Infection control Essay Example | Topics and Well Written Essays - 2500 words

Infection control - Essay Example Healthcare is provided to patients in different settings throughout the world. Whether the patients receive medical attention in makeshift clinics or in technologically advanced hospitals, there are chances that they may get infected by disease spreading micro organisms.These infections cause discomfort to the patient and hinder the recovery process and in severe cases may even cause death.As the cost of treatment also increases,the hospital acquired infections are actually a burden on the government as well.The extended stay of the patient results in the loss of work thereby depleting his/her financial resources. Ever since the hospital acquired infections were identified, steps have been taken to control them and over the years the frequency of occurrence has largely decreased. The hospital staff, especially the nursing unit, actively participates in keeping the infection occurrence down to ensure a speedy recovery and better quality of healthcare. One of the important duties assig ned to me as a staff nurse is to prevent hospital acquired infections among patients. Infections prolong the stay of the patient by impeding the recovery process and they may also affect other patients and the hospital staff. According to Nemerow, Agardy and Salvato (2009, p. 156) the data collected over the years shows that fifty percent of the infections are preventable if proper measures are taken. It is therefore mandatory for a staff nurse to educate the patients and their visitors about the dangers of infections and their prevention. Though all the wards in the hospital are susceptible to hospital acquired infections, in this essay I will mainly focus on respiratory ward where I work as a staff nurse. The respiratory ward in a hospital provides full range of treatment to patients suffering from various respiratory diseases such as asthma, lung cancer, sleep apnoea, cystic fibrosis, bronchiectasis, TB (tuberclosis) and COPD (Chronic Obstructive Pulmonary Disease). The staff at the respiratory ward comprises of a team of consultant doctors, nurse consultants and specialist nursing teams as well as health professionals for respiratory physiology and physiotherapy among others. Like other wards in the hospital, nursing team is the backbone of the respiratory ward. The Nursing Team Nurse consultants are highly experienced registered nurse who work directly with the patients and ensure that the best medical services are conveniently available to them and that they (the patients) benefit from the best nursing skills. The nurse consultants also contribute towards the education and training of colleagues and are responsible for evaluating care delivered to the patients (Freshwater et al (eds.) 1994, p. 400). In the respiratory ward the nurse consultant supports respiratory patients and their families through primary and secondary care interface (Clancy 2007, p. 28). The nurse specialist is a nurse with a master’s degree in an advanced clinical area and wor k for the improvement of the quality of life of the patient (Lundy and Janes 2009, p. 1068). They are supported by staff nurses; staff nurses take complete care of the patients assigned to them in a hospital (Peate 2012, p. 29). The duties of a staff nurse revolve around clinical activities, administrative activities, educative activities, supervisory activities and communication activities. Infection prevention is the top most priority in the respiratory ward where I work. Being a nurse I can play an important role in reducing the possibility of hospital acquired infections. This is because during training the nurses are imparted the necessary knowledge and equipped with the essential skills to help patient recover swiftly as well as lowering the chances of hospital acquired infections (Goldrick 2006, p. 380). Nosocomial infections or the hospital acquired infections are those infections that develop within the hospital; usually within forty eight to seventy two hours (Qayyum, Satt ar and Waqas 2010, p. 168). The occurrence of hospital

Chemistry is a Part of Life Essay Example for Free

Chemistry is a Part of Life Essay For you to understand my personal importance placed on chemistry, you would first need to understand who I am in reference to chemistry. So for starters I am a Christian, second a human, third a survivor, and fourth a biochemist. These parts are what make chemistry personally important. Now that you know who I am in reference to chemistry, I now explain for understanding purposes why. As a Christian chemistry is an important part to me. I can only explain the significance using Genesis 2:7 – â€Å"And the Lord God formed man of the dust of the ground and breathed into his nostrils the breath of life, and man became a living being,† (2011). Chemistry is all around us, in the air, the ground, and in the body. God took the elements in the form of atoms from the ground and used them to form man; he also used them to put life or air into the nostrils of man. I could only imagine the amount and types of elements God placed into the form of man. And because of scientific advances you and I could somewhat grasp the idea that â€Å"96% of the mass of the human body is made of four elements: oxygen, carbon, hydrogen, and nitrogen; with a lot of that in the form of water,† (Schirber, 2009). However in the human body â€Å"we don’t look at them as single elements but as elements wrapped up into a compound,† (Schirber, 2009). The human consumes these same elements from the foods from the ground and the food from animals on the Earth. So clichà ©, you are what you eat. As a human this aspect of chemistry allows me to become a survivor. As a human I was able to survive, and through chemistry my survival has been sustained. This started June of 1992, I was not even a year old and as a toddler I was active, however my body would not allow me to play for extended periods of time like most toddlers. As a human my body was using its chemical signals to alert my brain that not enough oxygen was reaching other organs and such, so it forced me to rest more often than most. Later in June of 1993, my parents were told that I would need repair surgery for my heart valve. It seemed that my heart acquired a whole after birth that did not close as I aged, and with being an active toddler I put a strain on the whole opening making it increase in size as I engaged in physical activities. This damaged my mitral valve (the main valve to allow blood into the heart), and when doctors opened up for surgery they realized the extent of the damage on the mitral valve; it was beyond repair. Already for surgery the doctor made a quick and biologically sound decision to replace my lost heart valve with a titanium prosthetic heart valve. Reason for being a biologically sound decision is due to titanium’s medical benefits (Schank, 2012): * Strong * Lightweight * Corrosion Resistant * Biocompatible (non-toxic AND not rejected by the body) * Long-lasting * Non-ferromagnetic * Flexibility and elasticity rivals that of human bone This is when chemistry met biology for me. And 18 yrs. and 7 months after my surgery I am still ticking – the sound made by the titanium parts opening and closing as my heart beats. My biochemical encounter not only saved my life, but it also sustains it through the use of medicine that aids my blood in passing through the titanium mechanism. â€Å"Mechanical valves, which are made of biomaterials, may last a long time. However the patient with a mechanical valve must use an anticoagulant medication such as warfarin (Coumadin, Panwarfin) for the rest of life to prevent blood clots from forming on the valve. If a blood clot forms on the valve, the valve won’t work properly. If a clot escapes the valve, it could lodge in an artery to the brain, blocking blood flow to the brain and causing a stroke,† (Yi-Ren Woo, Carlos Rosario, and Prof. Pablo Cà ¡ceres; 2003).This is where chemistry, along with biology influenced me to become a biochemist. And my reason for choosing that profession is some on needs to come up with a way to make warfarin taste better as well as all the other cough and cold medicines for adults as well as children. So reader with this I hope you are able to understand that to me CHEMISTRY is IMPORTANT, because without it my life would not have begun, continued, or still sustaining today. Work Cited Schank, Craig. Titanium: The Medical Metal of Choice. Titanium Specialist†¦SuperAlloy.com. Super Alloy Inc.: 2012. Web. 26 Apr. 2012. http://www.supraalloys.com/medical-titanium.php. Schirber, Michael. The Chemistry of Life: The Human Body. Live Science. 16 Apr. 2009.Web. 26 Apr. 2012. http://www.livescience.com/3505-chemistry-life-human-body.html. THE HOLY BIBLE. NEW INTERNATIONAL VERSION ®, NIV ®. Biblica, Inc.: 2011. Print. Woo, Yi-Ren; Carlos Rosario; and Prof. Pablo Cà ¡ceres. BIOMECHANICS OF MECHANICAL HEART VALVE. Applications of Engineering Mechanics in Medicine. December 2003. Web. 26 Apr. 2012. http://academic.uprm.edu/~mgoyal/materialsdec2003/a03heartvalve.pdf.

The Attitudes of the Poets in Warning and Old man Essay -- Jenny Josep

The Attitudes of the Poets in Warning and Old man Both poems represent a picture of old age. Jenny Joseph's view of what she imagines life will be like, and her expectations, where-as U A Fanthorpe's observation of old age, is of her father, and is written from her own experience. Jenny Joseph sees old age as a positive experience. She seems to believe she will be free from responsibility. "I shall go out in my slippers in the rain." She suggests these are the things she would enjoy to do now, but if she were to actually do these now, people would disapprove of her actions. She assumes that when she gets old, others will accept childish actions. Jenny Joseph does not see herself unable to do anything that she can do at the moment. Her picture of old age is one of being active. "Sit down on the pavement when I'm tired." She sees this as being a childish act, as she would not consider sitting on the pavement now. She does not think about the restrictions that old age bring. In "Old man, old man" Fanthorpe presents a picture of her fathers old age. He is unable to do many things he once could do. "Now his hands shamble among clues" =================================== Fanthorpe's father could once do these things for himself but now he needs the help off the other people. Fanthorpe raises issues that are negative towards old age, and how old people are like children, the way they become dependant on others. Most of the behaviour described in both poems is childish. Jenny Joseph seems to see age as a second childhood. "Pick the flowers in other peoples gardens" She sees this an act that children can get away with, she also sees this as a step into a new freedom, where as Fanthorpe... ...cking her father, at his expense, someone suggesting another to be the 'lord' of something is of high status, and so it is funny as it is only a shed. There is also a sense of sadness to the poem, as she recounts of her father not being good with her when she was young. "Not good with daughters" I believe that the motive for this is because of his interest's in D.I.Y rather than the more necessary and essential things in life. Fanthorpes father has seemed to lose all-important aspects of his character, even the aspects that were dislikeable about his personality. He has begun to be dependent on other people, and is unaware of what is happening. I think both poems represent humour and compassion. Jenny Joseph represents the bright and optimistic observation's of old age, where-as Fanthorpe raises depressing and discouraging vision's of old age.

King control Essay

After 400 AD, there was no central power in the West, but a central ecclesiastical power, which claimed primacy from the earliest times. The barbarian invasions and the ensuing anarchy resulted in a tremendous growth in the power of the papacy. With the appearance of strong political powers in Europe, a struggle between the papacy and the kings started to grow. The principal disagreement was the proper distribution of power; the king was believed to be the ruler by divine right. Should the King control church as well, contrary to the belief of pope as vicar of God on earth? It was in these circumstances that, Pope Boniface VII appeared on the religious scene in Europe. As Papacy was congested with internal wrangling of war of succession, it is believed that Pope Benedict VI (973-974) was strangled to death. For Boniface VII, papacy was a secular issue, rather than a divine mission, which had to be acquired by all means. After his accession, with in a month, he was forced to leave the Constantinople, but he did not hesitate to steal a large sum of money from the Vatican treasury. After nine years of exile, he returned with an army to depose his successor Pope John XIV (983-984). All these deeds earned him the name of Antipope. According to historians Boniface VII sitting in Peter’s chair was at the lowest point in the papal history. This decline and corruption in church was visible at the time of Gregory VII accession to the papacy. He laments the unhappy state of the Church in the following words, â€Å"Wherever I turn my eyes–to the west, to the north, or to the south, I find bishops who have obtained their office in irregular ways†. Gregory made efforts to stamp out the Church from major evils, for him the Bishop of Rome was not simply the court of last appeal, but the pope was to govern the universal Church as a vicar of St Peter. The medieval kingdoms were religious states and king as the head of people was the supreme authority in religious, as well as in political matters. The spiritual governance was now in the hands of the bishops and pope, kingship had to be understood differently and new foundations laid for the political authority of the state. The state deprived of its spiritual authority was forced to conceive itself as a corporate body independent of the Church. Gregory knew that the customs prevailing in the Church and society had no foundation in ancient Christian tradition. According to him faithfulness did not mean slavish obedience to the rituals, but faith required deeper understanding of the religion. Gregory began his great work of purifying the Church by a reformation of the clergy and enacted a number of decrees, such as banning the office of sacred orders by payment, baring guilty priests from exercising ministries, and rejection of the clerics who failed to obey these injunctions. These decrees were met with vigorous resistance, but were partially successful. Pope Boniface VII and Gregory VII had the same ambitions, but with different point of views. According to Pope Boniface VII, Church cannot not be separated from the state, there had to be balance for this co-existence. Gregory VII, on the contrary de-sacralized the authority of the king, and separated the spiritual world from politics. As a result, the Church became a sovereign body with its own head, administrative structure, body of law, and courts, which eventually gave rise to the modern state. Source: Ullmann. W (1962), The Growth of Papal Government in the Middle Ages: A Study in the Ideological Relation of Clerical to Lay Power, Methuen London. Catholic Encyclopedia, Pope St. Gregory VII (8 Nov. 2005), http://www. newadvent. org/cathen/06791c. htm

Guns, schools and criminal minds Essay

Due to a massive shootings events in the last years, we, the people have been wondering â€Å"Is it a good idea to have guns in our children’s school? I’ve always believe that schools are the safest places in the world, until December 14, 2012, when 20 years old Adan Lanza fatally shot twenty children and 6 adult staff members at Sandy Hook Elementary School in Newtown, Connecticut. Now, do you feel safe when leaving your child at school? and, would you agree in sending your children off to a place full of guns? David Thweatt, superintendent of schools in Harrold, Texas, described how his small rural district implemented a plan to allow some staff members to carry concealed weapons in addition to other security members. Mr. Thweatt emphasizes that they are at least half-hour away from closest law enforcement ofï ¬ cials, they believe that they have done everything possible to protect their children. This plan is called â€Å"The Guardian Plan†. Many people thi nk that the world without guns would be a world at peace, this people claim that they love their children enough to not want them to go to school prisons. Plenty of new issues can emerge while teachers carry guns, who is going to protect them if a teacher lose control? Different opinions say that having an armed staff of educators will only increase the problem, they think that bad people are the problem and government should focus on create better and smarter solutions to keep bad people off to schools. According to teachers, they feel offended when someone scoff the idea of a teacher being trained to use a ï ¬ rearm, they already have much to deal with, such a crowd control, conï ¬â€šict resolution, and maintain order amidst chaos. Unfortunately, Mr. Thweatt’s is not very popular on educators†¦ However, a job as a teacher does not require to be armed, they have enough responsibilities to in addition put the weight of carrying a ï ¬ rearm over their shoulders. These money may well be used to buy books, pencils, electronic equipment, to keep classes that have been suspended due to lack of income, and some other needs that we all know most school have. On the other hand, the tragic situation in Sandy Hook Elementary has changed many people’s mind. Having a good guy adequately trained would be a great way to keep terrorist off schools and most important to keep children safe. As long as all the staff involved had passed all different kind of tests, it should be an idea to considerate. We need immediate solutions, and since NRA will always support our â€Å"gun culture†, and acquiring a gun has only became easier we need something that work, something that give us peace every time we leave our kids at school. The Guardian Plan may be our best bet to avoid, and be aware of catastrophic act of terrorist. At the same time that I believe guns against guns are only more death and danger, I also believe that we are not in a position to decline systematized plans that will keep our children protected. Many people might believe that the children would be living on the edge while being in a guns environment, for now, and until our society shows progress, I will be strongly agree with the idea of having schools prepared to any kind of terrorist attack.

Lord of the Flies2 essays

Lord of the Flies2 essays Lord of the Flies, is the story of a group of boys of different backgrounds who are stranded on an unknown island when their plane crashes. As the boys try to formulate a plan to get rescued, they begin to separate, and a band of savage tribal hunters are formed. Eventually the boys almost entirely shake off the civilization of the world they once knew. When all the confusion of behaviour leads them to a manhunt the reader realizes the sudden decay of law and order and loss of civilization when adults aren`t among them. Which also brings out the underlying savage side existent in all humans. In Lord of the Flies, there were numerous themes that were portrayed throughout the novel. The Need for Civilisation, is the most obvious theme. Our beliefs were always lead to believe that man is innocent and that our society is evil. But what the statement is hiding from our peers is that without laws, rules, and order, our world would revert to a more primitive part of his nature. Which of course is a more darker and cruel place to live our lives. "There aren`t any grown-ups. We shall have to look after ourselves."1 The Innocence and the Loss of It is the existence of civilization that allows man to remain in captivity with his innocence or ignorance about his true nature. Although man needs civilization, it is also important that he be aware of his primal instincts. As William Golding the author of Lord of the Flies stated, "This loss of innocence by coming to terms with reality is necessary if humanity is to survive" Which is, to reach true maturity you must first realizes the reality of our world today, as it is not the same as it was many years ago. "I`m not going to be part of Ralph`s lot He looked along the right-hand logs, numbering the hunters that had been a choir. I`m going off by myself. He can catch his own pigs. Anyone who wants to hunt when I do can come too. He blu ...

Brand Loyalty Essays

Brand Loyalty Essays Brand Loyalty Essay Brand Loyalty Essay One of the major goals of marketing is reaching the brand loyalty phase to a customer. Brand loyalty would be the commitment of a consumer to continue purchasing and supporting the company/brand. Companies benefit from this because they have a constant customer who would spread the word about the company and will be willing to pay higher prices for a certain product or service. Brand Loyalty Most people if not everyone is loyal to a certain brand or service. When a company offers good customer service, a unique product, benefits for purchasing that product and other incentives, etc, a consumer will start leaning to that brand each time they consider purchasing that product. I recently asked my husband about any brands he considered to be loyal to, he told me that Apple/ Macintosh is one of his favorite electronics brand. Things that attracted him and held him to this brand were their original designs/looks, great customer service, dependability, and frequent innovations. In 1976 Apple Computer Inc. ame to be in Cupertino, California. Apple was founded by Steve Jobs, Steve Wozniak, and Ronald Wayne. In 2007 they dropped â€Å"Computer† from their name because of their expansion in electronic products. Since the early days of Apple, they have been known to â€Å"reinvent the wheel† and taking the risk of trying something new and innovative. Apple has always strived to push the limits and to provide more efficient computers, s leeker designs, and products offered by no other company. Apple is also known to be a very environmentally conscious company. Consumers enter into a purchase with certain expectations about a product or a service and satisfaction is the hoped-for-outcome. Those expectations are based on (1) Past buying experience, (2) Brand connotations, (3) Word-of-mouth, (4) The firm’s promotional material and communication, (6) Individual persuability and perceptual distortion, and (7) Price. In this context, brand loyalty occurs as a result of customer satisfaction because consumers commit to a certain brand based on favorable attitudes and behavioral responses. Behavioral and Attitudinal brand loyalty: Brand loyalty can be classified into two broad categories:   a) Behavioral brand loyalty is measured by the ratio of the times that a repeated purchase occurs over total purchases. This measurement of proportion of purchases includes cognitive, affective and co native features, which imply an indirect relationship between brand loyalty and customer satisfaction. In other words, considerations of customers perceptions about a brand can make or break a firm’s branding strategy in the context of repetitive purchases when measuring brand loyalty levels. ) Attitudinal brand loyalty holds that brand loyalty involves a favorable attitude which reflects a preference or commitment expressed over time. This argument implies that consumers like the particular firm more than its competitors and therefore they express a favorable preference over the firm’s products or services. Both behavioral and attitudinal brand loyalty consider that consumer have developed a feeling of favorab le attitudes towards the organization and therefore they engage in repeat purchases. However, marketing studies hold that, often, repeat purchases occur as a result of convenience or lack of alternatives bearing no intentional component. Factors influencing brand loyalty: It has been suggested that loyalty includes some degree of pre-dispositional commitment toward a brand. Brand loyalty is viewed as multidimensional construct. It is determined by several distinct psychological processes and it entails multivariate measurements. Customers perceived value, brand trust, customers satisfaction, repeat purchase behavior, and commitment are found to be the key influencing factors of brand loyalty. Commitment and repeated purchase behavior are considered as necessary conditions for brand loyalty followed by perceived value, satisfaction, and brand trust. Fred Reichheld, one of the most influential writers on brand loyalty, claimed that enhancing customer loyalty could have dramatic effects on profitability. Among the benefits from brand loyalty. Specifically, longer tenure or staying as a customer for longer was said to be lower sensitivity to price. This claim had not been empirically tested until recently. Recent research found evidence that longer-term customers were indeed less sensitive to price increases. Benefits of brand loyalty: The benefits of brand loyalty for a firm are numerous. First of all, loyal customers are less price- sensitive, which means that they are ready to pay a higher price, if required, in order to acquire the product or service. As a result, apart from higher profitability for the firm, the cost incurred for pursuing new customers is reduced. Loyal customers are also strong advocates of the firm playing a powerful role in the decision making process of other people. The word-of-mouth advertisement is a strong marketing tool that improves the firm’s reputation and brings certainty to the firm by enlarging its customer base. In addition, loyal customer expose higher tolerance for mistakes, are willing to provide feedback for any unfulfilled needs, to try additional products and to offer a higher share of wallet. In todays highly competitive environments, improving consumers loyalty to brands permits marketers to maintain a comfortable and lasting position in the marketplace. The issue of brand loyalty has been examined at great length. Branding is by far one of the most important factors influencing an items success or failure in the marketplace, and can have a dramatic impact on how the company behind the brand is perceived by the buying public. In other words, the brand is not just a representation of a companys product; it is a symbol of  the company itself, and that is where the core of brand loyalty lies. Therefore, a strong brand is more than just a name; it is a promise that can be trusted.

Biography of Richard Nixon, 37th U.S. President

Biography of Richard Nixon, 37th U.S. President Richard M. Nixon (January 9, 1913–April 22, 1994) was the 37th president of the United States, serving from 1969 to 1974. Prior to that, he was a U.S. senator from California and vice president under Dwight Eisenhower. As a result of his involvement in the Watergate scandal, a cover-up of illegal activities connected with his reelection committee, Nixon became the first and only U.S. president to resign from office. Fast Facts: Richard Nixon Known For: Nixon was the 37th president of the United States and the only president to resign from office.Also Known As: Richard Milhous Nixon, â€Å"Tricky Dick†Born:  January 9, 1913 in Yorba Linda, CaliforniaParents: Francis A. Nixon and Hannah Milhous NixonDied:  April 22, 1994 in New York, New YorkEducation: Whittier College, Duke University Law SchoolSpouse:  Thelma Catherine Pat Ryan (m. 1940–1993)Children: Tricia, JulieNotable Quote: â€Å"People have got to know whether or not their president is a crook. Well, I’m not a crook. I’ve earned everything I’ve got.† Early Life Richard Milhous Nixon was born on January 19, 1913, to Francis A. Nixon and Hannah Milhous Nixon in Yorba Linda, California. Nixon’s father was a rancher, but after his ranch failed he moved the family to Whittier, California, where he opened a service station and grocery store. Nixon grew up poor and was raised in a very conservative, Quaker household. Nixon had four brothers: Harold, Donald, Arthur, and Edward. Harold died of tuberculosis at age 23 and Arthur died at age 7 of tubercular encephalitis. Education Nixon was an exceptional student and graduated second in his class at Whittier College, where he won a scholarship to attend Duke University Law School in North Carolina. After graduating from Duke in 1937, Nixon was unable to find work on the East Coast and decided to move back to Whittier, where he worked as a small-town lawyer. Nixon met his wife, Thelma Catherine Patricia â€Å"Pat† Ryan, when the two played opposite one another in a community theater production. He and Pat were married on June 21, 1940, and had two children: Tricia (born in 1946) and Julie (born in 1948). World War II On December 7, 1941, Japan attacked the U.S. Naval base at Pearl Harbor, ushering the United States into World War II. Shortly afterward, Nixon moved from Whittier to Washington D.C., where he took a job at the Office of Price Administration (OPA). As a Quaker, Nixon was eligible to apply for an exemption from military service. He was bored with his role at the OPA, however, so he applied to the Navy and joined in August 1942 at the age of 29. Nixon was stationed as a naval control officer in the South Pacific Combat Air Transport. While Nixon did not serve in a combat role during the war, he was awarded two service stars and a citation of commendation and was eventually promoted to the rank of lieutenant commander. Nixon resigned his commission in January 1946. Congressional Service In 1946, Nixon ran for a seat in the House of Representatives for the 12th Congressional District of California. To beat his opponent, five-term Democratic incumbent Jerry Voorhis, Nixon used a variety of smear tactics, insinuating that Voorhis had communist ties because he had once been endorsed by the labor organization CIO-PAC. Nixon won the election. Nixon’s tenure in the House of Representatives was notable for his anti-communist crusading. He served as a member of the House Un-American Activities Committee (HUAC), which was responsible for investigating individuals and groups with suspected ties to communism. Nixon was also instrumental in the investigation and conviction for perjury of Alger Hiss, an alleged member of an underground communist organization. Nixon’s aggressive questioning of Hiss at the HUAC hearing was central to securing Hiss’ conviction and won Nixon national attention. Wikimedia Commons   Nixon ran for a seat in the Senate in 1950. Once again, he used smear tactics against his opponent, Helen Douglas. Nixon was so overt in his attempt to tie Douglas to communism that he even had some of his flyers printed on pink paper. In response to Nixons smear tactics and his attempt to get Democrats to cross party lines and vote for him, a Democratic committee ran a full-page ad in several papers with a political cartoon of Nixon shoveling hay labeled â€Å"Campaign Trickery† into a donkey labeled Democrat. Under the cartoon was written, â€Å"Look at Tricky Dick Nixon’s Republican Record.† Despite the ad, Nixon went on to win the election- but the nickname Tricky Dick stuck with him. Run for Vice President When Dwight D. Eisenhower decided to run as the Republican Partys candidate for president in 1952, he needed a running mate. Nixon’s anti-communist position and strong base of support in California made him an ideal choice. During the campaign, Nixon was nearly removed from the ticket when he was accused of financial improprieties for allegedly using an $18,000 campaign contribution for personal expenses. In a televised address that became known as the â€Å"Checkers† speech delivered on September 23, 1952, Nixon defended his honesty and integrity. In a bit of levity, Nixon stated that there was one personal gift that he just wasnt going to return- a little Cocker Spaniel dog, whom his 6-year-old daughter had named Checkers. The speech was enough of a success to keep Nixon on the ticket. Vice Presidency After Eisenhower won the presidential election in November 1952, Nixon, now vice president, focused much of his attention on foreign affairs. In 1953, he visited several countries in the Far East. In 1957 he visited Africa, and in 1958 he visited Latin America. Nixon was also instrumental in helping push the Civil Rights Act of 1957 through Congress. In 1959, Nixon met with Soviet leader Nikita Khrushchev in Moscow. In what became known as the â€Å"Kitchen Debate,† an impromptu argument erupted over the ability of each nation to provide good food and a good life to its citizens. The profanity-laced argument soon escalated as both leaders defended their countrys way of life. After Eisenhower suffered a heart attack in 1955 and a stroke in 1957, Nixon was called on to assume some of his high-level duties. At the time, there was no formal process for the transfer of power in the event of a presidential disability. Nixon and Eisenhower worked out an agreement that became the basis for the 25th Amendment to the Constitution, which was ratified on February 10, 1967. The amendment detailed the procedure for presidential succession in the event of the presidents incapacitation or death. Failed Presidential Run of 1960 After Eisenhower completed his two terms in office, Nixon launched his own bid for the White House in 1960 and easily won the Republican nomination. His opponent on the Democratic side was Massachusetts Sen. John F. Kennedy, who campaigned on the idea of bringing a new generation of leadership to the White House. The 1960 campaign was the first to make use of the new medium of television for advertisements, news, and policy debates. For the first time in American history, citizens were afforded the ability to follow the presidential campaign in real time. Bettmann Archive / Getty Images For the first debate, Nixon chose to wear little makeup, wore a badly selected gray suit, and came across looking old and tired compared to the younger and more photogenic Kennedy. The race remained tight, but Nixon eventually lost the election to Kennedy by 120,000 votes. Nixon spent the years between 1960 and 1968 writing a bestselling book, Six Crises, which recounted his role in six political crises. He also ran unsuccessfully for governor of California against Democratic incumbent Pat Brown. 1968 Election In November 1963, President Kennedy was assassinated in Dallas, Texas. Vice President Lyndon B. Johnson assumed the office of the presidency and easily won re-election in 1964. In 1967, as the 1968 election approached, Nixon announced his own candidacy and easily won the Republican nomination. Faced with mounting disapproval ratings, Johnson withdrew as a candidate during the campaign. The new Democratic front-runner became Robert F. Kennedy, the younger brother of John. Wikimedia Commons   On June 5, 1968, Robert Kennedy was shot and killed following his victory in the California primary. Rushing now to find a replacement, the Democratic Party nominated Johnson’s vice president, Hubert Humphrey, to run against Nixon. Alabama Governor George Wallace had also joined the race as an independent. In another close election, Nixon won the presidency by 500,000 popular votes. Presidency Major domestic accomplishments during Nixons presidency included Neil Armstrongs and Buzz Aldrins historic walk on the moon in 1969; the establishment of the Environmental Protection Agency (EPA) in 1970; and the passage of the 26th Amendment to the U.S. Constitution in 1971, which granted 18-year-olds the right to vote. Nixons focus on foreign relations had him initially escalating the Vietnam War as he implemented a controversial bombing campaign against the neutral nation of Cambodia to disrupt North Vietnamese supply lines. Later, however, Nixon was instrumental in withdrawing all combat units from Vietnam, and by 1973 he had ended mandatory military conscription. Fighting within Vietnam finally ceased when Saigon fell to the North Vietnamese in 1975. In 1972, with the help of his Secretary of State Henry Kissinger, President Nixon and his wife Pat embarked on a week-long trip to China in order to establish diplomatic relations. Resentment between China and the U.S. had lingered following the Korean War, during which China had fought against U.S. forces. The visit marked the first time a U.S. president had visited the communist nation, which was then under the control of Chinese Communist Party Chairman Mao Zedong. Nixons visit was an important step in improving relations between these two powerful nations. Watergate Scandal Nixon was reelected in 1972 in what is considered one of the largest landslide victories in U.S. history. Unfortunately, Nixon was willing to use any means necessary to ensure his re-election. On June 17, 1972, five men were caught breaking into the Democratic Party headquarters at the Watergate complex in Washington, D.C., to plant listening devices. Nixon’s campaign staff believed the devices would provide information that could be used against Democratic presidential candidate George McGovern. While the Nixon administration initially denied involvement in the break-in, two young newspaper reporters for the Washington Post, Carl Bernstein and Bob Woodward, obtained information from a source known as â€Å"Deep Throat,† who became instrumental in tying the administration to the break-in. Nixon remained defiant throughout the Watergate scandal, and in a televised statement on November 17, 1973, he infamously stated, â€Å"People have got to know whether or not their president is a crook. Well, I’m not a crook. I’ve earned everything I’ve got.† During the investigation that followed, it was revealed that Nixon had installed a secret tape-recording system in the White House. A legal battle ensued, with Nixon reluctantly agreeing to the release of 1,200 pages of transcripts from what became known as the â€Å"Watergate Tapes.† Mysteriously, there was an 18-minute gap on one of the tapes, which a secretary claimed she had accidentally erased. Impeachment Proceedings and Resignation With the release of the tapes, the House Judiciary Committee opened impeachment proceedings against Nixon. On July 27, 1974, with a vote of 27-11, the Committee voted in favor of bringing articles of impeachment against Nixon. On August 8, 1974, having lost the support of the Republican Party and facing impeachment, Nixon delivered his resignation speech from the Oval Office. At noon the next day, Nixon became the first president in United States history to resign from office. Nixon’s vice president Gerald R. Ford assumed the office of president. On September 8, 1974, Ford granted Nixon a â€Å"full, free and absolute pardon,† ending any chance of an indictment against Nixon. Death After his resignation from office, Nixon retired to San Clemente, California. He wrote both his memoirs and several books on international affairs. With the success of his books, he became somewhat of an authority on American foreign relations, improving his public reputation. Toward the end of his life, Nixon actively campaigned for American support and financial aid for Russia and other former Soviet republics. On April 18, 1994, Nixon suffered a stroke and died four days later at the age of 81. Legacy In his time, Nixon was known for his uneasy public persona and intense secrecy. He is now best remembered for his involvement in the Watergate scandal and his resignation from office, a presidential first. He has been depicted in a variety of dramatic films and documentaries, including Frost/Nixon, Secret Honor, The Assassination of Richard Nixon, and Our Nixon. Sources Ambrose, Stephen E.  Nixon. Simon and Schuster, 1987.Gellman, Irwin F.  The Contender, Richard Nixon: the Congress Years, 1946-1952. Free Press, 1999.

Cardiovascular Disease Research Paper Example | Topics and Well Written Essays - 500 words

Cardiovascular Disease - Research Paper Example As per the study conducted by Andric & Vuletic (2012), it has been found that low level of motivation and hostile personal characteristics in relation to unsupportive social environment poses an impact on the health behavior. The stated factors further lead to harmful health outcomes which trigger unfavorable influences upon individual’s motivation and social environment. According to American Heart Association (2011), heart disease is the main cause of death among women in most of the developed as well as developing countries. It can be mentioned that in every article, the methods and tools utilized was found to generate similar results in various circumstances. The mechanisms related to the study which was utilized in all the articles proved successful at adequately evaluating what it was supposed to measure. It can be stated with reference to the above context that although there have been differences of emphasis as well as interpretations, the basics of medical ethics was deciphered to remain similar across all the cultures. Most of the studies were observed to be focused upon the degree of occurrence of cardiovascular diseases among women. However, the articles failed to identify the risks of such diseases along with the resolution techniques within men. The findings obtained from the articles can be easily applied to the clinical issue. One of the major clinical issues in the recent times has been the identification of strategies to minimize the risk of several chronic diseases.

Corporate Governance and Compensation Research Paper

Corporate Governance and Compensation - Research Paper Example ance as â€Å"the system by which business corporations are directed and controlled†¦[specifying] the distribution of rights and responsibilities among different participants in the corporation such as the Board, managers, shareholders and other stakeholders, and spells out the rules and procedures for making decisions on corporate affairs† (OECD, 2004, 11). A third definition is articulated by economists: â€Å"Corporate governance is a field in economics that investigates how to secure/motivate efficient management of corporations by the use of mechanisms such as contracts, organizational designs and legislation† (Fernando, 2006, 13-15). More recent literature has expanded the coverage of corporate governance to include management and financial discipline, corporate social responsibility, business ethics, stakeholder participation in decision-making, and more recently, sustainable economic development in the country in which the business operates (16). Presented in the appendix is a figure showing the comparative descriptions of the OECD and UK’s Good Governance Standards for Public Service, as they measure up to the generic principles of good governance. Executive compensation as a concern of corporate governance Before the financial crisis, there was little reason for doubting the rising pay of chief executives as set by board. The general public perception is that the board acted in a regular and informed manner when they agreed in setting the compensation level of the CEO, and that corporate governance was implemented optimally from the top of the organization. The issues that arose out of the financial crisis, however, led to the belief that the process of determining CEO compensation is not as efficient as the public were led to believe, and that significant... This essay stresses that the case of Disney’s derivative suit involving Ovitz’s morally untenable compensation package highlights the huge discrepancy between what the law requires and what is required by good corporate governance, as far as executive compensation is concerned. Presently, in determining liability and propriety the law measures executive action by the minimum standard of due care and good faith, but this case shows that it is possible for a powerful CEO to meet the minimum and still cause severe pecuniary and organizational risk to the company and its shareholders. This paper makes a conclusion that the courts decided against the derivative suit filed by the shareholders, because the board of directors were deemed to have met the minimum standard of due care, and not to have acted in bad faith as defined by the law. This does not clear Disney executives, particularly its CEO and those directors who evidently connived with him, from meeting their moral and ethical responsibility towards their shareholders and stakeholders, and is an evident display of poor corporate governance. Executive compensation and the hiring of a successor must not be left to the whims and designs of a CEO who manipulates these matters in order to retain power for himself. The terms of executive compensation and succession should be considered as legitimate by social standards and the norms and cognitive impacts on the organization.

Week-5 (weeks 1 to 5 journals) Essay Example | Topics and Well Written Essays - 1250 words

Week-5 (weeks 1 to 5 journals) - Essay Example It is during this first week that I managed to get the assistance of my work mates into explaining minor details concerning my work. For instance, filing papers on criminal activities and judgments was a challenge to me. They explained to me the methods the organization uses in filing papers. My supervisor provided guidance into understanding the methodologies the organization uses in maintaining its papers. During this week, there were numerous challenges in interacting with my coworkers. Poor communication and miss-understanding of our job roles played a big role in these conflicts (Seta, 53). For instance, the secretary of my supervisor kept on giving me in accurate information concerning the instructions of the boss. On one occasion, the secretary asked me to present a file containing accident trials, instead of criminal cases. This issue lead to an argument between me, and the secretary. The situation was resolved when the boss came in, and outlined to us our responsibilities and how we ought to behave. During this week, I learnt perseverance while conducting my duties, as it is the only way of helping me associate well with others. This is because each of us possesses conflicting objectives in relation to our duties. Week two was the most challenging week during the period of my internship. The person supervising my work played a minor role in monitoring how productive my work was. This made me to take extra caution while conducting my duties, for purposes of efficiency while filing, checking and replying mails of the organization, and stamping judicial courts paper works (Seta, 12). It is at this week that a close relationship myself and coworkers developed. This helped in improving the manner in which we executed our duties, making us productive and efficient. My colleagues helped me a lot in filing court cases, since the papers were numerous. I could not meet the deadline of filing these papers, if I worked alone. During this week, the

Detainees in Afghanistan Research Paper Example | Topics and Well Written Essays - 1750 words

Detainees in Afghanistan - Research Paper Example The collection of materials is primary objective of the HUMINTS and should be pursued with due diligence in order to enhance the credibility of their findings. The purpose of the human intelligence should be intended to enhance human and technical collection techniques with due respect to the national laws. Collection of Information Collection of information is the major duty of HUMINT operations and it must be done with utmost care to safeguard their operations and yield good results. The credibility of collected information is vital to the success of the HUMNT operations and must be safeguarded at all costs in their operation. This is because this is their core mandate in their operations both nationally and internationally. The elements of the intelligence community are authorized to collect and retain any information based on the command of the organization in which they work for and the interest of the information they pursue.2 The procedures or information use and retention sho uld also be done after the consultation with the attorney general of the concerned state. Such procedures protect constitutional and other legal rights and limit the use of such information to unlawful government purposes thus infringing the rights of the victim. The use of electronic surveillance is only limited for the purposes of training, testing and conducting countermeasures to hostile electronic surveillance and is thus avoided in most instances. Inconsequential physical searches by the elements of intelligence community are also highly restricted by the law. The attorney general is delegated the power to give the necessary legal assistance and advice in the operations of the HUMINT practices. The elements of intelligence services are expected to cooperate with other appropriate law enforcement agencies for the purposes of protecting information and property of any element of the intelligence community. The members of the intelligence are authorized to provide special equipme nt, technical knowledge and necessary assistance when the lives of the suspects are endangered and support the local law enforcement agencies in necessary sectors. The provision of personnel services is limited to the approval by the general counsel in the concerned cases. The intelligence members are permitted to render any assistance and cooperate to law enforcement agencies and other civil authorities not precluded by the law in the course of their services.3 All the operations of the human intelligence members are required to be consistent with the law and any act of violation of the constitution is punishable by the courts of law. The participants of human intelligence services are not entitled to join or participate in any organization as they wish in the course of their operations. This can only be done in accordance of the procedures established by the head of intelligence and should be of the interest of the intelligence services. HUMINT Military Regulations The HUMINT has got various limitations and capabilities with regard to military operations in any part of the world. They have the ability to collect information and cross cue from endless variety of potential sources in all respects including detainees and related documents. They are to focus on collection of information not available by other means which includes information on threat intentions

Global Financial Crisis on Japan Country Essay Example | Topics and Well Written Essays - 500 words

Global Financial Crisis on Japan Country - Essay Example Global financial crisis also reduced the flow of money in the country’s economy. During the economic downturn, many Japanese opted to cut down their shopping budgets. This greatly affected the revenues of businesses that already had less ability to access credit. Further more investors became weary of putting their money into companies. This too had a severe impact on businesses. The stock market business collapsed, making many business men lose a large portion of their investment (Needle, 2010, p. 476). Companies found it hard to survive under unconducive environment caused by the economic crisis. The senior managers of the largest Japan realized the need to cut cost for the sake of their company’s survival. Labor being one of the business greatest expenses, many people lost their jobs. The largest companies eliminated job opportunities on a large scale leaving many Japanese jobless (Batten& Szilagyi, 2011, p. 375). Other small businesses simply found out that they could not survive the adverse effect of the global economic crisis. These companies opted to close down their activities, leaving too many of their workers jobless. During the global financial crisis, many companies also reduced their charitable activities across Japan. This act eliminated chances of many Japanese to access resources they desperately needed. Many of them were unable to access clean water and security (Paul, 2010, p. 223). Following the effect of the global market turmoil, the FSA has initiated several measures aimed at regulating the functioning of financial intermediation. FSA has initiated a new capital injection scheme, to enhance proper flow of capital in the country as it was before the downturn (Paul, 2010, p. 254). FSA has also introduced new regulatory framework for credit rating agencies. It has considerably strengthened the disclosure requirement for financial firms with respect to their exposure to securitization

Violence cannot be properly understood if it is approached as an Essay

Violence cannot be properly understood if it is approached as an evolutionary aspect of human nature'. Discuss - Essay Example Research related to sociopathy and psychopathy shows that violent activities are generally committed by individuals whose psychological functioning is different from normal individuals, which leads to the fact that violence should not be understood as an evolutionary aspect of human nature because there is a causal relationship between abnormal brain chemistry and violence. This paper intends to discuss this thesis statement. Violence cannot be understood as an Evolutionary Aspect of Human Nature Ferguson (2008, p.321) defines aggression or aggression control as evolutionary or adaptive traits of human nature; but, when he talks about violent behavior or violent anti-social behavior, he asserts that it is such an â€Å"aggressive behavior that is excessive or uncontrolled and results from either of two pathways† which include instrumental violence and reactive violence. The former type is related to â€Å"genetic contributions to aggressive personality traits† (Ferguson ) while the second type involves biological deficiency or damage in the impulse control system. Thus, we prove that violent behavior can be better understood if it is approached through genetic or biological aspects of human nature rather than evolutionary aspects. However, we cannot totally ignore the evolutionary aspects of human nature being responsible for violence. ... Among children, there are many psychological disorders that convert into violent behavior. Youth Violence (2001), A Report of the Surgeon General, has suggested that there are two developmental pathways leading to violence: Early- and Late-Onset Trajectories. â€Å"Children who commit their first serious violent act before puberty are in the early-onset group, whereas youths who do not become violent until adolescence are in the late-onset group† (Youth Violence, 2001). Disorders like Oppositional Defiant Disorder (ODD) which, at later stages, gets converted into Conduct Disorder, and Antisocial Personality Disorder are also responsible for the development of violence in one’s personality. The causes of ODD are mainly biological in addition to evolutionary. Damage or injuries to specific delicate areas of a child’s brain can cause his behavior to suffer which is a biological cause for ODD. Neurotransmitters, that are chemicals present in the brain, can also be he ld responsible for ODD as their abnormal levels in the brain hinder with the proper communication of neurons with each other causing their messages to not being transmitted throughout the nervous system. The presence of other psychiatric disorders like ADHD or mood disorders also initiates the occurrence of ODD in the child’s behavior. Studies have blamed the chemical serotonin to be chiefly responsible for oppositional, defiant, hostile and violent behavior. Aggression and violent behavior that occurs after puberty also involve abnormality in the hormone, testosterone. Antisocial Personality Disorder (APD) is a psychiatric condition in which the individual becomes violent and violates other people’s rights because APD snatches away

Global Financial Crisis on Japan Country Essay Example | Topics and Well Written Essays - 500 words

Global Financial Crisis on Japan Country - Essay Example Global financial crisis also reduced the flow of money in the country’s economy. During the economic downturn, many Japanese opted to cut down their shopping budgets. This greatly affected the revenues of businesses that already had less ability to access credit. Further more investors became weary of putting their money into companies. This too had a severe impact on businesses. The stock market business collapsed, making many business men lose a large portion of their investment (Needle, 2010, p. 476). Companies found it hard to survive under unconducive environment caused by the economic crisis. The senior managers of the largest Japan realized the need to cut cost for the sake of their company’s survival. Labor being one of the business greatest expenses, many people lost their jobs. The largest companies eliminated job opportunities on a large scale leaving many Japanese jobless (Batten& Szilagyi, 2011, p. 375). Other small businesses simply found out that they could not survive the adverse effect of the global economic crisis. These companies opted to close down their activities, leaving too many of their workers jobless. During the global financial crisis, many companies also reduced their charitable activities across Japan. This act eliminated chances of many Japanese to access resources they desperately needed. Many of them were unable to access clean water and security (Paul, 2010, p. 223). Following the effect of the global market turmoil, the FSA has initiated several measures aimed at regulating the functioning of financial intermediation. FSA has initiated a new capital injection scheme, to enhance proper flow of capital in the country as it was before the downturn (Paul, 2010, p. 254). FSA has also introduced new regulatory framework for credit rating agencies. It has considerably strengthened the disclosure requirement for financial firms with respect to their exposure to securitization

Valley of Saints Movie Review Example | Topics and Well Written Essays - 500 words

Valley of Saints - Movie Review Example Movie reviewers have on various occasions assisted in guiding the audience to watch a movie or made the audience less interested especially when the reviewers discredits the plot and message of the film. Film Critic Roger Ebert ranks among the primary critics and the paper examines the review of Valley of Saints by Elbert and comparing it with that of the researcher. A focus on the critics by the researcher and Ebert is done on Valley of Saints movie. With Guzlar, Afzal and Asifa as the three main characters, Syeed purposively and successfully exposes the political situation and repercussions of India in Kashmir a poor Interior location. His background and experience plays a significant role in ensuring he delivers one of the best prose reflecting on bad politics and the consequences. As a result of poverty and war arising from political instability within the state of Kashmir, Guzlar with his friend Afzal who is more like a friend decides to free the city of Kashmir (Trigon-Film 2014). Although the two has love for their village as a result of friendly neighborhoods and the aspect of beauty possessed by the locals, the political tensions, and continuous wars force them to run away from home. Working as a boatman, Guzlar earns through crossing tourists across his lake Village Dal Lake.

The Civil Rights Act of 1964 Essay Example for Free

The Civil Rights Act of 1964 Essay President Lyndon B. Johnson signed the Civil Rights Act of 1964 into law on July 2, 1964 in Washington D.C. It ended discrimination based on race, color, and religion. Since Reconstruction, it is often called the most important U.S. law on civil rights. This law allowed the federal government with the powers to enforce desegregation. Title VI of the act banned the use of federal funds for segregated programs and schools. In 1964 only Tennessee and Texas had more than two percent of their black students enrolled in integrated schools. About 6% of the black students in the South were in integrated schools by the next year because of Title VI. What was the cause of the Civil Rights Act of 1964? In June 1963, President John F. Kennedy proposed a bill several months prior to his death. President Johnson announced his intention to turn the proposal into law five days after Kennedy’s assassination. Title IV of the Civil Rights Acts of 1964 forbidden discrimination in public schools because of race, color, religion, gender, or national origin. Public schools included elementary, secondary, and public colleges and universities. Before this law was signed, an African-American named James Meredith applied to the University of Mississippi in 1961. Officials at the school returned his application. He then took his case to the court. On September 10, 1962, the U.S. Supreme Court administrated that he had the right to attend the University of Mississippi. Ross Barnett, the governor of Mississippi, personally blocked Mr. Meredith from registering at the university even after the Supreme Court ruled. Conclusively, on September 30, 1962, federal officers and Civil Rights Division lawyers led Mr. Meredith onto the campus. There were one hundred twenty three assistant federal officers, three hundred sixteen U.S. Border Patrolmen, and ninety-seven federal prison guards on and near the campus to guard him. A crowd attacked the federal forces within an hour. They were fought with guns, bricks, bottles, and Molotov cocktails. President Kennedy sent sixteen thousand federal troops to the campus because of the nonstop violence. The outcome was there were two people dead, twenty-eight officers were shot, and  one hundred sixty people injured. As a result, James Meredith became he first black student to attend the University of Mississippi. The Civil Rights Act of 1964 had many effects. The law outlawed ethnic discrimination in public and places of employment to African Americans. However, it did not end the Civil Rights Movement. Black Southerners were deprived of their constitutional rights because white Southerners still used legal ways to take away their rights. African Americans lived in the worst metropolitan neighborhoods and had to attend the worst city schools. Other than that, the rights included rights to vote, public accommodations, which included being able to go to restaurants, movie theaters, shopping in all stores, going inside a gas station, and attending sports events at sports arenas. The Civil Rights of 1964 was also the first law to guarantee the equal rights of women.

Play Preferences of Developing Children

Play Preferences of Developing Children This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. ABSTRACT This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. Play is a primary childhood occupation and as such deserves the utmost attention from the occupational therapy profession. In the past, many authors have written about play as a means to measure other skills (Bundy, 1993) or as a reflection of child development (Sparling, Walker, Singdahlsen, 1984). Play has been observed, categorized, labeled, and studied by researchers in many fields (Cole la Voie, 1985; Fein, 1981; Gesell, 1940; Parten, 1932; Saunders, Sayer, Goodale, 1999). Previous research has clearly demonstrated that children progress through stages and exhibit differing play preferences over time (Cole la Voie, 1985; Fein, 1981; Lowe, 1975). Recently, occupational therapy scholars have stressed the importance of examining play as an occupation rather than analyzing its component parts (Bundy, 1993; Couch, Deitz, Kanny, 1998, Knox, 1997; Parham Primeau, 1997). Influences on Play Preferences Many variables (e.g., gender, culture, environment, and age) influence a childs play occupations. This descriptive study explores young childrens play preferences and investigates how play choices vary according to the childs age, gender, and typical development versus developmental delay status. Gender Research has repeatedly demonstrated gender differences in the play of typical children (Caldera, Huston, OBrien, 1989; Connor Serbin, 1977; Meyer-Bahlburg, Sandberg, Dolezal, Yager, 1994; Saracho, 1990). In early studies of preferences related to gender, researchers found that girls preferred dolls and house toys and boys preferred blocks and transportation toys (Fein, 1981). Recent research continues to find gender-related differences in many aspects of play beginning at early ages. For example, as early as 1 year of age, children make different toy choices based on their gender (Servin, Bohlin, Berlin, 1999). At 18 months of age, boys preferred to play with trucks and trailers, whereas girls preferred doll-related activities (Lyytinen, Laakso, Poikkeus, Rita, 1999). Gender differences are found in many aspects of play. Boys are more likely to choose physical and block play over dramatic and manipulative play, and girls are the reverse (Saracho, 1990). Although boys are more likely to enjoy vigorous or active play, girls are generally rated as more playful (Saunders et al., 1999) and more likely to enjoy both dyadic interaction (Benenson, 1993) and smaller play groups than boys. Within dramatic or fantasy play, the type of fantasy play performed differs by gender. For example, girls use more verbal pretending and choose different play themes (Wall, Pickert, Gibson, 1989) and demonstrate less aggressive content (von Klitzing, Kelsay, Emde, Robinson, Schmitz, 2000). Girls fantasy themes tend to be complex and abstract. In contrast, boys play is more physically vigorous and they tend to choose simpler fantasy themes, such as playing superheroes (Pellegrini Bjorklund, 2004). Boys and girls also differ in play with computers and video games. Boys generally play video games more frequently and for longer time periods (Kafai, 1998), and they tend to play games in which competition is important. Girls like games with in-depth social interactions and character development; they appear to enjoy participating in a story more than participating in a competitive game (Salonius-Pasternak, 2005). Age A childs age is related to both play skills and play preferences for the type and context of play. Developmental changes in play skill have been found in a variety of studies of childrens play. For example, pretend play first emerges between 1 and 2 years of age and increases in prevalence and frequency throughout the preschool and kindergarten years (Fein, 1981). Play preferences have been shown to begin early in life. Infant toy preferences are noted by mothers as early as 3 months of age, and by 1 year of age almost 90% of infants have a favorite object (Furby Wilke, 1982). Children have also demonstrated changes over time in their preference for specific forms of play, such as physical play. In one study of physical play, the authors found that preference for each of three types of physical play peaks at a different age (Pellegrini Smith, 1998). Rhythmic stereotypes dominate during infancy, exercise play peaks during the preschool years, and rough-and-tumble play is most common during middle childhood. Age also interacts with gender to affect the choices. For example, the preferences of young children for gender-segregated groups begin to change in pre-adolescence (Brown, 1990), as do the gender-specific preferences for indoor and outdoor play (Pellegrini, 1992). Age may be less of a factor in play development in children with disabilities (Sigafoos, Roberts-Pennell, Graves, 1999). Developmental Delay or Disability Multiple studies have demonstrated that children with physical disabilities play differently than children who are developing typically. Children with physical disabilities spend more time in passive activities (Brown Gordon, 1987) and may demonstrate less active involvement with objects (Gowen, Johnson-Martin, Goldman, Hussey, 1992). Children with physical disabilities spend more time with adults than with their peers and participate more in passive activities, such as television watching, than in active and varied play experiences (Howard, 1996). In addition, children with physical disabilities, cerebral palsy in particular, may be less playful than their typically developing peers (Okimoto, Bundy, Hanzlik, 2000). Based on previous research, it is unclear whether children with disabilities have different play preferences or merely have an inability to access various forms of play. One study demonstrated that children with mild motor disabilities held preferences similar to children without disabilities (Clifford Bundy, 1989). In a study investigating object play preferences in children with an autistic spectrum disorder, Desha, Ziviani, and Rodger (2003) found that the children (41 to 86 months old) engaged predominantly in functional play and preferred toys with salient sensorimotor properties (toys that produced sound or movement with minimal effort). Other research has suggested that children with autism prefer toys and play situations that are structured and predictable (Ferrara Hill, 1980). Contextual Variables Contextual factors may affect play occupations. Researchers have demonstrated that children have fairly stable preferences for play partners, including the gender of play partners (Hay, Payne, Chadwick, 2004; Martin Fabes, 2001), play settings, and play objects (Knox, 1997). Other studies suggest that the physical environment impacts childrens development of play occupations. For example, outdoor play provides children with opportunities for sensory exploration (e.g., in dirt, water, sand, and mud), learning about space, and vigorous physical activity. Indoor play offers opportunities for quiet play, reading, drawing, construction, and computer games (Clements, 2004). Research Questions The literature on childrens play preferences suggests that children have clear preferences that are influenced by gender, age, and developmental status. Examining the current play choices and preferences of children is important to further understand the development of play occupations and what variables influence a childs play choices. This study investigated the play preferences of children with and without developmental delays who were between 3 and 7 years old. The specific research questions that guided our survey research were the following: 1. Do boys and girls differ in their play activity preferences? 2. Do childrens play activity preferences differ by age in early childhood years? 3. Do play activity preferences differ between children with developmental delays who receive therapy services and children with typical development? Methods Sample Convenience sampling was used to recruit parents of children with typical development or with developmental delays (who received occupational, speech, or physical therapy services) who were between 3 and 8 years old to complete a survey describing play preferences. A total of 330 surveys were provided to parents of typically developing children and children with developmental delays in the Northeast and the Midwest regions in the United States. In the Midwest, participants were obtained through a large childcare center and two preschools. All participants in the Northeast were obtained through two large private practice clinics. To obtain a sample of typically developing children in the Northeast, parents of children receiving therapy services in the clinics were asked to complete a survey for a sibling without developmental problems. Instrument The survey was based on Takatas instrument (Takata, 1969) that measures play preferences and the categories were modified to reflect modern play activities. The survey required parents to respond to a list of play activity preferences for one of their children. Studies have demonstrated that mothers can accurately rank play activities (Tamis-LeMonda, Damast, Bornstein, 1994) and parent report has been used previously in research of childrens play preferences (Finegan, Niccols, Zacher, Hood, 1991). The survey listed play activities and contexts and asked parents to rate their childs preference for each activity and context. Parents were also asked to provide information about age, disability status, and gender. The parents were asked about play preferences within a 3-month period because other researchers have suggested that play preferences remain relatively stable within this period of time (Finegan et al., 1991). Parents were not asked questions regarding their nationality, race, ethnicity, social class, or socioeconomic status because these factors have not been demonstrated to be related to play preferences (Meyer-Bahlburg et al., 1994). To pilot test the survey, two peer reviewers commented on the items and then six parents completed the survey and were asked to comment on its format and clarity and the amount of time it took to complete. Minimal revisions were made to improve clarity. The final survey listed 37 play activities in 11 categories of play and 11 contextual variables. The survey used a 4-point Likert scale for scoring, with each play activity rated from highly preferred (4) to not preferred (1), and respondents could also select not applicable. Individual activities were listed under broader categories (e.g., gross motor play, creative play, and pretend play). The second part of the survey asked for the childs preferences for specific play environments, including social context (e.g., friends or family) and physical contexts (e.g., inside or outside). A third section asked for descriptive information about the child (e.g., gender, birth date, diagnosis, if any, and services received). Data Analysis Demographic data and preference ratings were summarized using descriptive statistics. Children were combined into age groups by year by rounding to the nearest year. Although specific diagnoses were identified for the children, the children were grouped into those with and without developmental delays for purposes of analysis. To reduce the data, the individual activities were combined into play categories (e.g., gross motor, rough-and-tumble play, and pretend play). The 33 activities were collapsed into 9 play categories and the 11 contextual variables were collapsed into 4 play contexts. The figure identifies how the items were combined into categories. When computing mean scores, the responses not applicable and not preferred were combined as a score of 1 because both responses indicated that the child did not engage in that play activity. Using each play category and play context, a three-way analysis of variance with gender, age, and disability status as the independent variables was computed. Scheffe post-hoc analyses were used to compare individual age groups. Effect sizes (Cohens d) were calculated for gender and developmental status comparisons. Although a Likert scale produces ordinal data, parametric statistical procedures were selected over non-parametric statistical procedures based on research demonstrating that these statistics result in the same conclusions as non-parametric tests (Glass, Peckham, Sanders, 1972), they are preferable in most cases, and they do not increase the likelihood of a Type I or Type II error (Nanna Sawilowsky, 1998; Rasmussen Dunlap, 1991). Use of parametric statistics allowed us to examine t he interactions among the variables. Results Sample A total of 175 surveys were returned. Only five surveys for 8 year olds were returned; therefore these were omitted from the analysis. Of the 170 remaining, 166 were sufficiently complete to use in the analysis. Demographic data for the sample are presented in Table 1. Gender The three-way analysis of variance identified no significant differences in play activity preferences between boys and girls (effect size ranged from .01 to .26). Table 2 lists the mean scores, analysis of variance results, and effects sizes for the primary play categories. Play preferences were remarkably similar for boys and girls, with equivalent preference for gross motor play, rough-and-tumble play, video and computer games, drawing and coloring, dolls, and pretend play. The interaction for gender and age was significant for doll play preference. Three- to four-year-old boys preferred play with dolls and action figurines more than 3- to 4-year-old girls. In contrast, 5- to 6-year-old boys preferred play with dolls and action figurines less than 5- to 6-year-old girls. Play contexts were also compared by gender. Boys (m = 2.03) and girls (m = 1.95) were equally neutral about playing alone (F [1,156] = .074; p = .786). Both boys (m = 2.63) and girls (m = 2.60) equally preferred to play with friends (F [1, 156] = .031; p = .860) and equally preferred indoor (mean range: 2.73 to 2.80) and outdoor (mean range: 2.75 to 2.86) play. Age Groups Play preferences were compared by age groups. Table 3 shows which play categories were significantly different for age groups between 3 and 7 years old. In this early childhood age span, changes in play preferences were few. Preference for rough-and-tumble play changed significantly from 3 to 7 years old. Rough-and-tumble play was preferred most at 5 years old and was only somewhat preferred at 7 years old. Preference for video and computer games increased significantly in this age range. Video and computer game play was scored between not preferred and neutral at 3 years old and was somewhat preferred by 7 years old. Preference for drawing and coloring and construction increased from 3 to 7 years old, but these differences were not significant. Preference for pretend play differed significantly across the age groups, with low preference scores at the youngest and oldest ages and higher preference scores at 4 and 5 years old. Doll and action figurine play was also highest at 4 years old; however, changes in doll play preference were not significant across age groups. When play contexts were compared across the age groups, children showed no differences in preference for playing alone (range: 1.88 to 2.23; F [4,156] = 1.3; p = .272) or with friends (range: 2.27 to 2.93; F [4,156] = 1.95; p = .105) or for playing indoors (range: 2.35 to 2.86; F [4,153] = .793: p = .531) or outdoors (range: 2.50 to 2.91; F [4,152] = 1.23; p = .300). The least preferred play context across all ages was alone. Children With and Without Developmental Delays Play preferences of children with developmental delays were compared to those of children with typical development. Mean scores, analysis of variance results, and effect sizes are presented in Table 4. Children in the delayed and non-delayed groups equally preferred gross motor play, but rough-and-tumble play was preferred more by children with developmental delays, demonstrating a moderate effect (d = .52). In the quiet play categories, typically developing children preferred drawing and coloring more than children with developmental delays. For drawing and coloring, there was also an interaction with gender: preferences of boys with developmental delays (m = 2.57) were lower than those of boys with typical development (m = 3.42), but girls were equivalent in the two groups (developmental delays m = 3.13; typical development m = 3.19). In children with developmental delays, preference for doll and action figurine play was significantly less and preference for object exploration was slightly greater than for children without developmental delays. Although pretend play did not differ in these groups, the interaction of age and developmental delay status for pretend play preference was significant. In younger children (3 and 4 years old), those who were typically developing preferred pretend play; this preference reversed by 7 years old when preferences of children with developmental delays were significantly higher than typically developing children for pretend play. Play preferences for these two groups of children are rank ordered in Table 5. The five most preferred play forms for children with typical development were gross motor, drawing and coloring, reading and watching television, construction, and rough-and-tumble play. The five most preferred play forms for children with developmental delays were rough-and-tumble play, gross motor, reading and watching television, drawing and coloring, and construction. Preferred play contexts also differed for the two groups. Although both groups were neutral about playing alone, children with developmental delays showed a lower preference for playing with friends (m = 2.29) than children with typical development (m = 2.93) (F [1,156] = 13.11; p Discussion Gender Comparisons A surprising finding was that boys and girls held the same or similar play preferences. For example, we found no differences between boys and girls in doll and action figurine play or pretend play. In contrast, most of the research literature has concluded that boys and girls prefer different types of play. In older studies (Fagot, 1974, 1978; McDowell, 1937), girls and boys preferred different toys (i.e., girls preferred dolls and house toys, whereas boys preferred blocks and transportation toys). During the preschool and early childhood years, boys are more likely to adopt fantasy and aggressive play (e.g., monsters or fighting) and girls are more likely to play house (Fein, 1981). One possible reason for our finding that boys and girls were similar in play preferences is that we broadly defined doll play to include play with action figurines (e.g., Batman, Spiderman, and robots), which are considered boy toys. With dolls defined this broadly, boys and girls did not differ. In the research literature, pretend play is not the only play category where boys and girls differ. In two studies of children between 4 and 12 years old, boys preferred rough-and-tumble play and girls preferred quiet play (Finegan et al., 1991; Saracho, 1990). Saracho (1990) found that boys are more likely to prefer physical and block play over dramatic and manipulative play, and girls were the reverse. In a review of electronic play, Salonius-Pasternak (2005) reported that boys spend more time in video and computer game play than girls. Our study found no differences between boys and girls in preference for gross motor, rough-and-tumble play, or video game activities. Gym sets, trikes and bikes, and playgrounds were preferred play activities for both genders. When genders are compared, preferences of boys and girls were remarkably similar. Boys were slightly, but not significantly, higher than girls in rough-and-tumble play (d = .26), and other areas that differed in previous studies (e.g., preference for video and computer games and drawing and coloring) were equivalent. The equivocal results between our study and those that preceded it may be explained by their different methodologies (e.g., our survey used parent report and listed both boy and girl examples of the play categories). Gender differences may not exist when broad play categories are measured. Age Comparisons When the ages of the children were compared, three categories showed significant differences across age groups. Rough-and-tumble play increased from 3 to 5 years old, and then decreased from 5 to 7 years old. As preference for rough-and-tumble play decreased, preference for video and computer games increased. Other researchers (Salonius-Pasternak, 2005) have documented the increase in computer game play, which begins at 7 years old and peaks in adolescence. As documented in the literature, pretend play increases during the preschool years (3 to 5 years old) and decreases after 6 years old (Fein, 1981), when rule-governed games begin to dominate play (Parham Primeau, 1997). Other categories showed expected trends, but differences among the age groups were not significant. Gross motor play (defined as bike, trike, tag, and gym set activities) did not decrease across the age groups and was consistently a highly preferred activity. Drawing and coloring, construction, watching television, and reading activities remained somewhat preferred throughout the age range. The development of play skills has been well documented by researchers (Rosenblatt, 1977; Takata, 1969); however, most research has focused on the first 2 to 3 years of life, which is when play skills change dramatically. Our study captured ages during which play preference is stable for certain forms of play and evolving for others. Takata (1969) conceptualized 4 to 7 years old as one play epoch. Dramatic role playing, social role playing, and realistic construction characterize this epoch. Play preferences appear to change substantially after 7 years old, which is when children prefer games with rules and social play in the context of organized games. Our findings regarding the effect of age on play preferences, which were significant but not dramatic, may reflect that our age range was essentially one play epoch (Takata, 1969). Differences Between Children With and Without Developmental Delays In our sample, children with developmental delays were primarily children with sensory integration dysfunction, autism, pervasive developmental disorder, attention deficit hyperactivity disorder, or general developmental delays. Children with these diagnoses often have motor planning difficulty, sensory processing problems, and social and communication limitations without frank motor, manipulation, and mobility impairments. The play preferences of children with developmental delays were consistent with the performance limitations associated with these development disorders. Children with developmental delays preferred rough-and-tumble play significantly more than children with typical development. This preference may reflect the sensory needs of children with autism, attention deficit hyperactivity disorder, pervasive developmental disorder, or sensory integration disorder. Rough-and-tumble play, such as wrestling and rough housing, provides children with deep tissue pressure and joint compression, which is the proprioceptive input that helps their systems organize and calm (Baranek, 2002; Blanche Schaaf, 2001). In addition, rough-and-tumble play does not demand fine motor skills or precision performance; it is play in which almost every child can participate and succeed. The other play category in our study preferred significantly more by children with developmental delays was object exploration. Object exploration reflects basic sensory motor play that predominates in children 1 to 3 years old and decreases during the preschool years as more skillful and symbolic play emerges. The higher preference by children with developmental delays probably reflects preference for simpler, lower demand play activities. In other play forms, typically developing children showed higher preference; they preferred drawing and coloring and dolls and action figurines more than children with developmental delays. These play forms require fine motor and manipulative skills, and they require higher levels of cognitive ability, imagination, pretend, and understanding of symbols. In addition, the interaction of pretend play, age, and developmental delay was significant. At younger ages, pretend play was preferred more by children with typical development; this reversed at older ages, when pretend play was preferred more by children with developmental delays. Therefore, the children with developmental delays developed an interest in pretend play at older ages, which is when interest by children with typical development was diminishing. This finding contrasts with that of Sigafoos et al. (1999), who found that children with disabilities did not exhibit play forms beyond sensorimotor and functional play. Our contrasting findings may be explained because the children in our sample were less severely involved. Both groups were neutral (mean range: 1.81 to 2.45) for doll and action figurine play and pretend play. This neutral preference may reflect that the time spent in pretend play is minimal when compared to other play forms. Fein (1981) suggested that preschool children spend between 10% and 17% of their time in pretend play, which reflects only a small portion of boys and girls total play time. Sigafoos et al. (1999) observed that children with developmental delays spent 10% of their time in pretend play. When the types of play are rank ordered by preference, pretend play and doll and action figurine play have the lowest preference scores. Numerous studies have documented differences in play when children with disabilities were compared to children without disabilities. Research demonstrates differences in play skills (Mogford, 1977), object and social play (Sigafoos et al., 1999), and playfulness (Clifford Bundy, 1989; Okimoto et al., 2000). Sigafoos et al. (1999) followed preschool children with developmental disabilities for 3 years and documented that they primarily engaged in exploratory (28%) and functional play (57%) and that these percentages did not change over time. Baranek, Reinhartsen, and Wannamaker (2001) described the play of children with autism as lacking in imitation and imagination, containing fewer play repertoires, exhibiting decreased play organization, and exhibiting limited social play. Their play tends to lack flexibility and creativity (Craig Baron-Cohen, 1999). Functional play seems to dominate in children with autism with minimal evidence of pretend or symbolic play (Libby, Powell, Messer, Jordan, 1998). Differences in children with sensory integration dysfunction have been identified by Parham and Mailloux (2005) and may be more subtle than the differences seen in autism (Desha et al., 2003). The play of children with sensory integration dysfunction is often limited in play scenarios because they avoid certain play experiences that cause sensory feedback discomfort and they have restricted action repertoires due to perceptual difficulties and dyspraxia (Knox, 2005; Parham Mailloux, 2005). Using a sample of preschool age children (4 to 6 years) with sensory integration dysfunction, Clifford and Bundy (1989) did not find significant differences in play materials preferences but did find differences in how the children used toys. Our sample with developmental delays, which included autism, sensory integration dysfunction, and attention deficit hyperactivity disorder, showed trends similar to the literature in that the children preferred simple play forms (i.e., object exploration and rough-and-tumble play) to more complex and skilled play forms (i.e., drawing and coloring and pretend play). When all play preference categories are ranked, the order of preference differed between groups, but the top five preferences were the same. The primary difference between the groups was in rough-and-tumble play (ranked first for children with developmental delays and fifth for children with typical development). Object exploration was the least preferred for children with typical development and dolls were least preferred for children with developmental delays. Consistent with the literature that describes problems in social play in children with developmental delays, children with typical development had significantly higher preferences for playing with friends (d = .57) than children with developmental delays. Playing alone was significantly more preferred in children with developmental delays. Response to these items may reflect the childs preference or may relate to actual play opportunities and experiences. Delays in communication and social interaction may create barriers for children with developmental delays to play with peers (Baranek et al., 2001; Tanta, 2004). Clinical Implications The findings of our study confirm the importance of physical play because, almost universally, the study participants enjoyed, and often preferred, physical play. At the same time, the participants balanced their preference for physical play with more sedentary play forms, such as reading, watching television, drawing and coloring, and construction. The range of preferences may indicate the need for relaxation as one aspect of play (Parham Primeau, 1997). Children seem to have broad and varied play preferences because 6 of the 11 play forms were rated as somewhat to highly preferred. Individual play preferences appear to be best defined by the player and cannot be assumed based on age, gender, or disability status. Of concern is the preference of children with developmental delays t

eli whitney Essay -- essays research papers

Eli Whitney   Ã‚  Ã‚  Ã‚  Ã‚  Before the invention of the cotton gin, Americans would remove cottonseed by hand. Slaves were hired to complete this procedure. This would take a very long time and something had to be done. Later on, a man named Eli Whitney invented a device called the cotton gin. The cotton gin is a machine for removing the seeds from cotton fiber. His invention could produce up to fifty pounds of cotton each day.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Eli Whitney was born in Westboro, Massachusetts in the year 1765. As a child, he was very talented in machinery. He worked as a blacksmith and invented a nail making machine. Whitney had a dream to go to Yale College, and worked extremely hard to achieve his goals. He finally got accepted and graduated at the age of 27. When he graduated, he found that there were no jobs in engineering and decided to take on teaching. This also didn’t work out so he stayed on his friends’ cotton plantation. He found that the plantations were soon going to go bankrupt because of the high cost of producing cotton at such a slow pace. Many people realized that a device was ne...

Non-Violent Protest: Dr. Martin Luther King

Non-violent protest: Dr. Martin Luther King This morning, I woke up to turn on the 7 o clock news and listened to the reporter inform America on violence around the world. There were stories ranging from a shootout in Homewood to wars amongst territories. If violence continues to breakdown communities, there will come a time where there will be no communities left to destroy. My grandmother was telling me how today is not the same day as yesterday; when brothers and sisters helped each other progress through struggles. During the1900s, society was unjust because of color.Whites wanted to rule the nation, but this was not in the interest of black people. Blacks wanted an end to segregation, injustices, and white supremacy. There were many different leaders that used different methods to strive for the achievement of this goal and many failed. Dr. Martin Luther King made a great contribution to the conclusion of oppression for blacks. What did Martin Luther King do differently to help blacks and whites walk together after centuries of oppression? During the 1900s, blacks were faced with major obstacles that still affect people today.Blacks were not given opportunities to receive great education (Washington, M. (2006)). During that time, in Mississippi, three dollars was spent on an African American’s education and sixty dollars was spent on a white person’s education. Blacks were not allowed to vote and were not perceived as true citizens of the United States (Washington, M. (2006)). Whites sought to terrorize black people by preventing them from living life freely (Washington, M. (2006)). The world was separated and blacks were left with the trashy side of it (Washington, M. (2006)).African Americans wanted change, but they did not know how to make a huge societal change. During the time of oppression against black people, there were people, organizations, movements, and protest that aimed for black power and separation. The Black Panther Party was formed in 1966 and aimed to overthrow their white oppressors (Mintz, S. (2007)). Bookter T. Washington thought it would be a good idea to accommodate whites, integrate races economically and be separate socially. Marcus Garvey advocated a â€Å"back to Africa movement† because he saw a future with no love between blacks and whites.Black Muslims advocated racial separation and it was cultivated in their religion (Mintz, S. (2007)). Muhammad said â€Å"Your entire race will be destroyed and removed from this earth by Almighty God. And those black men who are still trying to integrate will inevitably be destroyed along with the whites (Mintz, S. (2007))† He showed much anger to white people and wanted total separation with black supremacy (Mintz, S. (2007)). Malcolm X was a leader that advocated violence if it was necessary to break down the walls of racial oppression. By any means necessary† is a famous quote stated by Malcolm X that shows his view on obtaining bl ack power (Mintz, S. (2007)). These leaders are known to be great but oppression continued to build; there was still no peace. Whites continued to oppress blacks and looked for ways to make their lives miserable. Dr. King believed society would be demolished if everything continued. He decided to take a different approach. â€Å"Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that† is an infamous quote stated by Dr.Martin Luther King Jr (King, M. (1998)). Dr. King lived his whole life during a time where blacks were severely mistreated and faced enormous injustices. He felt if blacks continued to fight back with violence, then there would be a world with no peace until it is destroyed. Dr. King had a dream that blacks would not be judged by the content of their skin but by the content of their character. (Dyson, M. E. (2008)) He dreamed of a world with equal opportunities and civil rights (Dyson, M. E. (2008)). He wante d this dream to become sight and many people influenced his approach.He advocated six principles to help society reach his vision. I would like to use this section of the paper to establish who and what inspired the practices and ideas of Dr. King. While pursuing a degree at the Crozer Theological Seminary, King listened to a lecture presented by Mahatma Gandhi (King, M. (1998)). Being inspired by his words, King read different books written by Ghandi (King, M. (1998)). He learned that Ghandi used non-violence against British rule in India (King, M. (1998)). King believed this was a method that could possibly settle the injustices for blacks in America.For more influence, King studied the theories of Henry David Thoreau with the intent to make a societal change (Dyson, M. E. (2008)). King was familiar with the leaders who used non-violence such as Frederick Douglass, Philip Randolph and Bayard Rustin, but King wanted everyone to get involved (Mintz, S. (2007)). King partnered up wit h Ralph Abernathy and Bayard Rustin and formed the Southern Christian Leadership Conference (Jerome, B. (2011)). King aimed for the SCLC to be attractive to the black church so that everyone would play a role (Jerome, B. (2011)). The 6 principles that King advocated 1 Do not humiliate or defeat (King Jr, M. (1957)). During this time of injustice, there was much hatred between black and white people. Blacks were always being defeated by whites, and they were tired of white supremacy. As a result, blacks aimed to defeat their oppressors to live life freely. Dr. King, the enlightened thinker, opposed the view. Dr. King said â€Å"the nonviolent resister should not seek to humiliate or defeat the opponent but to win his friendship and understanding (King Jr, M. (1957)). † Dr. King practiced what he preached. After Rosa Parks rejected to give up her seat to a white man on the bus, she was arrested.Many community leaders and Dr. King developed a bus boycott (King Jr, M. (1957)). Th is allowed King to implement what he learned from Ghandi. Dr. King was arrested and his house was fire bombed. After his house was bombed, he called out for his family (King Jr, M. (1957)). Instead of fighting back with violence he said â€Å"Now let's not become panicky, if you have weapons, take them home; if you do not have them, please do not seek to get them. We cannot solve this problem through retaliatory violence. We must meet violence with nonviolence. We must love our white brothers, no matter what they do to us.We must meet hate with love (Jerome, B. (2011)). † However, that did not stop him. For about 13 months, 17,000 black people in Montgomery refused to ride the bus (Jerome, B. (2011)). As a result, the company was losing too much money. On November 13th, 1956, the Montgomery Bus Boycott was known as a success, because the buses were desegregated. #2. Non-violent resistance is not for cowards (King Jr, M. (1957)). Some may raise opposition and believe that they have too much pride to be disrespected. Many thought it was a cowardly act, however, King believed otherwise.King said non-violent resistance is passive and always seeks opportunities to convince the opponent of advantages in forming a loving relationship (Dyson, M. E. (2001)). Although one is not violent, one continues to drive on coming together. A person, who drives on togetherness despite opposition, is brave and strong because it is not easy to go against the masses (Dyson, M. E. (2001)). This was shown during the Greensboro sit-in on February 1st, 1960. Four black students from North Carolina A;T State University decided to sit at the â€Å"whites only† counter at a local restaurant (Schlosser, J. (1998)).They did not get served and decided to stay seated in the section until they were served. They continued to return day after day and brought friends with them. After a week, hundreds were waiting to be served (Schlosser, J. (1998)). The restaurant eventually served th e students and the protest influenced many non-violent protests throughout different cities (Schlosser, J. (1998)). Instead of fighting, mirroring, and hating, the students looked to eat with other white people. The white people did not like it, but they had the chance to hear the black students. #3: Non-violent resisters attack forces of evil (King Jr, M. 1957)). African Americans believed that they were always under-attack and had to defend themselves. If people are striving for a world full of peace, evil has to be non-existent. During the 1900s, blacks and whites had evil intentions, but it was acceptable for whites to behave on their intentions (Washington, M. (2006)). King wanted the evil intentions to exit the minds of everyone and out of the world. King said â€Å"We are out to defeat injustice and not white persons who may be unjust (King Jr, M. (1957)). † Instead of hurting the person who has done evil, attack the evil forces.He wanted everyone to concentrate on att acking the evil forces of injustice, instead of trying to defeat the white man. Given you have killed a white man; the evil forces will continue to live. However, if you attack the evil forces, everyone can walk together. In 1961, the Freedom Riders abided by this principle. Black and white Freedom Riders left Washington D. C. in 1961 and rode buses, trains, and planes from city to city to protest against the forces of evil that segregated interstate transportation (Lisker, D. (2001)). They reached opposition, mobs and were arrested (Lisker, D. (2001)).After much perseverance, great support was gained from around the world. #4 Non-violent resisters accept suffering without retaliation (King Jr, M. (1957)). King believed one should accept violence but never commit it. This would enable white people to hear and listen to what they had to say (King Jr, M. (1957)). It may sound crazy because in today’s world, many problems are dealt with by using retaliation; just watch the news. However, earlier generations watched blacks accept the abuse, and later shake hands with white people. In 1963, the 16th Street Baptist Church was bombed and 4 black girls were killed (Simkin, J. (2011)).Instead of the parents and the community trying to kill Chambliss, the bomber, they accepted the suffering (Simkin, J. (2011)). They non-violently protested to let their voice be heard and Chambliss was sentenced to life in prison (Simkin, J. (2011). If they had retaliated, there would have been more than four dead girls. By not retaliating, Chambliss, who had used forces of evil, left society. As a result, there was one less force to fight against. #5 In Non-violent resistance, one loves the opponent with â€Å"agape (King Jr, M. (1957)). † Agape means unconditional love, and King expected everyone to love their opponent with it.Many people struggled with this principle because people could not find anything within themselves to love someone who terrorized them for so long. King wanted everyone to love everyone despite the opposition and the oppression (Dyson, M. E. (2008)). The avocation of this belief brought many colors together. King said â€Å"Along the way of life, someone must have sense enough and morality enough to cut off the chain of hate (Dyson, M. E. (2008)). † King wanted blacks to shine light on breaking this chain of hate and to bring love into the relationships. #6 In Non-violence resistances, the universe is just (King Jr, M. (1957)).Evidently, there are many people who share difficulty in loving your opponent. King believes the world was created to be just, but everyone is free to act with their own free will. People acted with their own free will and brought forces of evil into the world. The forces continued to grow since the start of time. King wanted everyone to understand that the world will evolve into a just universe. King encouraged others to believe that God is moving us toward universal love and wholeness continual (Dyson, M. E. (2008)). He used this principle to reinforce to African Americans that justice will be served in God’s time (Dyson, M. E. 2008)). He wanted African American activists to have and keep faith that justice will be served in the future. All of the work for justice will result in love, peace and justice everywhere is a belief that King stood by. Some may say non-violence was not going to fix the injustices in society. In the Student Non-violent Coordinating Committee (SNCC), non-violence was their method to help the conditions of black people (Digital Library of Georgia. (2011, July 11)). In Los Angeles in 1965, an African- American was arrested with physical force because a white police officer thought he was intoxicated (Digital Library of Georgia. 2011, July 11)). People crowded around the scene in the neighborhood of Watts and started to violate the police officers. There was great tension between the people of Watts and the white authority for days. After, SNCC used violence as their method to help relieve blacks of oppression because non-violence was not putting an end to it. They believed that blacks needed to build power instead of trying to receive accommodations from the people with power, whites (Mintz, S. (2007)). Stokely Carmichael was head of the SNCC in May of 1966 and sought to use violence to beat oppression (Digital Library of Georgia. (2011, July 11)).The non-violence approach did not work for the SNCC; however, they did not continue to persevere through the tough time. Perseverance is defined as steady persistence in a course of action despite difficulties. Dr. King is an infamous historical icon that held this trait. People should not have expected time to change immediately after many years of oppression. When Dr. King persevered and gained strong support, changed happened, and he used the method of non-violence which brought everyone together. To conclude, Dr. King’s approach to help heal society was very different from the violent retaliation that people advocated.Dr. King overcame much to achieve his vision. He dealt with blacks not wanting to support his method, but to oppose it. He dealt with whites constantly trying to prevent him from making a change in society, but Dr. King continued to advocate and practice his principles. He was able to see that blacks had been trying to make a change by using violence for many years and it did not work. He understood that if blacks fought for black supremacy then it would just cause war and corruption. Whites feared being oppressed and became threatened when blacks retaliated; which drove for more oppression. Dr.King knew if a change was going to be made, then there would have to be love in the world. His approach was successful because he got the attention of white people, and they listened to what he had to say. When blacks retaliated, whites had no time to listen because they had to look for new ways to oppress black people more. I admire Dr. Kin g because he was able to bring blacks and whites together after the hatred between the two races for many years. Presently, we have blacks killing their brothers, sisters and communities without the development of a black society. This is an issue within the black community that needs to be fixed.What should we do? We should apply the 6 principles presented by Dr. King. We have to teach our brothers and sisters not to aim to defeat each other, but to love and lift up one another. We have to teach our brothers and sisters that life is not about being the â€Å"baddest† person on the block; it is ok to walk away out of love. We need to attack the evil forces that are causing the bad behaviors of our brothers and sisters. The people within the black communities need to be taught how to accept it when someone strikes you in the face, and to retaliate with love instead of a shot to the head.We have to show our brothers and sisters that we love them unconditionally; as a result, lo ve will drive out hate. It will be hard to teach people that the non-violent principles work, just as it was hard for Dr. King. Many people are ignorant of his contribution to society and are unaware of his method. I think the ideas, values, beliefs and history of the 1900s were not passed down from generation to generation effectively enough. When I was in elementary school, my grandmother told me â€Å"if someone hits you, do not hit them back. † She was able to see how effective non-violent protests were.My parents told me â€Å"if someone hits you, then you hit them back. † These are two different philosophies from two different generations on the same subject. If my grandmother’s generation would have effectively passed down their values and beliefs, then the world would be different. The world would not be the same because retaliation may be out of the social norm. People have to educate everyone on the impact of non-violence. After we have done all we can do, we have to call on God and let his will be done. Works Cited Carman, J. (2010). 6 facts about non-violent resistance.Retrieved from http://www. care2. com/greenliving/martin-luther-king-six-facts. html Dyson, M. E. (2008). April 4, 1968, martin luther king, jr. ‘s death and how it changed america. Basic Books. Dyson, M. E. (2001). I may not get there with you: The true martin luther king, jr. Free Press. Jerome, B. (2011). martin luther king: Biography. Retrieved from http://www. spartacus. schoolnet. co. uk/USAkingML. htm King, M. (1998). The autobiography of martin luther king, jr. New York: Warner Books. King Jr, M. (1957). Teaching american history. org. Retrieved from http://teachingamericanhistory. rg/library/index. asp? document=1131 Mintz S. (2007) America in ferment: The tumultuous 1960s â€Å"black nationalism and black power. Retrieved from http://www. digitalhistory. uh. edu/database/article_display. cfm? HHID=370 Digital Library of Georgia. (2011, July 11). Watts riots. Retrieved from http://crdl. usg. edu/events/watts_riots/? Welcome Nonviolence: The only road to freedom. (2006). Retrieved from http://teachingamericanhistory. org/library/index. asp? document=1426 Washington, M. (2006). American experience. Retrieved from http://www. pbs. rg/wgbh/amex/1900/filmmore/reference/interview/washing_obstaclesfaced. html West Virginia Department of Education. (2011, November 15). https://wvde. state. wv. us/. /02technicalwritingpowerpoint. ppt. Retrieved from http://citationmachine. net/index2. php Simkin, J. (2011). 16th street baptist church bombing. Retrieved from http://www. spartacus. schoolnet. co. uk/USAC16. htm Schlosser, J. (1998). Greensboro sit-ins launch of a civil rights movement. Retrieved from http://www. sitins. com/story. shtml Lisker, D. (2001). A brief history. Retrieved from http://www. freedomridersfoundation. org/id16. html