characteristics that create a sense of personal accomplishment; contribute to pleasing relationships with family members, peers, and adults; enhance one’s ability to deal with adversity and stress; and endorse one’s per sonal, social, and academic development. A strength based approach runs on the assumption that people have strengths and resources for their own empowerment. Here the focus is on an individual strengths and abilities, not their disability. The community is their resource and people learn to grow and change no matter what their disability.(2) 5.1 Strengths: †¢It is an empowering alternative to traditional therapies which typically describe family functioning in terms of psychiatric diagnoses or deficits. †¢It avoids the use of stigmatizing language or terminology which families use on themselves and eventually identify with, accept, and feel helpless to change. †¢It is at odds with the victim identity epitomized in popular culture by the appearance of individuals on television or talk radio sharing intimate details of their problems—which is inherently self-defeating. †¢It fosters hope by focusing on what is or has been historically successful for the person, thereby exposing precedent successes as the groundwork for realistic expectations. †¢It inventories (often for the first time in the persons experience) the positive building blocks that already exist in his/her environment that can serve as the foundation for growth and change. †¢It reduces the power and authority barrier between the person and therapist by promoting the person to the level of expert in regards to what has worked, what does not work, and what might work in their situation. Weaknesses: †¢Focusing too much on the strengths may cause further problems for important matters/problems may be overlooked and ignored. †¢A person’s creativity and innovativeness may not grow and develop if he/she only performs based on his/her strengths. †¢It makes it difficult to build resilience. The support of the social value of people with a disability, older people and people with a mental illness in New Zealand society. Persons with disabilities have emerged in the public eye in recent years in both affluent and economically poor societies as being people who have a legitimate grievance with their communities due to their historical role and status as being people who have been forced to live at the margins of everyday life. Support for people who are socially devalued and their families to exercise more control and authority over their lives and futures. New Zealand practices social role valorisation in terms of accepting disabled people in the the public.(3) Social Role Valorisation Model Social Role Valorisation is a set of approaches intended to enable devalued people in society to experience the good life. These approaches are best used by persons who clearly believe that depreciation of a party is wrong, and who are prepared to work to overcome this SRV,s many strategies derived from practical experience and from what research has revealed, is to help devalued people achieve valued social roles. It finds that this is the most powerful way to work against devaluation and its negative effects, and provides a wide variety of techniques and approaches to do so.(4) Person-Centred Planning â€Å"refers to a group of approaches to organizing and guiding community change in alliance with people with disabilities and their families and friends†. A typical person-centred plan should include these steps in one form or another: †¢Getting to know the person with the disability. †¢ Assembling a team to develop a comprehensive personal profile of the individual, known as the â€Å"focus person†. †¢A clear, unrestricted vision of success is developed by the team, which guides the rest of the process. This vision involves the person’s talents and dreams, and includes new roles he or she can fill in society. Person-Centred Planning usually begins by getting to know the person. This involves meetings or visits outside of the professional setting, such as at a home setting. It is assumed that parents or those closest to the focus person know this person best. A network or â€Å"circle† of people is established who know and have a vested interested in the individual. This network is intervisionary, as different to interdisciplinary, and may include family, friends, peers and clergy. The focus person and parents control the planning process. organization is achieved by a facilitator who makes records, utilizes graphics, and who works to establish and promote the vision. The external facilitator also helps to ensure that the focus person’s role is being met in the process. A positive, relaxed atmosphere of acceptance is developed to promote maximum comfort for the focus individual. The focus person and/or those most important to this person selects the time and location for meet ings as well as who will and will not be invited. When the vision of success has been achieved, the final step is to develop Flexible ongoing action plans and community supports by an open forum and brainstorming. The person’s setting, current skills/deficits, current activities, and other information are also collected. Barriers that may stand in the way of community involvement are evaluated, such as insufficient funding, a lack of recreational facilities, and community attitudes. Service providers are taught where the person would prefer to live, work, spend leisure time, and relax. They are also taught to analyze the person’s daily schedule in terms of strengths, learning styles, and capacities. The result is daily and weekly schedules that involve residence, work. Programs and staff training are provided at this time in the following areas as needed and depending on the goals. A review of the individual’s daily and weekly schedules is undertaken.(5) There may be programmatic shortcomings that interfere with the clients getting what they need. However, any such programmatic weaknesses may be created by other non-programmatic trouble, such as regulations, funder requirements, lack of comprehensiveness of an entire service system. There may not be other local services that have greater or lesser structure that allow them to take in people who have greater or lesser degrees of need than the service being assessed can adequately address. And so on. The lack of needed service options, and the pressure to accept clients who do not need what the service is structured to offer, are non-programmatic issues. There was a time, even a generation ago, that much more was known about the deficits, limitations and purportedly negative traits of persons with disabilities than was known about their strengths, gifts and contributions. This had its origins in a largely exclusive focus on peoples limitations and a virtual non-recognition of their str engths and contributions. This began to change as some people began to recognize the drawbacks of a deficit model and the merits of a strengths based approach to disability. This notion of strengths based strategies originated outside of the disability world though it has spread to many sectors including mental health, social work, youth work, and education. Now the voices of disabled people are heard and active participation in community has enhanced their living. (6) Assessment †¢knowing that individuals and families themselves have natural authority and are best placed to identify their own needs and plan for the future †¢actively listening, providing opportunities for families/individuals to tell their story, honoring and respecting their journey and having a non-judgmental approach †¢taking the time needed to develop the relationship, understand needs and aspirations and plan any required response Planning Person-Centred Planning â€Å"refers to a group of approaches to organizing and guiding community change in alliance with people with disabilities and their families and friends†. A typical person-centred plan should include these steps in one form or another: †¢Getting to know the person with the disability. †¢ Assembling a team to develop a comprehensive personal profile of the individual, known as the â€Å"focus person†. †¢A clear, unrestricted vision of success is developed by the team, which guides the rest of the process. This vision involves the person’s talents and dreams, and includes new roles he or she can fill in society. Person-Centred Planning usually begins by getting to know the person. This involves meetings or visits outside of the professional setting, such as at a home setting. It is assumed that parents or those closest to the focus person know this person best. A network or â€Å"circle† of people is established who know and have a vested interested in the individual. This network is intervisionary, as different to interdisciplinary, and may include family, friends, peers and clergy. The focus person and parents control the planning process. organization is achieved by a facilitator who makes records, utilizes graphics, and who works to establish and promote the vision. The external facilitator also helps to ensure that the focus person’s role is being met in the process. A positive, relaxed atmosphere of acceptance is developed to promote maximum comfort for the focus individual. The focus person and/or those most important to this person selects the time and location for meet ings as well as who will and will not be invited. When the vision of success has been achieved, the final step is to develop †¢developing a true partnership with families and people with a disability †¢focusing and building upon individual and family strengths †¢providing the information required for individuals and families to make informed choices †¢keeping in regular contact with the individual or family †¢Committing to make a real difference in the lives of people with a disability and/or their families – believing that all people have a contribution to make to society and should have the opportunities to do this. The following 12 principles form the basis of decisions. They are underpinned by the principles of the: †¢Treaty of Waitangi †¢UN Convention on the Rights of Persons with Disabilities †¢NZ Disability Strategy †¢Cares’ Strategy 1. As citizens, disabled people have the same rights and responsibilities as all other people to participate in and contribute to the life of the community. 2. Disabled people and/or families supporting disabled people are best placed to determine their own goals, and to plan for the future either independently, as a family, or supported by advocates of their choice. 3. Families, friends and personal supports are the foundations of a rich and valued life in the community. 4. Disabled people and their families have natural authority and are best placed to be their most powerful and enduring leaders, decision makers and advocates. 5. Maori disabled are recognized as tangata whenua. Their aspirations, rights and needs will be met in ways that support their identity, beliefs, values and practices as individuals within whanau. 6. The aspirations, rights and needs of diverse cultural groups are understood and respected in ways that support their identity, languages, beliefs, values and practices. 7. Access to information that is timely, accurate and available in appropriate formats enables people to make appropriate decisions and to gain more control over their life. 8. Communities are enriched by the inclusion and participation of disabled people, and these communities are the most important way of providing friendship, support and a meaningful life to people with disabilities and/or their families and carers. 9. The lives of disabled people and/or their families are enhanced when they can determine their preferred supports and services and control the required resources, to the extent that they desire. 10. Services and supports provided through Local Area Coordination complement and support the primary role of families, carers and communities in achieving a good life for disabled people. These services and supports should not take over or exclude the natural supports that already exist or could be developed. 11. Partnerships between individuals, families and carers, communities, governments, service providers and the business sector are vital in meeting the needs of disabled people 12. Disabled people have a life-long capacity for learning, development and contribution. Coordination †¢LAC focus on the creation and maintenance of natural networks and assisting with access to community services rather than disability specific services. †¢Combined with a focus on natural networks and community services, community building is an essential element of the Local Area Coordination approach. †¢Community building is about working to achieve: Neighborhood, local and community resources as part of the natural support for individuals and families Community awareness of and support for people with a disability and/or their families Development of leadership skills of community members, where these leadership skills are of benefit to people with a disability and families in the local community Full inclusion of people with a disability and families in all aspects of community life (the social, economic, cultural, environmental and spiritual). †¢there is a clear and agreed geographic boundary that defines the area where each LAC works †¢Local Area Coordination is seen in the context of, and as a participant in, community rather than as a traditional service response approach. †¢LAC are embedded in the community and have family friendly offices 5.1 Strengths †¢Focus on a meaningful life and family leadership †¢Emphasis on strengthening community capacity and less on funding †¢Greater emphasis on the principles of planning for the future especially at times of transition, importance of personal networks and community connections †¢Complement the role of other services and partnerships †¢Work with local communities to support inclusion and the valued contribution of people with disabilities Weaknesses †¢Many individuals said there was a restriction on time as to when they could access the LAC service due to LAC post being part-time; often enquiries were put on hold or fitted in with work time. It was commonly felt that a full time LAC worker was needed or other additional support put into place to meet demands of individuals. †¢Expansion of the role and high workloads, reducing LAC capacity for direct work with consumers. †¢Some perceptions of inconsistency in quality and levels of service REFERENCES 1)http://www.axiomnews.ca/NewsArchives/2008/December/December15a.html 2) http://www.tuhana.org.nz/index.php/strenghs-based-approaches#1 3) http://www.imaginebetter.co.nz/purpose.php 4) http://www.socialrolevalorization.com/ 5) https://www.seniors.alberta.ca/PDD/Central/Docs/PCP_Lit_Review.pdf 6) http://www.socialrolevalorization.com/articles/kendrick/respect-for-people-with-disabilities.html

Macro and Micro Nutrients

Macro and Micro Nutrients Nutrition is basically the process absorbing, consuming and using nutrients needed for the growth of the body, maintenance and development of the life (Wikipedia, 2009). Nutrients are basically chemical substances in foods that strive to nourish the body. Many nutrients in the body can be synthesized. Those nutrients that cannot be synthesized in the body are known as the essential nutrients that are a must to be consumed in the diet. These nutrients include amino acids which are found in proteins, minerals and proteins and certain fatty acids. From the 20 amino acid nutrients, nine of them are known as the essential nutrients. If the essential or necessary nutrients are not supplied in the quantities that are required, deficiencies disorders of nutrition can be the outcome (SHARMA, 2012). To determine as to whether the person is getting the right amount of nutrients a doctor usually examines and asks about the diet and the eating habits, performs a physical assessment to examine the composition (the amount of muscle and fat), and the body functioning. Finally the doctor orders the laboratory tests to measure the exact content of tissues and blood. In general the nutrients are divided into two classes, micro nutrients and macro nutrients. The macro nutrients including fats, carbohydrates, proteins and some minerals are usually required daily in large quantities. They usually make up the bulk of supply and diet, the energy and building blocks required for the growth, activity and maintenance. Micro nutrients on the other hand are required in small quantities usually in milligrams which are calculated to be 1000th of the gram, and one millionth of a gram in micro grams. They usually include trace minerals and vitamins that catalyze the exact utilization of the macronutrients. Other needy components of the food arent metabolized or digested to any kind of an appreciable extent. The components usually consist of fibers such as the pectin, cellulose and gums. The authorities recommend that twenty grams of fiber should be consumed every day to improve the movement and motion in the gastrointestinal tract, normalize the changes in cho lesterol and blood sugar that usually occurs after meals, and maximize the elimination of the cancer causing substances that the bacteria in the large intestine usually produces. The food additives including emulsifiers, preservatives, stabilizers and antioxidants improve the production, processing packaging and storage of foods. The substances such as the flavors, spices, colors, odors, phytochemicals and many other natural products enhance the taste, appearance, taste and stability of foods. The food in the daily diet usually includes or can contain as much as 100000 substances, out of which around 300 are the nutrients, and around 45 are the nutrients that are essential. TYPES OF NUTRITION MACRO NUTRIENTS The organic macro nutrients are usually the fats, carbohydrates and proteins, and they supply around 90% of the dry weight of the diet and energy of around 100%. They are usually digested into the intestine and then they are always broken down into their core or basic units; the glycerol and fatty acids from fat, sugars from the carbohydrates and the amino acids from the proteins. The energy content is usually 4 calories in one gram of carbohydrate or protein and 9 calories in a gram of fat. As the main sources of fats, carbohydrates, energy, and proteins are usually interchangeable in part or proportion to their content of energy. The intake of energy varies a lot from around 1000 to 4000 calories every day depending on the sex, age and physical activity (SELFNUTRITIONDATA, 2012). Ideally the young children, sedentary women, and older adults need around 1600 calories every day. On the other hand older children, sedentary men and adult women need about 2000 calories every day. The young men and adolescent boys need around 2400 calories a day. Around 55% of the calories usually come from carbohydrates, 15% come from protein and around 30% come from fats. If the energy intake is less or insufficient for the bodys needs and requirements, then the act of weight loss comes into play, and the fat that is stored in the body and the protein to a lesser extent is used to supply the energy that is needed for everyday survival. Total starvation can usually cause death in the period of around 8 weeks to 12 weeks. The necessary fatty acids contribute to around 7% of the fat that is consumed in the normal diet, which is thought of to be around 8 grams or 3% of the total calories, and therefore are considered to be macronutrients. They usually include linolenic acid, linoleic acid, eicosapentaenoic acid, arachdidonic acid and docosahexaenpoic acid. The linolenic and the linoleic acid are usually found in the vegetable oils, docosahexaeoic and eicosapentaenoic acid is necessary for the development of the brain and is usually found in the fish oils. In the body the arachidonic and docosahexeonic acid can be created from the linotenic acid despite the fact the fish oil is a more efficient source. Usually the macro minerals are the phosphorus, calcium, sodium, chloride, magnesium and potassium. These macro minerals are considered to be macro nutrients because they are required in large amount of quantities which can be around 1 to 2 grams a day. water which is also a macro nutrient is usually required in the quantities of around 1 millilitre for each calorie of energy or in the range of 2500 milliliters a day. MICRO NUTRIENTS Vitamins and trace minerals are usually known as the micro nutrients. The vitamins are usually classified as water soluble, and this includes eight members of the vitamin B complex and the vitamin C, or fat soluble which includes the vitamins D, A, E and K (SHARMA, 2012). the essential trace minerals usually include the zinc, iron, copper, manganese, molybdenum, iodide, selenium, and fluoride. All of the minerals usually activate the enzymes needed in the metabolism except for the fluoride. Fluoride usually creates a stable compound with calcium, aiding in stabilizing the mineral content of teeth and bones and helping in preventing the tooth decay. Trace minerals including chromium, arsenic, cobalt, silicon, nickel and vanadium which might be essential in animal nutrition have not been usually established as the fundamentals in human nutrition. All the trace minerals are said to be toxic at the upper or higher levels and some minerals such as the nickel, arsenic and chromium have bee n pointed out as the causes of cancer. Healthy diet and dietary tools A healthy diet plan is essential in order for one to lead a healthy life. Thus the correct food choices are essential (Hill) Meals or foods with starch because these foods can provide you with a lot of energy Eat a lot of vegetables and fruits every day. Preferred is to eat 5 varieties of fruits and vegetables every day. Eating more fish can be very beneficial. It is preferred to eat two potions of fish every week. Reduce the usage of salt in your everyday. It is preferred to eat no more than 6 gram of salt per day. Minimize the usage of saturated fat and sugar. Exercise daily and keep your weight healthy. Healthy weight is essential for health. Drink a lot of water since it has no side effect. Preferred intake of daily water is 6-8 glasses. Breakfast is essential and should not be skipped because it gives you all the required energy you need for the day. Bread, eggs, butter and milk can be a good source of breakfast. If above dietary plan is properly followed it will lead to a person having a healthy life and free from any kinds of diseases, physical problems and stress. CONCLUSION Overall nutrients are an essential part of the life of a human being that are required in each and every stage of the life. It is basically the process of absorbing, consuming and using nutrients needed for the growth of the body, maintenance and development of the life. Nutrients are basically che mical substances in foods that strive to nourish the body. Therefore they need to be taken in essential quantities so as to nourish the body of the human beings. Both the macro nutrients and micro nutrients are an essential part of this nutrient process. The macro nutrients normally include the fats, carbohydrates and protein, whereas the macro nutrients usually include the vitamins and trace minerals. What the person or a human being needs to know is that what is the right quantity for him or her to consume and as to what combination of the fats, proteins, carbohydrates and vitamins are essential for them. When the persons are well aware of these things then they are able to eat a healthy diet and usually stay healthy all their life.