Research paper plan Essays - Economy, Psychiatry, Mood Disorders

Research paper plan Introduction : The great depression of the 1930's in America had a massive effect on the country in a number of ways, including economically, religiously and socially. Throughout this essay I will explain how a large percentage of American citizens were effected and why. Throughout I will use a variety of sources to support my points. Critical Question: How did the great depression in the 1930's effect America in terms of economically, religiously and socially? Main Body- The great depression 1930's Economic damage and recovery- Sources- The great depression: Delayed recovery and economic change in America Recovery from great depression- Sources- Relief during the great depression in Australia and America Social reformation Economic rebuild Social and economic effects- source- Hard times in the land of plenty: The effect on income and disability later in life for people born during the great depression . Impact has serious downturn in later life on literature levels Macroeconomic conditions at birth effects on later life.

Macbeth Overview

'Macbeth' Overview Macbeth, one of Shakespeare’s most famous tragedies, tells the story of a Scottish nobleman and his own ambition to become king. The source material is Holinshed’s Chronicle, which compiled a history of England, Scotland and Ireland. First published in its Folio edition in 1623, it is the shortest of Shakespeare’s tragedies. Despite its brevity, it had a rich legacy. Fast Facts: Macbeth Title: MacbethAuthor: William ShakespearePublisher:  Edward Blount and William and Isaac JaggardYear Published: First Edition, Folio, 1623Genre: dramaType of Work: tragedyOriginal Language: EnglishThemes: Ambition, fate, free will, loyalty, appearance vs. realityCharacters: Macbeth, Lady Macbeth, The Three Witches, Duncan, Banquo, MacduffNotable Adaptations: Orson Welles’ Voodoo Macbeth (1936); Akira Kurosawa’s Throne of Blood (1957);  Roman Polanski’s The Tragedy of Macbeth (1971)Fun Fact: due to superstition, actors avoid addressing Macbeth by its name directly, and use the phrase â€Å"The Scottish Play† instead. Plot Summary Macbeth is a tragedy telling the story of the Scottish nobleman by the same name, consumed by his own ambition to become king and by the consequences of the acts he commits in order to achieve his goal. At the beginning of the play, after a victorious battle, Macbeth and fellow general Banquo meet three witches in a heath, and they deliver prophecies to both of them: Macbeth would become king of Scotland, and Banquo will father a line of kings while not becoming king himself. Encouraged by Lady Macbeth, his ruthless wife, Macbeth plans to kill King Duncan. After his murder, since his heir Malcolm and his brother Donalbain promptly flee to England and Ireland, respectively, Macbeth is crowned king. Consumed by guilt and paranoia, he becomes more and more of a tyrant as the play progresses. First he has Banquo killed, and his ghost visits him during a banquet. After consulting the witches again, who tell him to beware of Macduff and that he won’t be vanquished by anyone â€Å"of woman born,† he tries to have Macduff’s castle seized and everyone inside killed. However, since Macduff had gone to England to join forces with Malcolm, Macbeth only succeeds in having Macduff’s family killed. This prompts Macduff and Malcolm to raise an army aimed at dethroning Macbeth. Meanwhile, Lady Macbeth, who initially was more assertive than her husband, has become consumed by guilt to the point of insanity and eventually kills herself. The Scottish generals rally against Macbeth, and Macduff manages to vanquish him- he was not â€Å"of woman born† but â€Å"from his mothers womb untimely ripped.†Ã‚  The play ends with Malcolm being crowned king of Scotland. Major Characters Macbeth. Macbeth is initially presented as a Scottish nobleman and a valiant warrior. However, after listening to the prophecy delivered by the Three Witches in which he is told he would be king, he is overcome by blind ambition, and, strongly encouraged by his wife, he kills the king to usurp the throne.  His thirst for power is counterbalanced by paranoia, which leads to his downfall. Lady Macbeth. Macbeth’s wife, she thinks her husband’s nature is too full of kindness. She is the one who devises the plot for her husband to murder King Duncan, and is initially less fazed by the deed than her husband. However, she eventually unravels too, and commits suicide. The Three Witches. Whether they control fate or are merely its agents, the Three Witches set the tragedy in motion: they deliver Macbeth and his companion Banquo with a prophecy that the former shall be king, and the latter shall generate a line of kings. These prophecies have a great influence on Macbeth, who decides to usurp the throne of Scotland. Banquo. Banquo is another Scottish thane who was with Macbeth when the witches delivered their prophecy. He is told that he will father a line of kings while not becoming king himself. After the king’s murder, Macbeth feels threatened by Banquo and has him murdered by hired assassins. Yet, Banquo returns as a ghost at a banquet, visibly startling Macbeth, who is the only one who can see him.   Macduff. Macduff finds King Duncan’s body after he was murdered and immediately suspects Macbeth. Eventually, he murders Macbeth. King Duncan. The wise and firm king of Scotland at the beginning of the play, he is murdered by Macbeth so he can usurp the throne. He represents moral order in the play, which Macbeth destroys and Macduff restores. Main Themes Ambition. Macbeth’s ambition is devoid of any morality and is the cause of Macbeth’s downfall. After becoming king of Scotland, Macbeth’s ambition turns him into a tyrant, and he has his suspected enemies murdered. Ambition is a trait his wife Lady Macbeth shares, and she, too, succumbs to it.   Loyalty. At he beginning of the play, King Duncan rewards Macbeth with the title â€Å"Thane of Cawdor† because the original Thane of Cawdor was actually a traitor, but Macbeth betrays the king in order to usurp the throne. Macduff, who suspects Macbeth once he sees the king’s corpse, flees to England to join Duncan’s son Malcolm, and together they plan the downfall of Macbeth and restore the moral order.   Fate and free will. The witches do show Macbeth his future and his fate, but Macbeth’s actions are arbitrary and not pre-ordained.   Appearance and reality. â€Å"Fair is foul and foul is fair,† is one of the famous quotes in Macbeth, and appearance and reality intermingle in the play: the witches give out paradoxical prophecies and characters hide their true intentions. For example, Macbeth seems honorable but actually plans to murder King Duncan. Malcolm soon flees Scotland after his father’s murder, which seems suspicious at first, but it’s actually a way for him to protect himself. Literary Style The language used by Macbeth and Lady Macbeth evolves throughout the play.  At first, they’re both characterized by a fluent and energetic style, but, as their ambition gradually overtakes them, their speech becomes fragmented. For instance, while prose in Shakespeares plays is reserved to characters of low social orders, once Lady Macbeth is overcome by madness, she utters her lines in prose too. By contrast, the witches speak in enigmatic riddles interposed with grotesque elements.   About the Author William Shakespeare, who wrote ten tragedies and eighteen comedies, wrote King Lear (1605), Macbeth (1606), and The Tempest during King James’ reign. King James was patron of Shakespeare’s acting company, and Macbeth, by stating that King James descended from the Scottish thane Banquo, is a de facto tribute to Shakespeare’s sovereign.

Pragmatism - Journal Entries Essay Example | Topics and Well Written Essays - 2500 words

Pragmatism - Journal Entries - Essay Example Write down all of your beliefs – theological, religious, moral, political, economic, social, sexual, personal lifestyle – and then separate them into those inherited and those chosen in response to your actual experience and the experience of others". Dutifully, I performed the self-examination exercise and had identified five beliefs which I would like to dissect and scrutinize. These beliefs fall under five of the categories mentioned by McDermott, namely: religious, moral, economic, sexual and personal lifestyle. I chose these beliefs because they have more impact on my personality and on my decision-making processes. On top of my list and the most influential on my personality and perspectives is my religious belief. I am a Muslim. I was born a Muslim. And I will die a Muslim. I inherited the faith from my parents for which I am very thankful for. Secondly, I live by my moral principle of truthfulness. Although honesty is taught and learned at home, I am convinced that this is adopted and practiced as a matter of choice. We’ve learned from experience that speaking the truth earns the good favor of our family and friends. In contract, speaking lies will get us into trouble. Thirdly, I subscribe to the economic system of capitalism. I am a capitalist in mind and heart. I have lived on the rewards of capitalism and have read about the darkness and monotony of communism. Based on my own experiences and the experience of the people in communist, fascist or socialist countries, I chose and will always choose to be a capitalist. Fourthly, my sexual orientation is â€Å"straight†. I believe that every adult person is a reflection of his infant-self, albeit, most of us could hardly find similar traits between the innocent and fresh newborn and the life-veteran adults that we are. Be that as it may, I believe that our sexual orientation is defined from the day that we are born. Hence, my attraction to the opposite sex is an inherited

Pepsi Case Study Example | Topics and Well Written Essays - 750 words

Pepsi - Case Study Example The company has heavily relied on the use of social media in order to promote its products. The case even outlines how Pepsi plans to distribute the grants and how grant proposals can be submitted. There are various commonalities that can be identified by reviewing the slogans that Pepsi has used to advertise itself. One of the most common themes in these slogans was the youth of the society. In various slogans Pepsi has associated itself with people from the younger generation for example the slogan of 1961 states that those individuals who think that they are young should consume Pepsi. In order to target the youth and to develop its image as a product that has been developed for the youth the slogans mostly focus on the elements of adventure and youthfulness. Another theme that the company has used to advertise its cola is the theme of social ability. It has tried to again and again create the idea that people who aim to socialize more or are individuals who find it easy to socialize should drink Pepsi Cola. Pepsi has quite effectively used different elements of the marketing mix and has left no stone unturned to reach their consumers. They have used the element of advertising by aggressively using social media and they have even advertised on more than 30 cable television channels as well as sponsored reality shows. They have used the element of public relations in which they are trying to develop healthy relationships by positioning themselves as a socially responsible company (Du, 2000, p.3). For the purpose of public relation they have used the refresheverything.com website that allows webpage visitors to select different social causes that need donations and funding. Furthermore, they have use public celebrities such as Mark Sanchez to act as spokespersons of their new grant campaign. Overall the company has quite effectively used various marketing mix elements and created a well-designed

Cushings Disease: Symptoms, Treatment and Causes

Cushings Disease: Symptoms, Treatment and Causes Julie Seel   Introduction Cushings disease is relatively rare and is commonly in adults. Cushings is a hormonal disorder that the bodys tissues care exposed to increased levels of the hormone cortisol. (NIH) The cortisol hormone is released when there is stress and with exercise in some people. The main things that the cortisol does are: throttling or suppressing the immune system, metabolizing fats and carbohydrates, and increases blood sugar. (healthline) The Cushings disease is more commonly observed in women, and about 90% of those cases are due to pituitary microadenoma or corticotroph hyperlplasia. (virtual library) Signs and Symptoms Signs and symptoms vary, but most cases have upper body obesity, round face (moon face), increased fat around the neck and shoulder area (buffalo hump), osteoporosis, high blood pressure, increased blood sugars. Also women can have increased hair on face and chest, abdomen and thighs. Men may get a decrease in fertility and absence of sexual desire and possibly erectile dysfunction. (Nih)(Lab) the ICD-10 code for the Cushings disease is E24.9. In some rare cases people have had inherited the gene for Cushings disease, such as multiple endocrine neoplasia type 1 or Men-1. This can increase risk for tumors developing throughout the endocrine system and sometimes include the pituitary and adrenal glands. People who are obese and have diabetes are at a high risk for this disease (Lab). Diagnostic Testing There are a number of tests the doctor can give for the Cushings disease diagnosis. A 24-hour urine cortisol, dexamethasone suppression test (low dose), salivary cortisol levels are taken in early morning and late at night. These three tests will confirm too much cortisol in the body. Also, the tests can determine the cause of the disease are: blood ACTH level, brain MRI, corticotropin-releasing hormone test, dexamethasone suppression test (high dose), and inferior petrosal sinus sampling (IPSS). Other tests that can be done but isnt necessary are: fast blood glucose and A1c for diabetes, lipid and cholesterol testing, bone mineral density can too check for osteoporosis. (Medline Plus) Treatment Options At the follow-up appointment the doctor will go over all the test results, and the next plan of action will be. The treatment would be surgery to remove the pituitary tumor and the pituitary gland may return to normal and start to work slowly again. During the recovery process, cortisol replacement therapy, so the pituitary needs to be able to have time to make ACTH again. Also, if the doctor could not remove the whole tumor completely radiation might be done to the pituitary gland. If surgery and radiation doesnt work on the tumor, medication may be needed to stop making the coritsol in the body. The last resort if none of these treatments work, the adrenal glands will be removed, and it will stop the increased levels of the cortisol. Also, if the adrenal glands are removed the tumor on the pituitary gland will get much, much bigger. (medline) Prognosis/ Summary If Cushings disease is left untreated, it can lead to severe complications. People can have excessive fatigue, obesity, nausea and vomiting, diabetes, hypertension and can lead to premature death. (Skull) Removal of the tumor can be a full recovery, but lifelong replacement medication to keep your hormones in balance. Two medications that have been approved by the FDA are: mifepristone and pasireotide, for the treatment of Cushings disease. (Medline Plus) Very rare the tumor can grow back, and the patients will need to go back to the doctor and see what can be done the treatment options are. REFERENCES Cuevas-Ramos, D. (n.d.). Update on medical treatment for Cushings Disease. [online] Available at: http://clindiabetesendo.biomedcentral.com/articles/10.1186/s40842-016-0033-9. Ilias I, N. (2012). National institute of diabetes and digestive and kidney diseases. [online] Available at: https://www.niddk.nih.gov/health-information/endocrine-diseases/cushings-syndrome [Accessed 5 Mar. 2017]. Krause, L. (2005). Pituitary-dependent Cushings disease. [online] Available at: http://www.healthline.com/health/cushings-disease [Accessed 28 Jan. 2016]. Labtestonline.org. (2016). Labtestonline.org. [online] Available at: http://www.labtestonline.org/conditions/cushing [Accessed 10 Mar. 2017]. Mayoclinic.org. (2016). Overview Cushing syndrome Mayo Clinic. [online] Available at: http://www.mayoclinic.org/diseases-conditions/cushing-syndrome/home/ovc-20197169 47k [Accessed 10 Mar. 2017]. Medlineplus.gov. (2016). Cushing Syndrome | Hypercortisolism | MedlinePlus. [online] Available at: https://medlineplus.gov/cushingssyndrome.html [Accessed 10 Mar. 2017]. Skullbaseinstitute.com. (n.d.). Cushings Disease: Surgery, Treatment Symptoms | Skull Base Institute. [online] Available at: http://www.skullbaseinstitute.com/pituitary-gland-tumor-surgery/cushings-disease-endoscopic-surgery.htm [Accessed 10 Mar. 2017].

Abortion :: essays research papers

As of right now, abortion is legal in all nine months of the pregnancy for any reason. This controversial issue is a question of how important the value of life is. The turning point came in 1973 when the Supreme Court's decision in Roe vs. Wade saying, that women have the right to murder an innocent child only up to 24 weeks . This false perception is fueled part by groups supporting abortion rights and it is then uncritically unaccepted by the media. The fact is that the current law allows a woman to get an abortion for any reason she deems necessary.It seems ironic that a people can get so emotional when it comes to animal rights, yet see no wrong in ripping a developed baby from the protection of the mother. It is not the child's fault that he or she was conceived. Some people argue that the developing is not technically a child yet because it cannot live on its own. Most of the procedures in murdering the growing child can be painful to the baby and be harmful to the mother. So how can we as a nation make sure criminals are executed painlessly and let children be murdered by extremely painful measures. At 18 days after conception, a baby's heart is already beating, and at 6 weeks, brain waves can be measured. At 8 weeks, the stomach, liver, and kidneys are functioning, and the fingerprints have formed. At 9 weeks, the baby can feel pain . Here are some methods of early abortion:Vacuum Curettage: powerful suction tube inserted through the cervix and into the womb. The unborn child is torn apart by the force of the suction; the fetal body parts and placenta are sucked into a jar. Possible complications include infection, cervical laceration and uterine perforation. Mifepristone: also known as RU-486, the chemical causes an abortion by interfering with the function of the placenta, starving the unborn child to death. Prostaglandins are then administered to expel the fetus. This method of abortion takes place over the span of several days; the average woman using it bleeds heavily for more than nine days, but some women have bled for over four weeks. Mifepristone is just beginning to be used in the US. Long-term health risks are not yet known. Methotrexate: though not approved by the FDA for this use, a methotrexate injection kills the unborn child by interfering with the growth process (cell division).

Critical Analysis of a Child’s Reading Essay

Reading is an essential skill in modern society. Not only does it enable people to access information, it provides people with a great deal of pleasure. It is vital that primary schools equip children with effective strategies for reading as well as foster a desire to read that will stay with them throughout their lives. This analysis of reading will firstly give a brief outline of the context of my school placement. It will analyse two pupils as readers and their strategies. The school’s policy indicates that the context of teaching reading is very important – suggesting a variety of text styles. English & Williamson (2005) inform us that the introduction of the National Literacy Strategy (DfES 2001) broadened the range of texts children are introduced to at primary level. The school is superbly resourced, with thousands of books available to all pupils. Silent reading is also practised daily. X Primary is a larger than average three-form entry primary school with 472 pupils. It’s in an area of average to high socio-economic status and the majority of pupils are from White British backgrounds with few pupils who speak English as an additional language. The number of pupils with learning difficulties is below average. (Ofsted 2010). Below is an analysis of a child’s reading. I will focus on analysing the child’s mistakes in reading, called miscues (Hall, 2003) to gain information of the child as a reader. See more: how to write a critical analysis outline Pupil A was chosen for assessment as he enjoys reading and is a strong reader. He has had several school moves due to family issues, and has received intervention and support throughout his time at Primary X due to his level of absence. He is eager to learn, and was keen to read for me. The assessment involved analysing his word recognition and comprehension skills. This provides an opportunity to understand how Pupil A as a fairly fluent reader may process a text. The text which was read by Pupil A was chosen as it was unknown to him. It was also chosen as a text that was suitable for his level of reading. Many of Pupil A’s miscues take place in the form of substitution. These miscues often relate to his syntactic knowledge. He reads ‘a’ instead of ‘one’ (line 3) and ‘but’ instead of ‘and’ (line 8). He also produces the miscue ‘even’ (line 9) as an insertion. These miscues suggest that he is making predictions about a text using his syntactic knowledge. This suggests that Pupil A brings his own knowledge to a text which causes him to make ‘predictions’ (Smith cited in Hall, 2003), resulting in a miscue. This suggests that Pupil A uses his syntactic knowledge to obtain meaning in what he reads (Hall, 2003). This miscue can also alter the meaning of the text which may affect his understanding. Pupil A makes the same miscue when he substitutes ‘for’ for ‘from’ (Page 2 line 1). He self corrects and asks for reassurance in his correction. Pupil A also corrects himself on the word ‘quickly’ (Pg 3 line 3). This self-correction reveals that he uses syntactic knowledge to process the text, but also that the text Pupil A sees is different from the text on the page (Goodman cited in Hall, 2003). Goodman suggests that there are two texts in question when reading takes place, being the actual text, and the perceived text. Pupil A demonstrated a comprehensive understanding of the text. He demonstrated an understanding for the organisation of the text and recalled events of the story. Pupil A demonstrated an ability to infer from the text and evaluate it. When questioned, he was able to express that he liked the text and expressed why. He demonstrated emotional or psychological response to the text and characters feelings. This suggests that Pupil A engaged with the text and was interested in the plot. In conclusion Pupil A demonstrates a clear ability to read fluently and uses different strategies for decoding words. His ability to decode unknown words could be extended by knowledge of consonant digraphs. Pupil A shows an ability to understand a text on a literal level, as well as engaging in a text by making inferences and evaluating a text. We could improve this motivation to read by encouraging Pupil A to read regularly for pleasure. Pupil B was chosen as although she receives literacy support, she does not enjoy reading. She has accessed literacy support since starting at Primary school in Year 3 and has made considerable progress and is able to read certain texts independently however she also shows little interest in reading for pleasure. She is willing to read with me, as she is used to reading with adults, in a 1-1 situation, and is comfortable with me as I have been in her class for several weeks. She is reluctant to pick a book she in unfamiliar with and cannot think of a favourite author/book when questioned. Pupil B begins well, with her decoding strategies revealing her processing of a text but also her phonic knowledge. She reads the word ‘spider lings’ (line 8) correctly, by segmenting the word in her head first. She then blends ‘ling’ quietly, to herself, and then asks for reassurance to put both words together. This is because this is an unusual, unknown word, and Pupil B is unfamiliar with the term. She stumbles over the word ‘different’ (line9). She did not segment the word out loud and so it is difficult to determine which strategy she used to decode the word. Nevertheless, it is possible that Pupil B may have used one of two strategies. For the first strategy, it’s possible that she segmented and blended the word in silently. This suggests that Pupil B is confident in segmenting and blending. For the second strategy, Pupil B may have used her graphophonic knowledge to decode the word. Therefore it is possible that she recognised the word from previous reading exercises. She demonstrates her grapheme-phoneme correspondence knowledge in her unsuccessful attempt to decode the word ‘notice’ (line 10). She fell silent which suggests she attempted to segment the word in her head. However, Pupil B finds this strategy unsuccessful and then chooses to segment the word out loud Pupil B often falls silent throughout the exercise, and waits for a prompt. I feel this is due to her lack of confidence rather than lack of knowledge. Pupil B demonstrates her grapheme and phonemic knowledge (Hall, 2003) by successfully sounding out the first syllable of the word ‘children’ (line11). She was unable to sound out the second syllable. This suggests that she struggled to sound out a particular grapheme. It’s possible that Pupil B was unfamiliar with the consonant digraph ‘il’. However, Pupil B demonstrates a fluency in reading which may suggest that she uses sight reading as a strategy (Ehri cited in Hall, 2003) to process a text. Erhi (cited in Hall, 2003) suggests that readers find new ways of identifying words. Finding new methods to identify a word can help a reader to become a more fluent in reading. My reading assessment can provide an insight to how a reader may process a text (Ellis & Lewis, 2006 but it’s only an insight. I cannot be certain that the suggested reading strategy is the method used. The child’s responses is dependent on the text. Another influence could be the text’s difficulty. Too difficult a text may cause them to make miscues and create an unfair representation of the reader (Campbell, 2011). A reader’s inability to engage in the text may be because the reader is not interested in the text. To remedy this, it would be useful to find out what books the reader prefers. Another strategy for developing reading is shared reading which provides opportunities for children to peer assess. Iversen & Reeder (1998) suggest that this allows children to actively participate when they feel comfortable. This is useful when children haven’t developed full confidence in their own reading ability, it provides a ‘safe’ structure encouraging contribution. This would be beneficial if both pupils could work together as Pupil A may help Pupil B become more engaged with the text. After analysing both Pupil A and Pupil B, I was surprised at how both pupils used similar techniques, however they were different when reading aloud. I felt there was a gap in understanding and intonation from both pupils, despite being close in age, and both receiving support. I believe another difference was the pupils was desire to read, with Pupil A keen to read books, demonstrating a clear opinion on authors or genre, however Pupil B was reluctant to name a book she’d read, and didn’t have a favourite author/style. I believe this lack of enthusiasm for reading will hinder her development, regardless of support put in. In conclusion, both pupils show an understanding and varying strategies to break down a text, however the major difference seems to be their attitude towards reading itself. References EDP 4120 Assessing Reading Riley, J & Reedy, D. (2000) Developing writing for different purposes: teaching about genre in the early years. Paul Chapman Publishing, London. Iversen, S. & Reeder, T. (1998) Organising for a Literacy Hour, London: Kingscourt Publishing. Hall, K 2003 Listening to Stephen Read: Multiple perspectives on Literacy Buckingham: Open University English, E. and Williamson, J. (2005) Meeting the Standards in Primary English. Routledge Falmer. DfES. (2006) The Primary Framework for literacy and mathematics, London: Department for Education and Skills. DfES. (2006) The Primary Framework for literacy and mathematics: Core position papers underpinning the renewal of guidance for teaching literacy and mathematics, London: Department for Education and Skills. DfEE. (1999) The National Curriculum: Handbook for primary teachers in England, London: Department for Education and Employment. Ofsted 2010 Campbell, R 2011 Miscue Analysis in the Classroom Leicester: UKLA