Ambulatory Care and the Mental Health Services

Adults with serious mental illness and children who have serious emotional problems are part of the mission for the Substance Abuse and Mental Health Services Administration’s Center for Mental Health Services (CMHS). SAMHSA (substance abuse and mental health services administration’s center for mental health services, according to their principles provides a national leadership forum that â€Å"improves quality and availability of treatment for the mentally ill, especially adults with serious illness and children with emotional disturbances.† They promote managed care systems in order to carry this out. This paper will compare the principles of this system with those of the IOM. SAMHSA promotes two major principles in care and those include quality of care and consumer participation and rights.In quality of care is included the need to treat all patients with respect and dignity, basing all decisions and treatments on best practice, developing delivery and data collection systems, ensuring that services are tailored to individual needs, established verification processes for credentials, providing a way for providers to resolve disputes, ensure a continuum of care, ensure a wrap around for children, and incorporate targeted prevention activities. Further, they have a set of principles which involve consumer rights and protection.Plan members should be involved in discerning care, respect should be shown for choice of service, necessary legal and ethical rights, education for all consumers, families, and supporting consumer rights, and ensuring confidentiality. Comparison with IOM In comparing this to the supportive beliefs of the IOM, the primary goals are quality of care and improvement if not doing away with the inequities of care in this country as well as the ideal of seamless service. These are very important factors in moving care from the treatment of illness to the prevention of illness.Allowing for a continuum of care as well as a stable base of care is important as well as the need to be able to have testing done that might provide prevention for diseases such as colon cancer. Mental health and community care is also strong in the quality principles that they have applied (IOM. edu). In fact many of the principles of the two areas are well matched. It appears that some of these principles will be seen in the new healthcare also, as it includes prevention as part of the mandatory insurance rules.For example, many people were unable to have a colonoscopy because of the cost or the copay that will not longer be so as preventative has no cost or copay if you have insurance. Treating Veterans with PTSD The new IOM as well as the SAMHSAC have principles that dictate treatment based on need, respect, and dignity. The new principles in both cases address serious mental illness which would certainly include PTSD. Veterans with mental illness are presently one of the disparity groups and these groups are the ones tha t the IOM is attempting to bring to attention at this time.This can only help this group of people. Conclusion The mental health issues in this country, among other very difficult health issues have been on the back burner for some time. With the advent of the new health program and support by these two agencies, there is hope that there will be improvement in this care. SLP Articles The articles chosen were Prevention best Medicine and Health Centers to get 250 million in grants. These two articles seemed to be collaborative articles in solving the same issues.Prevention best medicine by Emily Bregel (2010), states that there has been a history of delay in preventative care in the US. This is caused because of the expense of the tests, not covered by insurance or those that have costly co-pay. Under the new healthcare reform law, health insurance plans that begin on or after Sept. 23 must cover recommended preventive services and cannot charge patients co-payments or deductibles. T his causes a shift in the type of care that is given from coverage for illness to coverage for prevention of illness.Many of the larger insurance companies were interviewed and it was felt by most that this would not be a large difference in cost for them as it will decrease costs in the end. This whole change will be better quality care for the patient. Health Center to get $250 million in grants by Fears (2010) reviews the newer grants that are available for building community clinics in an effort to boost service. Of course, health centers across the country are lining up to get a piece of this money.Many of which got quite a large grant last time it was offered and because of growth need granted money again. The funding is available under the Patient Protection and Affordable Care Act and is meant to establish medical homes for patients that at this time do not have them. These health centers have been the safety net for the uninsured to provide comprehensive medical care as wel l as pharmacy, mental health, substance abuse treatment, and dental care. This is a part of the continuum of care as well as a place to use the new prevention funds to stave off chronic illness.References Bregel, E. (2010). Prevention best medicine. Health. Fears D. (2010). Health Centers to get $250 million in grants to build clinics, boost services. Washington Post. Principles for Systems of Managed Care. National Mental Health Information Center, (2010) available at http://mentalhealth. samhsa. gov/ NLM Gateway. (2005). The evidence and recommendations of IOM report for achieving the 6 aims of quality in rural America. Academy Health22 (3876)

Fast Food Nation Essay

â€Å"Fast Food Nation† is a film directed by Richard Linklater and it was released in the year 2006. This is one of those films, which provide new sources of thinking to a generation. This film deals with a large number of topics, which are old but still existing on our planet. Among these topics the mentionable ones are gender, ethnicity, class, sexual orientation and oppression. The film also shows that although being different parts of the social strata – these things are actually well related with each other. They act not only in the small communities but also throughout the world. There is no bar for these topics among the developed and developing countries in the present day world. â€Å"Fast Food Nation† upholds the problems, which are old enough to have been erased by now. But as a matter of fact, they still loom large in the human societies of all standards. Don Anderson is the main character of the movie. He is the famous Anderson who is known for the preparation of â€Å"Big One† of Mickey’s hamburger. This shows how the protagonist of the film is connected with the world of fast food. The main thing around which the film is constructed is to judge whether these businesses are honest or not. Anderson is not a bad human being but as a matter of fact he does not seem to know everything that is associated with his business. He finds one fault with the products of his company and travels to Cody in Colorado to trace the source of these bad and unhealthy ingredients in the products. Cody in Colorado is the center for the preparation of all the products of Mickey’s. Very soon Anderson comes to know about the faults that are actually taking place while manufacturing the products of his company. These are some of the most horrible truths waiting for him. The film has dealt with some other complicacies as well. Among them, the most important one is the exploitation of the illegal immigrants. People come to America to win a good fortune from various corners of the world. Mexico is one of these countries from where a number of illegal immigrants come in search of jobs. Very soon after entering the country they are exploited by the white settlers of the United States of America. Fast food culture has given birth to a huge industry in this country and most of the immigrants are taken in for the jobs that are available in this industry. Cheap labor is the main reason why the companies are always interested in taking these employees. By doing this, they can also earn a huge amount of profit within short time. (Linklater, et al, 2006) The tagline of â€Å"Fast Food Nation† says â€Å"The Truth Is Hard To Swallow†. In a way this film introduces the audience with the modern day world where almost every vice is present in the society just as they used to exist in the past. The presence of cow manure in the Mickey’s product is highly symbolic as it shows the commonly found tendency to live by cheating on others. A fast food nation like USA today looks after only the benefits from the business and not after the quality of service they are providing the customers with. This is the harsh truth, which Don Anderson discovers in his own company while visiting Cody in Colorado. â€Å"Fast Food Nation† is a movie that concentrates on many of the recent problems, which we come across in the modern world. Apart from that there are also other problems, which are not felt by us. Some of the downtrodden people have to face these truths in their lives. This is really unfortunate as we talk about the overall development of the world we act in a very hypocritical way. According to some of the well known critics â€Å"Fast Food Nation† is a well made angry movie which vents out the idealistic wrath on the wrong way in which the nation like USA is traveling towards a so called progress. It is obviously a credit going to Richard Linklater for the fact that he has chosen such a sensitive subject on which the economy of USA is dependent to a great extent. The glamour-less style of the movie is one of the most important symbolic, which is followed throughout the movie. We all know that America is a country of glamour and this is why a movie based on this country is hoped to be flashing with glamour and style. Unlike all other movies, â€Å"Fast Food Nation† is an entirely anti-glamour movie where all the characters are the dwellers of a very indifferent land. Truth hidden beneath the glamour is the main motive of this movie and this is why Linklater has focused more on incidents rather than the glamorous aspect of the film. (Morris, 2006) Linklater is very much successful in taking the audience to the root of the problems. He takes the audience to the slaughterhouses where raw materials for hamburger are produced. Visiting these places the audience is able to go through a series of events, which are revealing about how USA still deals on the grounds of race, gender and ethnicity. The Mexican immigrants are nothing better than the cows, which are slaughtered for the production. They are also exploited to a huge extent. By connecting to the story of the Mexican border Linklater actually introduces the audience with another horrible truth, which is looming large in the country. The country, which boasts of its democracy, is itself a system of exploitation and this is something, which Fast Food Nation deals with very carefully. Uniglobe is the meat plant where the team of Mexican workers joins. This is the place where the white Americans take the full advantage over the Mexicans as they have come in the country obtaining illegal process. It is very shocking to see a white that works as the floor supervisor threats the Mexican workers to kill them through the slaughtering machine unless they work properly. This show of rudeness opens up the horrible way in which the white people in American society are still dealing with the Mexicans. Money is the main thing, which draws the poor Mexicans to this vast land of USA where they have neither identity nor respect. There is a scene in the movie where a Mexican falls inside the slaughtering machine and loses his hand, which is chopped by the blade. The terrible scene is something, which agitates the audience to the core. Fast Food Nation not only focuses on the macro system of the society but also on the micro system where the workers are exploited at the same rate. We see the troubles, which are faced by Sylvia, the Mexican young woman who starts working as a hotel room cleaner. She faced huge problems in the slaughterhouse of Uniglobe where her husband and sister continue to work. The dangers of crossing the border are one of the most important elements, which the movie has dealt with. It shows the extent of risk, which the Mexicans are ready to undertake for their survival. Throughout the film it has dealt with huge problems in modern America. But the most important thing about them is the fact that everything, which happens in the life of the Mexican friends, is also the parts of the greater American life. Exploitation and all the other associated elements in the movie are actually representing the wholesome picture of the United States of America.   (Mother Jones, 2006) The use of satire in the film is a main thing, which consolidates the theme even more. There are actually three narrative parts that have been used in this movie. The pattern of the movie is very much like the documentary films, which shows the true picture of the world and easily deal with even some of the most controversial topics. Apart from human cruelty, animal cruelty is also an integral part of the film. However, the movie also concentrates on the matter of sexual orientation, which is a big issue in today’s America. Amber, the role played by Ashley Johnson, faces problems seeing the difference of sexual orientations among her friend. She asks her close friends not to meet cute looking boys, believing that they practice homosexuality. This is somehow associated with the slaughterhouse atmosphere and the theme thus becomes more convincing.

Deschooling Society Essay

Introduction: This term paper is about De schooling Society which is a book written by Ivan Illich. The book is more than a critique – it contains suggestions for changes to learning in society and individual lifetimes. Particularly striking is his call for the use of advanced technology to support â€Å"learning webs†. In this paper, we will first see what is meant by de schooling society and then what is the need for de schooling and is it necessary to disestablish a school. After seeing the reasons for de schooling, we look at the phenomenology of school which gives the phenomenon of school. Then we will see the rituals in the current school system and discuss about them. Later we look at the model for evaluating institutions and then propose the idea of learning webs and thus conclude with the requirements of a good education system and what an educated person should be able to do. What is De schooling Society? The process of receiving education or training especially done at School is called Schooling. The main goal of Schooling is to learn things from what is taught by teachers in the school. Here learning, education, training, guidance or discipline is derived from experiences and through lessons taught by teachers. De schooling society is a critical discourse on education as practised in modern economics. It is replacing school with natural learning. It specifically refers to that period of adjustment experienced by children removed from school settings. It is the initial stage where one gets rid of schoolish thoughts about learning and life in general. If one is given time to adjust to the freedom of no school routines and not being told what to do every minute of the day, then they have lots of time to relax, try new things, to discover their interests and rediscover the joy of learning. This is the idea of de schooling. It is like a child recovering from school damage. â€Å"SCHOOL ING IS THE SYSTEM DESIGNED FOR TEACHING†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. DE SCHOOLING IS THE SYSTEM DESIGNED FOR LEARNING.† Why we must disestablish a school (why de schooling) Ivan Illich feels that there is a need to disestablish school by giving examples of ineffectual nature of institutionalized education. According to Illich â€Å"Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor proliferation of educational hardware or software, nor the attempt to expand teacher’s responsibility will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing and caring. â€Å" The present school system believes that more the treatment, better are results and leads to success. It confuses teaching with learning, grade advancement with education, a diploma with competence and fluency with ability to say something new. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Illich shows that institutionalization of values leads inevitably to physical pollution, social polarization, and psychological impotence and most of the research now going on further increases in the institutionalization of values and we must define conditions which would permit precisely the contrary to happen. He believes that care only makes students dependent on more treatment and renders them increasingly incapable of organising their own lives around their own experiences and resources within their own communities. With the present system poor children lack most of the educational opportunities which are casually available to middleclass people. To solve this they started a program â€Å"Title One† which is the most expensive compensatory program ever attempted anywhere in education, yet no significant improvement can be detected in learning of these disadvantaged children. Special curricula, separate classes or longer hours only constitute more discrimination of poor. Thus this system has failed to improve the education of the poor. Advantages of rich over poor range from conversation and books in the home to vacation travel and a different sense of oneself and apply for the child who enjoys them both in and out of school. So a poor student will generally fall behind so long as he depends on the school for advancement or learning. Poor needs funds to enable them to learn. Neither in North America nor in Latin America do the poor get equality from obligatory schools but in both the places, the mere existence of school discourages and disables the poor from taking control of their own learning. All over the world, school has an anti educational effect on society: school is recognized as the institution which specializes in education. The failures of school are taken by most people as proof that education is very costly, very complex, always mysterious and almost impossible task. Education disadvantage cannot be cured by relying on education within school. Neither learning nor justice is promoted by schooling because educators insist on packaging instruction with certification. Learning and assignment of social rules are melted into schooling. The major illusion on which the school system rests is that most learning is the result of teaching. Teaching only contributes to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school. Most learning happens casually, and even most intentional learning is not the result of programmed instruction. For example, normal children learn their first language (mother tongue) casually, although faster if their parents pay attention to them. But the fact that a great deal of learning even now seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of improvement. Illich illustrates the idea of learning with a practical example. â€Å"In 1956 there arose a need to teach Spanish quickly to several hundred teachers, social workers, and ministers from the New York Archdiocese so that they could communicate with Puerto Ricans. Gerry Morris announced over a Spanish radio station that he needed native speakers from Harlem. Next day some two hundred teen-agers lined up in front of his office, and he selected four dozen of them-many of them school dropouts. He trained them in the use of the U.S. Foreign Service Institute (FSI) Spanish manual, designed for use by linguists with graduate training, and within a week his teachers were on their own-each in charge of four New Yorkers who wanted to speak the language. Within six months the mission was accomplished. Cardinal Spellman could claim that he had 127 parishes in which at least three staff members could communicate in Spanish. No school program could have matched these results.† Further experiments conducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given proper incentives, programs, and access to tools, are better than most school teachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions. Opportunities for skill-learning can be vastly multiplied if we open the market. Schools are even less efficient in the arrangement of the circumstances which encourage the openended, exploratory use of acquired skills. The main reason for this is that school is obligatory and becomes schooling for schooling’s sake. Most skills can be acquired by drills, because skill implies the mastery of definable and predictable behaviour. Education is the exploratory and creative use of skills, however, cannot rely on drills. It relies on the relationship between partners , on the critical intent of all those who use memories creatively, on the surprise of unexpected question which opens new doors. It is now generally accepted that the physical environment will soon be destroyed by biochemical pollution unless we reverse the current trends in the production of physical goods which is possible by de schooling. Instead of equalizing chances, the school system has monopolized their distribution. Equal educational opportunity is indeed both a desirable and a feasible goal, but to equate this with obligatory schooling is to confuse salvation with the church. A de schooled society implies a new approach to incidental or informal education. Thus he says that not only education but society as a whole needs de schooling. Phenomenology of School In order to make the schooling process better and to search for alternative methods in education, we must start with an agreement on what do we mean by â€Å"school†. We need to have clear idea on what a â€Å"school† is and what is the difference between â€Å"teaching† and â€Å"learning†. We can do this by listing the functions that are performed by modern school systems, such as custodial care, selection, indoctrination, and learning. We could make client analysis and verify which of these functions render a service or a disservice to teachers, employers, children, parents, or the professions. We could survey history of western culture and information gathered by anthropology to get an idea of schooling. And we could recall the statements made by many people before and discover which of these the modern school system most closely approaches. But any of these approaches would oblige us to start with certain assumptions about a relationship between school and education. Hence we begin with phenomenology of public school. We can define the school as the age-specific, teacher-related process requiring full-time attendance at an obligatory curriculum. Age: School groups people according to age. This grouping rests on three unquestioned premises. Children belong in school. Children learn in school. Children can be taught only in school. Illich thinks that these unexamined premises deserve serious questioning. If there were no age-specific and obligatory learning institutions, childhood would go out of production. The disestablishment of school could also end the present discrimination against infants, adults, and the old in favour of children throughout their adolescence and youth. Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself a product of schools because common sense tells us that only children can be taught in school. Teachers and Pupils: Here children are pupils. School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to contrary. Illich says that most of the learning is without teachers. Most tragically, the majority of men are taught their lessons by schools, even though they never go to school. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick, and to work without interference from a teacher. Even orphans, idiots, and schoolteachers’ sons learn most of what they learn outside the educational process planned for them. Half of the people in our world never set foot in school. They have no contact with the teachers, and they are deprived of the privilege of becoming dropouts. Yet they learn quite effectively the message which school teaches. Pupils have never credited teachers for most of their learning. Schools create jobs for schoolteachers, no matter what their pupils learn from them. Full-Time Attendance: The institutional wisdom of schools tells parents, pupils, and educators that the teacher, if he is to teach, must exercise his authority in a sacred precinct. This is true even for teachers whose pupils spend most of their school time in a classroom without walls. School, by its very nature, tends to make a total claim on the time and energies of its participants. This, in turn, makes the teacher into custodian, preacher, and therapist. In each of these three roles the teacher bases his authority on a different claim. The teacher as custodian sets the stage for the acquisition of some skill. Without illusions of producing any profound learning, he drills his pupils in some basic routines. The teacher as moralist substitutes for parents, god, or the state. He instructs the pupil about what is right and what is wrong, not only in school but also in society at large. The teacher as therapist feels authorized to enter into the personal life of his pupil in order to help him grow as a person. Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons. A pupil who obtains assistance on an exam is told that he is an outlaw, morally corrupt, and personally worthless. Classroom attendance removes children from everyday world of western culture and plunges them into an environment far more primitive, magical, and deadly serious. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the end of the day and end of the year until he is finally expelled into adult. Ritualization of progress: Illich sees education as being about consumption of packages where the distributor delivers the packages designed by technocrats to the consumer. Here teacher is the distributor and pupils are the consumers. Thus in schools, children are taught to be consumers. Illich’s criticism of school is a criticism of the consumerist mentality of modern societies; a model which the developed nations are trying to force on developing nations. In this view a country is developed according to indices of how many hospitals and schools it has. In terms of school Illich criticises the system which offers a packaged education and awards credentials for the successful consumption of the packages. The packages are continually being re-written and adjusted but the problems they are supposed to address remain same. This is much more than simply a racket to produce more textbooks and exam syllabuses; this is a commercial activity mirroring the marketing processes of the industry. Children are the obligatory recipients of these marketing efforts. As the teacher is the custodian of rituals of society so schools as institutions are the places for the promotion of myths of society. Illich is especially concerned with this in developing nations where he sees a wrong direction being taken as these countries adopt the consumerist model of the west/north. Education is the means by which these societies get sucked into the consumerist way of doing things. More schooling leads to rising expectations but schooling will not lift the poor out of poverty; rather it will deprive them of their self-respect. Most basic schools operate according to the notion that â€Å"knowledge is a valuable commodity which under certain circumstances may be forced into the consumer†. Schools are addicted to the notion that it is possible to manipulate other people for their own good. For Illich, schools offer something other than learning. He sees them as institutions which by requiring full-time compulsory attendance in ritualised programmes based around awarding credentials to those who can consume educational packages and endure it for the longest. It is thus training in â€Å"disciplined consumption†. Institutional Spectrum: In this chapter Illich proposes a model for evaluating institutions. He contrasts convivial institutions (which mean friendly, lively and enjoyable institution) at one end of a spectrum (left side) with manipulative ones at the other (right side) to show that there are institutions which fall between the extremes and to illustrate how historical institutions can change colour as they shift from facilitating activity to organizing production. In line with the theme which occurs throughout the book that his criticism of schooling is more to the point than some traditional Marxist challenges to contemporary society Illich points out that many on the left support institutions on the right of his scale i.e. manipulative ones. Of all â€Å"false utilities,† school is the most insidious. Highway systems produce only a demand for cars. Schools create a demand for the entire set of modern institutions which crowd the right end of the spectrum. A man who questioned the need for high-ways would be written off as a romantic; the man who questions the need for school is immediately attacked as either heartless or imperialist. Just as highways create the impression that their present level of cost per year is necessary if people are to move, so schools are presumed essential for attaining the competence required by a society which uses modern technology. Schools are based upon the hypothesis that learning is the result of teaching. Irrational Consistencies: He argues that educational researchers and thinkers are more conservative than in other disciplines. He argues that without a new orientation for research and a new understanding of the educational style of an emerging counter-culture the educational revolution will not happen. Our present educational institutions are at the service of the teacher’s goals. The relational structures we need are those which will enable each man to define himself by learning and by contributing to the learning of others. A key theme in this work is the criticism of the idea that learning is the result of teaching. In Illich’s analysis education is a funnel for educational packages. Illich opposes this with an idea of ‘learning webs’ which are about â€Å"the autonomous assembly of resources under the personal control of each learner†. In this chapter Illich criticises some of the ideologies of schooling which he sees in apparently radical initiatives such as the free-school movement and the lifelong learning movement. He points out that free-schools still ultimately support the idea of schooling as the way of inducing children into society. Illich sees manipulative institutions as being those where â€Å"some men may set, specify, and evaluate the personal goals of others†. It is very clear that Illich means it when he calls for the de schooling of society. Learning Webs: Illich’s practical vision for learning in a de-schooled society is built around what he calls ‘learning webs’. Illich envisages 3 types of learning exchange; between a skills teacher and a student, between people themselves engaging in critical discourse, and between a master and a student. Illich also considers the de-institutionalisation of resources. He proposes that resources already available in society be made available for learning. For example a shop could allow interested people to attempt repairs on broken office equipment as a learning exercise. He suggests that such a network of educational resources could be financed either directly by community expenditure. Whether he is talking about skills exchanges or educational resources Illich envisages non hierarchical networks. The professionals in Illich’s vision are the facilitators of these exchanges not the distributors of approved knowledge packages in the school system. He envisages two types of professional educators; those who operate the resource centres and facilitate skills exchanges and those who guide others in how to use these systems and networks. The ‘masters’ we have mentioned above he does not see as professional educators but rather as people so accomplished in their own disciplines that they have a natural right to teach it. Illich’s programme is practical and thought out. He proposes new institutions of a convivial nature to replace the manipulative ones of the current schooling system. In these new institutions there is no discontinuity between ‘school’ and the world; (though this is most definitely not ‘lifelong learning’ which seeks to extend schooling throughout adult life). There is no ritual of induction of the next generation into the myths of society through a class of teacher-preachers. Illich is interested in learning as a human activity carried out for obvious purposes – to gain the benefits that learning the new skill brings. Educational resources are usually labeled according to educators’ curricular goals. Illich propose to do the contrary, to label four different approaches which enable the student to gain access to any educational resource which may help him to define and achieve his own goals: Reference Services to Educational Objects – which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories, and showrooms like museums and theatres; others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off hours. Skill Exchanges – which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached. Peer-Matching – a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry. Reference Services to Educators-at-Large – who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals, and freelancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients. Conclusion: Illich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system. A good educational system should have three purposes: It should provide all who want to learn with access to available resources at any time in their lives; Empower all who want to share what they know to find those who want to learn it from them; Furnish all who want to present an issue to the public with the opportunity to make their challenge known. An educated child should be able to: ï‚ · ï‚ · ï‚ · Read, write, and communicate effectively; Think creatively and logically to solve problems; and Set and work toward goals. Bibliography: http://en.wikipedia.org/wiki/Deschooling_Society http://ournature.org/~novembre/illich/1970_deschooling.html http://www.natural-learning.net/000154.html http://www.livingjoyfully.ca/unschooling/getting_started/what_is_deschooling.htm http://www.webster.edu/~corbetre/philosophy/education/illich/schooling.html

Antidiuretic Hormone

Antidiuretic Hormone is a nanopeptide, meaning it has nine amino acids (Allain). The hormone is made in the hypothalamus and is transported by axons to be stored in the posterior lobe of the pituitary gland. From there, it is released into the blood circulation when necessary (Bowen). ADH regulates plasma osmolarity, or the concentration of solutes in the blood. Osmoreceptors are neurons that sense the osmolarity and send information to the hypothalamus. When plasma osmolarity is below a certain threshold, the osmoreceptors are not activated and the secretion of ADH is suppressed.When osmolarity increases above the threshold, the osmoreceptors stimulate the neurons that secrete ADH (Bowen). ADH is released from the hypothalamus when osmoreceptor cells in the hypothalamus detect a rise in blood osmolarity, which is normally caused by an excessive loss of water. It reaches the kidneys by blood vessels. Once at the kidneys, the hormone makes distal convoluted ducts more permeable to wat er so that more is reabsorbed and water is conserved in the blood. The juxtaglomerular apparatus, or JGA, helps the kidney when one has low blood pressure or low blood volume.When blood pressure drops or there is a lack of sodium in the blood, the JGA releases the enzyme renin into the bloodstream. Renin acts on the plasma protein angiotensin, and turns it into its active form, angiotensin II. Angiotensin II then constricts the arterioles, which raises blood pressure. Raising blood pressure in the arterioles increases filtration (â€Å"Hormones of Kidney Regulation†). Antidiuretic hormone has many disorders related to it. The most common disease of man and animals related to ADH is diabetes insipidus.Diabetes insipidus is a disorder characterized by intense thirst, despite the drinking of fluids, and the excretion of large amounts of urine. There are four main types of diabetes insipidus: hypothalamis diabetes insipidus, nephrogenis diabetes insipidus, gestational diabetes in sipidus, and primary polydipsia (â€Å"Diabetes insipidus†). Hypothalamic diabetes insipidus is a deficiency in the secretion of ADH from the posterior pituitary. Causes of the disease include head trauma, and infections or tumors involving the hypothalamus (Bowen).It is treated with the synthetic hormone, desmopressin. Desmopressin eliminates the increase in urination (â€Å"Diabetes insipidus†). Nephrogenic diabetes insipidus is when the kidney is unable to respond to ADH (Bowen). This is caused by renal disease, a genetic disorder, or a chronic kidney disorder. It is treated by a low salt diet, drinking more water, or the drug called hydrochlorothiazide, which reduces urine output. Gestational diabetes insipidus occurs only during pregnancy when an enzyme made by the placenta destroys ADH in the mother.This is also treated with desmopressin. Primary polydipsia is the excretion of large volumes of dilute urine. It is caused by an intake of excessive fluids or a menta l illness. There is no specific treatment other than decreasing the amount of fluid intake, but if the condition is caused by mental illness, treating the mental illness may relieve the symptoms (â€Å"Diabetes insipidus†). Another ADH disorder is the syndrome of inappropriate antidiuretic hormone, or SIADH. SIADH occurs when excessive levels of ADH are produced.It occurs mostly with people with heart failure, people with a diseased hypothalamus, or a certain type of cancer. Symptoms include nausea, vomiting, seizures, coma, and personality changes. It is diagnosed by blood tests, which measure sodium, potassium chloride levels, and osmolality. SIADH is treated by a fluid restriction of between 30 to 75 percent of normal fluid intake or certain medications that inhibit the action of ADH (â€Å"Syndrome of Inappropriate Antidiuretic Hormone Secretion (SIADH)†). Antidiuretic hormone is vital for survival.The human body would not be able to live without ADH. The small pep tide molecule helps control the levels of water and solutions in the body. Without this, when one loses or gains solutes, the body would not know how to react. Works Cited â€Å"ADH. † Lab Tests Online. American Association for Clinical Chemistry, 20 Nov. 2012. Web. 14 Apr. 2013. . Allain, Pierre. â€Å"Antidiuretic Hormone, ADH or Vasopressin. † Pharmacorama. Pharmacorama, 20 Sept. 2006. Web. 14 Apr. 2013. . Bowen, R. â€Å"Antidiuretic Hormone (Vasopressin). Pathophysiology of the Endocrine System. N. p. , 9 Dec. 2006. Web. 14 Apr. 2013. . â€Å"Diabetes Insipidus. † Mayo Clinic. Mayo Foundation, 14 Mar. 2013. Web. 14 Apr. 2013. . â€Å"Hormones of Kidney Regulation. † Kidney and Nephron. Tripod, n. d. Web. 14 Apr. 2013. . Mullally, Aaron. â€Å"Antidiuretic Hormone (ADH {Vasopressin}). † Sophia. Sophia Learning, n. d. Web. 14 Apr. 2013. . â€Å"Syndrome of Inappropriate Antidiuretic Hormone Secretion (SIADH). † The Children's Hospital of Philadelphia. The Children's Hospital of Philadelphia, n. d. Web. 14 Apr. 2013. .

Discuss the significance of the ghost in Act 1 Essay

â€Å"It harrows me with fear and wonder. † Horatio’s expressive words on first encountering the ghost in Hamlet are reflective of the concerns that were preeminent in the minds of the Elizabethans of Shakespeare’s time with regards the supernatural. The influence of the people’s rampant belief in ghosts, witches and superstitious ideas is evident on the pages of such Shakespearean works as Hamlet, Macbeth, Julius Caesar and Richard III. This idea of ghosts triggered a sense of fear, and instigated thought on matters such as death and the afterlife. The appearance of King Hamlet’s ghost is thus not only typical of the era in which the play was supposedly written, as well as typical of other Shakespearean works, but brings to mind issues which are still widely debated today. Act 1 begins with a change of guards at the Elsinore castle, an active scene which has been interpreted by some to set off the tension in the play. The guards on duty, Marcellus and Barnardo, attempt to convince Horatio of an ‘apparition’, a ‘dreaded sight’ which they had twice previously seen. Horatio, however, is filled with disbelief, proclaiming, â€Å"Tush, tush, ’twill not appear. † The repetition of the word ‘tush’ in this alliterative statement draws our attention to his doubts of the ghost’s appearance, and thus makes it even more dramatic when the ghost suddenly appears. The setting of the first scene on the castle battlements past midnight, and the manner in which the ghost’s previous appearances are described by the guards, employing such adjectives as ‘dreaded’ and references to heaven and the â€Å"star†¦ where now it burns† all come together to create a fearful scene. These all pave the way for the appearance of the ghost, and further dramatic description of it and its actions. The way the ghost moves and acts, seen in the use of sibilance in â€Å"See, it stalks away†, and in the stage directions, â€Å"It spreads his arms† can be described as frightening and haunting. Horatio says of the ghost, â€Å"†¦ it started like a guilty thing/ Upon a fearful summons† This simile implies that the ghost is still facing judgement, and this introduces the idea of purgatory. It is believed by Catholics that when a person dies, they either go to heaven, hell or are in judgement in purgatory. The ghost further hints this idea to Hamlet when he says, â€Å"Till the foul crimes done in my days of nature/ Are burnt and purged away. † This further connotes the idea that Hamlet’s father is Catholic whereas Hamlet, a student at Wittenberg, the same university attended by Martin Luther the religious Reformist and founder of Protestantism, is Protestant. This idea of religious differences can be linked to the era in which Shakespeare was writing, in that the Church of England had broken away from the Catholic Church under King Henry in the 16th century and there was thus consciousness of differing denominations among Catholics and Anglicans in England. It is also very dramatic that the ghost does not speak to the guards, and indeed it speaks to no other person but Hamlet. Although Horatio, the scholar, bids it to speak to him with the continuous repetition of ‘Speak to me’, the ghost does not speak till it has met Hamlet and led him away from the others. The delay between when the guards see the ghost in the first scene and when the ghost actually speaks to Hamlet in Scene Four creates suspense and heightens the tension in the play. The appearance and words of the ghost confirms the speculation by the guards and Horatio that â€Å"Something is rotten in the state of Denmark. † This is reminiscent of where Horatio earlier points out, making use of alliteration, that â€Å"this bodes some strange eruption to our state. † There is a lot of war imagery used in this Act, including â€Å"†¦ assail your ears/ That are so fortified†¦ † and â€Å"martial stalk†. The Danes are worried that war will be waged on them by Fortinbras of Norway, and thus the reason for people working to make weapons day and night, and guards watching the palace all night long. The ghost only seems to buffer these thoughts, appearing in â€Å"warlike form† and wearing the same armour which King Hamlet had on when he â€Å"combated† Norway. However, the ghost’s calling of Hamlet aside is significant as it proves that he has appeared for a more private reason than those concerning the wars of Denmark.

Philosophy Assignment Example | Topics and Well Written Essays - 1000 words - 3

Philosophy - Assignment Example Nevertheless, we can assume philosophy to be a consistent and rational effort to acquire knowledge  about topics that do not warrant empirical investigation (Brown Web). This paper discuses some of these philosophical topics and questions. Traditionally, rationalism and empiricism have been the normal ways that philosophy attempts to answer the question, â€Å"what do I know?†, â€Å"how do I know it?†, and "How do I get beyond mere opinion to real knowledge?" However, both rationalism and empiricism theories manifest different strengths and weaknesses in trying to explain human knowledge. The two theories differ on the extent to which we are dependent upon sense experience in our effort to gain knowledge. Indeed, while rationalism proposes that we gain knowledge through reasoning, empiricism on the other hand proposes that we gain knowledge through sensory experience (Markie Web). However, according to me, I find that rationalism best explains human knowledge. This is because the rationalism relevantly puts forward two concrete explanations to their theory. First, the argument that that there are instances where the content of human knowledge supersedes the information that sense experience can provide is very true. Indeed, human knowledge is not all about sense, it is about reasoning, critical thinking, logic, and rational insight. Actually, from the intuition  claim, rationalism equally reckons that we should not just believe what we see but we should also be able to derive conclusions through valid arguments (Markie Web). Indeed, in many cases we use the self-evident truth to derive more truths. This explains that we can have knowledge independent of sense experience. The rationalists’ theory also constructs accounts of how reason in some form or other provides that additional information about the world. More so, the rationalism theory is flexible in that it adjusts its understanding of certain beliefs and adopts the denial of

Jennifers Company of Routinely Administering Honesty Tests Essay

Jennifers Company of Routinely Administering Honesty Tests - Essay Example 1). Whereas honesty testing can be helpful in the hiring process, it should never be the only instrument used to determine the suitability for hiring a prospective employee. They are not always right in every case, just like every other test. Furthermore, their results can be misinterpreted. In fact, they are illegal in Massachusetts and Rhode Island because of their controversial nature (PsychTests, 2009). For any business who has ever hired someone they later fired for stealing, failing a random drug test, or failing to show up to work on time, these tests can prove to be a valuable tool. They can help reduce the chances of these problems occurring by a significant proportion (PsychTests, 2009). Before hiring someone, it is important that a company like Carter Cleaning Centers know how much integrity, reliability, and work ethic the prospective applicant possesses. It is also important to know if they have a substance abuse problem. According to employee surveys, the following startling facts reveal just how big a problem it can be: It is interesting, yet sad, that many ... 31% abuse drugs or alcohol (Honesty Testing, 2009, pg. 1) It is interesting, yet sad, that many businesses fail because of their employees' actions. Millions claim that they were stolen out of business by their employees. Higher-rank employees tend to steal more or to steal items of higher value or embezzle more cash, while lower-ranking employees tend to steal less or to steal items that are of lower value (Honesty Testing, 2009). It is difficult to stop the problem, mainly because certain questions cannot be asked. According to Honesty Testing (2009, pg. 1), "Increasing lawsuits have made it extremely difficult, even illegal for you to ask important questions to determine the integrity of a job candidate. Past employers can be held liable for information they give you. If you choose to avoid hiring suspicious candidates, can you prove that you did not discriminate In the absence of objective data, it is often impossible to demonstrate that your decision was made objectively, without regard to gender, race, age, etc. There are other assessment tools that can help weed out potential problem employees. They help to reduce your risk and select the best employees. They help to stop the following types of common employee problems: Unauthorized use of the Internet Using company email for personal use Disclosing private and restricted computer data Theft of office supplies and other company property Clocking in or out for other employees Revealing confidential information and/or trade secrets to outsiders Inventory shrinkage Carelessness Unexcused absences Tardiness Drug use Sub-par job performance Fraud Job-hopping (Honesty Testing, 2009) Survey reports can include a multitude of checks. One company