Same Sex Marriage Essay Example | Topics and Well Written Essays - 500 words - 1

Same Sex Marriage - Essay Example In an attempt to show the positive aspects of gay marriage, he has ended up disclosing the negative and harmful practices that gay marriage can potentially inculcate in adults. The first point that is disagreeable in Sullivan’s essay is his comparison of heterosexual people with gays. The point he makes is that gays are asking for the equal status similar to that of the heterosexuals asked for during 1970’s. By this, he means that gays should be included in society without any hesitation and should be treated equally. However, what he fails to understand is that when heterosexuals were asking for equal status, they were asking for equal status ‘and’ respect for the ‘opposite’ and ‘unique’ responsibilities that women were carrying out in their married life. Females were never given importance and respect for their role in the development and growth of their families. Hence, they were asking to be given ‘equal’ status to men. However, in gay marriages there is no such friction as gays cannot fulfill the role of female no matter how feminine a partner is. Hence, comparing gay people’s de mand for equal status to the demand of equal status by heterosexuals is absurd. Secondly, Sullivan talks about the psychological wounds that gay men suffer due to heterosexual marriages they are forced into. However, Sullivan fails to look into the future of same-sex marriage. The same-sex marriage can cause immense psychological problems and deeper wounds on children as child needs both, a father and a mother, for healthy emotional and psychological growth. Third point that is unacceptable in Sullivan’s argument is his idea of sexual freedom that gays enjoy. Sullivan is saying that sexual freedom is in having sex with anyone and anytime you want to. According to him, more partners mean more freedom. It is difficult to understand how he has come to

Campaign review 2 Essay Example | Topics and Well Written Essays - 2250 words

Campaign review 2 - Essay Example Worth noting about the topic of advertisement is that various studies have been conducted to determine the influence humor has in terms of persuasion. In the past, it has been established that customers or prospects seldom responds to mere information meant to advertise. Conversely, when an advertisement has humor included, it inevitably catches the attraction of many people. Consequently, many tend to seek more information regarding the product or service being advertised. In the end, there is a high possibility of the client purchasing the service (Cialdini, 2001). Having presented a campaign review on Old Spice’s â€Å"Your man can smell like me† advertisement, this paper will analyze how one theory of communication process was appropriately applied. One theory that was evidently applied in the campaign is Richard Petty’s and John Cacioppo’s Elaboration Likelihood Model (ELM). ELM theory is one that Richard Petty and John Cacioppo developed in the 70s that sought to explain how prospects respond to advertisements. The theory explains the path taken in the shaping, formation and reinforcement of attitudes through persuasive arguments. In essence, the theory claims that once information is availed to a person, there is some inevitable elaboration level that tends to occur. It explains that persuasion takes one of the two paths: Central or Peripheral paths. Each of these is dependent on a couple of things exhibited by the prospects. Four principles are used to analyze which path a buyer or a prospect has taken (Payne, 2008). These include elaboration, attitude, information processing and the strength of the attitude that has been reinforced, and this section will highlight how the theory is analyzed. In the case of Central path, a client has to understand the message behind an advert in order to take this side. In contrast, when the elaboration is limited the most likely

Inhaled Salbutamol: Effects on the Body

Inhaled Salbutamol: Effects on the Body Introduction Salbutamol is a first-choice bronchodilator drug used in the acute treatment of asthma. Asthma is a chronic respiratory disease which causes recurrent reversible airway obstruction. An asthma attack is often triggered by an immediate hypersensitivity reaction that occurs in response to an inhaled allergen, causing acute bronchospasm in the lungs. Salbutamol treats the symptoms of asthma by reversing this bronchoconstriction. It acts as a ÃŽ ²-2-adrenoreceptor agonist, and when inhaled, it binds to beta-2-adrenoreceptors in the bronchial smooth muscle of the lungs, causing the muscle to relax. This leads to dilation of the bronchioles and improved airflow. Salbutamol has been shown to cause side effects such as tachycardia, muscle tremor, an increase in systolic blood pressure and a decrease in diastolic blood pressure. When salbutamol is absorbed into the bloodstream via the lungs, it can bind to ÃŽ ²-2-adrenoreceptors present on the heart and increase the heart rate. The stimulation of beta receptors also stimulates an increase in myocardial contractility which can increase pulse pressure. Salbutamol is usually administered by inhalation of aerosol, powder or nebulised solution, although it can also be administered intravenously. A metered-dose inhaler (MDI) is normally used for aerosol administration, which provides a standard dose of salbutamol. The spray from a MDI consists of rapidly moving propellant droplets, most of which impact in the mouth and throat where salbutamol absorption is poor, and only about 10% of the inhaled drug reaches the bronchioles. 2 This proportion may be further reduced by poor inhaler coordination since many patients fail ,3 to synchronise the firing of the aerosol with inhalation. With good coordination about 15% of the dose would be expected to reach the lungs.3 Using a spacer device has proved to raise deposition of salbutamol in the lungs to levels similar to or greater than those obtained from a correctly used metered dose inhaler. (Thorax 1984;39;935-941) The spacer is a large plastic container with a mouthpiece on one end and opening at other end where MDI is attached, and is most often used by young children and the elderly. The aim of this study was to determine the acute effects of inhaled salbutamol on heart rate, pulse pressure, and peak expiratory flow rate and to compare the efficacy of salbutamol delivered by metered-dose inhaler (MDI) with that of salbutamol delivered by metered-dose inhaler attached to a spacer (MDI-spacer). The efficacy of the two methods of salbutamol delivery were analysed by comparing the bronchodilator and cardiovascular effects of salbutamol in subjects taking the MDI and MDI-spacer. Materials and Methods 18 healthy subjects were studied with an age range of 18-35 (14 females and 4 males). Salbutamol (Ventolin ®) was supplied in pressurised, metered dose inhalers (MDI). The 18 subjects were divided randomly into three groups: placebo, MDI and MDI-spacer. Subjects in the placebo group used the placebo MDI inhaler which acted as the control. Subjects in the MDI group used the salbutamol MDI. To administer a standard dose of salbutamol, they exhaled fully, and then inhaled slowly through the opening just as the drug was released from the MDI, and then held their breath for 10 seconds. [manual]. Subjects in the MDI-spacer group used a salbutamol MDI with an attached spacer device. To inhale a single dose of salbutamol, the subjects attached the MDI to the end of the spacer, breathed in deeply through the mouthpiece and then held their breath for 10 seconds [Introduction to Exp Bio] .The standard dose released with each depression of the salbutamol MDI was 0.1mg. For each subject, control readings of heart rate, pulse pressure and peak expiratory flow rate (PEFR) were taken at 3 minute intervals for 12 minutes. At 12 minutes, two successive doses of the assigned inhaler were taken (2 x 0.1mg doses= 0.2mg), immediately after which the three variables were measured. This was repeated every 3 minutes until a total dose of 0.6mg salbutamol or placebo had been administered. Heart rate was measured manually using a stethoscope and stopwatch. Diastolic blood pressure (DBP) and systolic blood pressure (SBP) were measured by using a sphyngomanometer and a stethoscope. [manual]. The pulse pressure was then calculated by subtracting the SBP from the DSB. The PEFR was measured using a Wright peak flow meter. Statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS), version 16.0. The data were assumed not to have a normal distribution, and the results obtained from the different groups were independent of each other. The non-paired, non-parametric Mann-Whitney-U test was therefore used to determine whether there were significant differences in any of the measured variables as a result of the salbutamol MDI, when compared to the placebo control. The test was also used to determine if there was a significant difference between the results of the MDI and MDI-spacer groups which would have been caused by the use of the spacer. For each subject, the overall change in a variable from the mean control value after a 0.6mg dose, was used to compare the results of subjects from different groups. Mann-Whitney-u test to compare results recorded for each group to see if the differences observed are significant at the 95% confidence level. A value of P

Around The World In Eighty Day :: essays research papers

Around the World in Eighty Days by Jules Verne is a novel that takes place in the late nineteenth century. The title summarizes the plot because one day Phileas Fogg is with some friends and he reads in a newspaper that it is possible to travel around the world in eighty days. But no one believes this to be true except Phileas. Then Phileas bets them that he could make the journey in eighty or under days, and then leaves along with his servant immediately. Throughout the journey Phileas and his servant Passepartout use every means of transportation possible such as steamers, railways, carriages, yachts, trading-vessels, sledges, and even an elephant.   Ã‚  Ã‚  Ã‚  Ã‚  The protagonist in Around the World in Eighty Days is Phileas Fogg. Fogg’s most important character quality is his determination to succeed. After Fogg read the article in the paper about how it is possible to voyage the world in eighty days Fogg knew he could prove it. So after he made the bet that he could do it he was so determined the whole way that he could make the voyage. Along the way, he tried not to let anything get in the way even though the trip was delayed by slow railway systems, rescuing an Indian maharani from a burning funeral pyre and being constantly followed and spied on by a detective named Mr. Fix. One important decision Fogg makes is when he got to a train station they told him that he couldn’t go on the train for another month. He was terrified but he did not panic. He saw an elephant in town and paid an Indian a considerable amount of money to travel to the next train station. Passepartout said of the price “Good Heaven, two thousand for an elephant!'; (Page 41). Fogg’s intelligence during the voyage got considerably better as his traveling techniques got better. He knew that in order to make the trip on time he must not waste any time at all and gain time if at all possible for the unexpected occurrences.   Ã‚  Ã‚  Ã‚  Ã‚  The antagonist in Around the World in Eighty Days is Mr. Fix. Mr. Fix is a detective who constantly pursues Phileas Fogg and Passepartout because he believes that Fogg is a bank robber who is making the trip just to escape reality. So Mr. Fix tries to slow down Fogg and find out if he is the bank robber.

Objectives of a School simularities to other organisations

Schools, like any other organisations, are aggregations of interconnected human and non- human resources working together to accomplish a common end within structured relationships. But they differ from any other industrial, commercial, governmental or military organisation as it require a alone manners of leading, ways of thought and an attack to disposal. This is because the mission of schools is non to increase net incomes but to raising and develop people to go to the full functional persons foster the acquisition, personal growing and development of all participants, the staff and the pupils.Literature reappraisalOrganizational Behaviors and saying the relevancy in today ‘s contextA school is a universe in which people live, grow and work. Like any other societal organisation, the universe of school has power, construction, logic and values. The behaviour of people at work in a school, separately every bit good as group is non simply a contemplation of their single alone personalities but is strongly molded and molded by the societal norms and outlooks of the civilization that prevail in the organisation. Therefore the person and societal influence creates alone organisational behaviour of people in the school organisation. A school is an extraordinary powerful environment which form and mold behaviour of the people through its civilization and clime. This web of interactions between people and the organisation and its deductions for leading is determining the behaviour of people at work in educational organisations. The ends of any educational organisation are academic accomplishment, effectual work wonts, civic values, societal behaviour, self esteem and self trust. In order to accomplish the ends of schooling, the outlooks that instructors have for the accomplishments of pupils, the relationships between pupils and instructors, the motive of pupils, clip spent on instruction and acquisition and the equal relationships affairs. Besides how schools are managed, how pupils are grouped, how parents and the community are involved, how work is assigned and the determinations made in school. The widespread credence as the preferable manner for exerting control and coordination in schools is the bureaucratic mechanism. The present twenty-four hours acceleration in the development of engineering, political relations, economic sciences and society has by and large left stiff bureaucratisms staggering and unresponsive. To boom in today ‘s quickly changing universe, schools must nimble, adaptative to alter and invariably germinating ( Peter Senge – a learning organisation ) . They are non merely adaptable to new challenges emerging in the universe but are besides adaptable to the worldwide rise in outlooks for increased democracy, personal freedom, single regard and self-respect and chances for self- fulfilment. Administrators who tactically or explicitly embrace the non bureaucratism affect a good trade of persuading. The instructors who are underlying behavior form of theory X or Y who are in the non bureaucratic environment Theory Ten Theory Yttrium Needed to be belonged, liked and respected. Want to experience utile to the school and tend to corporate volitionally and to follow with school, section and unit ends if the above demands are fulfilled. In add-on to the demands of theory X, desire to lend efficaciously and creatively to the achievement of worthwhile aims. Majority are capable of exerting far more inaugural, duty and creativeness than their present work fortunes allow. Administrators ‘ basic undertaking is to do each instructor believe that they are utile and of import portion of the squad. They should be willing to explicate determinations and discuss instructors ‘ expostulations. Besides to affect instructors in planning and determination devising. Teachers should be encouraged to exert self way and ego control Administrator works to bring out the originative resources of the instructors. Teachers participate in determination devising and develop. Information is shared and instructors involve in determination devising. This helps to increase the demand of belongingness and single acknowledgment. It will increase the morale and cut down opposition to formal authorization. Administrators and instructors make usage of the full scope of experience, penetration and originative ability to better the public presentation in school. Accomplishment of aims will increase the self-control and self way. Schools in the island were officially introduced during the colonial epoch. Education is largely delivered through a spiritual background, either through temples or the church. The priests followed the regulations defined through the faith to set single behaviour. Many described such schools as oppressive. But traditionally such schools emphasized powerful societal norms and outlooks that support and wages such behaviour. The norms of such schools discourage behaviour that inquiries the established the order and proposes alterations. With the educational reform in 1947, schools in the state were managed under one organic structure known as Education section of Sri Lanka and new theories and constructs of instruction being introduced to the school web. In order to understand the acquisition abilities and features of kids and grownups in the educational environment, behavioural psychological science applied theories of development. B.K Skinners ‘ methodological analysis of behaviourism had hence embraced by instructors and they used the programmed instructions, scripted instruction, diagnostic-prescriptive instruction and behavior alteration in learning. Educationists decide on ends ( marks ) , all right supports to bring forth those responses ( lesson programs ) , a plan that will bring forth the coveted behaviours ( category room activity ) and eventually mensurate the support methods ( tests, all schoolroom, term and public ) and alter them carefully ( twelvemonth terminal reappraisal and preparation Sessi onss ) . These methods are non developed to â€Å" develop the head † but to set up the very behaviours which are to be taken to be grounds of acquisition. The pupils learn in such an environment retained the cognition and accomplishments they learn in school and so applied in state of affairss in existent life. Therefore unlike in the colonial instruction system, there were 1000s of people adding into the work force every twenty-four hours. They retained a ample sum of the cognition for many old ages and mastered that cognition. For the last decennary or so Sri Lankan authorities instruction system, including the universities were based on behaviourism and as a consequence, there are 1000s of unemployed school departers and alumnuss who are unable to suit into the current competitory market. As a consequence Educationists considered the cognitive psychological behaviour ( Chomsky ) had adopted the method of learning which will authorise the critical thought and originative thought ( with 2009 course of study alterations ) . This is besides the construct of left- encephalon and right-brain orientation of thought. Cognitive psychological science has a batch of impact on the pattern of learning and larning in the schoolroom. The results are emphasized and the solutions are being motivated to be reached by the pupils in assortment of ways. The schoolrooms are now larning environments which promote survey accomplishments, societal accomplishments, job resolution and organisational accomplishments along with the capable affair command. The instructors create motivated schoolroom environments harmonizing to Weiner and the expression for self- regard, when pupils show internal/ability property, supplying challenges to larn and developing them to keep self – regard when fa ilures occur. When they show internal/effort property to hold high outlooks for success as they will remain motivated in malice of impermanent reverses. There are assortments of specific actions that the instructors are in the ways and agencies of ways to increase motive in schoolroom undertakings. The intrinsic motive to be practiced through explicating or demoing why larning a peculiar content or accomplishment is of import, create and maintain wonder, supply a assortment of activities and centripetal stimulations, provide games and simulations, set ends for acquisition, associate larning to student demands and assist pupil develop program of action and the extrinsic motive through supplying clear outlooks, giving disciplinary feedback and providing wagess. The outlooks of a instructor in such an environment demands the instructors to alter radically with the technological alterations the passage of inactive acquisition content to electronic integrative tools. The instructor ‘s function remained mostly as a facilitator at the same clip to be a co-learner in technological cognition and accomplishments. The current demand from a instructor is to hold are, hypertext transfer protocol: //thejournal.com/articles/2008/06/30/the-future-of-instruction-teacher-as-colearner.aspx # Learning and creativeness – instructors use capable affair expertness to ease and animate creativeness in pupils, including ingeniousness, job resolution and reflecting through the usage of digital tools collaborative tools and co-learning experiences. # Assessment – Use appraisals for ratings so that the pupils set their ain ends for acquisition, engage in individualized acquisition and are evaluated based on multiple, varied formative and summational appraisals aligned with content and engineering criterions. # Digital age skills – instructors exhibit eloquence in digital tools, engage on a regular basis in engineering – based coaction and usage information resources to back up research and acquisition. # Digital citizenship: Teachers promote â€Å" safe, legal, and ethical usage of digital information and engineering, † promote etiquette, and work to further a planetary position in pupils # Professional development: Educators adopt a theoretical account of womb-to-tomb acquisition and exhibit professional leading through engagement in larning communities, rating of research into the latest digital tools for instruction, parts to the â€Å" effectivity, verve, and self-renewal of the instruction profession, † and presentation of leading in instruction engineering. The ministry of Education with NSB and selected providers took enterprises to supply Personal computers for instructors at a sensible monetary value through Teacher PC Drive plan and to supply developing through reputed private institutes such as IDM Computer Studies and Gateway in 2006. The ‘Innovative Teachers National Competition 2008 ‘ conducted by the Ministry of Education ‘s Secondary Education Modernization Project ( SEMP ) II and Microsoft Sri Lanka assessed the advancement of this plan. In â€Å" The Skills for life † launched in 2009, provides specialised plans for instructors in Sri Lankan instruction system plays a critical function in this scenario. Programs such as ICDL, CTP straight on ICT making and LTCC, IPICT as an instruction tool for non ICT instructors. hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_contentHYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content & A ; view=article & A ; id=9 & A ; Itemid=16 † & amp ; HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content & A ; view=article & A ; id=9 & A ; Itemid=16 † view=articleHYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content & A ; view=article & A ; id=9 & A ; Itemid=16 † & amp ; HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content & A ; view=article & A ; id=9 & A ; Itemid=16 † id=9HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content & A ; view=article & A ; id=9 & A ; Itemid=16 † & amp ; HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content & A ; v iew=article & A ; id=9 & A ; Itemid=16 † Itemid=16 Photo caption: Kithsiri Abeysinghe – Nikawewa Dewanampiyatissa Central College, Chithrangani Karunasekera – Katuwana National School, Premawathie Henayalage- Project Manager, Department of Education North Central Province, Ranjith Tharukaratne – Sujatha Balika Maha Vidyalaya hypertext transfer protocol: //www.digit.lk/09_sept_slteachers The instruction leader inevitableness faces a calling in which new resilient responses are invariably required to run into the challenges that will ineluctably and unremittingly originate in the hereafter. These challenges are likely to happen in rhythms as they have for over a century. The jobs that seem overvelming to us now will in clip recede into the background as new an seemingly more demanding challenges emerge in the hereafter. In position of this dogged patterned advance, educational leaders non merely necessitate to develop responses to the urgencies of the minute but besides to develop a set of values, beliefs and principals to steer them in developing effectual schemes and actions in the unsure hereafter. Take together these values, beliefs and principals cast and determine the educational leaders vision of what the school ought to be like the way in which it should be traveling, and the terminal province for which it should be like, the way in which it should be travelin g and the terminal province which it should be endeavoring. A nucleus component in such vision

Practices in Psychology Essay

Cultural bias is one of many biases to be found in psychological research. If you look at different research studies in Psychology then you will see that the majority of that research has been carried out in Western society and has been applied to the rest of the world not recognising that there might be differences. Most British and American studies have used samples of participants from their own cultures, and usually students. This means that not only can the results not be applied to other cultures and the rest of the world, but they cant be applied to anyone who isnt a student. Psychology is therefore guilty of an imposed etic, trying to explain the behaviour in one part of the world, e. g. Indonesia, with theories and research that has been developed in another, America. Culture bound syndromes are a clear area of psychology where culture bias is present. Culture bound syndromes are disorders which have been first described in and closely linked to a particular area, group of people or part of the world. Although there are many â€Å"culture bound syndromes† that have been found, are they really mental instability. Just because our culture finds that the Chinese way of greaving is slightly strange does that mean they are suffering from a mental illness? Diagnostic systems are also full of culture bias. If someone is having a conversation with a dead relative in our culture, then according to the DSM (Diagnostic Statistical Manual of Mental Disorders) that person is mentally ill, but if this was in Africa, where talking to dead relatives is considered normal behaviour, this assumption that the person is mentally unstable is not appropriate. As the each country is becoming more multi-culturally attitudes need to change. Culture bias will probably always be present in Psychology and its reasearch as no one can be both English and Indian and Chinese. This could lead to some people (if they are wanting to go to the extreme) considering it to be racist. More cross-cultural research is needed. As then we can compare different cultures to our own, rather than generalising inappropriate reseach that doesn’t apply to all cultures and creating a wrong impression.