Essay --

Psychological social treatment, an observationally approved treatment for Major Depressive Disorder (Robinson, Berman, and Neimeyer, 1990) has included in more than 78 exploration considers, and is the treatment of decision while rewarding sorrow by numerous clinicians. A meta analaysis finished by Dobson (1989), surveyed 28 investigations highlighting subjective treatment and sadness, and found that psychological treatment was a more viable treatment methodology than conduct treatment, hold up list control, drug, and different treatments. A further meta-examination led by Gloaguen et al., (1998) found that Cognitive social treatment was equivalent to conduct treatment, and more successful than tranquilize medicines when rewarding Major Depressive Disorder. While sadness has been seen as effectively rewarded by treatments, for example, CBT, many discouraged people don't keep on going to treatment (Barnes et al., 2003). This can be trying as CBT specifically requires a responsibility from members regarding going to various meetings so the customer can start to encounter progress. Analysts have discovered inattendance by those with misery might be because of various elements, for example, evasion of managing negative sentiments (Barnes et al., 2013). As per MacDonald et al (2007), the symptomology of despondency, for example, diminished focus, may give a need to exchange methods of data to be given while rewarding melancholy. One of the center parts of CBT is schoolwork exercises, with schoolwork finishing being found to prompt more noteworthy consequences of treatment (Flynn, 2011). In an examination by Simons et al., (2012), it was discovered that young people self announced less burdensome side effects, just as diminished hopelessness,... ...as found, with these progressions kept up at three and half year development. Likewise, a one day EFT workshop, where EFT was conveyed to 216 human services laborers, brought about a measurably critical decrease in burdensome side effects (Church, Geronilla, and Dinter, 2009). Two randomized controlled preliminaries (RCT) saw EFT as a viable medium while rewarding indications of misery. In the wake of finishing a multi week online EFT course, 36 fibromyalgia patients getting treatment for PTSD were found to have a critical decrease of burdensome manifestations (Brattberg, 2008). The second RCT focussed on 59 war veterans who were encountering clinical degrees of sorrow. After six meetings of EFT, there was a noteworthy change in their burdensome levels which dropped to a subclinical level. These enhancements were additionally kept up at development (Church et al., 2011).

Symptoms of ADD/ADHD Essay -- Disease, Disorders

You realize that individual; the one that can’t remain on subject, the person who will talk then out of nowhere the discussion goes off a very surprising way, similar to a squirrel looking for nuts that continues dropping the one it is conveying since something different got its attention. Turbulent, fatigued, imprudent, chaotic, daydreamer, slowpoke, careless, goof off and sluggish are only a couple of depictions of a grown-up that has Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD). At one time ADD/ADHD was thought of as just youth difficulties that didn't influence grown-ups, yet since there is no remedy for ADD/ADHD, grown-ups are influenced moreover. Most grown-ups that have ADD/ADHD were not determined to have it as kids, since ADD/ADHD wasn’t perceived with the exception of by a not many individuals that knew about it at that point (Smith and Segal, 2012). Rather as kids they were marked as apathetic, inconvenience creators, daydrea mers and different names and they developed into grown-ups with those equivalent names and inclinations. They may have figured out how to alter during the high schooler years however as they became grown-ups and duties and requests on their time developed, the difficulties of managing ADD/ADHD likewise developed. Include/ADHD influences 4-5 percent all things considered, in excess of 11 million in the United States (Barkley). When not analyzed and treated it can affect all everyday issues including work, home and social connections. With treatment grown-ups, and youngsters, with ADD/ADHD can figure out how to redress and beat the manifestations and difficulties they face with ADD/ADHD every day to have gainful existences. Manifestations of ADD/ADDHD aren’t the equivalent in grown-ups as in kids and don't present themselves the equivalent in every person. Some regular grown-up side effects of A... ...d Treatment. Recovered from www.helpguide.org/mental/adhd_add_adult symptoms.htm (March 20,2012) Mayo Clinic Staff, (January 8, 2010). Grown-up ADHD (consideration shortfall/hyperactivity clutter)- Comprehensive diagram covers indications, conclusion, treatment of grown-up ADHD. Recovered from http://www.mayoclinic.com/wellbeing/grown-up adhd/ds01161 Consideration Deficit Hyperactivity Disorder. In Adults Adult ADHD-a Misjudged Potential/Symptoms/Treatment/Self Help Adult ADHD copyright 2012 Retrieved from http://www.adultadhd.net (March 20, 2012) Explored by Amal Chakraburtty, MD March 1, 2010 for Webmd ADHD in Adults: Symptoms, Statsitics, Causes, Types, Treatments, and that's only the tip of the iceberg Consideration Deficit Hyperactivity Disorder: ADHD in Adults Recovered from http://www.webmd.com/include adhd/control/adhd-grown-ups (March 20, 2012)

Does Marijuana Use Lead to Later Drug Abuse

Does Marijuana Use Lead to Later Drug Abuse Addiction Drug Use Marijuana Print Marijuana Use Leads to Later Drug Abuse Early Smoking Influences Later Drug, Alcohol Problems By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Updated on May 09, 2018 PhotoAlto/Sigrid Olsson/Getty Images More in Addiction Drug Use Marijuana Cocaine Heroin Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery One of the controversies surrounding the marijuana legalization movement revolves around the question of whether marijuana is a gateway drug or not. If smoking weed does in fact lead to the use of other drugs, then legalizing the recreational use of marijuana may not be such a good idea after all. Unfortunately, there is little scientific research that definitely resolves the gateway drug debate. There have been studies that returned results on both sides of the question. One study, however, suggested that the age when someone begins to use marijuana is a key factor in whether they go on to problems with alcohol and other drugs later in life. In a study of 311 pairs of same-gender twins, researchers found that those who began marijuana use before age 17 were 2.1 to 5.2 times more likely to use other drugs or to develop alcohol or drug abuse or dependence compared to their twin who did not use marijuana before 17. Using Marijuana Before Age 17 There is a fairly long history of research showing that early cannabis (marijuana) use is associated with increased risks for later use of so-called hard drugs, but that research is based on the fact that most heroin and cocaine users report first having used cannabis, says lead author Michael T. Lynskey, Ph.D., a visiting assistant professor of psychiatry at Washington University School of Medicine in St. Louis and senior research fellow at the Queensland Institute of Medical Research in Brisbane, Australia. Lynskey said past studies have not been able to adequately control for familial factors â€" such as genetics, environment and family background â€" that may predispose people both to early marijuana use and to subsequent use of illicit drugs. In the Australian study, the researchers examined same-sex twins - some identical, some fraternal. In each of the 311 pairs of twins, one twin began using marijuana before the age of 17 and the other did not. Higher Rates of Alcohol, Drug Problems By studying twins, we were able to compare pairs of individuals of the same age, same family background and â€" in the case of identical twins â€" individuals with exactly the same genes, Lynskey explains. But these twins differed in one important respect: One had chosen to begin using cannabis before 17, but the other had not. When these 311 sets of twins were interviewed in their late 20s and early 30s, the early marijuana users had developed higher rates of problems with alcohol and other drugs. Some 46 percent reported that they later abused or became dependent upon marijuana, and 43 percent had become alcohol dependent. The early marijuana users used other drugs at higher rates, including cocaine and other stimulants (48 percent) heroin and other opioids (14 percent) and hallucinogens (35 percent). Known Risk Factors for Drug Use Controlling for other known risk factors for drug use and drug use problems, these rates were between 1.8 and 5.2 times higher than the rates we observed in the co-twins who did not begin cannabis use before 17, Lynskey says. Results were similar when comparisons were limited to identical twin pairs. Other risk factors for alcohol and other drug abuse the researchers controlled for included early-onset alcohol or tobacco use, parental conflict/separation, childhood sexual abuse, conduct disorder, major depression, and social anxiety. We actually were expecting that by using twins and controlling for genetic and familial effects, wed find the association between early use and later abuse would disappear, Lynskey says. But this study demonstrates that there is more to the relationship than we previously thought. Recognizing the Increased Risk The lead investigator Andrew Heath, D. Phil, Olin Professor of Psychiatry and director of the Missouri Alcoholism Research Center at Washington University School of Medicine, was also surprised. I think one important thing to say to the parents of a 16-year-old using marijuana is that the majority of kids who use cannabis do not go on to experience problems with drugs or alcohol, but its important that we, as parents and as a society, recognize that there is an increased risk, Heath says. It is not clear how early use of marijuana might be related to later substance problems. Although this study suggests that genetic and environmental factors alone cannot explain the risk.

Why Do Companies Promote Unhealthy Foods - 3184 Words

Zach Goodwin ENGL 1001 September 5, 2014 Professor McLaughlin Why Do Companies Promote Unhealthy Foods? Junk food has been a part of America’s history since the 1900s and its desire will be growing throughout the future. Junk food can is counted as any unhealthy food which includes: cookies chips cakes and fast food. The first ever fast food restaurant opened in 1947 and more and more are blossoming throughout the country. With this explosion of fast food and junk food consumers have been wondering why companies advertise this horrible products. Companies feel like they should not stop promoting and believe it is the consumer’s decision to decide. While consumers believe that buyers are entitled to a warning to not over consume these products or lethal health risks will follow. Junk food has gotten so bad that companies put sweeteners in their food to make it taste like fruit but in reality they are loaded with lab made chemicals. When presented to the public eye most people could care less about this issue, but eat unhealthy has not just affected our past but it will aff ect our future. There is a huge economic benefit when companies sell unhealthy foods. Companies like Coca Cola, Frito Lay, McDonald’s and the list goes on have made billions of dollars just by selling one thing junk food. Everyone uses junk food at any given time so companies will be constantly making money. Coca Cola a globally know company and one of the first. It has been selling sugary drinks forShow MoreRelatedWhy Do Companies Promote Unhealthy Foods?3317 Words   |  14 Pages Why Do Companies Promote Unhealthy Foods? Junk food has been a part of America’s history since the 1900s and its desire will be growing throughout the future. Junk food can is counted as any unhealthy food which includes: cookies chips cakes and fast food. The first ever fast food restaurant opened in 1947 and more and more are blossoming throughout the country. With this explosion of fast food and junk food consumers have been wondering why companies advertise this horrible products. CompaniesRead MoreThe Extraordinary Science Of Addictive Junk Food1248 Words   |  5 Pagesobesity. A child is considered obese if that child is above the normal weight for their age and height. Childhood obesity is a â€Å"national epidemic† problem in America that needs major attention. In the article,†The Extraordinary Science of Addictive Junk Food,† by Michael Moss he acknowledges that â€Å"Among children, the rates had more than doubled since 1980, and the number of kids considered obese had shot past 12 mill ion†(473). Moss’s point is that the rates of childhood obesity has increased tremendouslyRead MoreObesity Epidemic Of The United States Essay1269 Words   |  6 PagesRecent Obesity Outbreak in America Obesity has rapidly emerged as a serious health issue in America. The cause of obesity results from America’s social injustices. Today, food advertisements are in all places promoting an unhealthy lifestyle. Considering the great expense of healthy foods, low income families can barely afford fruits and vegetables. These two factors contribute to the increasing obesity rate in the United States. Unfortunately, it has taken an excessive amount of Americans to becomeRead MoreThe Dangers Of Fast Food Advertising1296 Words   |  6 PagesFast food advertisements can be found around the world, on newspapers, television, and even online. Children, teenagers, and parents have seen marketing focused on fast food. While adults may think little about such blatant advertising tactics that are solely designed to attract new customers, how are kids affected? People across the United States worry about the ever increasing obesity rates amongst children in recent years. A common explanatio n is the spike in popularity of fast food. Most kidsRead MoreThe Effects Of Advertising On Children s Obesity Rate1056 Words   |  5 PagesAdvertising on Children’s Obesity Rate It has come down to this, there is an obesity epidemic. It s like people can’t stop themselves from eating so much. Well, I guess eating isn t necessarily the big problem here... It s the type of food that people are consuming, fast food. America tops the list of world s most obese countries. It s just sad and something needs to be done about it. The worst part is that there are so many children being affected by obesity. According to CDC (Centers for Disease Control)Read MoreBad Food Tastes Good But Can Kill You Essay1614 Words   |  7 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bad Food Tastes Good But Can Kill You McDonald s, In-And-Out, and Carl’s Jr are all good places to go eat. Just thinking about these fast food joints makes your mouth water. Most Americans go to these fast food places every week. It is a weekly visit and addiction, although these foods taste good they are very bad for one s health. They can cause health problems and in severe cases death. There is advertisements and screenings about fast food or junk food everywhere now. A personRead MoreMedia s Influence On Media1703 Words   |  7 Pagestechniques to persuade consumers into accepting whatever sales pitch [that is] presented to them (Blades, Oates, and Blumberg 3). The vast majority of people do not think that advertising has any influence on them. To their surprise, â€Å"this is what advertisers want the general population to believe; however, if that were true, why would companies spend over $200 billion a year on advertising† (Kilbourne 33)? The media has full control to decide what the public sees an d how it is portrayed. Some argueRead MoreReasons For Preventing Childhood Obesity924 Words   |  4 PagesWhat would you do if stopping childhood obesity was left in your hands? Nearly 1 in 3 children (ages 2-19) in the United States is overweight or obese. This can lead to serious health problems, such a diabetes and heart failure in the future (healthiergeneration.org). There are a number of contributors to childhood obesity. This includes television, media, lack of daily physical activity, marketing unhealthy foods, and limited access to healthy affordable food. An organization called, â€Å"Let’s Move†Read MoreFast-Food Advertising Causes Obesity Essay1395 Words   |  6 Pagesor children who eat from fast food restaurants have a big risk for becoming overweight. Some research shows that greater familiarity with fast food advertising on television is associated with obesity in young people (Pediatric Academic Societies parag.1). It is known that these children and adolescents are being extremely exposed to fast food advertising including the internet, social media, and particularly on television. The marketer and owners of these fast food restaurants use many techniquesRead MoreMarketing Ethics Assignment : Calvin Klein1392 Words   |  6 Pagesfor my research on a business with ethical issues is the famous clothing line Calvin Klein. Calvin Klein is well known to have a fashion line of high quality clothes for men and women. The reason why I think his practice is unethical is because they are using sexually act and messages in ads to promote their brand of clothes. According to Armstrong, Kotler, â€Å"marketing system uses cultural pollution in commercials to interrupt people s minds with messages of materialism, sex, power, or status.†(2017

Religious Faith - 694 Words

Evidence and Religious Faith Some people believe that evidence and faith are incompatible, that the very idea of faith is that faith is a belief that cannot be proven, so that it does not require evidence. However, evidence and proof are two very different concepts. Scientifically, one can only ever disprove a hypothesis. In other words, while it might be possible to disprove the existence of a god or gods, it would be impossible to eliminate all other variables that might provide support for the existence of god. When one fails to eliminate a hypothesis, one gathers support for a theory, or, evidence. It is this evidence that is frequently the foundation for faith. The philosophical ideal that faith is trusting in an object or person or belief or concept that you first of all have determined exists or is true via some type of convincing evidence certainly applies in the religious scenario. After all, people are drawn to various religions because of their own life experiences, and those life experiences provide the evidence that forms the backdrop for their faith. People are compelled to have faith in religions not randomly; a person with one religious faith does axiomatically have that same faith in all other religions. Instead, the person has faith in a particular religion. The fact that people can discriminate between religious belief systems suggests that they use some type of criteria, or evidence, to choose between those religious systems. However, manyShow MoreRelatedFaith, Family, And Religious Freedom1176 Words   |  5 Pagesfading. Religion is falling. Faith is failing. The first right in the First Amendment, the right to the free practice of religion, is being viciously attacked by the citizens of America. The traditional family—an ideal so simple and fundamental that, twenty years ago, any alteration to it would be unfathomable—is now being challenged. Times are changing; society is changing. Among others, Elder Jeffrey R. Holland addresses this change in his s peech, â€Å"Faith, Family, and Religious Freedom.† In this lectureRead MoreEthical Decision Making And Religious Faith Essay1244 Words   |  5 PagesEthical Decision Making and Religious Faith Troy Gill MSCR680_X41_Rapid Decision Making Regis University Abstract The goal is to examine through literature review if religious faith is deemed to affect the moral or ethical decision-making process of United States Military personnel in a overall sense. But it might also be applied towards everyday civilian study as well. For instance, the United States Marine Corps have been built on a foundation of strong moral values. These are theRead MoreEssay on Politics and Religious Faith in the Media2880 Words   |  12 PagesPolitics and Religious Faith in the Media On January 29, 3003, thousands of Americans were seated in front of their television screens, eagerly and somberly watching the man on the screen. During the man’s speech, the words â€Å"There’s power, wonder-working power† were brought forth, and it was those very words which have turned heads, and incurred opinions, articles, and editorials across the nation. Had this man been a preacher there is no doubt that his comments would have gone un-criticized.Read MoreDoes Clifford Offer a Convincing View of Religious Faith1803 Words   |  8 PagesDoes Clifford offer a convincing view of religious faith? In his article â€Å"The Ethics of Belief (Clifford, 1877) W.K. Clifford sought to argue that â€Å"it is wrong always, everywhere, and for anyone, to believe anything upon insufficient evidence† (as cited on p190). The aim of this essay is to establish whether indeed this view offered by Clifford, when considering religious faith, is convincing. In order to do this I will consider the arguments that Clifford put forward, including that which toRead MoreReligious and Faith Can Do more Good than Harm in Society1332 Words   |  6 Pages Religious and faithful acts can surely spark engagement and understanding in society when used the right way. We can find religious organizations and houses of worship in corrupt neighborhoods because they help to build a morale. These places give the gangsters, drug dealers, and other troubled characters a choice to turn themselves around and give back to their community in ways that they would have never imagined. Being apart of a religion that relies heavily on faith is a method of cleansingRead More 1. Why do you think people are ?religious What particular aspects of society may prompt people to look for religious faith and identity?925 Words   |  4 Pages People are religious for many reasons. These include the difference religion makes in life and how religious beliefs influence actions. Religion structures a religious person’s life. More than three quarters of the world’s population consider they belong to a religion. All aspects of religion are reasons for a person to be religious. For some, the difference that sacred places, books, prayer and celebration make is significant. Others, the belief that there is something beside our own worldRead MoreThe Concepts Of Religious Faith1182 Words   |  5 PagesThe concepts of religious faith, theology, belief and spirituality are all interconnected and very easy to get mixed up. This is because they all have something to do with the other. Richard P. Mcbrien explains how religious faith, theology, beliefs, and spirituality are all connected. Theology follows faith and belief follows Theology. Faith is our personal knowledge of God through human experiences and our openness to his love. Theology is our understanding of faith as revealed by God and our articulationRead MoreIntegration Of Religious Faith And Business1533 Words   |  7 PagesIntroduction Integrating faith and business, is one of the common dilemma faced by most of the managers. Is this accepted by the religion or not? What to do next if I am not following the religious teaching in a right way are the chains of questions which circles the mind of a business person. Business is an area where people has to act sometimes unethical even if they don t want. Religiously binded managers always try their best to take their faith and the laws of business in a parallel way. EveryRead MoreQuestions On Challenges Of Religious Faith1431 Words   |  6 PagesStephanie Yip UCOR 2100 - Challenges to Religious Faith May 12, 2016 Thought Paper #1 During the time of the Vatican II, there have been â€Å"profound and rapid changes† in the world in science and technology, which has not only brought cultural and social transformations, but has also had â€Å"repercussions on a [person’s] religious life† (section 4). Despite the amount of wealth and resources in the world, many were still struck by hunger, poverty and illiteracy (4). Humankind’s knowledge was broadeningRead MoreThe Religious Beliefs Of Other Faiths989 Words   |  4 PagesLearning about other faiths is the best way to learn about each other. To fear examining other faiths is to fear other people. In my religious practice, Methodist, such fear would neglect an important principle - â€Å"love your neighbor as yourself.† In the process of getting confirmed, my confirmation group went to visit, Agudas Achim of Iowa City, to experience another religion. Agudas Achim is a Jewish denomination, which at the time was located downtown Iowa City, 602 E. Washington Street. The Agudas

Bio Enzyme Lab Free Essays

Enzyme Lab Experiments Problem: How can we demonstrate how enzymes work? What happens if we alter the environment of an enzyme? Materials: G;lucose Test StripsTest TubesPipettesRaw HamburgLettucePotato Raw LiverChalkBeakersDairy Lactose TabletWaterSugar Solo Cups Hot PlateKnifeGlovesSkim MilkGlow SticksPeroxide Hypothesis: 1. If we change the environment via temperature the glow stick will Its intensity will change 2. If hydrogen peroxide is added to a certain food liver then It would bubble 3. We will write a custom essay sample on Bio Enzyme Lab or any similar topic only for you Order Now If a lactaid enzyme to milk the It would separate Procedure (A): 1. Collect three glow sticks. 2. Boil water in 400 mL beaker add 1st glowstick for 30 minutes. 3. Place second glowstick in freezer for 30 minutes 4. Leave third glow stick at room temperature for 30 minutes 5. Observe and record findings. Data Collected (A): Place a glow stick in each environment below. Using a scale 1-3 1 being normal intensity 3 being brightest intensity BeakerObservation Freezer1 Boiling Water3 Room Temperature (control)2 Procedure (B): 1. Collect sample of raw liver, potato, raw hamburg, lettuce and chalk. 2. Place each sample in individual test tube in rack. 3. Observe samples prior to adding peroxide. 4. Add 1 mL of peroxide to each test tube 5. Observe and record findings Data Collected (B): Reaction after hydrogen peroxide is added. Using a scale of 0-5 0 Being no bubbles 5 being the most bubbles Test tubeObservation before adding hydrogen peroxideObservation after adding hydrogen peroxide # 1 liverDark brown in color (expired meat)5 # 2 potatoInner slice with some skin2 # 3 raw hamburgNormal in color4 # 4 lettuceFresh green lettuce1 # 5 chalk Yellow colored chalk0 Procedure (C): Preparation: 1. Enzyme Solution: Add one lactase tablet to 200 ml of water. Stir until the tablet is dissolved. . Skim Milk: This solution contains lactose. 3. Sucrose Solution:Add 5 grams of sugar to 100 ml of water. Stir until the sugar is dissolved. 4. Denatured enzyme Solution: 1. Place 20 ml of enzyme solution into a test tube. 2. Add 200 ml of water to a 400 ml beaker. 3. Place the test tube in the beaker. Make sure it does not spill out. 4. Place the beaker and the test tube on a hot plate. 5. Boil the water for 30 minutes. 6. Let the solution cool to room temperature. Procedure (C-1) 1. Collect 6 mL of skim milk, place 2mL in each test tube (3 test tubes of skim milk). . Collect 4mL of sucrose solution, place 2mL in each test tube (2 test tubes total). 3. Observe and record initial observations. 4. Add 1mL of enzyme solution to a skim milk test tube; add 1mL of water to 2nd skim milk test tube, ad 1mL denatured enzyme solution to 3rd skim milk test tube. 5. Add 1mL of enzyme solution to 1st test tube of sucrose solution; add 1mL of water to 2nd test tube of sucrose solution. 6. Insert Glucose test strip in wch test tube (5 total). Wait 2 minutes. 7. Observe and record whether or not glucose is present and how much. Test tubeInitial ObservationGlucose Test strip: Is glucose present 1. 2 ml of skim milk and 1ml of the enzyme solutionBubbles3000 Glucose 2. 2 ml of skim milk and 1 ml of waterNo bubbles 2 layers300 Glucose 3. 2 ml of skim milk and 1 ml of denatured solutionBubbles and layers 0 Glucose 4. 2 ml of sucrose solution and 1 ml of enzyme solutionClear liquidYellow in color zero glucose 5. 2 ml of sucrose solution and 1 ml of waterClear liquid Yellow in color no glucose What happens when the enzyme is denatured? The Enzyme does not work. Result Questions: 1. In which beaker did the glow stick glow the most? Why do you think that is? The beaker that contained hot water. The heat from the water will speed up the chemical rate of reaction taking place, and therefore will glow brighter; the cold one will have its rate of reaction slowed, and thus be dimmer. 2. What did the glow stick show about enzymes and different environments? How does changing the temperature affect the rate of an enzyme-controlled experiment? The increasing temperature increases molecular motion and may increase the number of times an enzyme contacts and combines with a substrate molecule. Temperature may also influence the shape of the enzyme molecule, making it fit better with the substrate. 3. What effect may change in PH have on an enzyme activity? The three-dimensional structure of a protein leaves certain side chains exposed. These side chains may attract ions from the environment. Under the right conditions, a group of positively charged hydrogen ions may accumulate on certain parts of an enzyme. A change in pH disrupts an enzyme’s shape and structure. When the pH changes an enzyme’s structure, the enzyme can’t do its job. Changes in pH break the delicate bonds that maintain an enzyme’s shape. An enzyme will unravel, or denature, and become useless in a different pH. Stomach enzymes work in a super acidic environment of pH 2. A little way down the digestive tract, intestine enzymes need a pH of 8. 4. Why did the hamburger and liver react differently with hydrogen peroxide? They have natural catalase enzymes which were broken down with the presence of hydrogen peroxide. 5. What is the job of the lactase enzyme? Lactase is an enzyme which breaks down lactose, a sugar found in milk and other dairy products. 6. In which test tubes was the glucose present? Why? In test tube #1 the enzyme broke down the lactose . Lactose is a disaccharide of glucose and galactose. The lactose tablet contained lactase which hydrolyzed the lactose into constituent galactose and glucose. Glucose is naturally occurring in skim milk thus in test tube # 2 found in a much smaller amount than test tube #1. 7. What happened when the enzyme was denatured or altered by heat? Did it work the same? Was glucose present? There was no glucose present. It did not work at all. Summary: What the class learn today about the jobs of enzymes? What questions does the class still have? How to cite Bio Enzyme Lab, Papers

Summary a Dolls House free essay sample

By the end of this first act, Nora is emerging from the protection of her married life to confront the conditions of the outside world. Although she has been content in being a protected and cared-for housewife during the past eight years, and has once averted a crisis by finding a way to borrow money for the sake of Torvalds health, Nora has never learned to overtly challenge her environment. Christine, on the other hand, has independently faced lifes challenge, although she too sought protection by marrying for the sake of financial convenience. Her harsh experience as a widow who was forced to earn her own livelihood stands in sharp contrast to the insulated and frivolous life which Nora leads. Having learned, through suffering, the value of truthful human relationships, Christine is the first person to recognize that Noras marriage is based on deception. The device Ibsen uses to describe the Thorvalds deceptive marital relationship is the problem of Noras debt. We will write a custom essay sample on Summary a Dolls House or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To prevent Torvald from discovering her secret, he shows how Nora has developed the manner of an evasive, charming adolescent whose whims and caprices her grown-up husband must indulge. This bolsters Thorvalds self-image as a protector of the weak, the head of a dependent household, and the instructor of the mentally inferior. The audience is immediately aware of Torvalds shallowness as he utters his first condescending words to his wife. Nora herself provides further evidence: when she says that Torvald might one day tire of her reciting and dressing-up and dancing, she unknowingly describes the decadence of her marital relationship. Pedantic and pompous, Torvald sometimes seems like a father who enjoys the innocence of a favorite daughter. Setting up rules of behavior (prohibiting Noras macaroons, for instance), instructing his wife even in her very dress, Torvald shows that he regards her as a plaything or a pet rather than an independent person. These attitudes suggest the baldly sexual nature of Torvalds marriage; the theme is later expanded in following acts until Nora recognizes her position and finds her role repulsive as well as humiliating. Krogstad shows Nora another deceptive quality about the nature of the world: an individual is responsible for his own acts. Society punishes its lawbreaker; the innocent wife acting to save the life of her loved one is equally as guilty as the unscrupulous opportunist who acts out of expediency. Once recognizing the parallel between the morally diseased Krogstad and herself, Nora begins to confront the realities of the world and with this new knowledge must draw the inevitable conclusions. ACT II In this act, Nora learns that she alone must face the consequences of her guilt. Refusing to allow Torvald to take the blame, she prepares to kill herself. The theme of death in this scene suggests a parallel between Nora and Dr. Rank, for the knowledge of his death coincides with her decision to commit suicide. Her tarantella is then a symbolic death dance which Rank, fittingly, plays for her on the piano. At the same time, since Torvald has chosen her dance costume to be that of a Capri fisher girl, the tarantella symbolizes their wedding, for Nora and Torvald learned the dance while honeymooning in Italy. Her dancing will be her final mortal performance, for Nora views the end of the party not only as the termination of her marriage, but as the last moments of her life. The scene between Nora and Dr. Rank is a significant one. Not only does it underscore the pollution and infection which a guilty parent can pass on to his children — Nora being the guilt-ridden parent, Rank the victim of venereal disease — but it shows the youthful innocence of Nora. Accustomed to approaching her husband in a mood of adolescent flirtatiousness, Nora treats Dr. Rank the same way as she shows him her leg dressed in the new silk stockings. When Rank responds with a declaration of love instead of amused paternity, Nora recognizes for the first time the underlying sexual nature of her relationship with Torvald. This sudden understanding prevents her asking Dr. Rank for the big proof of friendship which she would have been able to accept innocently from a family friend. Knowing that receiving payment from a lover places one in a horribly painful position reminds Nora how she has always cajoled Torvald to give her little presents of money. With this understanding, she begins to recognize how Torvald, regarding her as a romantic object, violates her personal independence. Nora learns more about Torvalds weakness of character in this act although she does not realize the full significance of this insight until the following scene. When Torvald tells her that he wishes to get rid of Krogstad, not because he judges him morally incompetent but because he is ashamed to admit friendship with a man held to be disreputable, Nora observes that Torvald is quite different from the moralizing and respectable usband she has admired for eight years. Despite this insight, she still believes, as she tells Christine, that the wonderful thing will still take place — the proud terrible moment when Torvald discovers the forgery and takes all the guilt upon himself. ACTIII Clearly explaining the reasons for her sudden departure, Nora summarizes the entire play during her last speeches with Torvald. Discovering that her husband confuses appearance with values, that he is more concerned with his position in society than with the emotional needs of his wife, Nora is forced to confront her personal worthlessness. Rather than remain part of a marriage based on an intolerable lie, she chooses to leave her home and discover for herself the individuality which life with Torvald has denied her. Central to this act, and in fact to the whole play, is Noras concept of the wonderful thing, the moment when she and Torvald would achieve a real wedlock. In the course of the drama, she has learned that the ideal union takes place when husband and wife regard each other as rational individuals who are aware of societys demands and can fulfill their separate responsibilities with sophistication and mutual respect. In another sense, the wonderful thing is merely a code word for a relationship whose values are freed from the mystique which society has attached to marriage with concepts like duty, r espectability, cozy home, happy family, and the rest of the stereotyped images such phrases suggest.

The textile Industry

The textile Industry The textile industry is one of the biggest industries in the world, as the market for its product is growing at an exponential rate. This industry is concerned with the immediate role of producing material in yarn and cloth form; which are the primary ingredients in the manufacture of clothing.Advertising We will write a custom essay sample on The textile Industry specifically for you for only $16.05 $11/page Learn More In the 18th century, the British inventors wanted to exploit the world markets with their technological designs and at the same time there were restrictions on selling the designs, models, or the machinery to other parts of Europe. James Hargreaves invented the spinning Jenny while Richard Arkwright came up with the first textile factory in 1771 in Cromford, England. Samuel Slater later opted to start his own factory in Rhode Island in 1792. In the early 1800s, other factories started coming up in Boston and other parts of the United States. Since then the textile industry has flourished not only in America but in the whole world. Factories with modern state of the art equipments have been built in major cities in the world; and demand and supply of their products are at a rising trend (Gathi, 2001). International trade is one the most complex areas in the legal arena. This is because there are a number of players involved, both state and non-state actors forming trade organizations. The levels of interactions amongst the parties involved are difficult if not tedious to keep track of. Before the trade act of 2005, the textile industry in America was not doing so good. The relationship between the US and China for example has been in the dark side for decades. Exports and imports between the two countries have been hampered by the political interests and differing ideas of these two countries. The textile markets between these countries have never achieved their full potential. Looking at the American industry, the numbe r of jobs that were lost in this period with trade barriers were totaling to the thousands. This meant that more Americans were jobless and there was little income coming from this sector. The removal of the trade sanctions in 2005 has seen an increase in the trade of textile and especially in the trade of the demin material. Everybody in the word seems to be in love with the denim jeans. It therefore would be no surprise to find at least 10 pairs of jeans in each house hold in America. The denim business is a giant catch, raking in over 50 billion dollars each year. There are over 70 countries involved in the production of jeans in the world; the big producers are China and Mexico.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The business of denim has become so global, that it is literally evident in the threads that make the materials. Different countries e.g. India, Azerbaij an, Turkey, United States and Pakistan produce the cotton that is used to make the denim fabric. Snyder’s Fugitive Denim looks at the business of Jeans and its impact on the lives of those involved, as well as its impact on the environment. One of the counties explored was the United States. Different fashions have come and gone but the denim jeans seems to have outlived them all; only evolving to become the iconic fashion symbol of the 20th and perhaps the 21st century. However, in the last few years, cotton production has been of low benefit to the farmers as the world market prices plunged. Farmers in the United States enjoy subsidies from the government unlike some of their counterparts from others parts of the world. They also use methods of farming that are less harmful to the environment. When you buy your jeans from the shop, chances are that the pair contains up to 3.5 % of pesticides used during production. It is no wonder that the American farmers have adopted safe r methods that avoid the usage of Pesticides. The farmers are using genetically modified cotton seeds. The impact of the toxic pesticides has been felt by farmers in the third world; who do not have the privilege of advancing their farming methods. Farmers in these regions end up developing lung and other long term diseases such as cancer. Furthermore the textile industry has been riddled with scandals of child and slave labour. The most affected counties being china and Cambodia which have numerous scattered sweatshops. Other impacts of the textile business are those of water pollution and soil degradation. Being a water intensive type of farming, farmers channel water to their farms from the rivers. This leaves some of the rivers with no way of supporting life. Some of the water also gets contaminated with the chemicals from the farms leaving the soils toxic and dangerous to human life. The world system theory suggests that the world economy has disparities in economic development . That development largely depends on the technological knowhow of a state. Making the United States at the top of this hierarchy followed by her counterparts in Europe. And the tasks or works that require higher levels of skill and capitalization are reserved for these regions making the third world a peripheral region and receiver of the remnants of the maldistribution of resources. Hence, current progress of the world economy tends to enlarge the economic and social gaps even further.Advertising We will write a custom essay sample on The textile Industry specifically for you for only $16.05 $11/page Learn More This leaves the third world a beggar of sorts (Chase-Dunn and Grimes, 1995). It would be safe to say that the world-systems theory is drawn from the dependency theory. This is further defined as a macro-sociological existence, where different states or regions depend on each other for the basic survival kits which include food, fuel, and perhaps pr otection. There is a presence of a power hierarchy. There are regions or states that exist in the core and are considered to dictate terms of business to the other regions that exist within the periphery. Technology seems to be a power weapon in the quest for domination. The peripheral countries are structurally disabled to pull themselves out of the murky situation and formulate policies that are development oriented. The core states maintain the system as well as try to pull out the peripheral states by offering their surplus (Goldfrank, 2000). Do I agree with this world-systems theory? It is quite evident that the third world countries have remained in the same status as they were economically; while the developed countries continue to rich themselves from the spoils they get from their exploits. Even though the developed world is offering help on one hand, the other hand seems to be taking. This makes me agree with wallerstein’s theory. Chase-Dunn, Grimes P., (1995) â⠂¬Å"World-Systems Analysis.† Annual Review of Sociology. Vol. 21 p. 387-417. Gathi H., (2001). The Evolution of Machines 1: Agriculture and the Origins of the European World-Economy in the eighteenth Century. New York: Academic Press.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Goldfrank L., (2000). â€Å"Paradigm Regained? The Rules of Wallerstein’s World-System Method. Journal of World-Systems Research. Vol. 6. N. 2 pp. 150-195.

The Second Anglo-Afghan War in the Late 1870s

The Second Anglo-Afghan War in the Late 1870s The Second Anglo-Afghan War began when Britain invaded Afghanistan for reasons that had less to do with the Afghans than with the Russian Empire. The feeling in London in the 1870s was that the competing empires of Britain and Russia were bound to clash in central Asia at some point, with Russias eventual goal being the invasion and seizure of Britains prize possession, India. British strategy, which would eventually become known as The Great Game, was focused on keeping Russian influence out of Afghanistan, which could become Russias stepping-stone to India. In 1878 the popular British magazine Punch summed up the situation in a cartoon depicting a wary Sher Ali, the Amir of Afghanistan, caught between a growling British lion and a hungry Russian bear. When the Russians sent an envoy to Afghanistan in July 1878, the British were greatly alarmed. They demanded that the Afghan government of Sher Ali accept a British diplomatic mission. The Afghans refused, and the British government decided to launch a war in late 1878. The British had actually invaded Afghanistan from India decades earlier. The First Anglo-Afghan War ended disastrously with an entire British army making a horrendous winter retreat from Kabul in 1842. The British Invade Afghanistan in 1878 British troops from India invaded Afghanistan in late 1878, with a total of about 40,000 troops advancing in three separate columns. The British Army met resistance from Afghan tribesmen but was able to control a large part of Afghanistan by the spring of 1879. With a military victory in hand, the British arranged for a treaty with the Afghan government. The countrys strong leader, Sher Ali, had died, and his son Yakub Khan, had ascended to power. The British envoy Major Louis Cavagnari, who had grown up in British-controlled India as the son of an Italian father and an Irish mother, met Yakub Khan at Gandmak. The resulting Treaty of Gandamak marked the end of the war, and it seemed that Britain had accomplished its objectives. The Afghan leader agreed to accept a permanent British mission which would essentially conduct Afghanistans foreign policy. Britain also agreed to defend Afghanistan against any foreign aggression, meaning any potential Russian invasion. The problem was that it had all been too easy. The British did not realize that Yakub Khan was a weak leader who had agreed to conditions which his countrymen would rebel against. A Massacre Begins A New Phase of the Second Anglo-Afghan War Cavagnari was something of a hero for negotiating the treaty and was knighted for his efforts. He was appointed as envoy at the court of Yakub Khan, and in the summer of 1879 he set up a residency in Kabul which was protected by a small contingent of British cavalry. Relations with the Afghans began to sour, and in September a rebellion against the British broke out in Kabul. Cavagnaris residence was attacked, and Cavagnari was shot and killed, along with nearly all of the British soldiers tasked to protect him. The Afghan leader, Yakub Khan, tried to restore order and was nearly killed himself. The British Army Crushes the Uprising in Kabul A British column commanded by General Frederick Roberts, one of the most capable British officers of the period, marched on Kabul to take revenge. After fighting his way to the capital in October 1879, Roberts had a number of Afghans captured and hanged. There were also reports of what amounted to a reign of terror in Kabul as the British avenged the massacre of Cavagnari and his men. General Roberts announced that Yakub Khan had abdicated and appointed himself military governor of Afghanistan. With his force of approximately 6,500 men, he settled in for the winter. In early December 1879, Roberts and his men had to fight a substantial battle against attacking Afghans. The British moved out of the city of Kabul and took up a fortified position nearby. Roberts wanted to avoid a repeat of the disaster of the British retreat from Kabul in 1842 and remained to fight another battle on December 23, 1879. The British held their position throughout the winter. General Roberts Makes a Legendary March on Kandahar In the spring of 1880, a British column commanded by General Stewart marched to Kabul and relieved General Roberts. But when news came that British troops at Kandahar were surrounded and facing grave danger, General Roberts embarked on what would become a legendary military feat. With 10,000 men, Roberts marched from Kabul to Kandahar, a distance of about 300 miles, in just 20 days. The British march was generally unopposed, but being able to move that many troops 15 miles a day in the brutal heat of Afghanistans summer was a remarkable example of discipline, organization, and leadership. When General Roberts reached Kandahar he linked up with the British garrison of the city, and the combined British forces inflicted a defeat on the Afghan forces. This marked the end of hostilities in the Second Anglo-Afghan War. The Diplomatic Outcome of the Second Anglo-Afghan War As the fighting was winding down, a major player in Afghan politics, Abdur Rahman, the nephew of Sher Ali, who had been Afghanistans ruler before the war, returned to the country from exile. The British recognized that he might be the strong leader they preferred in the country. As General Roberts was making his march to Kandahar, General Stewart, in Kabul, installed Abdur Rahman as the new leader, the Amir, of Afghanistan. Amir Abdul Rahman gave the British what they wanted, including assurances that Afghanistan would not have relations with any nation except Britain. In return, Britain agreed not to meddle in Afghanistans internal affairs. For the final decades of the 19th century, Abdul Rahman held the throne in Afghanistan, becoming known as the Iron Amir. He died in 1901. The Russian invasion of Afghanistan which the British feared in the late 1870s never materialized, and Britains hold on India remained secure.

Chick-fil-A Essay Example | Topics and Well Written Essays - 3000 words

Chick-fil-A - Essay Example rate journey, the most notable was the credit for â€Å"introducing the original boneless breast of chicken sandwich and pioneering in-mall fast food† (CFA Properties, Inc.-website-b, 2010). According to 2009 figures, the company has 1428 restaurants across 38 states as well as Washington, D. C. In terms of annual sales the company ranks second in its category. In accordance with its mission statement which says that the company aims to â€Å"Be America’s Best Quick-Service Restaurant† (CFA Properties, Inc.-website-b, 2010), CFA has materialized various innovative business concepts in the forms of Mall/In-Line Restaurants, Stand-Alone Restaurants, Drive-Thru-Only Restaurants, Dwarf House ®, Truett’s Grill ®, Satellite/†Lunch-Counter†, and various licensed outlets. The company had achieved a 12.17% growth in 2008 and thereby earned sales revenue of $2.96 Billion (CFA Properties, Inc.-website-b, 2010). CFA also fulfills its corporate social r esponsibilities (CSR) in the form of various sponsorships, charities and scholarships. The American restaurant industry is currently exhibiting trends of rapid growth. It has a strong employee base of 12.7 million and has operations in nearly 1 million locations. Both these figures are indicative of the gigantic stature of this industry as a significant contributor to the American economy. It has been projected that the combined sales of this huge industry will touch $580 billion in the current fiscal (National Restaurant Association-website-a, 2010). The American restaurant industry has a 49% share in the market pie of the food industry with average daily sales projected at $1.6 billion. Research findings show that restaurants are becoming highly popular among American customers on account of providing hygienic food as well as enhanced services in a time efficient manner (National Restaurant Association-website-b, 2010). American adults are of the opinion that restaurants have them become more productive and a

Current and Future Development of Electric Train Essay

Current and Future Development of Electric Train - Essay Example The electric trains were easier to run and cleaner since they did not rely on coal as the source of power. The new electric train was mainly used in Boston, Chicago, and New York. The electric train was shown at an international trade exhibition in 1879 in Berlin (Feedburner 2007). It was long before the electric train was used to carry passengers. The main advantages of the electric train are that there is no pollution and less noise. The other advantages are that electrification results in higher performance, lower energy costs, and reduced maintenance costs. The electric trains are quite as compared to the diesel trains and thus they produce less mechanical noise. The electrical trains also move easily on the tracks thus contributing to the reduced maintenance costs of the tracks (Duffy and Michael 2003). The current state of electric trains in Japan has been one of the major countries which have played a big role in the history and the development of electric trains, especially i n the 20th and 21st century. It is the country which has pioneered railway technologies in the whole world. Currently, Japan has been able to build faster, more accurate and safer mass transportation systems earlier than any other country in the whole world. ...There has been the computerization of the equipment which is used for train traction systems. This has contributed to the improvement of reliability, simplification of maintenance and saving labor. Train management systems have been introduced and this has accelerated the management of information for the whole train system. Current electric trains use an induction motor as the main driving motor and improved AC for circuit semiconductor. The current train also uses VWF inverter as their main control unit. The achievements have promised and proved to be more reliable and cost-effective in the running of the electric train. The current electric train uses JRIS transmission system which has made it realize world standard transm ission protocol. Due to this fact, the current train has higher reliability system and also a higher speed. Today, there is the use of the air compressor unit and the air conditioning equipment which are both electronically controlled. The conditioning equipment particularly has been transformed into a cooling unit that is easily controlled in accordance with the preferred for every power supply. This has improved service quality and comfort to passengers on trains. The current speed of an electric train ranges from 200 to 581km/hr. The current train also uses the circuit simulator. This is an advancement of the microcomputer control features. The stimulator has improved the design verification technology. This advancement has been made as result of the former simulator having limited condition settings in terms of time and labor. There has also been the introduction of the high-speed processor which stimulates the main circuit and the load. The current stimulator uses the frequency of 50/60-Hz.

Should All Children be Included in Mainstream Schools?

Should All Children be Included in Mainstream Schools? The following paper shall discuss the educational provisions available for students with profound and complex needs. Such individuals have severe cognitive and neurological dysfunctions, which at times are also accompanied by sensory impairments. Their intellectual level cannot be thoroughly assessed. They form a vulnerable group of persons who are in need of constant assistance, even to perform the most basic needs of feeding and personal hygiene (Arthur-Kelly et. al., 2008). So what should be taught to the members of this group? Is it meaningful to follow the national curriculum? Or should it be modified? What teaching approaches should be used in order to maximise their learning and awareness? Can these approaches be used in ordinary classes? And if so, will it impact negatively on the other non-disabled students? Should they be included in mainstream schools? These are some of the pungent and yet delicate arguments which shall be tackled in the following paragraphs. Section A A1. What is Inclusive Education? Article 26, of the Universal Declaration of Human Rights, states that education is a fundamental right of every human being (United Nations, 1948). The right to education is embraced by all since it opens the gates for employment opportunities; enhances the quality of life; gives empowerment to the individual; and promotes equity in society (Peters, 2007). All children should have access to an appropriate education that affords them the opportunity to achieve their personal potential (DfES 2001b:2) Inclusive education refers to the education of special education needs (SEN) students together with their non-disabled peers in mainstream education schools. It values the right of all students to receive quality education with equal opportunities; whereby they can participate in meaningful learning and hence develop their full potential (Peters, 2007:99). Such schools shift their focus from the concept of disability and work to remove barriers of participation for all students (Barton Armstrong, 2001 as cited in Ypinazar Pagliano, 2004). The goal of inclusion is not to erase differences, but to enable all students to belong within an educational community that validates and values their individuality (Stainback et. al., 1994) A primary document which, identified that the way forward to reach education for all is through inclusive education, was the Salamanca Statement in 1994. It declares that every child is diverse in his or her abilities and is therefore unique. It goes on to say that primarily: Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning .. Those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs (UNESCO, 1994, para 2 pp: viii) The philosophy of the Salamanca Statement is underpinned by the social model of disability; whereby learning difficulties are not considered as the problem to educational exclusion, but rather that the general education system needs to be responsive to the needs of all students (Peters, 2007). A2. Historical Overview in the UK Gone are the days when children with physical and intellectual impairment were labelled as being ineducable, idiots, or defective; and hence segregated away into asylums for imbeciles (Pickles, 2004). The situation started to take a better turn with the 1944 Education Act. It stated that disabled children had the right to receive an education tailored according to their needs, however, this had to be done in special settings; segregated away from their families and the rest of the community (Pickles, 2004). The Warnock Report in 1978 coined the term special education needs (SEN); a term which included all those children who had some type of intellectual and/or physical disabilities. The report was a key point in the history of inclusive education. The 1981 Education Act followed it. Both reports introduced a multi-disciplinary approach; whereby representatives from the Education, Health and Social Services sectors, teamed up in order to draw an accurate profile of the child, such that whenever possible the child was included in mainstream classes. The Act also empowered the parents or guardians in deciding on the type of education provision for their children. This legislation brought about a change in the composition of special schools. More children with mild to moderate needs started to attend mainstream schools, leaving their peers with profound and complex needs segregated in special schools (Pickles, 2004). Another two reports followed in 1992, in order to review the objectives of the 1981 Education Act. However, the Green paper, Excellence for All Children (DfEE, 1997) and subsequently the White Paper Program for Action (DfEE, 1998) were decisive, for these brought about the movement of the majority of SEN students into mainstream schools. The papers also addressed the financial resources of schools; and hence saw to the improved standards in all schools. A3. Inclusive Education at the turn of the 21st century The Special Educational Needs and Disability Act in 2001, together with The Special Educational Needs Code of Practice (DfES, 2001) were introduced, and emphasised the importance that local education authorities (LEAs) should conform to the parents choice of schooling provision, except when the school: . is unsuitable to the childs age, ability, aptitude or special educational needs, or the placement would be incompatible with the efficient education of the other children with whom the child would be educated, or with the efficient use of resources (DfES, 2001:107) The SEN Code of practice coined the idea of Special Educational Needs Co-ordinators (SENCO), in order to work closely with teachers and parents to the best possible educational outcome for the SEN student and drawing up and Individual Educational Plan (IEP). Removing Barriers to Achievements (DfES, 2004) followed, strengthening inclusive approaches in schools and promoting early intervention programmes. It states that: All teachers should expect to teach children with SEN and all schools should play their part in educating children from their local community, whatever their background or ability (DfES, 2004:5) The policy promotes further use of assessment tools; where at the age of five the child is assessed in order to move on to formal schooling. The assessment is based on the Early Learning Goals. However these 13 goals are not classified enough to include the progress made by those children with profound and complex needs, who may also have additional sensory impairment. Therefore its inclusive nature is very much contested (University of Manchester, 20009). In 2006, the Report of the Teaching and Learning in 2020 Review Group stressed the importance of personalised learning as the way forward. Personalised learning means: Taking a more structured and responsive approach to each childs learning, so that all pupils are able to progress, achieve and participate. (DfES, 2006:41) This approach is important for the progress of all student; especially those with SEN and in particular those with profound and complex needs. Section BB1. Special and Mainstream Schools Should they join forces? The perceived divergence between special and mainstream schools should be reduced such that inclusion becomes a shared concept, and eventually the policies practiced in ordinary schools are adapted as to provide for the collective interests and educational needs of all students (Zelaieta in Armstrong Moore, 2004:33). At the turn of the century, the government has assigned a new role for special schools; whereby these have to be: outward looking centres of excellence working with their mainstream partners and other special schools to support the development of inclusion. (DfES, 2001:23) Mittler (2000, as cited in Rose Howley, 2007) believes that the role of special schools in providing educational services for those students with profound and complex needs has been and still is, of extreme importance. Yet, today, it is widely accepted that pupils are referred to special schools only when mainstream schooling does not cater for their educational needs. Improved cooperation between mainstream schools and special schools, has led to partnerships being established in order to help the transition of students from special schools to ordinary schools (Rose Coles, 2002 as cited in Rose Howley, 2007). Such collaboration is to the advantage of those teachers in mainstream schools who are willing to learn from the expertise of those who work with students with special educational needs (McLeod, 2001 as cited in Rose Howley, 2007). As they work closely together there will be more sharing of ideas and resources, ultimately to the benefit of all the students. The DfES Report of the Special Schools Working Group states that: Special schools have a vast wealth of knowledge, skills and experience which, if harnessed, unlocked and effectively utilised by mainstream schools, can help ensure that inclusion is a success. (DfES 2003b: 6 as cited in Cheminais, 2003:4) As Cheminais puts it, one size will never fit all (2003:5). She believes that as long as there is diversity of needs, special schools cannot be all closed down. She looks at inclusion from a realistic point of view; one which backs the notion that a small minority of students, usually those with severe and complex disabilities, will always necessitate special educational provisions in particular settings. B2. To be included, or not to be? Advocates of inclusion affirm that: the special education system is a key element in the creation and perpetuation of the social oppression of disabled people (Barnes, Mercer Shakespeare 1999:104) Butterfield and Arthur (1995, as cited in Arthur-Kelly et. al., 2008) stressed the importance that students with profound and complex needs should experience meaningful communication experiences both from their peers and teachers. Such communicative interactions could only be achieved in inclusive settings, whereby non-disabled peers could connect with them. An inclusive classroom could set the grounds for meaningful communication, and it is the best social forum for experiences such as turn-taking, requesting and greeting (Arthur-Kelly et. al., 2008:163). In fact, in his study, Foreman et. al., (2004, as cited in Arthur-Kelly et. al., 2008) concluded that inclusive settings further increase peer interaction and engagements for students with PCLD when compared to those students attending special schools. Moreover, Ypinazar and Pagliano (2004) retain that the segregation of SEN students in special schools accentuates their disability identity and hence the stigma of labelling. However, Knight (1999) argues that stigmatisation will not vanish just by placing a student with PCLD in a regular classroom. Peers need to be taught how to accept their difference and move beyond. Inclusion is far more than just about the location of a childs school placement (DfES, 2004 as cited in Runswick-Cole, 2008:174) MacKay (2002, as cited in Armstrong and Moore, 2004) believes that there might be cases where inclusion is not always appropriate; especially in the case of those students with severe and complex learning difficulties. When the mainstream school does not meet the needs of the SEN pupil, it would be highly irresponsible to allow the child attend such a school; such a situation leads to the build up of pressure both on the pupil and teachers alike. John MacBeath, a Professor at the University of Cambridge, recently declared that mainstream classes can be a form of abuse (BBC News, 2006). He affirms that: Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs. (BBC News, 2006) And in fact Peters (2007) argues that inclusion is more than just the physical presence; it means flexible curriculum for some students; teachers who are willing and prepared to welcome an array of abilities; and a welcoming school community. In 2002, Hanafin and her colleagues concluded that mainstream education does not fulfil the concept of inclusion. They feel that mainstream education is set up on a flawed notion of intelligence and is crippling the learning process of many students (Hanafin, Shevlin Flynn, 2002:410). Giving that the national curriculum is primarily based on linguistic and mathematical skills, those students who are not as proficient in these areas are going to find extremely difficult to cope. Whereas, if the formal curriculum had to give further importance to other subjects which do not require such skills, such as art, music and drama; then all learners would benefit. Moreover, learning and assessment depend on the ability to read and write; those students with severe disabilities, whose abilities are undeveloped if not completely absent, are at a disadvantage. As Camiletti (1996) puts it, SEN students constantly have to rely for learning on their weakest resources (as cited in Hanafin et. al., 2 002:417). Young people with severe/profound intellectual disabilities are often excluded from meaningful participation in mainstream education. As a result they rarely have an opportunity to interact with their non-disabled peers. and remain an isolated and marginalised group. (Shevlin OMoore, 2000, as cited in Gibson et. al., 2005:23) Norwich goes on to say that this issue of student placement and location of provisions is a huge dilemma, especially in the case of students with profound and complex disabilities. If these children are educated in mainstream schools it is very likely that they will not have access to appropriate resources and facilities; if on the other hand they receive their education at special schools it is likely that they will not have meaningful interactions and thus feel excluded by their peers (Norwich 2007a as cited in Norwich 2008). From his study (2007), Norwich concludes that inclusion can have its negative aspects as well. The study revealed that sometimes severely disabled students are made to feel unwelcome as their peers do not accept them as their friends, with the result that they feel excluded in their own class. Moreover their learning process can also be compromised by lack of teacher training and appropriate resources, as well as poor attitudes from the teachers side. B3. Has inclusion gone too far? The extent to which inclusion can be implemented still remains debatable. Baroness Warnock (2005) criticised the government for putting children with special educational needs in one scale. There isnt a single group of children with SEN; every child is an individual with his or her unique learning difficulty, and it is wrong to categorise children with SEN and those without. The term SEN covers a broad spectrum of learning difficulties and needs, which need to be addressed on an individual basis when planning the Individual Educational Programme. The needs of a child with cerebral palsy who is wheelchair bound differ widely from those of a child with Aspergers syndrome. Mercer (1997, as cited in Knight, 1999) argues that students with profound and complex disabilities may not benefit from inclusive classrooms, since their need of highly specialised services, such as physiotherapy or speech therapy will not be catered for in regular classes. The lack of such provisions will negatively affect the learning potential of these students. In fact there are situations where inclusion has a counter effect; that of exclusion, since the needs of the child are not being met while in the regular classroom (Knight, 1999). These views are also reflected by some teachers, who when interviewed said: I dont think it [inclusion] is realistic because a mainstream school doesnt have facilities to meet their needs and the variety of different things they need like physio, speech and medical needs (Simmons Bayliss, 2007:22) Baroness Warnock, who coined the idea of inclusive education more than three decades ago, has now criticised the extent to which inclusion policy has been carried. In her report Special Educational Needs: a new look, she criticises the fact that special schools are closing down with the result that students have no choice but to attend a mainstream schools, which fails to meet their needs. She goes on to say that special schools should still play an important and ongoing role in the lives of those students who need special provisions (House of Commons Education and Skills Committee, 2005/6). Baroness Warnock adds that the concept of inclusion has gone too far. She rejects the idea that for effective inclusion all students need to be under the same roof at all times. She believes that students with special educational needs should be included in the common educational enterprise of learning, wherever they learn best (Warnock, 2005 as cited in Norwich 2008:137). This idea is further reinforced by the Centre for the Study of Inclusive Education (CSIE) who accepts the notion that SEN students can spend part of their time outside the regular classroom, as long as it is for a limited period of time and the student is engaged in meaningful learning sessions. Time spent out of the ordinary classroom for appropriate individual or group work on a part time basis is not segregation . provided it is time limited for a specified purpose. (Thomas Vaughn, 2004:137 as cited in Norwich 2008:137) Moreover, despite the increasing numbers of SEN students attending mainstream schools and actually doing good progress; in 2004, the Office for Standard in Education (OFSTED) reported that schools in England and Wales still lack the required preparation, skills and resources in order to cater effectively for the needs of SEN students (Rix et.al., 2009). In fact statistics show that while in 1974, 1.3 per cent of the school population attended special schools; in 2004 there was just a slight change in the amount, with 1.1 per cent of the school population still attending special schools (DfES 2006 as cited in Runswick-Cole, 2008). This hints that maybe mainstream schools still leave much to be desired! B3. Teacher training The issue of lack of teacher training has been addressed by several scholars. According to Forlin (2001, as cited in Florian, 2008) it is one of the principal barriers to inclusion. Cook and Schirmer tried to identify what is special about special education (2003 as cited in Florian, 2008:204). In their study they explained that the same teaching methods used with SEN students are as effective when used with students who have no learning difficulties. Hence, Lewis and Norwich (2005 as cited in Florian, 2008) proposed the idea that teaching approaches should be designed in a ladder-like spectrum from high to low levels, so as to reach all, from the most gifted to the least; rather than designed according to one particular type of learning disability. Moreover, Florian is confident that most of the teachers, irrespective whether they teach in mainstream or special schools, have enough knowledge and skills to teach all children; all they need to do is to have the courage to put their expertise into practice (Florian, 2008). Florian (2008) looked in depth at the role of teachers as an influential factor in the success of inclusion. Teachers have to be aware that not all students are the same, and therefore it is in their responsibility to ensure that every student is participating in classroom activities. It is very worrying that OFSTED Reports in 2004 showed that teachers are still reluctant to perform the necessary adaptations to the national curriculum to include all learners (as cited in Runswick-Cole, 2008). School observations in mainstream classes conducted by Simmons and Bayliss (2007) confirmed that various teachers struggled to meet the needs of those children with profound and complex disabilities. One teacher clearly stated that: if staff want to learn more, then its up to them personally to join a course off their own back though we dont have time to do that at the moment (Simmons Bayliss, 2007:21) In my opinion it all burns down to attitude; teachers need to focus on the potential of children with PMLD rather than on their impairment (Peters, 2007). A study conducted by Higgins and colleagues (2009) showed how one primary school principal felt about her school: there is a family type environment here. weve got the buddy system up and running. I do something on values at assembly each week. the big children also learn [to be inclusive] from the school staff. thats how we are here (Higgins et. al., 2009:482) This proves that if the teachers attitudes are positive then inclusion is possible. As Hart et. al., (2004) put it: things can change, and change for the better on the basis of what teachers do in the present (Hart et. al., 2004 as cited in Florian, 2008:203) B4. The Role of Parents Parents usually have the arduous task of having to choose the type of educational provision for their child. Those parents who value socialisation tend to choose mainstream schooling (Duhaney Salend 2000, as cited in Flewitt Nindt, 2007); while those who prioritise on academic performance tend to opt for a continuum of services (Palmer et. al., 1998 as cited in Flewitt Nindt, 2007). However, a recent study by Flewitt and Nindt (2007) showed that nowadays the prevalence of parents opting to combine both inclusive and special education is increasing steadily. It seems that in the majority of the cases this combination worked very well for the children; and the parents were happy that their child is enjoying healthy peer interaction in the inclusive classroom while at the same time benefit from adequate resources at the special school. One parent said we had no hesitation about combined placement it just evolved (Flewitt Nind, 2007:434). Yet, some of the parents in the study were concerned about the possibility that this combination would ultimately cause confusion since the child would be attending two different settings. The choice of combining two educational provisions clearly shows that parents are looking for an ideal situation, and this ideal cannot be found in either one of the provisions alone. In their study Flewitt and Nind (2007) found that a common reasoning expressed by parents was: The child would get the best of both worlds. Copying healthy children and mixing with them socially, but also getting pyhsio, and physical support and exercise they needed to improve (Flewitt Nind, 2007:436) This point is further examined by Zelaieta, where she points out that since ordinary schools are not yet equipped to provide for the needs of all students; some SEN students have to attend two different schools, unlike the rest of the population. She proposes that special schools should change their approach, and instead of operating as individual bodies, start working towards an inclusive policy; since, she believes, ultimately these will fade out and mainstream schools [shall] transform themselves into communities for all learners (Zelaieta in Armstrong Moore, 2004:41). Richard a father to a severely disabled child relates his story: At this stage, we were frightfully keen, realising he was different and so, still trying to include him in the local community but he was being sort of parked in a corridor and he was actually being quite literally excluded because he was at the [local] primary school. So we started looking at special. (As cited in Runswick-Cole, 2008:178) It is a pity that the reason that drives parents to opt for special schools is one of a sense of exclusion and uncertainty from regular schools. In his study, Runswick-Cole (2008) observed that some parents had to abandon their original premise of sending their children in mainstream schools, due to attitudinal barriers present in the regular educational settings. Parents looked for a welcoming environment where their children could feel fully included, and for some special schools provided such safe and friendly environment. Conclusion Setting up educational provisions capable of supporting all learners, including those with disabilities is not an easy task. Educators are expected to respond to student diversity, through a range of educational approaches. New teaching approaches, such as the use of Augmentative and Alternative Communication devices, enabled the effective participation and learning of those students who previously were unable to access the curriculum (Rose Howley, 2007). By right every child should have access to mainstream schooling. Choosing whether the child shall attend mainstream or special schools depends on the parents preferences and the childs needs. Students with mild and moderate learning disabilities are increasingly being educated in mainstream schools. Special schools with their supported environment are most often seen as the best option for those with profound and complex needs. There are parents who choose to combine both provisions in order to find the ideal educational setting for their child. James, a boy with cerebral palsy attends a combined setting. He says: If I was born 20 years ago I might not have had the opportunity to go to a mainstream school. I wouldnt have had the friends Ive got now, so things have got a lot better, but we have got a long way to go. (House of Commons Education and Skills Committee, 2006:37) Inclusion develops a greater sense of diversity, and helps society in general to learn that despite such differences all individuals have equal rights (Millar Morton, 2007). . regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities , building an inclusive society and achieving education for all. (UNESCO, 1994, para 2 pp: ix) ReferencesArmstrong F., Moore M., (2004) Action Research for Inclusive Education: changing places, changing practice, changing minds. RoutledgeFalmer, London Arthur-Kelly M, Foreman P., Bennett D., Pascoe S., (2008) Interaction, Inclusion and students with profound and multiple disabilities: towards an agenda for research and practice. Journal of Research in Special Educational Needs. Vol. 8 issue 3:161-166 Barnes C., Mercer G., Shakespeare T., (1999) Exploring Disability: a sociological introduction. Polity Press, Cambridge Department for Education and Employment (DfEE) (1997) Excellence for All Children: meeting special educational needs. DfEE Publications Department for Education and Employment (DfEE) (1998) Meeting Special Educational Needs: A Programme for Action. DfEE Publications Department for Education and Skills (DfES). (2001). Special Educational needs and Disability Act 2001. DfES Publications Department for Education and Skills (DfES). (2001b) Special Educational Needs Code of Practice. DfES Publications Department for Education and Skills (DfES). (2004b) Removing Barriers to Achievement The Governments Strategy for Special Educational Needs. DfES Publications. Department for Education and Skills (DfES). (2006)Teaching and Learning in 2020 Review. DfES Publications Flewitt R., Nind M., (2007) Parents choosing to combine special and inclusive early years settings: the best of both worlds? European Journal of Special Needs Education, Vol. 22, Issue 4:425-441 Florian L., (2008) Special and inclusive education: future trends. British Journal of Special Education Needs, Vol. 35, Issue 4:202-208 Gibson S., Blandford S., (2005) Managing Special Educational Needs: a practical guide for primary and secondary schools. Sage Publications, London Hanafin J., Shevlin M., Flynn M., (2002) Responding to student diversity: lessons from the margin. Pedagogy, Culture and Society, Vol. 10, Issue 3:409-423 Higgins N., MacArthur J., Kelly B., (2009) Including disabled children at school: is it really simple as a, c, d.? International Journal of Inclusive Education, Vol. 13 Issue 5:471-487 House of Commons Education and Skills Committee (2006) Special Educational Needs, Third Report of Session, Vol. 1, House of Commons, London Knight B. A., (1999) Towards inclusion of students with special educational needs in the regular classroom. Support for Learning Vol. 14 issue 1:3-7 Millar R., Morton M., (2007) Bridging two worlds: special education and curriculum policy. International Journal of Inclusive Education, Vol. 11, Issue 2:163-176 Norwich B., (2008) What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, Vol. 35, Issue 3:136-143 Peters S., (2007) Education for All? : A historical analysis of international inclusive education policy and individuals with disability. Journal of Disability Policy Studies, Vol. 18 Issue 2:98-108 Rose R., Howley M., (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. Sage Publications, London UK Runswick-Cole K., (2008) Between a rock and a hard place: parents attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education. Vol. 35 Issue 3:173-180 Simmons B., Bayliss P., (2007) The role of special schools for children with profound and multtple learning difficulties: is segregation always best? British Journal of Special Education. Vol. 34 issue 1:19-24 United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994) The Salamanca Statement and framework for action on special needs education. Paris: Author University of Manchester (2009) Profound and Complex Learning Disability: Education Child and Adult Issues, Sections 6 to 9. Unpublished course unit resource for PCLD programmes. Manchester: University of Manchester Warnock, M. (1978) Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Department of Education and Science. London: Her Majestys Stationery Office Ypinazar V., Pagliano P., (2004) Seeking inclusive education: disrupting boundaries of special and regular education. International Journal of Inclusive Education, Vol. 8 Issue 4:423-442 Zelaieta P., (2004) From confusion to collaboration: can special schools contribute to developing inclusive practices in mainstream schools? In: Armstrong F., Moore M., (Eds) Action Research for inclusive education: changing places, changing practices, changing minds. London, Routledge Falmer.

Example of education because during that time Essay

In the text, Pocho, by Jose Antonio Villarreal, education plays an important role of explaining the characteristics of the immigrants during the 1930’s. Education is one way for readers to have an experience of what they have been through. During the investigation between the protagonist Richard and sheriff, Richard speaks out some words that the sheriff does not understand. Villarreal writes, â€Å" You mean homosexual? No, he wasn’t- this was a new word to the man. He was on the force because his sister had married a man who had something to do with the Chief of Police†¦ Goddamn! Where’d you learn the big word?† (Villarreal, 89). This is an example of education because here the sheriff is investigating Richard by asking him for information about Joe Pete Manoel. Richard responds with a big word â€Å"homosexual† to the sheriff that he did not understand. This is a highlight of the time period when it does not need any education to be a patrol man in Santa Clara. Education is the process of receiving or giving systematic instruction, at a school. Jose Antonio Villarreal directly mention in the texts of Richard’s thoughts about his teacher at school. During the conversation between Richard and Mary, Richard gives out his thought when the teacher does not inform the same answer from what he read on a book. Richard said â€Å"Well, the teachers teach us all kinds of things, and sometimes they’re not really honest about it†¦ sometimes I read things in books that show me teachers are wrong sometimes†¦ they cant be all right, and I don’t like them to always tell me that they know everything, that’s all†. (Villarreal, 71). This is an example of education because during that time, teacher feels like their students are not smart enough to learn two sides of the story. Richard feels that sometimes books can teach him more than what he learns at school. It highlight that during that time education is not an important aspect of the immigrant lives. During the time of 1930’s, Education is not important to most of Mexicans families. But what makes Richard so special and unique is with his intelligence and desire to learn for his own good. Education make Richard shine as a main character, instead of a twelve-year-old kid, he talks like he is an adult. Richard said, â€Å" Try to understand me. I want to learn, and that is all. I do not want to be something- I am. I do not care about making a lot of money and about what people think and about the family in the way you speak. I have to learn as much as I can†¦ you would not understand me if I could† (Villarreal, 64). This quote is a portrait of Richard as a young kid with the mentality to learn. Education helps Richard speaks for him and not what his mother wants. It highlight that even in the period of poverty, Richard’s family believe that with education, they will have a better life.

Essay on The Mirroring Lives of a Jamaican and a Rastafarian

The Mirroring Lives of a Jamaican and a Rastafarian Introduction This paper is a series of two interviews that I had over the course of the semester. I used both of the interviews as a series of research. I then used this research and supported it with published work. The first interview occurred when I was in Jamaica. I randomly crossed paths with Peter. He informed my friends and I that he was a Rastafarian. We spoke with him for about two hours on the beach. He informed us about his religion and his lifestyle. Unaware at the time that I would use this knowledge in my paper I am pleasantly surprised that I was able to transgress this information. The second interview was with Marie Debal. She is one of my sister’s clients. Upon†¦show more content†¦Peter’s response: I do not come down here to Negril very often any more. When I was younger my friends and I would come down and enjoy the beaches. Now this place is such a tourist trap. Jamaicans are dressed like Rastafarians with their long dreads and try to pretend that they are like us. They try and sell tourist anything from drugs to crafts. Please do not take what I am saying the wrong way. It just makes me so frustrated when Jamaicans try to imitate the Rastafarian lifestyle. These Jamaicans may have long dreads and look like a Rastafarians but they do not know what it is like to truly live and be a Rastafarian. Rastafarian culture is very different from a Jamaican. We live in the mountains away from the tourist area. I spend all my days and nights waiting for the signs of Haile Selassie. I understand that these Jamaicans have to make a living I just wished that they did not mimic our lifestyle. Marie’s response: The difference between a Jamaican and a Rastafarian is probably similar to asking what is the difference between an American and a Catholic. Rastafarians are people who reside in the mountains of Jamaica and practice the Rastafari

Christianity Justification by Faith Essay - 1244 Words

INTRODUCTION Justification by faith is viewed by Christians as one of the greatest gifts from God given to the sons of Adams lost race. Nothing can compare to the God given gift. Since the beginning of the church however, the doctrine justification has been quite an issue. For many years, scholars have been researching justification, the basis, as well as the ways to attain it. Once the definition was defined, the problem that scholars faced was the outcomes that followed it. In order for one to understand justification, one must comprehend the writings of Paul in his epistle of Romans. THE DEFINITION OF JUSTIFICATION Scholars have faced difficulties trying to find the true meaning of justification. One reason why finding the meaning†¦show more content†¦Even though there is controversy about the true definition of Justification, the obvious conclusion of all is that justification is similar to being in a court session with God, Jesus, and Satan. God would be the judge, Jesus would be our lawyer, and Satan would be the prosecutor of Christ believers. Satan would provide all accusations against us, but Jesus Christ, our Lord and Savior, would come to our defense declaring us righteous due to justification. God, our Judge, sits high and mighty satisfied for the righteousness granted to us by Jesus. BASIS OF JUSTIFICATION Scholars battled with the basis of justification just as they did with the definition of justification. Many thought justification could be attained through good works alone. This basis was obviously incorrect because this would mean that one may be granted justification by us and not by God. Good works can be as simple as following the law. in Romans 3:21-22, Paul stress that it is not the law that saves us, but is God. (Dockery). THE OUTCOME OF JUSTIFICATION Justification isn’t just a verdict that declares one as â€Å"not guilty†, but it declares one as totally innocent. 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