Classical conditioning vs. Operant conditioning essays

Traditional molding versus Operant molding expositions Traditional molding versus Operant molding Traditional molding and operant molding are distinctive learning strategies. What precisely is molding? Molding is the obtaining of explicit examples of conduct within the sight of very much characterized boosts. Both traditional and operant molding are essential types of learning. Old style molding is a sort of learning where a creature figures out how to move a characteristic reaction starting with one improvement then onto the next, beforehand nonpartisan upgrade. Controlling reflexes does this. Operant molding is a sort of learning where the probability of a conduct is expanded or diminished by the utilization of support or discipline. Operant molding manages progressively psychological manner of thinking. These two types of learning have likenesses and contrasts. Their likenesses are that the two of them produce fundamental wonders. One such wonder is procurement. The two sorts of molding bring about the legacy of a conduct. One of the most popular of trials that shows traditional molding is Pavlov's Dogs. In this test, Pavlov sat behind a single direction reflect and controlled the introduction of a chime. The ringer was the molded upgrade. An adapted upgrade was an initially unbiased improvement that could in the long run produce an ideal reaction when introduced alone. Legitimately after the ringing of the chime, Pavlov gave the canine food. The food was the unconditioned improvement. This implies the food caused a wild reaction at whatever point it was introduced alone. That reaction would be the salivation of the canine. A cylinder that was in the pooch's mouth at that point estimated the salivation. At the point when the unconditioned boost (US) was combined with a molded upgrade (CS), it in the end brought about an adapted reaction. Elimination results if there is a decline in recurrence or quality of a scholarly reaction because of the inability to keep on matching the US and the CS. Wiped out ... <!

Chapter 12 Review essays

Section 12 Review articles Section 1: The Science of Psychology Section one of our content starts by talking about psuedoscience, or as the creators call it psychobabble. Fundamentally they talk about how usually individuals are frequently deluded by bogus brain science in our way of life and regularly in the media. The creators investigate genuine mental practices with psuedopsychology, which regularly needs evident proof and appropriate techniques for research and data recovery. I was happy to see that the creators talked about this point and explained the distinction among psuedopsychology and certifiable brain science. It was extremely useful to have explanation of what is certifiable and what isn't inside the field of brain science. The rest of part one talks about two different points, Critical Thinking and the historical backdrop of mental practices. Basic reasoning is a developing procedure, which one uses to arrive at a sensible obvious end result. It is basic that Psychologists utilize Critical Thinking when reaching a resolution in regards to the current issue. This area on Critical Thinking furnishes the peruser with a decent base to start thinking Psychologically and it is extremely useful in permitting one to arrive at a fair resolution. This area was useful in portraying to the peruser how clinicians reason and arrive at obvious end results in their field of work. The historical backdrop of Psychological practices was the segment of section one that I least delighted in. This was for the most part because of the way that I was at that point mindful of the greater part of the data that was given. Anyway it is significant that individuals acknowledge how the field of Psychology has created and it's vario us techniques, so this section effectively provided this data. Section 2: How Psychologists do Research The second part of our content covers the subject of how Psychologists approach getting results from their exploration. This section talks about the different strategies and practices that Psy ... <!

Blog Archive Wharton Takes First Place in the 2017 Forbes Business School Ranking

Blog Archive Wharton Takes First Place in the 2017 Forbes Business School Ranking Forbes released its biennial business school rankings this week with a new number one: the Wharton School of the University of Pennsylvania. The school claims the top spot on the Forbes list for the first time in the history of the ranking; it was ranked second in both 2005 and 2001. In the last Forbes ranking, published in 2015, Wharton was seventh. The Stanford Graduate School of Business, which took first place in the previous two rankings, came in second place this year. Harvard Business School fell one spot from second place in 2015 and was ranked third. The Forbes ranking methodology is based on the return on investment for the class that graduated five years priorâ€"in this case, the Class of 2012. The total compensation for the Wharton Class of 2012 was $225K, higher than any other school in the world, and its five-year gain (i.e., what graduates earned in their first five years of post-MBA employment compared to the “opportunity cost” they incurred by attending business school) was $97,100. The average five-year gain among the top 25 schools Forbes examined was $70,100, more than $8K higher than in 2015. The average payback time for the MBA investment of graduates of the top 25 schools was 3.9 years after graduation, largely similar to 2015’s average of four years. Share ThisTweet Harvard University (Harvard Business School) News Stanford University (Stanford Graduate School of Business) University of Pennsylvania (Wharton)

Why The Hunting Life Has Its Limits - 1496 Words

â€Å"Hey I think I found a case for us!† I hear from the other room. It s Chad telling me to basically pack up because we are going multiple states over. â€Å"What are the details dude?† I ask. Every once in awhile Chad thinks he found a case but it ends up being some twisted person who likes to murder people in strange ways. It’s probably also my fault when that happens because I would miss the clues. â€Å"Well a man was found with his heart missing. Sound like a werewolf to you?† â€Å"Yup.† I say while packing my clothes into a small duffelbag. You see, the hunting life has its limits. We can’t keep a very large wardrobe since we are always moving around. We can’t even really afford new clothes for that matter. We mainly rely on fake identities and†¦show more content†¦Ã¢â‚¬Å"Yeah, you re right.† I say quietly as I hand him the keys. â€Å"Anything wrong?’ He asks suspiciously. â€Å"Oh, no no i m fine.† I reply as I look down at the floor. He squints at me for a few seconds then looks away. He gets up and quickly packs his bag. I stand in the door frame watching his anxious tendencies. He would look in his bag, scan the room, look in his bag again and walk around the room until he found what he was looking for. It’s like he s always scanning his surroundings for something awry. â€Å"Alright, let s go.† He says while walking out towards the car. We stroll to the car, bags over our shoulders, and Chad fumbles with the keys. I laugh and shake my head. I open the door and lean my seat back so I can sleep. I feel the car engine turn on and I doze off. â€Å"Hey, Dare! Wake up! We’re here.† I hear Chad say while shaking me. â€Å"Ugh ok ok.† I mumbled while rubbing my eyes. I quickly sit up in my seat. I grab my bag and walk into our motel room. I set down my duffelbag and head to the shower. I turn on the water which takes forever to get hot but when it does the steam quickly fills the bathroom. I put my hand in the water to check the temperature. I immediately recoil my hand. â€Å"God, thats hot.† I whisper to myself. I adjust the nozzle and I take a quick shower and get dressed. As I open the bathroom door Chad is waiting and goes in right after. â€Å"I’m gonna go get a coke.† I yelled. â€Å"Ok!† Shouts Chad. I grab a dollar out of

Speech Speech Therapy - 1776 Words

The origin: Elementary School, I was seven years old and completely friendless. This second grader had just gotten done being the laughing stock with her two bright casts taken off her legs and the wheelchair being removed. Hard times had not quite started to fade yet, sadly I learned slower than the other kids at this time in life. Now instead of being the physically handicapped like before I couldn’t help, but feel mentally impaired to top it off. This in turn trapped me in â€Å"Speech Therapy†. A wretched place that was made to undermine students reducing their confidence and overwhelming their brains with childish talk. It took the whole year to be released of that horrid place. Now it was to be the third grade and I was determined step†¦show more content†¦Instead of focusing on our studies we were distracted by the world around us, leaving my grades to slightly suffer and my reading comprehension progress to temporarily be put on hold. Despite a minor s etback Brianna later encouraged me to be more focussed on school work for the years to come. Not to mention the start of the House of Night series we began together in the school library. Unable to be challenged by the books they featured we decided to share teen fiction and adult books from that point on. You can see, that a mix of all these people and struggles has each taken a role in shaping me for the future. The good years: Intermediate School, began with the fifth grade and a whole new start again. Instead of getting bad grades and barley completing assignments, I was determined to change my ways. Sadly, Brianna was separated from us for both fifth and sixth grade. So going into Intermediate School, it was just good old Kira and I to fend for ourselves. There were two new major people at this time to help me along the journey, Mr. Godfrey and Mia Godfrey. With absolute no actual family relation, these two both played their part. The exact time of initially getting to know Mia is Fuzzy, but each and every day we grew closer as best friends or buff’s if you will. One time while texting Mia she wrote buff instead of BFF, A.K.A we later adapted the name buff for each other. Her smarts put mine to the test as I

Kennedy s Policy Goals During The Cold War - 968 Words

Kennedy learned various lessons from Cuba and Berlin such as: looking for diplomatic solutions, being skeptical of his advisors, and to not act without plausible deniability. Kennedy would carry over those lessons for the rest of his term as President. Had Kennedy remained President from 1964-1968, the lessons acquired from Cuba and Berlin would have prevented an escalation in Vietnam. Kennedy viewed getting involved in Vietnam as a disruption to his foreign policy goals. One of Kennedy’s primary concerns during the Cold War was preventing escalation with the Soviet Union, it was a larger concern to him than to his advisors. The United States lacked support from other major countries and by interfering in Vietnam, the relationship with China that Kennedy wanted would have been negatively impacted. Kennedy’s priority during the Cold War was to defuse conflicts in Europe, and Vietnam would have been a secondary struggle with no real benefit. Kennedy demonstrated his sk epticism to his advisor’s proposals by rejecting Rostow’s Berlin proposals. As a second term President, Kennedy would only have more freedoms when making foreign policy decisions. Kennedy did not want militaristic escalation in Vietnam, and would ensure that escalation would not take place. Although Kennedy did want to prevent the spread of communism in Southeast Asia, sending ground troops was not the way he wanted to accomplish his goals. Kennedy would carry over his diplomatic intentions or quick actionShow MoreRelatedThe Beginning Of The Cold War1718 Words   |  7 PagesThe year 1945 is the year that became known as the beginning of the Cold War. This war was and continues to be an ideological standoff between the ideas of Russian Communism and American Democracy and Capitalism. According to Webster’s dictionary, â€Å"Communism is a political theory derived from Karl Marx, advocating class war and leading to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs†. Webster’s dictionary also describesRead MoreContainment Strategies During The Cold War1084 Words   |  5 PagesContainment Strategies in the Cold War During the Cold War, communism was spreading.   The three presidents Truman, Eisenhower, and Kennedy needed a way to stop it from spreading.   All Three turned to the idea of containment.   Ayers, et al. defines containment as a Policy by George F. Kennan, that started in the late 1940’s and was created to stop the spread of communism by providing economic aid, and military aid to countries opposing the Soviets.   All three cold war presidents had similarities andRead MoreWhy Did The Cold War Start And How Did It Develop Over Its First Three Decades?841 Words   |  4 PagesWhy did the Cold War start and how did it develop over its first three decades? During WWII the United States and the Soviet Union fought together as allies against the Axis powers. However, it was not without tension on both sides. After WWII ended the tension between both sides continued and gradually increased. For two years they tried to come to some sort of agreement over their differences over the division of Europe, postwar economic aid, and the atomic bomb through negotiation and discussionRead MoreAmerican Foreign Policy1482 Words   |  6 Pages As the Cold War continued, American foreign policy morphed. In 1953, upon the election of President Dwight David Eisenhower, Republicans held the majority in both the House and Senate (Hagen, Ruttan 1988, 4). President Eisenhower aspired to cut military spending and abandon containment. From the battlefield to the White House, Eisenhower relied on his military experience and knowledge to hone foreign policy strategies. Though Eisenhower’s policies had endured during his presidency, Kennedy’s presidencyRead MorePresident Truman s The Cold War948 Words   |  4 Pagesbegin a war with the Soviet Union. He also created alliances with Europe, which was a contrast to the past as a result of from the time of Washington’s Farewell Address, Americans have strongly favored avoiding all foreign entanglements. He additionally was condemned by the paranoia created by the red scare, ordering the investigations of three million federal employees for â€Å"security risks.† Truman’s presidency set the stage for the remainder of the cold war. The beginning of the cold war raised theRead MoreThe End Of World War1303 Words   |  6 Pagesend of World War Two was the beginning of the Cold war. The United States and the Soviet Union emerged from this terrible time in World History with totally different economic and political goals and ambitions. The Cold War was a state of political, military and economic hostility that existed between the United States and the Soviet Union. The ideological differences between the two superpowers, because there was no large-scale fighting directly between the two sides, the world â€Å"cold’ was used toRead MoreThe Legacy Of The Reagan Doctrine Essay1150 Words   |  5 PagesThe Reagan Doctrine was the foreign policy in the United States, legislated by President Ronald Reagan. This doctrine was design to eliminate the communist governments in Africa, Asia, and Latin America that were indorsed and val idated by the Soviet Union. This assignment will summarize how the United States provided open and private support to guerrilla and resistance movements during the Regan years. In addition, explicate the diplomatic doctrine specific events that occurred in Afghanistan whenRead MoreThe War Of A National Highway System1463 Words   |  6 PagesThe term New Frontier was used by liberal, Democratic presidential candidate John F. Kennedy in his acceptance speech. Kennedy entered office with the goal to get rid of Americas poverty, and to raise America’s eyes to the stars through the space program. During the New Frontier, unemployment benefits were expanded, aid was provided to cities to improve housing and transportation, funds were allocated to continue the construction of a national highway system started under Eisenhower, a water pollutionRead MoreThe Bay Of Pigs And The Cuban Missile Crisis1516 Words   |  7 Pagesday standoff between the Soviet Union and the United States over the installation of nuclear armed Soviet missiles on Cuba a year after the Bay of Pigs. The standoff, known as the Cuban Missile Crisis, is the closest the world has come to nuclear war. The causes and the responsibility for the Cuban Missile Crisis are many. Was the Bay of Pigs just another event in a timeline that was destined for the Cuban Missile Crisis or did the Bay of Pigs cause the Cuban Missile Crisis? A historical analysisRead MoreThe United States Foreign Policy Essay1470 Words   |  6 PagesThe United States foreign policy is an interaction between the United States and foreign nations. Foreign policy sets standards on how different organizations, corporations, and individual citizens should interact with one another. Some Americans believe the United States should remain withdrawn from the affairs of foreign countries, but other Americans believe the United States should involve itself in the affairs of foreign countries. In 1796, George Washington included these words in his farewell

Elizabeth Blackwell Essay Research Paper Do you free essay sample

Elizabeth Blackwell Essay, Research Paper Make you cognize who the first adult female physician of the United States was? ? ? Well if you don t I think you will bask the pleasance of larning about this energetic and difficult working adult female who made it possible for the universe to look at adult females a different manner. Elizabeth Blackwell made the end that many adult females wanted comes true for the first clip. Elizabeth Blackwell was born in Bristol, England on a alert dark, on February 3rd, 1821 to the proud parents of Hannah and Samuel Blackwell. Elizabeth was the 3rd of nine kids. When Elizabeth was around the age of 11 old ages old her household was kicked out of their place because her male parent was unable to pay the monetary values of revenue enhancements. After work forces started received less pay and were denied the rights to vote for their rights. For more than 3 yearss the work forces set fires, looted and emphasized their despair. When Elizabeth s male parents refinery was burned down. That is in which chiefly made it impossible for Mr.Blackwell to maintain up with the revenue enhancements and besides made it really unsafe for the household. The Blackwell household immigrated and moved to the United States. In 1832 the household accompanied by Eliza Major went aboard the Cosmo. Her household made their finish to the astonishing province of New York in seven and a half hebdomads. At the age of 11 Elizabeth was manner excessively amused by the site and odors to worry bout any diseases she might gimmick. Her household moved into Greenwich Village in the lower half of Manhattan with six kids one on the manner, two parents and two retainers. Elizabeth was hardly depressed about the moving ; in fact she was reasonably relaxed and enjoyed seeing most of the sites. In 1838 when Elizabeth was at the age of 17 her male parent passed off. Her male parent Samuel was diagnosed with Biliary Fever. He was given all kinds of medical specialties but neer recovered. Elizabeth had a feeling her male parent would neer acquire better but her jobs increased more after her male parent passed off. Elizabeth was experiencing dazed and barely garner herself to assist with any work around the house. Elizabeth worried herself more about what should be done about the household s acute fiscal conditions. There being really small money left Elizabeth structured a household meeting. Elizabeth and her two sisters Anna ( 23 ) and Marion ( 21 ) came to an understanding that they were to get down a school for misss and travel into instruction. Neither one of the sisters liked the thought but it was the lone thing left to make that would raise some money for the family disbursals. Shortly after Elizabeth s close friend Mary Donaldson died. Before Mary passed off she stated that Elizabeth had good leisure and wellness and that Elizabeth should go a physician because of her good will in wishing to analyze and assist people. . Elizabeth was startled at her friend s sentiment. But so Elizabeth started to believe about if what her beloved friend suggesting could truly assist. Be it that there were really adult females out at that place that would experience more comfy holding a female physician alternatively of a male physician? Elizabeth thought and thought, possibly she should make it. And she decided to make it with her household 100 % per centum behind her and of classs her brother Henry adding on excess support. So she had made her concluding determination and Elizabeth wasn T traveling to allow anyone! Stop her. Elizabeth moved to Asheville, North Carolina to remain with a good friend John Dickson to get down analyzing medical nomenclature. Dickson got Elizabeth a occupation learning music so that she could gain and salvage up for her college tuition. It wasn T until John Dickson suggested that Elizabeth should travel to Charleston South Carolina to remain his brother Dr.Samuel H. Dickson. Traveling to South Carolina helped Elizabeth a great trade. Samuel had a Medical Library that Elizabeth was welcome to whenever needed and was once more set up with a occupation in a nice school learning music. With her busy agenda you would believe she didn Ts have clip to make any thing. However every forenoon before breakfast Elizabeth would have Hellenic lessons before breakfast from Dr.Dickson. Elizabeth applied to 29 different colleges and received a rejection missive from most of them. It wasn t until 1947 that she received the foremost acceptance missive to Geneva Medical College. Even though it became acceptable for the United States for adult females to go to college, it was still a major battle for Elizabeth to acquire into a Medical college. And this made Elizabeth really happy seeing that adult females in the 1800 s didn T have many rights at all. They were reasonably much merely like slaves. A hubby had the right to crush his married woman every few hebdomads or whenever he felt like it to halt his married woman from pecking. Divorces were highly hard for a adult female if she wanted the divorce. Women had no rights to action a adult male for belongings because it was against the jurisprudence for a adult female to have any land, even if her hubby or male parent dies. Reasonably much all a adult female was granted was Alimony, if that. When it came down to kids, they were usually sent to with the male parent. And a adult female couldn t battle or state anything protecting her or kids that would hence do her improper. So Elizabeth faced many force per unit areas towards make up ones minding to go a Doctress. During Elizabeth s start of instruction at Geneva Medical College, she received great sums of unfavorable judgment from the male pupils and females on campus. Everytime Elizabeth walked down the street she would hear things such as ; What sort of female would openly withstand tradition? how could a adult female allow herself portion a schoolroom with work forces? Elizabeth neer let the remarks bother her. She knew what her intents at Geneva were for. On January 23rd, 1849 Elizabeth Blackwell accepted her sheepskin, being top of her category, have oning a black silk frock, trimmed at the turnups and a neckband with white lacing. Not the traditional ruddy gown, giving a short address of grasp and bowing before College president Benjamin Hale. Henry Blackwell, Elizabeth s younger brother who attended the graduation wrote a missive to the household stating, Our sis came off with winging colourss. After graduating Elizabeth packed her bags and went back to Philadelphia, Elizabeth wasn Ts impressed with her sudden popularity from a group of females at Geneva College. All of a sudden the really females that were one time knocking Elizabeth were now waiting her exterior of her Boarding house and naming upon Elizabeth to compliment her on her great accomplishment. Elizabeth continued to be polite. However found it best to travel back to Philadelphia. Ideas of traveling back place to Cincinnati crossed Elizabeth s head but she couldn t stand the idea of them holding another oral cavity to feed since her financess were really low. Elizabeth went back to the Elders in Philadelphia. Searching for work that involved Medicine, she wrote music for a Christmas Annual. Writing music International Relations and Security Network t what immature Elizabeth wanted to make though. After tonss of idea of where she could acquire some infirmary experience, Elizabeth eventually came to a good decision. Elizabeth went to Alms Hospital to use for work. She radius to Mr.Gilpin, one of the infirmary managers. Mr.Gilpin explained to Elizabeth that it wasn Ts so easy him to engage her. She would hold to travel through Political Leaderships to acquire accepted. Elizabeth did merely that and at last got a contract saying that she ll be granted to come in the establishment and that she would be assigned a place by the main occupant doctor. The place given was for Elizabeth to work on the 3rd floor in the Syphilitic ward. Many of the patients would roll about and at times tested to free of their wonder and cheep through the cardinal hole of Elizabeth s door but she kept a tabular array in forepart of the door so that they couldn t see anything. The experience in Alms Hospital gave Elizabeth many Firsts. Before geting at Alms, Elizabeth had neer seen a individual bleed before. But when the clip came she had remembered what her professors at Geneva College had taught her.On one Juncture a adult female tied the infirmary sheets together and tried to get away. The immature lady fell three narratives. Found with some broken castanetss. Come to happen out she was inpatient and was in labour. Doctors tried to salvage the African American baby. Elizabeth couldn T stand the sites she was seeing. Children and adult females were being treated otherwise than other patients. In 1853 Elizabeth decided to open a little clinic for hapless adult females and kids. She received aid puting up the clinic in Manhattan and was given furniture. When the clinic opened there was really small patronage. Until one twenty-four hours Elizabeth open the front door broad unfastened and stood in forepart of the entryway. Crowds of adult females and kids passed the forepart door, peeking up, into the clinic and looking at Elizabeth. But they neer came in. On twenty-four hours, an aged adult female walked by, looked so kept walking, and so came back. She was shocked to hear that Elizabeth was the physician of the clinic. However she was convinced plenty. She let Elizabeth work on her offended arm. The following twenty-four hours Elizabeth came to see crowds of people waiting for her to open her clinic. Elizabeth helped all that came to her for aid. Elizabeth besides made house calls. It wasn t really safe, because the vicinity that her clinic was in, wasn t a safe vicinity after certain hours. Men would follow her. But Elizabeth kept walking at a fast gait and neer turned around. Her strength and beliefs conquered her fright. Month s subsequently Elizabeth came to happen she would hold to shut the clinic or get down bear downing for her services. But most of her patients were hapless ; all she could make was shut the clinic. In 1854, Elizabeth s sister Emily came for a visit. Emily had merely graduated from Western Reserve College and would shortly be going to England such as Elizabeth to foster her instruction in medical specialty. Emily figured that her stay in New York would fix her for her journey to England. During Emily s stay, Elizabeth stated to her sister that she was tired of being entirely. Emily s foremost thought was that her sister was traveling to be after to acquire married. However Elizabeth gave up on acquiring married old ages before. No adult male could understand her ends and some didn T or wouldn t approve of it. Elizabeth fastly corrected her sister. She told Emily that she was traveling to follow a kid, a small miss from the orphanhood. The really following twenty-four hours, Elizabeth went to acquire the small miss. Kitty Barry was her name. She was bright eyed and had long dark hair. The small miss ran to Elizabeth and greeted her. Elizabeth asked the immature miss if she wanted to come place with her. Kitty was happy as could be. She wanted nil more than to travel place with Elizabeth and that is what she did. More ideas of opening another clinic crossed Elizabeth s head. She spoke with her sister about opening a clinic in New York. They spoke on it for a piece and decided that they would make it. Soon after a German adult female by the name of Marie Zakrzewska came to Elizabeth. Marie was a female desiring to go a physician from Germany coming to the United States to discovery work. She had heard about Elizabeth and found it necessary to run into her. Fastly Marie was built into the program of working with Elizabeth and Emily. They had meetings about how to get down the approaching adult females s clinic. Elizabeth one time stated that they would necessitate ten thousand dollars to open the clinic. However Emily and Marie found it impossible to raise so much money in so small clip. How would they make it? With Elizabeth coming directly place from calls to pass clip with Kitty so to Teach Marie, there wasn Ts much clip left. But every bit shortly as Marie eventually became a legal physician they were to start working towards the clinic. And that is merely what they did. The three ladies had so much planned. Their lone job was acquiring approved to open a Hospital for adult females and kids and raising adequate money. Elizabeth suggested that they buy a house so work to pay it off. A twosome of twenty-four hours s subsequently Elizabeth had found a all right old house. The program was to pay off the first old ages lease so open the infirmary. They kept the clinic unfastened to gain money for the infirmary. In a old ages clip they had managed to raise $ 750.00 from the adult females s group they had accomplished to maintain traveling. The three had besides made a all right sum of money when Elizabeth found it clip to assist England s adult females out educationally. Elizabeth s British friends urged her to come and visit. In August of 1858 Elizabeth, along with her girl Kitty boarded the Persia. Both ladies suffered of the same unwellness # 8230 ; . Seasickness. But at age 11, immature pool found it so astonishing. After geting to England, Elizabeth went to many of the meetings held by the adult females in England and besides wrote a book for British publication called the Laws of life. Elizabeth shortly reunited with her great friend Florence Nightingale, who was a affluent adult female of her ain accomplishment. Florence urged Elizabeth to stay in England and work with her to get down a Nursing school for adult females. But Elizabeth had to return to New York make money to construct the Infirmary up to higher criterion. However the lone thing that made up Elizabeth s head on go forthing was having a missive From Marie Zakrzewska. Marie had received a missive from Boston College saying to her that they wanted her as a professor. Marie accepted their offer. Elizabeth expected that Marie would go forth after the two old ages at the Infirmary. Elizabeth approved of Marie s determination. In 1868 Elizabeth Blackwell was granted the rubric of Doctor of Medicine. But it was useless ; she had neither the appropriate sum of financess nor adequate protagonists. Until Elizabeth shared this affair with the towns people is when they donated most of the financess. But the college would be much more hard than regular medical colleges. Alternatively of being accepted with 10months of medical experience, one would necessitate 3 old ages. The Medical College started with 17 pupils and 11 professors. Elizabeth taught Hygiene and her sister Emily a professor in Obstetrics. Elizabeth made another trip to England in 1969, seeking to reconstruct her energy and enlarge her experience of life. But in 1876 Elizabeth suffered from a status called bilious gripes, a liver complaint. Elizabeth had 13 onslaughts from this status. It caused her to purge and be left with rough hurting for a month. Suddenly Elizabeth found it best to take some clip of from her talking at London School of Medicine. Hoping to bring around her unwellness she and girl Kitty took a trip to Italy. The warm Sun helped some, but no major betterments. In the winter of 1876 Elizabeth wrote another book Under the olive trees a brief autobiography. Elizabeth and Kitty moved into a stone house in 1879. They had lived at that place for 30 old ages. In 1906 Kitty and Elizabeth made a summer trip to the United States. They stayed in a hotel in Scots Mountain small town in Kilmun. During their stay, Elizabeth fell headlong down a flight of stepss go forthing her scared for the remainder of her life. Elizabeth was left in a surreal province of head, she neer talked much nor did half the things she had used to. On May 31st, 1910 Elizabeth Blackwell died of a shot with her girl Kitty by her side. She had mentioned desiring to be buried at Kilmun and she was. Her girl Kitty made certain that she was left to rest at Kilmun. Elizabeth spent all her grownup life endeavoring toward a end that neer left her bosom. She made it possible for other adult females in the universe to work toward holding a calling.

Yoga. Hidden aspects of the practice Review Essay Example

Yoga. Hidden aspects of the practice Review Paper Essay on Yoga. Hidden aspects of the practice I promised you to write a review about the work of Victor Sergeyevich Boyko one of the most respected teachers of classical yoga in Russia. So book in front of us. Cover of the book is not showy, not memorable, so without knowing who is its author casual reader surely will pass by the book. And for good reason. Of course this is not a textbook at all, but it is quite interesting, although quite short guide, basic knowledge zalazhivayuschaya student. It seems that the book is written on the basis of long-term work of the author, on his own experience and knowledge. And this is a very big plus books. Bribes favorite authors form of presentation: confession. Frank and honest confession before the reader. The author does not consider in detail the problem of meditation and spiritual perception in this work, but he shares his valuable experience and without the truths to which he dug. The author warns that pranayama is dangerous and without a teacher can not be done in any case We will write a custom essay sample on Yoga. Hidden aspects of the practice Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Yoga. Hidden aspects of the practice Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Yoga. Hidden aspects of the practice Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Interestingly his approach to hatha yoga:. Unlike Sidersky author adheres to the diametrically opposite view. In his understanding of Hatha Yoga is neotemlemmaya part of meditation and during the execution of asanas primarily draws attention to the mental and physical relaxation, and this approach is deemed most appropriate. The final part of his book, the author modestly calls the Annex which aims to serve as a guide for those who are almost completely unfamiliar with yoga, for beginners in the fullest sense. In fact, to get something more. Based on his personal experience with Iyengar works in accessible form, technically and methodically competently, accompanied by helpful tips and comments presented asanas. The author presents an example of subtle understanding of Hatha Yoga. Many experts recognize this benefit one of the best. It is for this application, I practice yoga and get incomparable pleasure. Try themselves. Perhaps you say, so what better Sidersky or Boyko?. Im not a critic and I can not advise you. I can only say that, for example a friend of mine supporter of Sidersky and I Boyko and views of these authors and I have other respectively on various yoga. I think better you should check out the Wikipedia biography of the author and read both books and compare them later.

Make Water Glow With This Easy Science Project

Make Water Glow With This Easy Science Project Its easy to make glowing water to use for fountains or as the basis for other projects. Basically, all you need is water and a chemical to make it glow. Heres what you need to do. Chemicals That Make Water Glow in the Dark There are a couple of ways you get science projects to glow in the dark. You can use glow-in-the-dark paint, which is phosphorescent and glows anywhere from a few minutes to a few hours. Glowing paint or powder tends not to be very soluble, so it is good for some projects and not others. Tonic water glows very brightly when exposed to black light and is great for edible projects. The fluorescent dye is another option for a bright effect under a black light. You can extract non-toxic fluorescent dye from a highlighter pen to make glowing water: Use a knife to (carefully) cut a highlighter pen in half. Its a pretty simple steak knife and cutting board procedure.Pull out the ink-soaked felt that is inside the pen.Soak the felt in a small quantity of water.   Once you have the dye you can add it to more water to make glowing fountains, grow certain types of glowing crystals, make glowing bubbles, and use it for many other water-based projects.

MODULE 1 DISCUSSION Article Example | Topics and Well Written Essays - 250 words

MODULE 1 DISCUSSION - Article Example Thus the consumer can save more that he/she spends in other utilities helps increasing the spending power in the economy which is useful for economic growth (Georgescu and Nicholas, 2014). Giving the license to FPL may lead to monopoly supply in Florida and thus exploits the households. Addition of the two plants will make the firm to produce more units than the rest and become a dominant player in the market (Georgescu and Nicholas, 2014). Thus they will influence major decisions in the market such as prices hence can charge more, than if the firms were in competitive market. The firm however, can exploits as other means such as wind, geothermal, biomass and even solar. This means are quiet cheap and less harmful to the environment. Thus if well harnessed, can provide a good choice to nuclear energy. FPL should cater for the external costs due to harmful exposure of the public e.g. by constructing hospitals (Georgescu and Nicholas, 2014). Put measures to prevent occurrences such as earthquake due to construction of the firm into water bodies. The benefits that come with excess plants are more than demerits. More supply of energy into the economy reduces manufacturing costs of many firms. This translates into low prices to consumers which eventually helps the economy to grow. Thus I will vote for the plants to be

Picasso's Les Demoiselles DAvignon and de Kooning's Woman Essay

Picasso's Les Demoiselles DAvignon and de Kooning's Woman - Essay Example The title refers to the so-called Maisons D`Avignon, â€Å"the houses of pleasure in Avignon Street in Barcelona†. The painting nevertheless faced rejection from his close friends and family, because of its nakedness and carnality. This art was a good example of the African influence on modern European art. Many art historians have noticed the striking resemblance between certain African mask style and the mask-like faces of the five women. African art was used in this context, either as visual evidence for the spread of cultural traits from innovative centers, or as evidence for the social evolution of cultures; from groups which were capable of natural representation, to those which had presumably graduated to the mastery of geometric stylization and abstract forms.Picasso had found a source for a new, non-naturalistic way of representing the world and it blocks the real features of a woman. In this art, a woman is a significant symbol; Picasso represents her as a desecrated icon already torn into bits, and reveals more of rock foundation of sexiest anti-human and celebrates the control of a woman by man.Willem De Kooning was a painter and sculptor of Dutch birth. He was a leading figure in the abstract expression. His work is characterized by an â€Å"inherent stylelessness, resulting from the constant parallel exploration of divergent themes and techniques† (Marter 44). For two years, he worked on his art the woman 1 (1950-52, in New York), â€Å"an image which has become a totem and icon of the times†.

What Are The Weaknesses Of Democratic Transition Theory Politics Essay

What Are The Weaknesses Of Democratic Transition Theory Politics Essay Throughout the 20th century, democracy has gained its status as the predominant and most legitimate form of national governance. Through complex and diverse processes of democratization, not all successful, increasingly more states embedded democratic characteristics and procedures into their governance systems. Consequently, democracy and democratization swiftly became the subject-matter of extensive academic literature, widely referred to as Democratic Transition Theory (hereafter: DTT), which aims to scrutinize various aspects of emerging democratic regimes and democratic transitions. This essay will focus on the question What are the weaknesses of democratic transition theory. It will assess, while using the case-study of democratization processes in the former-Yugoslavia states, different shortcomings of existing DTT, which arguably undermine its theoretical validity and call into question the extent to which it is useful in explaining contemporary democratic transitions First, at the theoretical level, DTTs incoherent and diverse use of concepts, variables and methods, which weakens its internal validity. Second, at the empirical level, DTT is inapplicable to contemporary variants of democratic transitions mainly due to the impact of globalization processes on notions of statehood and citizenship in post-conflict situations, which weakens its external validity. Third, at the practical level, DTT blurs boundaries between academic accounts and policy prescriptions as well as between descriptive and normative perspectives, which calls into question its utility as a guiding principle for democratization policy. Based on these three critiques, I will argue that we should differentiate between notions of DTT as an academic theory and as a political paradigm. As an academic theory, we should perceive it as an open project and thus further develop it in order to suggest plausible explanations of contemporary transitions. As a political paradigm, we should acknowledge the theoretical limitations in using it to underwrite democratization policy and therefore revisit its prescriptive and normative strands. (A)Democratic-Transition-Theory: A-Historical-Background DTT is a field of study that focuses on exploring the political phenomenon of regime transitions. In this sense, DTT is a fairly coherent research program, which encompasses various studies which aim to scrutinize the process by which a state attempts to embed democratic features in its formal and informal patterns of governance. DTTs contemporary incarnation evolved in light of the democratic transitions in Latin America and South Europe starting in the mid 1970s. These processes, which Huntington-(1991) dubbed the third wave of democratization, begat a prominent line of DTT studies (e.g. Huntington, 1991; ODonnell and Schmitter,1996), suggesting various explanatory frameworks for these transitions. Nevertheless, studies on democracy as a form of governance emerged before that. Seminal works of American scholars in the 1960s articulated the first configuration of DTT, which aimed to scrutinize the structural settings that arguably explained democratic patterns, these usually focused either on economic factors, like modernization and economic development or on cultural factors, like political culture. These were nevertheless more of an attempt to empirically identify the structural conditions that shape specific modes of political institutions and focused less on the studying the process of democratic transition itself. The political processes of the-Third-Wave, have generated a new approach to DTT, which diverted the focus from strictly structural explanations to agent-oriented ones. This new approach emphasizes the role of political elites as agents that realize and execute democratic transitions (for an overview on DTT, see Bunce,2000: 705-715) The study of democratization expanded in light of democracys worldwide expansion. Multiple regional and cross-regional studies were performed in various attempts to deduce theoretical generalizations regarding democratization. Altogether, these studies explored a common type of transition, characterized as the process through which a breakthrough of an authoritarian regime in a certain state results in transition toward democracy (Carothers, 2002:). In this sense, DTT studies differed in the various causal explanations of the factors that facilitate the political phenomenon of regimes transitions. By focusing on the processes features rather than on its diverse origins or potential outcomes, these studies suggested a certain and limited prism on democratic transitions. This prism, based on retrospective empirical evaluations of concrete and deliberated democratization processes in Latin America and South Europe, painted a picture of relatively sequenced and pre-determent patterns of democratic reforms within nondemocratic states. The criteria for evaluating the strengths and weaknesses of theories are typically based on assessing their internal and external validity. Internal validity refers to the strength of the causal links a theory suggests in terms of conceptualizing, measuring and qualifying its variables-and the relations between them. External validity refers to the extent to which theories can be generalized and applied to situations other than those examined. In the next section, I will evaluate-both the internal and external validity of DTT. First, internally in terms of concepts and methodology, and then externally in terms of its applicability to explaining more recent regime transitions- specifically, the fragmentation of Yugoslavia from 1990-1999. (B)DTT-Weaknesses: Internal-Validity DTTs main weakness in terms of internal validity is the lack of sufficient coherence in its concepts, variables and the links it suggests between them (Munck,1994). DTT as a research program encompasses various studies aiming to explain democratic transitions; however, these studies define democratic and/or transitions in different ways. This in turn creates a situation in which theories that allegedly claim to offer alternative explanations to the same phenomenon, actually explain different phenomena. For example, the book of ODonnell and Schmitter (1986), a seminal DTT work, posits in its first paragraph that it deals with transitions from certain authoritarian regime toward an uncertain something else' (ODonnell and Schmitter, 1986:3). Huntingtons book, probably the work that is most identified with the DTT, declares in its preface that it is about the transition of some thirty countries from nondemocratic to democratic political system (Huntington: 1991, 3). Linz and Stephen (1996), present a third approach, which attempts to revisit the traditional DTT and explore how the character of different nondemocratic regimes affects, or does not affect, the paths that can be taken to complete a transition to a democratic regime (Linz and Stephen, 1996: 3). These three examples reflect three different conceptualization of democratization: ODonnell and Schmitter focus on the origins of a political transition, Huntington examines the factors that shape the process of democratization, and Linz and Stephan illuminate the final phase of the process, the consolidation. These different explanatory frameworks, although complementary to a certain extent, are incomparable in terms of evaluating the strength of their arguments and their plausibility. Furthermore, DTT studies not only conceptualize democratic transition differently, but-also conceptualize democracy differently. This illuminates two major disagreements that hinder the internal validity of DTT. At the conceptual level, DTT theorists disagree over which democratic features should be used to signify the degree of both existence and success of democratic transitions. At the methodological level, they-disagree on how these features can and should be measured. For example, while Huntington prefers to stick to the minimal definition of democracy as a political system in which decision-makers are selected through fair, honest and periodic elections (Huntington,1991:7), Linz and Stephan choose a wider definition comprising behavioural, attitudinal and constitutional elements (Linz and Stephan,1996:6). The challenge of defining and operationalizing democracy indicators corresponds with the extensive academic literature of democratic theory. The latter, a close relative of democratic transition theory, focuses on highly contested questions of defining, measuring and qualifying democracy both procedurally as a form of government and conceptually as a conduit of specific values and norms (e.g. Beetham, 1994). The challenge for DTT in this sense is obvious. If there is no consensus on how to define democracy, how to qualify it and how it can be measured, how could DTT attempt to portray the trajectories of transition to democracy, let alone explain the factors that shape them. For example, the common explanation of elite-driven transition, which emphasizes the essential role of political elites in the transition process, fails to explain the relations between democracy and political elites, namely to explicate why, and under what conditions, political elites will be motivated to perpet uate political transition (Bunce,2000). These are just several examples of the theorys internal shortcomings. Alongside others, these examples raise questions regarding the ability of DTTs causal explanations to depict a complete picture of the specific transitions they aim to explain (Munck, 1994). This by itself is a sufficient reason to question the transferability of the theory and the ability of applying it on other transitions (Pridham, 2000:1-3). The next section will focus on democratic transitions in the Balkans as a case-study to illustrate the limitations of using classic premises of DTT as plausible theoretical lenses for explaining political transitions in contemporary post-conflict situations. (C)DTT-Weaknesses:-External-Validity Yugoslavias disintegration and the Balkan wars (1990-1999) that followed led to the creation of seven new independent states (including Kosovo). All were required to face the complex mission of reconstructing (actually constructing) basic political and economic state-infrastructures. This mission is composed, according to Offe (quoted in Kostovicova and Bojicic-Dzelilovic,2006: 226) , of triple transition: (1) At the societal level, nation-state building (which can be separated into two different building processes state-institutions and the nation); (2) at the economic level, economic liberalization and (3) at the political level, democratization (see also Blunden, 2004:22-23 and Hippler, 2008). These are not separated transitions. In practice, they not only overlap and intertwine, but they also affect each other and are shaped by similar factors. In this respect, democratic transitions in the Balkans cannot be examined separately from the context of concurrent transitions on one h and and of the historical circumstances and legacies that generated those, on the other (Pridham, 2000:9-15). Herein lays DTTs main deficiency: it is almost blind to the importance of different contexts, at both the domestic and international realms which could potentially affect democratic transitions. . For years, DTT studies explained democratization from the inside, whether by structural variables like economic and cultural factors, or by agent-oriented approaches, which focus on political elites and their role in redesigning political institutions. By that, DTT largely refers to the transition as an isolated process that is dependent on the confluence of a set of (rather contested) driving forces that arguably promote democracy. It thus ignores the specific contexts and preconditions within which it takes place, as well as the related external forces (Carothers, 2002; Whitehead, 2002). I will elaborate only on the two contextual impediments of DTT, which seem most relevant for explaining political transitions in the global era: (1) the role of statehood and citizenship and (2) the international dimension. Both of these factors gain extra significance if one accepts the common understanding that processes of globalization for the past couple of decades have challenged classical no tions of the states legitimacy and authority. One of the main indicators of democratization processes in the Balkans is popular elections, which were held in all of the emerging Balkan states ever sense the-aftermath of the Balkans-wars. Even if we will accept the disputed assertion that elections endow a polity with the label democratic, the statehood of these polities still remains questionable (Edmunds, 2007; Krastev, 2002). The puzzling phenomenon of democracy preceding statehood, simply does not meet the basic premises of DTT, hence highlights the latter inapplicability to post-conflict political transitions. One of DTTs core assumptions is that the polity in transition is not only a state, but also a consolidated one. It assumes that the transition is occurring within the framework of an existing infrastructure of political institutions and is reconstructed through the transition process (Carothers, 2002). The case of the Balkan states imposes a new challenge to this. When former Yugoslav states declared independence, they not only lacked effective and legitimate governments, but were also locked in a state of ethnic conflict. Both conditions have fundamental effects on subsequent democratization processes. Democratization in the Balkans was essentially entwined with processes of state-building and nation-building, and thus was framed more as means to empower forces who wanted to shape the future nation-state and less as an independent aim. This argument could be applied to both nationalist forces operating within quasi-states and to the participating international and transnational acto rs (Blunden, 2004; Pridham, 2000). The fragmentation of Yugoslavia and subsequent wars created a great political and social vacuum in its former republics. Opposed to the basic assumptions of DTT, the political transitions in this region were not a consequence of a regimes breakthrough but rather of a state. This did not lead to processes of political reconstruction, but rather a fundamental need to construct social, economic and political institutions. The post-conflict vacuum, characterized by a great sense of social insecurity, facilitated a competition between various forces over power and authority within a given territory (Hippler, 2008). This competition was embodied in the Balkan conflicts and in the reconstruction processes that followed them. Subsequently, post-war processes of state-building in the Balkans became associated with nation-building processes evolving around ethnic-fragmentation. Given the legacies of the failure of the prior state-authority to maintain its statehood and conflicts that generated from that, the post-conflict situation in the Balkan illuminated the attractiveness of state authority alternatives in the form of nationalism and identity politics (Kostovicova and Bojicic-Dzelilovic,2006:229-230; 2009; Smith,1996: 2-3). Consequently, crucial power shifts within the realm of the state allocated more power to exclusive ethno-nationalist groups than to inclusive ones (Zakaria,2003:15). For example, In Bosnia-Herzegovina(BiH), since 1996 the parliament has been dominated by the wartime nationalist parties, reflecting popular support for ethnic divides and separatism (Waters,2004). This demonstrates the inability of the new state systems to create what Smith (1996) calls a balance between the civic and ethnic dimensions of nationalism (Smith,1996:97-102). Constant disagreements over the definition of the people and the transformation from a Westphalian d efinition, which is based on bordered territory, to an ethnicity-based definition of people, undermined the ability of any state representative to establish equilibrium and therefore to consolidate effective and legitimate democratic states. Furthermore, nationalist groups use democratic practices to recreate the nation and national identity rather than create a functioning state (Smith, 1996:80-82). For example, in 2004-5 Serbian and Montenegrin nationalist group used the political institutions in Serbia and Montenegro (unified state back then) as part of their as part of their struggle for independence and separation (Edmund, 2007). Under the circumstances of weak and fragile states, these ethnic fragmentations just could not be accommodated under any constellation of democratically-elected government (Edmunds, 2007; Krastev,2002:49; Waters,2004; Zakaria, 2003:113-155). As a result, the emerging Balkan states emphasized their ethnic components and therefore provoked processes of hyper-nationalism, ethnic-centralization and exclusion (Smith,1996:105-106), all of which are essentially counterproductive to state-building processes. The lack of a civic component, which essentially defines the relationship between the state and its citizens, imposes more challenges for DTT, which presupposes the existence of statehood and in particular, clear definitions of citizens and citizenship. In this respect, citizenship is acknowledged as prerequisite to democracy, not to mention one of its constitutive elements. After all, if democracy is literally the rule of the people, without agreement on who are the people there cannot be a democracy. Thus, if one embraces Grugels concept of democratization as the establishment of democratic practices of citizenship (Grugel,2003:250), the absence of a clear civic component in the Balkan states questions the mere existence of democratic transitions within them and emphasize their embedded weakness (Kostovicova and Bojicic-Dzelilovic,2009). In terms of DTT, this emphasizes the need to expand its explanatory frameworks to cases in which there is not only a regime transition but also a transition (or construction) of a state, which entails differentiating between the constitutive elements of democracy citizenship and statehood and its procedural practices, like elections. Another neglected dimension of DTT, which arguably has crucial impact on contemporary post-conflict transitions, is the international dimension (Schmitz,2004). International forces, and external forces in general have always had some impact on domestic democratization transitions as demonstrated by US efforts in the Alliance for Progress (1961) and various foreign aid schemes for democratization states in Latin America. Nevertheless, although prominent DTT scholars acknowledged the role of the US in third wave democratization processes (Huntington,1991:91-100), and recognized ,its part in the history of democratization, the role of external forces or superpowers was not incorporated into DTTs explanatory frameworks thus was absent from democratization theory (Schmitz,2004). More than that, the DTTs reliance on firm division between the external and domestic realms overlooks the involvement of external, international, global and transnational elements in these transitions and thus ign ores their role in shaping the course of contemporary post-conflict transition. Here again the political transitions in the Balkans reveal the inapplicability of the DTT to contemporary conflicts because of its tendency to decontextualize the political phenomenon it aims to explore. The DTT treats democracy and democratization as unitary concepts that have firm meanings regardless of time and space constraints, and thus assumes they can be defined and measured via objective and positivist lenses. Nevertheless, since democracy as a set of political procedures is the manifestation of set of ideas and concepts, its meaning is dynamic and interpretative, that is constructed and socialized by social institutions and actors under specific social and historical circumstances. An important shift in the ideas and meanings of democracy and democratization has occurred in the past few decades (Whitehead,2002:7-9). The end of the Cold-War marked for many the triumph of democracy as a desirable idea. This, accompanied by recently emergent ideas of human security, generated a paradigm shift in the academic and political agendas toward the need to embody and realize notions of human, liberal and political rights. President Clinton articulated this trend in its first inaugural speech (1992): [O]ur greatest strength is the power of our ideas, which are still new in many lands. Across the world, we see them embraced, and we rejoice. Our hopes, our hearts, our hands, are with those on every continent who are building democracy and freedom. Their cause is Americas cause.  [1]   In light of these notions, NATO, under U.S. leadership, framed its involvement in the Balkan wars at both diplomatic level (e.g. the Dayton Agreement, 1996) and military one (e.g. NATOs Operation Joint Guardian in Kosovo,1999). Another example for the ideational framework of the external forces in the Balkans is the involvement of NATO the UN, the EU, and GCS bodies in managing reconstruction and state-building tasks in the region. The official objectives of these tasks illustrate their aim to develop in these states the civic components of statehood and democracy. For example, the mission of NATO-led stabilization force in BiH articulates that its legal and political framework was determined in light of Dayton Agreements goals (1996): To provide a safe and secure environment; To-establish a-unified, democratic Bosnia-and Herzegovina.; To rebuild-the-economy.; and To allow the return of displaced persons and refugees to their prewar-homes.  [2]   The mandate of the UN-Mission in BiH (1995) emphasizes the role of law enforcement, whose main tasks include: Monitoring, observing and inspecting law enforcement activities and facilities; advising law enforcement personnel and forces; assessing threats to public order and advising on the capability of law-enforcement agencies to deal with such threats  [3]  . It also makes its assistance to specific parties in BiH conditional and declares that it will: Consider-requests from the parties-or law-enforcement agencies in-Bosnia and Herzegovina for-assistance, with priority being given to ensuring the existence of conditions for free and fair elections. The objectives of the UN peacekeeping force in Kosovo (KFOR, 1999) are also similar: Support the-establishment-of civilian institutions, law and order, the judicial and penal system, the electoral-process-and other-aspects of the political, economic and social life of the province.  [4]   The main-problem though, is that these forces by attempting to design and supply the civic components of the state in-light-of western models of statehood and democracy, served as substitute for the state and practically empowered the anti-statist forces in the region, namely the ethno-nationalist groups as a by-product of democratization (Waters, 2004:424-427). The American diplomat Richard-Holbrooks expressed his concern from this implication in the course of the 1996 Bosnian-elections: Suppose the election was declared free and fairà ¢Ã¢â€š ¬Ã‚ ¦ and those elected are racists, fascists, separatists, who are publicly opposed to [peace and reintegration]. That is the dilemma. (Quoted in Zakaria,2003:17-18) As exemplified above, this has realized in practice, and the institutions that the external forces aimed to achieve in the Balkans, were used by ethno-nationalist movements as a platform to fuel trends of populism and claim their authority in the name of an exclusive ethnic majority (Smilov and Krastev, 2008:8-10). The above examples illustrate two important notions regarding the weakness of DTT to theorize the role of external forces. First, its indifference to the fact that international and transnational forces play a significant role in processes-of democratization and state reconstruction (Lewis,1997). Second, its indifference to the significance-of contextual and ideational-evolutions in concepts of democracy, as shaping and determining-this role. A comprehensive theoretical account on democratic transitions thus has to consider both the ways in which external forces fulfill their role in the transitions and the material and ideational factors that motivate them to do so. By further scrutinizing the role of external forces in democratization processes, DTT, could perhaps suggest refined and crystallized notions regarding the relations between external and internal forces in contemporary democratic transitions as well as provide further insights regarding the appropriate ways to manage and execute these transitions (e.g. Kostovicova and Bojicic-Dzelilovic,2006; Schmitz, 2004). The first question to be asked, in this respect, is if DTT in its essence is adequate to serve as a guiding policy tool for democratic transitions. (D) DTT: Between-Academic-Theory-and-Political-Paradigm: The relative success of the third wave of democratization coincided with the end of the Cold War, conferred extra normative weight upon concepts of democracy and democratization and anchored democratization processes to the conception that democracy is good and desirable. This conception developed in light of historical and social circumstances that generated specific normative perceptions and-interpretations of democracy. DTTs main theoretical and empirical assertions were combined with similar normative notions regarding the merits of democracy. It was thus shifted from a merely descriptive and explanatory framework to a prescriptive one, representing a new paradigm, in the academic and political realms, regarding the prospects of democracy promotions (e.g. Diamond, 2003; Fukuyama, 1992). Consequently, more and more entrepreneurs of democracy promotion framed and justified their policies via a mixture of normative and descriptive notions of DTT, as the paradigmatic foundation for attempts to support and encourage democratic transitions around the globe. The essential question thus is if indeed DTT is designated to serve as the theoretical basis of democratization policies in general and of contemporary post-conflict transitions in particular. The democratization attempts in the Balkans can shed light on this question. The attempts of the international community and GCS networks to democratize the Balkan states by emphasizing the virtues of elections as a platform for democracy and of law enforcement mechanisms as a platform for constitutionalism, exemplify the limitations of DTT. The overall success of these attempts is questionable as much as-the democratic transitions in the Balkan states are questionable due to, alongside other reasons, the theorys deficiencies pre sented above. First, in terms of cause and effect, these attempts were-based-on incoherent means and methods that were incompatible to the aim they wished to-achieve. Second, they were inapplicable under the ontological features of the political transitions in the Balkans, which were shaped by the new and unfamiliar context of globalization, manifested in non-statist (i.e., sub-national, transnational and global) trends and patterns of conflict and post-conflict reconstruction (Kostovicova and Bojicic-Dzelilovic,2009; On the EUs Europeanization-approach to the Balkans see Kostovicova and Bojicic-Dzelilovic,2006). These patterns demonstrate the blurred trajectory DTT has taken in recent years and calls into question its ability to serve as the theoretical basis for policies of democratization. This, I wish to argue, has less to do with DTT itself but rather with its transformation from academic theory to political paradigm. As argued above, the end of the Cold-War served as a normative leverage for democracy and democratization as political concepts. Those consequently gained normative weight, which altered the concept of democratic transitions from being a mere dependant variable in terms of DTT to aspired political objective. In this sense, DTT was politicized and shifted from being a framework, which aimed-to understand and explain reality into a framework which ascribed its shape and designed desirable political realities. Furthermore, DTT became a tool to justify and frame policy, migrating it from the academic sphere to the political one. Nevertheless, DTT was not simply applied to new c ases of political transitions as a guiding principle, but rather was translated and rephrased. Different entrepreneurs stripped DTT of its original theoretical constructs and rephrased them as both public conventions and political convictions (see also Ish-Shalom,2006 on the migration process of the Democratic Peace theory.). I use the word strip since once a theory migrates from academic to political discourse, it is detached from the skeptical and cautious discourse to which it was originally anchored. Academic theories are essentially specific adhered-to standards that qualify it to participate in the academic discourse. Among these requisites are expressed notions of cautiousness and skepticism that frame theorizing processes more as a set of probabilistic assertions than as a natural law. In return, theorists usually refer to-their theories as-project that is open to interpretations, refutations and further developments. More than that, theorists set the conditions under which their theories can-be-applied, and-by that acknowledge the limitations of theoretical generalizations (Ish-Shalom, 2008:683-685). This, for example, is clearly a part of the theorizing process of the DTT in its original setting as an academic-theory, which was explicitly cautious regarding its ability to serve as a model, rather than an explanation. Huntington for example, clearly states that his account of the third wave of democratization is limited-to the specific cases he selected for the study and thu s questions his own theorys external validity (Huntington,1991:xiii). ODonnell and Schmitter explicitly suggest in their books title tentative-conclusions and point that although there is a normative strand to the DTT that recognizes democratization as desirable, one has to acknowledge that transitions are essentially disordered and thus difficult to theorize and deduce to concrete generalizations. Democratic transitions thus should not be regarded as either linear or deterministic in their nature (ODonnell and Schmitter,1986:3-5). Interestingly, Carotherss critique (2002) The End of the Transition Paradigm implicitly acknowledges the theorys migration process by referring explicitly to subject under critique democratic transition paradigm rather than to democratic-transition-theory. It is important to stress the differences between theory and paradigm. A paradigm is a worldview composed of a set of axiomatic, possibly normative, notions regarding facets of the world. Theory on the other hand is the result of complex process of systematically organizing paradigmatic conceptions into sets of assumptions, testable hypotheses, and feasible arguments usually framed by conditioned if and then matrixes. DTT, in this sense, shifted from being a theory, constrained by the common standards of academic theorizing, into a political paradigm that embodies a specific set of values and norms. Consequently, the use some would even argue abuse of the idea of DTT as a paradigmatic-framework for democratization policies is inadequate given its initial purposes and limitations as a theory. This use can be seen as a selective, even distorte

prince hall :: essays research papers

WHO IS PRINCE HALL ? Prince Hall is recognized as the Father of Black Masonry in the United States. Historically, he made it possible for Negroes to be recognized and enjoy all privileges of free and accepted masonry. Many rumors of the birth of Prince Hall have arisen. A few records and papers have been found of him in Barbados where it was rumored that he was born in 1748, but no record of birth by church or by state, has been found there, and none in Boston. All 11 countries were searched and churches with baptismal records were examined without finding the name of Prince Hall. One widely circulated rumor states that "Prince Hall was free born in British West Indies. His father, Thomas Prince Hall, was an Englishman and his mother a free colored woman of French extraction. In 1765 he worked his passage on a ship to Boston, where he worked as a leather worker, a trade learned from his father. During this time he married Sarah Ritchery. Shortly after their marriage, she died at the age of 24. Eight years later he had acquired real estate and was qualified to vote. Prince Hall also pressed John Hancock to be allowed to join the Continental Army and was one of a few blacks who fought at the battle of Bunker Hill. Religiously inclined, he later became a minister in the African Methodist Episcopal Church with a charge in Cambridge and fought for the abolition of slavery." Some accounts are paraphrased from the generally discredited Grimshaw book of 1903. Free Masonry among Black men began during the War of Independence, when Prince Hall and fourteen other free black men were initiated into Lodge # 441, Irish Constitution, attached to the 38th Regiment of Foot, British Army Garrisoned at Castle Williams (now Fort Independence) Boston Harbor on March 6, 1775. The Master of the Lodge was Sergeant John Batt. Along with Prince Hall, the other newly made masons were Cyrus Johnson, Bueston Slinger, Prince Rees, John Canton, Peter Freeman, Benjamin Tiler, Duff Ruform, Thomas Santerson, Prince Rayden, Cato Spain, Boston Smith, Peter Best, Forten Howard and Richard Titley. When the British Army left Boston, this Lodge, # 441, granted Prince Hall and his brethren authority to meet as a lodge, to go in procession on Saints John Day, and as a Lodge to bury their dead; but they could not confer degrees nor perform any other Masonic "work".

Rebellion of 1837

Dannicah S. Blk 2. 3 Rebellion of 1837 After learning about the rebellion of 1837 and constantly taking notes, I realized the rebellion was not successful in overturning the government but it did unite both Upper and Lower Canada together. This was able to take away any differences of the two cultures, English and French. The impact did not happen immediately as intended though. In fact it caused the government to get back at the reformers and concentrate more on their punishment such as transportation, hanging, flogging and deaths for the rebels, instead of working on fixing the colony.You can tell that Canada had a serious political problem that was in desperate need to be improved. When the Chateau Clique and the reformers squared off against each other, the British did nothing to ease tension. They appointed James Craig, an anti-French as governor just to arrest those who criticized the government and brought soldiers to intimidate the French. The French Canadians disapproved of the British democracy and found it very difficult to accept. There were numerous reasons why many French Canadians resented the government.Three important ones were because of how discriminative economically and politically the government was of their language and culture, how they were given unequal taxation, and for their lack in power over the government. Although, this all happened in Lower Canada. The rebellion in Upper Canada was to bring an American style democracy because they, as well as the people in Lower Canada, believed that their government were discriminative against the French. The reason why I believe the rebellion in both Lower and Upper Canada was unsuccessful because they did not have any reasonable impact on any British colonies immediately.To begin with, the Rebellion in Upper Canada failed miserably because of their lack of military experience. Many rebellions were killed during battle and several were arrested. Some even fled to America, they were no match fo r the British. This rebellion would have been more successful if the Catholic Church participated but church leaders advised parishioners to stay loyal to the British. The rebellion in Lower Canada ended quickly. The rebellion in Upper Canada also did not turn out so good as well since the British military overpowered them.Even though Mackenzie, leader of the Upper Canada rebellion, took time to train his rebels and plan, the whole event all just led to deaths and arrest of many patriots. Mackenzie also escaped to America where he gained supporters there. In the end the British government continued to rule of Canada where they focused on discussing major punishment for the rebels. In my opinion, the leaders who led the rebellion of both Upper and Lower Canada were very similar. They could motivate emotions with words but they had no idea how to organize their supporters into affective forces.Eventually, Britain’s ways of administrating the colonies would have to change. John Lambton, the Earl of Durham, a reformer politician, realized the whole cause of the rebellion was the conflict between the English and French. He then proposed that Upper and Lower Canada should be united. In conclusion, the whole Rebellion was not successful as planned since the impact did not happen immediately but when Lower and Upper Canada was united it developed a new country. However, both leaders of the Rebellion returned to Canada eventually and were considered heroes by some and other as troublemakers.

Rationale For The National Guidelines For Vaccine Storage

QUESTION 1 Define the cold chain and identify the most important aspects of cold chain management in the work place, including the management and reporting of a cold chain breach. Analyse the rationale for the national guidelines for vaccine storage. The cold chain is the system of transporting and storing vaccines within the safe temperature range of +2 °C to +8 °C (ATAGI 2013: 24 ). It has to be continuous from the time the vaccine is manufactured, to storage, and finally - administration. A cold chain breach happens when the vaccine storage temperatures exceed the recommended range for over 15 minutes. Possible causes include a power outage, the fridge door being left open, being accidentally unplugged, over-filled fridge, faulty†¦show more content†¦In the event of a cold chain breach, immediately isolate the vaccines and label Do not use, and ensure that it gets stored in the right temperature, then inform your manager of the situation and contact the NSW Health department as soon as possible to seek advice. Also provide all the pertinent information when you report the breach like the type of refrigerator used, any cold chain monitors (CCMs) stored with the vaccines, expiry date and whether the vaccines are still in their original packaging. If people have been vaccinated using this batch, it may be necessary to contact them for revaccination. QUESTION 2 Discuss the nurse’s role in relation to: †¢ Professional responsibility when vaccinating under the Authority for Registered Nurses (NSW Ministry of Health PD 008_033). Nurses from interstate please refer to the current legislation in your state or territory. †¢ Pre-vaccination screening †¢ Valid consent †¢