Describe major changes that occurs on the neurological system associated to age. Include changes on central nervous system and peripheral nervous system.
Define delirium and dementia, specified similarities and differences and describe causes for each one.
This assignment will help you explore economic indicators, discounts used in the valuation process, and valuation methods.
The first part of this assignment focuses on economic indicators. Economic indicators are factors that can significantly impact the financial health of a company. Examples of economic indicators include trade policy, monetary policy, interest rate changes, gross domestic product (GDP), etc. Often, economic indicators will affect how consumers spend their money and how companies run their operations. This assignment will allow you to identify key economic indicators, describe any significant changes, and explain the impact of these changes.
The first part of this assignment will help you complete Milestone Three.
The second part of this assignment focuses on discounts used in the valuation process. These discounts include the discount for lack of control (DLOC) and discount for lack of marketability (DLOM). This also includes the discount that is used in the discounted cash flow (DCF) valuation method, which is one of the income-based approaches. The second part of this assignment will help you complete your project later in this course.
The third part of this assignment focuses on valuation methods. There are multiple methods that can be used when preparing a valuation for a company. Many analysts use their own techniques that include a combination of these primary methods, and they will all incorporate an earnings-based valuation method as part of their process. It is important to understand the three main valuation methods and how they are used.
The third part of this assignment will help you better understand each valuation approach
For this assignment, you will be taking a close look at the key economic indicators that a company should be aware of when making business decisions. You will also describe significant changes to the economic indicators and the impact these changes have had on the domestic and global economies. You will also explore the discounts used in the valuation process and the types of valuation methods that are used.
Specifically, you must address the following rubric criteria:
Submit your assignment as a 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style.
Excerpts from the Action Research Case Project directions below for your review if necessary:
Part 2: Audience and Purpose (approximately 2 pages minimum)
The second section of your report should include information about the audience and purpose of your report. Please answer the following questions in addition to generating others you find helpful:
-Why are you doing an action research study on this case study? What is the importance?
-Who will read this report? Which stakeholders or other individuals? Joint and Collective Accounts?
-Where will the study take place? Agencies, organizations, homes?
-For what purpose will the report be used? To update on progress? Define an action research plan? Explain stakeholder experiences?
-For what purpose will the report be used? To update on progress? Define an action research plan? Explain stakeholder experiences?
Part 3: Literature Review (6-8 pages minimum)
– In the third section of your report, you should include information about the case study that would be helpful in working with this family. Please include information from:
-Primary sources, secondary sources, professional literature, office reports, practice literature, or other information as applicable. You must include at least 6 peer reviewed and/or scholarly articles in your paper. Please use the library at Post or the virtual library as necessary. Online sources are acceptable but Wikipedia is not allowed as it is not an empirically validated source. Empirically validated sources are scholarly journals or sources that are research based. Also, many websites are not scholarly sources so please use journal articles and books for this experience.
-Please provide information that supports the 1) need for an action research project for this case and 2) information to support any parts of the case study in regard to diagnosis or treatment models, etc.
-If your literature review involves statistical and numerical data, please remember to provide any relevant occurrences, comparisons, trends/history, central tendencies, distribution scores, or correlations necessary.
-Examples could be: What does the research say about single parent homes and violence rates? What does the research say about truancy and dropout rates? What does the research say about cultural factors in regard to spanking? Perhaps ask yourself a “question” about the case could help foster areas to include in the literature review.
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The conclusion of Novel Princess De Cleves as a Victory
Name
Institution
The conclusion of Novel Princess De Cleves as a Victory
The conclusion of the novel princess de cleves by Madame de lafayette has sparked many controversies since its publication, the story’s centralized around a 17th century setting is about two star crossed lovers tragedy when a princess is forced to marry Prince de Clèvesm a man she does not love and is more than twice her age, the twist is that she takes her position seriously and plays the part of as a wife till the end, even though she is secretly in love with Duc de Nemours and due to this they have to hide their love which would cause a controversy if revealed. In an overview it can be said that the story from her perspective princes de cleves emerges the victor since she efficiently managed to maintain her virtue and lived on as a married woman out of obligation, even though it lacked any sense of happiness and fulfillment till the end. It is in this regard that this article addresses the different aspect of the main characters sense of duty, belief and rational thinking that help support the above claim.
Throughout the story the main character has been victorious even when tempted as depicted by her desire to remain virtuous through her beliefs, to not give in to her infidelity even though she was tempted. The fact that she revealed the truth to her husband that she was attracted to another man and went ahead to find ways of overcoming the infidelity desire and not letting it control her is one aspect that reflects well on her personal beliefs, which forbid infidelity. Even though she was still attracted to Monsieur de Nemours she still had a sense of duty to remain loyal to her husband even after death and this eventually forced her to enter a convent as a way of preventing any infidelity this environment of self-imposed purgatory forces her to be virtuous and is another achievement on her part since she managed to overcome the temptation of cheating. The belief theme in the story helps demonstrate the princess situation when she chose the option of entering the convent in that she believed that the right choices should not lead to unhappiness and in this aspect even though it made her virtually unhappy she made the difficult choice which was the right one and this is a victory for her since she managed to uphold her obligation as a married woman till the end.
The princess De Cleves advanced form of Cartesian thinking which she effectively applied to her everyday actions helped her reason her way out of difficult situations, and through its application she managed to work through her emotions while not leaving room for them to control her actions unlike other characters in the book, and this controlled sense of emotion and actions helped her not act rash since, she was aware how society harshly views the nobility’s actions and as such had to maintain perfect control even though she had problems and this acts in itself is as a central theme demonstrated throughout the novel. An example of this is shown by Monsieur de Nemours when he stated that, At least, Sire, if I embark on such an extravagant adventure on your Majesty’s advice and in you service, I beg you to keep it secret until success justifies my ambition in the public eye (9) which shows how he was more worried more about the public and aristocrats opinions of him as compared to his view or even his proposed wife’s opinions. These rush actions made Nemours by the end of the novel become one of the least rush characters as shown by his emotions overtaking his senses as he openly confessed his feelings for de cleves.
The self- centered actions of the various characters in the Princesse De Cleves only help magnify her victorious aspect since they magnify the honorable and virtuous aspects of the character in the literature by stressing on the fact that she is the only character that demonstrates any rational thinking in the story. Princess de cleves in the entire story demonstrated that before she takes any action she thinks things through, and as a result she was regarded with honor in the society, which is the highest possible reward. She also demonstrated this by the aspect that she used rational thinking to justify and review on how she unfairly reacted and treated her husband. This is seen when she asked herself why she had done something so perilous, and she concluded that she had embarked on it almost without thinking. The singular nature of such a confession, for which she could find no parallel, brought home to her all the risks it entailed. (98).
Her honorable virtues are depicted by the fact that even though she had the infidelity issue in the background and the hard choices she had to make about her happiness and future she still took the time to rationally question her actions and finally chose something that did not favor her happiness but helped uphold her status and pride in the society as seen when she finally ended up in a convent, this means that she chose to stay alone as shown in the last line of the novel that states her life, which was quite short, left inimitable examples of virtue;(156).Even the author applauds the fact that de cleve strong character helped her effectively manage and control her emotions and remain virtuous till the end through rational thinking which compared to the other characters in the same surrounding was a remarkable achievement through this analysis and thinking it is clear that the escape from the infidelity maintains the victorious aspect of the main character.
The 17th century much admired concept of good and family upbringing is effectively demonstrated by the fact that the main character chose the path of solitude over engaging in infidelity and she accredits this to her personal beliefs, this gradually influences the reader’s previous view of the main character as she demonstrates her maturity through her sound judgments and composure, however not much emphasis should be placed on the Christian morality since her decisions and later actions are not based on her religion or Christian conscience telling her it is a sin to engage in infidelity but mostly on the aspect that her reasoning warned her on what the possible repercussions of her actions would be which was most likely the loss of her self-respect, and honor in the society.
In conclusion the La Princesse de Cleves novel can be said to be more of a victory since it has helped demonstrate the different aspects and hard decisions the main character had to deal with to uphold her honor and beliefs in their society. The fact that even though she ended up lonely she made the right decisions eventually and that is a positive aspect on her part. In addition the novel reflects the often ignored struggle between duty and love in many fundamentally good people in today’s society, and in addition this novels highlighted aspect makes the literature remain relevant even today when many females are at the mercy of the increased immoral male characters.
Reference
Madame de Lafayette (1925) The Princesse de Cleves. Cambridge University, Press
The conditions and treatment of Africans and their descendants in colonial Virginia between 1629 and 1705
Student name
Course
Instructor
University
Date
Introduction
Between the seventeenth and eighteenth centuries, the legal opportunities for Africans in Virginia changed, making their lives more difficult. These laws were intended to dehumanize slaves and portray them as inferior to whites. The practice of keeping black servants for life began the legal process of converting people who had both rights and duties into people’s property. Africans brought to Virginia in the early 1600s were not all imprisoned indefinitely. Slavery in Virginia dates back to 1619, when the Virginia Company was established solely for the purpose of transporting indentured servants to work for the British settlers (Beverley, 72). In exchange for the number of indentured servants it brought, the company was given land. The vast majority of these indentured servants were Africans who had been sold into slavery in their own countries. Africans were forced to board the slave ship White Lion, which transported them to Virginia. Twenty Angolans were kidnapped and forced to travel to Virginia by the British Crew. Before being released into the free world, indentured servants worked for a set period of time. Indentured servants, on the other hand, were only allowed to work for a total of 20 years. Slaves indentured servantship differed from outright slavery in that they were forced to work indefinitely and were completely reliant on their master.
Indentured servants of Christian parentage were granted a pardon under Act I of the laws concerning servants and slaves. If they were over the age of nineteen, such servants would be indentured for five years. The minimum term of service for those under the age of nineteen was set at five years. as well, but they had to be Christians. Act II of this law mandated that indentured servants be brought before the courts within six months to determine their true age. It would be possible to set the age at which their indenture would end by determining their age. They were, however, expected to be Christians or to have Christian ancestors.
Virginia passed laws in 1661 allowing anyone who was free to own slaves. When the laws referred to "free people," they were referring to white men (Parent 106). Additional slavery-related laws were enacted in the seventeenth century, and they were codified in the Virginia slave code of 1705. (An Act Concerning Slaves, Chap XLIX, p. 447.) According to one of the slave laws passed in 1662, children born to slave mothers would become slaves when they reached the age of majority, regardless of who fathered them (Parent 107). The goal of this law was to keep as many slaves working for whites as possible. Furthermore, the law sought to discourage relationships between free and slave people. This meant that the children of female slaves could not be freed simply because they were conceived by white men who were not slaves.
A law was passed in 1662 that stated that baptism would not free one from slavery. Even if the slaves were Christians, the law stated that baptism would not be enough to free them (ACT III). There was concern that by making baptism the basis for emancipation, Virginia would run out of slaves who could have provided free and cheap labor. Enslavers were guaranteed by the law that baptism would not revoke their right to keep their slaves in servitude. Slaves brought to work on white farmers’ farms were not included, even when Christians taught that all people were equal before God. The vast majority of slaves originated in North Africa, where Islam was the predominant religion. Because Christians made up the majority of the population in America, those who converted to Christianity were expected to live free lives. This law, however, made it impossible for Christian slaves to gain their freedom.
According to the Report of a Committee from an Assembly Concerning the Freedom of Elizabeth Key, she was set free because she was fathered by a white man (1656). The committee was a special task force formed to address issues that arose as a result of white men seeking sexual favors from black women while knowing their children would be sold as slaves. The white men reasoned that enslaving their children would absolve them of responsibility for their actions. That is why, after a while, there was a feeling that the law should be changed so that innocent children born as a result of such cohabitation would not suffer needlessly. As a result, a child’s paternity began to play a role in determining whether or not a slave would continue to serve.
This incident happened before the 17th century, and it was the beginning of a series of harsh and oppressive legal actions that lasted from the 17th to the 18th centuries. Legal rulings and legislative actions explicitly stated that Blacks were inferior by the mid-seventeenth century. When Re Sweat, for example, slept with a Negro, the court sentenced him to public penance. This procedure demonstrates how the court system regarded blacks as inferior people unworthy of association with whites at the time. According to the legal ruling, Sweat defiled his body by sleeping with a lesser human.
A slave law was enacted in the 17th century, but it only represented one aspect of these traditions. Nonetheless, it includes equality, court ecclesiasticism, and another ceremonial law intended to govern other areas of England, such as the edge of England. Prior to the 17th century, Virginia’s legal system alternated between recognizing and condemning blacks.
Early Virginia laws were intended to close escape routes, denying freedom to already enslaved blacks. Due to the most compelling cultural and economic circumstances, this law was enacted in an unrestricted legal authority environment. There were no laws requiring Africans to be slaves at the time; instead, court cases were followed by a slew of legislation designed solely to make Africans slaves.
In the 17th century, Elizabeth presented a case in court that advanced the case of parentage impacts on slaves, as she was presented to the court for becoming pregnant for a black person. The case was heard by the Virginia legislature. This case occurred at a time when the race debate was at its peak. Following the case, Virginia adopted English and Spanish customs, allowing a free person to baptize Africans.
In 17th century Virginia, disagreements with masters could be brought before a court for resolution. A slave owner who wanted to break the most rebellious slaves could do so now, knowing that any punishment he received, including death, would be without repercussions.
Because Africans were now considered Christians, it was easier for them to interact with whites, which was especially important for blacks, who saw Christianity as a vital status.
This privilege also allowed African Christians who came to Virginia to be treated better than others. Other Africans, particularly those who converted to Christianity upon arrival, benefited from the privilege as well.
Unlike in the past, black Christians are now allowed to bring suits and even testify in court, allowing them to enjoy their freedom. Africans’ acceptance of Christianity and baptism, a symbol of whites in Virginia, enabled them to become civilized and rational. The use of this opportunity to convert by Africans resulted in a greater degree of personal freedom.
Conclusion
Many cases were heard in court, and if the black was Christian, he or she was granted freedom because they were not considered slaves and thus worked in the same way as other African servants. Slaveholders were encouraged to convert their slaves after learning about the status of Christianity among Africans, so that they would no longer risk losing property. In the first half of the 17th century, Africans were treated as free Christian servants. Those Africans who did not seize the opportunity to convert were doomed to remain slaves for the rest of their lives, as the customs accepted it. The slave law had been accepted and recognized by the law at the ending of the 1700s. The legal laws developed as a result of whites’ early decision to treat Africans as property, which was based on English racial precedents. As a result, the great opportunity of Christianity as a status for Africans greatly aided them in gaining their freedom because, unlike in the 16th century, they could not go to court and sue another person.
REFERENCES
Parent, Anthony S. Foul Means: The Formation of a Slave Society in Virginia, 1660-1740. UNC Press Books, 2003.
Coyle, Betty Wade Wyatt. "The treatment of servants and slaves in colonial Virginia." (1974).
Hook, Francis Moore. "The Negro in Colonial Virginia 1619-1765." (1952).
Stanard, William Glover. "Major Robert Beverley and His Descendants." The Virginia Magazine of History and Biography 2, no. 4 (1895): 405-413.
Parent, Anthony S. Foul Means: The Formation of a Slave Society in Virginia, 1660-1740. UNC Press Books, 2003.
Shih, Shannon. "The Rise of White Supremacy in 17th-Century Colonial America."
KENYATTA UNIVERSITY (MAIN CAMPUS)
SCHOOL: OF EDUCATION
DEPARTMENT: OF EDUCATION MANAGEMENT, POLICY & CURRICULUM STUDIES
NAME: FRED OWILI OWINO
REG: E55/27782/2014
TASK: cat one;
UNIT: EMP/M/815
UNIT NAME: planning education to meet societal needs
LECTURER: DR KIRANGA GATIMU.
SUBMITTED ON: 17TH /03/2015.
About three decade ago RUSCO, GC wrote a book entitled, “The conditions for success in educational planning.” In what ways would you disagree/agree with a book written more than three decades ago? Give persuasive reasons for your position using examples from Kenya.
Planning is a rational process of preparing a set of decisions for future action. Educational planning is therefore the application of rational and systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of individual and society. I would like to disagree with RUSCO, in his book conditions for success in educational planning, in that this book was written long time ago and by now a lot of changes has occurred on educational planning. These conditions stressed may be necessary or sufficient or both in that there may be conditions, no one of which is sufficient to produce the event, but all of which are necessary. There may be a condition sufficient to produce the event, although this condition may not be itself necessary because some other condition(s) may also be sufficient. Finally, there may be a single condition which alone is necessary and sufficient to produce the event.
He first highlights, legal, staffing and technical conditions are as the necessary conditions for successful educational planning. Thus, he finds recurrent concern with the legal bases which define the scope of educational planning and the institutional format for planning; the recruitment, training and deployment of educational planners; and the technical sophistication displayed by planners in collecting, analyzing and using data and in designing and utilizing educational models. Although the specific legal means by which educational planning is initiated and its institutionalized framework established varies somehow from country to country, there has been widespread agreement that educational planning requires a fairly specific legal framework. Such a framework usually includes the legal functions of the planning agency, its relations with other educational authorities and with other planning authorities, and its specific form. He said that the staffing of the planning officers though it was a seasonal variation in the number and kinds of planners employed should proceed relatively well as the government also keeps changing. He therefore concludes on the challenges of planning in regard to financing the whole process. The problem of the recruitment, training and deployment of educational planners, while still not totally resolved, has become increasingly amenable to a pragmatic solution. No longer does the problem seem to be one which requires some prior agreement on the definition of the ‘educational planner’. Rather, most people now agree that a variety of skills are necessary for planning. The need for demographers, statisticians, economists, sociologists and experts in all levels and kinds of education has been agreed upon if not everywhere met. In the last condition RUSCO brings in the element of technical conditions, that Much of the attention given to educational planning has been directed at improving the techniques of planning, ranging from better use of existing statistics to the application of complex models of linkages between education and national development. survey of the legal, staffing and technical conditions conventionally associated with educational planning suggests that such conditions are not sufficient to ensure success in educational planning.
He said that the success in educational planning does not fully depend on only those factors but also must be able to look at the constraints of education planning such as political interference and administrative factors that tries to hinder development in educational planning.
These arguments are rather far much backdated having seen especially greater development in educational planning. That there are a lot of factors to consider in developing strategies to cater for success which are the policy for planning. The first four of which deal with policy making, the fifth with planning and sixth and seventh with policy adjustment:
(i) Analysis of the existing situation.
(ii) The generation of policy options.
(iii) Evaluation of policy options.
(iv) Making the policy decision.
(v) Planning of policy implementation.
(vi) Policy impact assessment.
(vii) Subsequent policy cycles.
In the present state of Kenya a number of policies have been put in place to outlaw the RUSCOS ideas which are majorly outdated, the government in conjunction with UNESCO has brought out clear guidelines in making sure that planning for education is a success. Some of this we see in the millennium goals of education, the constitution of Kenya 2010 and even the UNESCO journal guidelines. That the current situation needs a clear guideline on the seven policies for educational planning. The conceptual framework for policy analysis and its application to the four exemplary cases vividly indicate that education planning cannot be purely technical or linear. It deals with an educational enterprise that is not characterized by unambiguous issues, clearly defined objectives, undisputed causal relationships, predictable rationalities and rational decision-makers. Education policy planning, as such, is by necessity a series of untidy and overlapping episodes in which a variety of people and organizations with diversified perspectives are actively involved in the processes through which issues are analyzed and policies are generated, implemented, assessed and adjusted or redesigned. Education planners thus need a methodological approach, to capture the intricacies of both policies and processes, to give deliberate attention to every element of the policy planning process, and to gauge the evolving dynamics of the system (flow, procedure, form, and interaction among interest groups).A conceptual frame work is sometimes followed to the later in Kenya but then at times most of the decisions made in planning of education are done by the politicians, this interference which always leaves the planners with o decisions but to work out ways of helping implement them.eg the laptop project and the free primary and secondary day school.
COPARE AND CONTRUST the claim by Michal Hopkins that The manpower forecasting debate was carried out vigorously in the 1970s and 1980s but appeared to end with the notion that all forecasting techniques that purported to assess manpower requirements in the future were dubious and that the future lay with labour market analysis and labour market signaling. In general, the monograph disputes the first notion but agrees that the, often over-simplified and non-flexible forecasting models of the past, should be supplemented with better data and improved labour market analysis.
Man power approach method was preferred by economists in the 1950s and 1960s Based on the argument that Economic growth is the mainspring of a nation’s overall development -thus should be the prime consideration in allocating scarce resources. Economic growth requires not only physical resources but also human resources to organize and use them.The focus of this approach is to forecast the manpower needs of the economy. It stresses on output from the educational system to meet the man-power needs at some future date. Manpower planning is based on the attempt to forecast the future demand for educated manpower Given the length of time taken to produce educated professional people, such forecasts may have to be made for some years e.g. fifteen years in the case of scientists, engineers, or medical doctors. There was a dubious discussion between 1970s and 1980s which was very vigorous, the findings shifted goals to labour market analysis. That manpower approach gives educational planner a limited guidance on what can actually be achieved in every level of education e.g. primary education, secondary education, etc. The approach says nothing about primary education, which is not considered to be work connected. It suggests the curbing of the expansion of primary education until the nation is rich enough to expand it. It focuses more attention on the cream of education that will contribute to manpower development in the society. It focuses on manpower needs mostly in the urban employment. It does not focus on semi-skilled and unskilled workers in the cities and vast majority of workers that live in rural areas. (Over production of engineers’ vs. masons).It relies on employment classifications and manpower ratios such engineers to technicians; doctors to nurses etc from industrialized countries or economy. This does not fit into the realities of less developed countries of Africa. It is therefore impossible to make reliable fore-cast of manpower requirements far enough ahead of time because of economic, technological, political and other uncertainties which may occur. This Approach has largely been applied at the level of persons with higher education and has tended to ignore those with lower levels of education, i.e. the great majority of workers; Limits itself to headcounts and ignores the effects of movements in wages and other prices; largely makes use of employment data relating to the public sector and/or to large private firms, whereas in developing countries the majority of workers are liable to be in small firms and/or in the informal sector; It is based on the historical relationship between output and labour, which is then extrapolated forward decades ahead; It is gender insensitive Man-power & women power
Labour market analysis is an approach/methodology that presents a major shift from the manpower planning approach. Manpower planning focuses on skilled and formal labour only and is gender biased (woman power, manpower),
Labour market analysis categorizes labour employed and unemployed, skilled, semi-skilled and unskilled, formal and informal, male and female. The basis of policy analysis lies in the recognition of the inability of human beings to anticipate future developments accurately. E.g. the conceptual problems in the manpower approach it that it implies that the main purpose of education is employment. But education encompasses a wider perspective of producing a human person who would be able to play a meaningful role in society. The labour market is a generalized concept representing the interaction between:
the supply (number of persons available for work) &
the demand (number of jobs available) and
the wage rate effects of education/output, outcome
The keyword “planning” is out “policy” and “analysis” has become keywords. Policy has more modest, short-term affectation than planning. Labour market analysts constantly adjust short and medium term analyses to reflect changing conditions while keeping the long-term in mind. The horizon of the manpower planner is long, sometimes as long as twenty years. The labor market analyst has a much shorter horizon. Manpower planning makes unrealistic estimates/forecasts. It is difficult to make reliable forecasts of manpower requirements for a long period of time.
Society is dynamic and political, economic, social and technological changes can take place any time. A significant focus of labor market analyses is the concern for poverty and equity rather than strictly production efficiency. (How much you produce given certain inputs)
In labour market analysis efficiency is no longer the only criterion of social action rather equity and poverty considerations are taken into account. It is therefore concerned with correcting present imbalances in the labor market and in reassessing the situation periodically in order to take additional corrective action as necessary. Hence Michal Hopkins that the manpower forecasting debate was carried out vigorously in the 1970s and the 1980s, making the labour market analysis most suitable approach to use. The manpower planning school stresses labour market research and labour market
Signaling as ‘the’ alternative to manpower forecasting. There is no objection to the need for alternative techniques but, as also argued, there is a need to perform, and perfect, forecasting to provide a future vision to assist in the assessment of training and educational needs. The labour market signaling chapter showed that even with relatively detailed surveys, the identification of mismatches on the labour market and future training needs is not straightforward. The data collected in the surveys would help to calibrate some.
Reference
Caillods, F. 1991. Educational planning for the year 2000. IIEP Contributions No. 4. Paris: UNESCO/International Institute for Educational Planning.
G. C. Ruscoe 1969.The Conditions for Success in Educational Planning. UNESCO: International Institute for Educational Planning
Hallak, J. 1991. Educational planning: reflecting on the past and its prospects for the future. IEP Contributions No. 2. Paris: UNESCO/International Institute for Educational Planning.
LYONS, R. F. (ed.). Problems and strategies of educational planning: lessons from Latin America. Paris, Unesco/IIEP, 1965, 117 p., tables.
The conflict of whether to legalize Marijuana or not
In today’s world there has grown a new conflict. The conflict of whether or not to legalize or not to legalize light drugs such as Marijuana and the likes. This is a controversial topic every time it is set on stage and as such we seek to find out what are the repercussions of legalizing such drugs.
Harry Anslinger , the United States first drug Czar (1930-1962) seemed to create an interesting case against the now outlawed drug, Marijuana. According to Mr. Anslinger’s findings he stated that marijuana made women and men do demonic things. It made women love black men. This was all wrong but since he was able to build a case against it and soon became outlawed. Is this reason true? No.
One of the pros of legalizing such drugs is that such drugs seek to help people who have no alternative medicine for their ailments. According to WebMD marijuana can be described by doctors to treat or alleviate the ailments arising from muscle spasms, Nausea arising from Cancer Chemotherapy as well as a solution to loss of appetite. These among many other problems have been known to be solved by these drugs thus some states have even allowed the use of such light drugs to enable cure diseases if not reduce the pain they bring. The FDA too have approved THC, a key ingredient in Marijuana, in the treatment of nausea and improving of appetite.
The cons however of using marijuana among other light drug is that they cause dependency. As most psychoactive drugs tend to be they cause dependency on them after some time of them being used. This makes it hard to carry out daily functions without using them and this is wrong. According to the National Institute on Drug Abuse approximately 9 percent of marijuana users go on to become addicted to it with those using marijuana daily at 25-30 percent. These numbers show a rising number of people who can no longer carry out their functions without using marijuana and this is a con by itself.
Another merit given to the legalization of light drugs such as marijuana is that they will bring forth revenue to the government. In the economy agriculture too doesn’t bring revenue to the government as well as to its people. As an economic resource plants are used to bring in money for the average American and as such support livelihood. By growth of this drug there is a possibility of the government gaining plenty of revenue from this. According to the documentary How to make money selling drugs by Adrian Grenier Marijuana is the leading cash crop if it were to be legalized beating crops such as tea and sisal close to 4 times the revenue they bring back to the American economy. This goes to show how much it would change not just the medical landscape of the United States but the economic landscape too.
Among the cons of legalizing such drugs is that this could bring forth a leeway to promoting other drugs that could be more harmful that these light scale drugs. Drugs such as cocaine are more dangerous than these light drugs and as such should be made illegal for as long as it can be done. Cocaine is classified as a schedule II drug according to Controlled Substances Act. This thus draws the lines as to why some of these drugs should not be allowed. Such a drug is more dangerous and thus the classification is differently placed. If one of the light drugs are legalized this will create a leeway for other drugs to be legalized and this is not right. Moreover peddlers and dealers of these drugs will sell to anyone who buys these drugs regardless of the age and this too is unethical. This thus will even destroy the lives of the young ones in the society. According to the site Legalizationofmarijuana.com students say it is easier to gain access to drugs more than alcohol and tobacco. This thus shows why such drugs should not be legalized.
References
BIBLIOGRAPHY Cooke, M. (Director). (2013). How to make money selling drugs [Motion Picture].
Drug Facts: Marijuana. (2014, January). Retrieved from National Institute on Drug Abuse: http://www.drugabuse.gov/publications/drugfacts/marijuana
Harding, A. (2013, November 4). Medical Marijuana. Retrieved from WebMD: http://www.webmd.com/pain-management/features/medical-marijuana-uses
Pros & Cons of Legalizing Marijuana . (2014). Retrieved from legalizationofmarijuana.com: http://legalizationofmarijuana.com/pros-and-cons-of-marijuana.html
References
BIBLIOGRAPHY Cooke, M. (Director). (2013). How to make money selling drugs [Motion Picture].
Drug Facts: Marijuana. (2014, January). Retrieved from National Institute on Drug Abuse: http://www.drugabuse.gov/publications/drugfacts/marijuana
Harding, A. (2013, November 4). Medical Marijuana. Retrieved from WebMD: http://www.webmd.com/pain-management/features/medical-marijuana-uses
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The connection between food, family, friends and community
Introduction
In the daily normal life, it is important to observe proper eating and food preparation methods in order to keep fit, maintain good health by avoiding those illnesses caused by poor feeding habits. This is made more necessary when one has an eating disorder that prompts him or her to observe particular eating as well as dietary habits. When an individual suffers from an eating disorder in it is important to alert family and friends in order for them to provide support. This is important as the kind of therapy provided by the family is the best. The family is also an important unit in making decisions and choices about food as they are the ones who observe and sustain any changes made on the diet.
Observation of proper eating habits normally reflects an individual who is careful and concerned about his well being to the society hence reliable and independent. In the case of an eating disorder, the individual on the other hand should ensure that they observe the correct eating habits. This is because the family and friends involved care and are concerned. Therefore when a character looks after him properly by eating and preparing the right kinds of food it makes them less worried about him hence he becomes more acceptable in the society. They also consequently contribute more to help solve the problem (Voelker, 5).
This can also be depicted in situations of grief and loss whereby the use of the right kind of foods result to the reduction of stress as well as tiredness making one stronger. This gives the family and friends the notion that the person can look after his physical being well and consequently the emotional status (Helpguide, 2).
According to Marian in (Atwood, 338), there is a strong connection between food, family, friends and the community as a whole. This is because it acts as a bond between an individual and the society as well as other specific people such as her boyfriend in the story. The choice of food can be at times determined by certain social determinants which include family, peers and cultural background. Food plays an important role in the society as it symbolizes oneness as in the case of cultural and religious aspects. When these are observed they bring about a sense of belonging to a particular community. Certain kinds of food also illustrate specific festivities observed by various cultures during which time people come together to celebrate. This brings about a feeling of socialism and interaction between people.
It can as well be used as a sign of welcome. This is portrayed by (Chang, 7) whereby Mr. Rhee offers Tom three grapes at no charge when they first meet at the grocery. On the other hand, it signifies unity as in the case of workmates where Tom and his employers join to share meal at lunch time (13).
The degree of importance of food as well is depicted in (Esquivel, 147) where it is compared to one not performing an activity that he loves so dearly.
Although the preparation of food may at times be tiring, it is important to do it the right way so as to feel connected to the intended society.
In conclusion, it is important that a character follows the correct eating habits and food preparation methods according to his society as a sign of respect and discipline towards the set rules. This brings about acceptance and incorporation as well.
Works Cited
Atwood, M. The edible Woman. Toronto: McClelland & Stewart, 1999: p.338
Chang, L. The Fruit ‘n Food. Washington: Black Heron, 2006: p.147
Esquivel, L. Like Water for Chocolate. New York: Anchor Books, 1994: pp. 7-13
Helpguide. “Coping with Grief and Loss.” 2001. Helpguide.
<http://www.helpguide.org/mental/grief_loss.htm>. Accessed 14 April 2011: par. 2
Voelker, M. “How to Tell Friends and Family about an Eating Disorder.” 1999. eHow family.<http://www.ehow.com/how_4615935_tell-friends-family-eating-disorder.html>.Accessed 14 April 2011: par. 5
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The Connection between White Supremacy and Class in the United States
White supremacy refers to the ideas and beliefs that purport that white people or individuals that have natural white skin are superior over other human racial groups. In a contemporary context, the white supremacist term is employed in describing the groups that espouse fascist or racist doctrines. Noteworthy, supremacist groups are been known to use violence to attain their goals. The race is the notion that the human species is categorized into unique groups based on behavioral and physical differences. Essentially, race is any human social groups that can be categorized according to perceived similarities in physical traits. Class refers to a group of people that have the same socioeconomic status. In the United States, the white supremacy doctrine was taken for granted by social and political leaders from the 19th to mid-20th century. This essay discusses the connection between white supremacy and class in the United States.
Various events, laws and people exacerbated the racial and class divisions that existed in the early American period. One such event was the civil rights movement that advocated for social justice for people of color in the 1950s and 1960s. While the Civil War got rid of slavery, it did not put an end to unequal treatment and discrimination of people of color. Black people continued to face the devastating effects of racism, particularly in the South. By mid-20th century, people of color had endured violence and prejudice against them (Bateman, Ira, and John, 24). Black Americans alongside numerous white Americans mobilized and an unprecedented fight pushing for equality that lasted two decades.
Jim Crow laws also contributed to class and racial divisions in the early American Period. People of color had made some progress in their equality agenda after the constitution granted people of color equal protection as white people. The 15th Amendment to the constitution of 1870 gave Black Americans the right to vote. Still numerous white supremacists, moreso those in the South, were not happy that the people they once enslaved had similar rights as them (M. Beliso‐De Jesús, and Jemima, 65). They, therefore, came up with Jim Crow laws to erase the progress made during Reconstruction and keep them segregated from their white counterparts. The laws were put in place in the South towards the end of the 19th century. The Jim Crow laws ensured that people of color and white people used different public facilities. The laws also ensured that people of color could not live in the same towns or attend the same schools as their white counterparts. Furthermore, Jim Crow laws criminalized interracial marriage and made it impossible for people of color to vote without passing the voter literacy test. Despite Jim Crow laws not being adopted in the northern states, people of color experienced discrimination in their jobs or in accessing education or in attempting to purchase a house (Roediger, 42). To make the issue worse, the laws passed in some states continued to limit the voting rights of people of color. The segregation brought about by the Jim Crow laws gained ground in 1896 after the Supreme Court ruled in the Plessy v. Ferguson case that it was possible for facilities for white and black people to be separate but equal.
Undoubtedly, capitalism plays and continues to play a huge role in the development of social and class divisions in America. Individuals such as Ella Myers, J. Phillip Thompson, and Michael Dawson agree that capitalism was inextricably linked to class formation, the emergence of a separate white and black proletariat and segregation of labor markets (Liu, 349). W. E. Dubois argued that the white proletariat benefited from psychic wage and the antiblackness of the capitalist social order. Du bois’ argued that racial capitalism gave a limited democracy for white workers that were white. He posited that there are both irrational and rational aspects of white supremacy and both aspects can cause violence against black bodies. This is enough evidence that during the Jim Crow era, the relationship of people of color towards capitalism was of exploitation and property expropriation and relations.
Without a doubt, gender played an important role in white supremacy and class segregation in early America. This is because white women have been a part of the notion of white supremacy from the beginning. White women have made investments into white supremacy for a long time and they invest in this notion more than the country itself. This points to their hand in slavery economy. Although white women are viewed by historians as being bystanders to slavery brutalities, they were rather active participants. Prior to the civil war, white women had little political and economic power with the exception they could buy and sell slaves (Feagin, Hernan and Pinar 16). They used slavery as a way of increasing their wealth which was not possible to transfer to their husbands in marriage. In essence, slavery provided white women with autonomy, agency, and freedom they could not have without it, which is why they were deeply invested. Worth noting as white women never gave up on white supremacy, a matter of fact, they doubled down.
In most cases, white supremacy and racial and class divisions tend to benefit one group over the other and in most cases, white people tend to be favored than their colored counterparts. By definition, white supremacy is meant to favor white races as they are viewed as being superior to all other races. Worth noting, that white people do not have to be white supremacists to benefit from white supremacy ideologies, but yet it still shapes American society.
Works Cited
Bateman, David A., Ira Katznelson, and John S. Lapinski. Southern nation: Congress and white supremacy after reconstruction. Vol. 158. Princeton University Press, 2018.
Feagin, Joe R., Hernan Vera, and Pinar Batur. White racism: The basics. Routledge, 2020.
Liu, William Ming. “White male power and privilege: The relationship between White supremacy and social class.” Journal of Counseling Psychology 64.4 (2017): 349.
M. Beliso‐De Jesús, Aisha, and Jemima Pierre. “Anthropology of white supremacy.” American anthropologist 122.1 (2020): 65-75.
Roediger, David R. “The wages of whiteness: Race and the making of the American working class.” Class: The Anthology (2017): 41-55.