Registered Nurse Career Research Essay Example for Free

Registered Nurse Career Research Essay Ever since I was a little girl I always wanted to be a nurse and help people who were ill. As I got older, I got more information and decided that I wanted to become a Registered Nurse (RN). Registered nurses care for patients and educate them on health issues to prevent future illnesses. Along with technical skills necessary for the medical profession, registered nurses must have people skills to work closely with patients and their families. Becoming a RN entails formal education from a state-approved nursing school and state licensure. There are generally three educational approaches to becoming a registered nurse. Registered nurses usually train by completing a bachelors or associates degree program in nursing. Less commonly, registered nurses prepare for the occupation by earning a diploma in nursing. Graduates of any of these programs are generally eligible for licensure and entry-level employment as registered nurses. Nursing students may choose from a variety of education options to become a registered nurse. Some teaching hospitals offer 3-year diploma programs in nursing; however, these programs are rare. Most RN’s earn associate degrees or bachelors degrees in nursing. The skills needed for this job are people skills, emotional stability, CPR, First Aid and a second language would also help. I plan on taking French throughout the university so I’ll be considered trilingual and I plan on updating my CPR and First Aid yearly. San Diego City Colleges nursing  education program offers associates degrees for students who want to become RNs, as well as a program for LVNs seeking RN certification but not the degree. Students learn through classroom study and clinical experience in health care facilities. It will take two years with open admission and the tuition for in-state is $898. San Diego State Universitys School of Nursing offers programs that train entry-level RNs as well as provide working professionals  with advanced studies to continue their education and careers. All bachelors degree students must take part in an international learning experience. It’s a four years with a 30% acceptance rate and the tuition for in-state is $6 ,578. There are four general duties a RN does on a daily basis. The first duty is evaluating a patient’s physical, mental and emotional health. Also an RN’s job is to take vital sings. The second duty is designing and carrying out a treatment plan for the patient. Also bandaging wounds, giving medicine and injections that need to be given. The third duty is to monitor the results of the patient’s treatment to make sure it’s working and the patient is happy with it. Also a RN tells patients about they’re medical options and health issues such as nutrition and personal hygiene. The last duty is to complete and organize records about the patients. RN’s job opportunities are in hospitals, nursing homes, clinics and basically any public health building. Also there are many organizations that recruit nurses to go to other countries. England and the U.S are two of the many countries that do this. The salary for a full-time nurse is $35,000 to $60,000 a year. Benefits include paid holidays, paid sick days and dental care. Casual (on call) nurses earn $17 to $35 an hour. Nurses work in hospitals, nursing homes, walk in clinics, prisons, schools, ect. Hazards of the job include contracting an infectious disease from a patient and injury from instruments, chemicals or gases. Nurses also get injured from violent patients and their families. They work irregular hours, nights, evenings and holidays with 12-hour shifts. Job demand is high because of the storage of nurses in Canada and people are always getting sick. People will always get sick therefore nurses will be part of the future. According to national data  published by the U.S. Bureau of Labor Statistics (BLS), employment for nurses is expected to increase 26% by 2020, which is much faster than the average occupation. The BLS further states that registered nurses with at least a Bachelor of Science in Nursing (BSN) are expected to have the best job opportunities. Prospective students are encouraged to conduct  independent research to determine actual job growth rates, which vary according to location, education and experience. Many employers have instituted hiring policies which require all RNs to have BSN degrees. Others will employ RNs without a BSN, but require new RNs to complete their BSN degree within a certain amount of time. My goal is to become a registered nurse and to dedicate my life to helping people. Im determined to ​  become a nurse to touch lives not only as a provider of health care but also as a teacher. I am committed to excelling personally and professionally in all that I do and to serve as a role model by leading a healthy lifestyle. I came to this goal as a result of my family background and my life experiences. I have a strong work ethic. I am very loyal and trustworthy and always the person my friends, family and co-workers would go to for advice or to empathize. I love helping people and have a big heart. I am the kind of person who will give you my lunch to someone who has no money to eat. I’ll take that extra five minutes and listen to a patient when I am pressed for time because health care is not only to provide treatment, but it’s also expressing patience and being a great listener. When I was looking into career options, nursing attracted my attention for a variety of reasons, you could go anywhere, work with adults, children, in public health, prisons, physicians’ offices, schools, factories, and were only limited by your level of education; I found that nursing could be whatever I wanted to make of it. People need nurses in all aspects of life. If I were to ever feel â€Å"expended out† in one area, I could educate myself and expand into another field of nursing. If I needed to move to another country, I could transfer and easily find my niche there. The sensation that you feel when you know you accomplished your goal to aid an individual is priceless. The potential is endless in this field, from specialty areas to general population, and from  newborns through geriatrics. Nursing is probably the most personally rewarding job there is. Bibliography Occupational Outlook Handbook. â€Å"Registered Nurse.† [Online] Available http://explorehealthcareers.org/en/Career/21/Registered_Nurse_RN January 12, 2015 Registered Nurses [Online] Available http://www.bls.gov/ooh/healthcare/registered-nurses.htm​ January 12, 2015

Is Depression Genetic? An Experiment

Is Depression Genetic? An Experiment Research Plan Quantitated research is information collected and the production of data via statistics and numbers. The data is collected through questionnaires, surveys or by manipulating pre-existing statistical data. For example, calculating the number of people who suffer with depression, this research can provide a number of manifestations but cannot provide an explanation to why people are depressed (Skills you need, 2018). Primary research (field research) is inspected first hand by individuals via surveys, interviews and observations. Variables of such research should be considered when addressing the results in particular age groups, sex and number of participants within a survey. Secondary research (desk research) involves collection on existing research using primary research sources as a source of data to analyse. (Research Optimus, 2018) In order to complete the project brief a secondary research technique has been applied opposed to primary research due to the absence of ethics committee within the college. The research will include looking at journal articles, statistics, legitimate websites and newspaper articles with further reading. This will then allow analysis and evaluation of material in attempt to answer the essays question with an unprejudiced perspective. 23/02/2018 – 05/03/2018 Decided topic; begun research and finalised essay question with supervisor. 06/03/2018 23/03/2018 Continued research and analysed data. 24/03/2018   – 17/05/2018 Assembled information into essay format; final meeting with supervisor.   Review work, conclude and evaluate. 18/04/2018 Submit the assignment Table 1 Project timeline and Key activities The research will focus on six key areas: What is depression?Who’s more likely to suffer from depression?What is the genetic explanation for depression?What is the biochemical explanation for depression?What are the psychological explanations of depression?What are the sociological explanation of depression? Information contained within this essay will not be open to debate as statistics collected are the result of a worldwide research being high in validity and reliability. Moral judgement, assumptions and personal opinions is not suitable or necessary for the purpose of this essay.   This essay will include conflicting perspectives with the intention to enable the reader to form their own conclusion. Throughout this essay efforts will be made to assess the validity and reliability of the information available such as government statistics highlighted in reputable studies. Health and safety protocol will be followed during the process of researching and assembling the essay such as regular breaks to reduce eye strain and upper limb problems. Information will be referenced accurately ensuring plagiarism is avoided, whilst observing all ethical and legal obligations at all times. Introduction Depression is one of the most common and serious illness with devastating consequences in its most server form, it is estimated that more than 300 million people suffer with depression worldwide (WHO, 2017) Depression is the most common mental disorders within the UK and reports suggests that it’s hit a record high, increasing by nearly a third in the last four years. The total estimated number of people living with depression worldwide increased by 18.4% between 2005 and 2015 to 32 million according to the World Health Organisation (Families for depression Awareness, 2017). This has prompted urgent calls for the government to ensure better health provisions are put in place, with the need to look deeper into this phenomenon to enable an understanding of the disorder enabling them to overcome it. Research has shown that depression does run in families, which could potentially mean that depression is genetic (inherited condition) NHS (2013). However, families don’t just share genes they also experience similar environments. Depression is a common and serious mental disorder that negatively effects how we feel, how we act and how we think (American Psychiatric Association, 2018). Depression is classified as a mood disorder that has an impact on both physical and mental health, affecting a large portion of the UK population with around 3 in 100 adults suffering every year (Mind Org, 2013). An episode of depression serious enough to require treatments occurs more commonly in 1 in 4 women and 1 in 10 men at some stage in their lives (Kalat, 2001). This could just be due to the fact women are more open to express their concerns and feeling then men are or that women are more willing/ likely to seek treatment. To meet the criteria for having depression the sufferer needs to display at least 5 symptoms that are laid out by the DSM-IV (Diagnostic and statistical Manual of mental health disorders, 2013). World Health Organisation WHO (2001), marks depression as when â€Å"capacity for enjoyment, interest, reduced concentration and marked tiredness after even minimum effort is common. The core symptoms of depression would entail persistent sadness or low moods, loss of interest or pleasure in activities, disturbed sleep or tiredness, change in appetite, feeling worthless or in server cases recurrent thoughts of death, excessive feelings of guilt and hopelessness (NHS, 2016). It’s also common for people with depression to develop physical symptoms such as headaches, palpitations, chest pains and hallucinations these are called psychotic symptoms. Depression is generally divided as follows; major depressive disorder, dysthymia, Bipolar disorder, Seasonal affective disorder, premenstrual dysphonic disorder and atypical depression affecting anyone at any time (Very well mind, 2018). There are many contributing factors that seem to increase the risk of developing or triggering depression. These include certain personality traits, traumatic or stressful events, a history of mental health disorders, history of depression in blood relatives, abuse of recreational drugs or alcohol, chronic illness and medication(Kalat, 2001) However, this does not factor in the environmental factors such as poverty with the affects it has on an individual’s well-being. Genetic assessment There are strong biological links with those who sufferer with depression, in terms of genes family research- especially twin and adoption studies shows a genetic link were Individuals may inherit pre-dispositions to depression or other mood disorders( kalat, 2001). Wender et al (1986) conducted family correlational research into depression through adoption study which observed whether genetics or the environment appeared to be more associated with depression in adopted adults would suffered depression. Psychiatric evaluations were conducted and the study produced results showing that the biological parents of the adopted adults were eight times more likely to have the disorder than the adopted parents. Twin studies are an additional way of studying if genetic factors are the cause of the pre-dispositioned disorder. Monozygotic twins (MZ) share 100% of their genes whereas dizygotic twins (DZ) only share 50%, of the   rate is the process for assessing the likelihood of one twin having the disorder in which the other also has to have the same. A significant note that need to be considered, is in previous research it wasn’t possible to differentiate between the MZ and DZ twins so statistics may also be incorrect.   Diverse studies have produced fluctuating statistics but the overall trend pattern was usually the same concluding MZ twins indicated increased rates in depression in contrast to DZ twins. From these studies environmental factors cannot be ruled out, MZ twins share comparable environment’s than DZ twins so influences such as friends and education are more likely to be similar on both. Even in MZ twins being raised apart their environments may not be that diverse. Despite the thousands of studies carried out to locate the gene, studies have failed to identify locus of any significant gene specific to depression (http://www.psychology4a.com/depression.html, no date). It is however possible for people with no family history to also develop depression. A British team of scientists has recently located a gene that seems to be predominant in multiple family members suffering with depression, chromosome 3p25-26 was situated in more than 800 families with recurring depression. This study looked at DNA from over 800 families including 971 sibling pairs who had European origin and who were affected by recurring depression. It also included 118 pairs of siblings with one affected by depression and the other not.   Other studies were conducted at the same time as the British researchers which matched the link between the same chromosome and depression. (Heath line, 2016) However the results could not be applied to those suffering with less serve depression. This evidence also lacks ecological validity as it cannot be generalised to the whole population and only represents the European. Research has also shown that individuals with parents suffering with depression are 3 time more likely to have the disorder.   Scientists now have confidence in that as many as 40% of individuals suffering with depression can be linked back to genetics.   (Health line, 2016) Biomedical Assessment The biological aspect of depression looks for indications that relate to diagnostic categories of mental disorders with an outlook that a sick body can be restored to health (McLeod, 2014). This theory links depression to imbalances or problems in the brain regarding the neurotransmitters, serotonin, norepinephrine and dopamine. Evidence of the imbalances is very difficult to monitor and measure in a person brain. The neurotransmitter serotonin involves the regulation of important physiological (body orientated) functions such as sleep, aggression, mood and sexual behaviours. Research suggests that the decrease in the production of serotonin by the neurons can cause depression in some people but not all. Catecholamine hypothesis was a popular explanation in the 1960s to why people developed depression, suggesting that a deficiency of norepinephrine in certain areas of the brain was responsible for creating depressed moods. (Mental help net, 2007) Autopsy studies support this theory a s it shows that individuals who experienced multiple depressive episodes had less norepinephrine neuron than individuals with no history of depression. Conversely, the research outcomes also revealed that not all people who experienced mood change was the reaction to the norepinephrine levels being lower. Modern studies also suggest that decreased levels of serotonin triggers a drop in norepinephrine levels leading to depression.(Harvard medical school,2009)With this explanation or approach anti psychotics have long been established as a fairly cheap, effective and speedy treatment at reducing symptoms for the individual. However, it could be argued that the side effects and addiction caused by these types of medication is a weakness of this approach. Although this approach created psychological treatments for many mental disorders it has neglected the treatment process. Scientists have been testing the chemical imbalance theory validity for over 40 years (approximately) and regardl ess of thousands of studies been conducted there’s still not one direct supporting evidence proving the theory accurate (Psychology Today, 2017). Psychological assessment The psychological perspective on depression explores unconscious thinking, possible past traumas and focuses on aiding the individual to realise their potential and emphasis on social support and psychological interventions. Freud was the first to offer an explanation on depression. This theory delivers evidence based explanations for how people think, behave and feel the way they do (http://www.psychology4a.com/depression.html, no date).   The psychodynamic approach regards the source of mental disorder being the cause of loss or rejection by a parent (McLeod 2015). Although, this does not take in to account current experiences/problems that the individual may be going through. Supporting evidence of this was Bifulco et al (1992) studies found that children who lose their mother are more likely to suffer with depression (http://www.psychology4a.com/depression.html, no date). The cognitive- behavioural model has a strong emphasis on reinforcements (positive or negative) as an explanation for depression. Beck’s (1976) hypothesised that individuals with negative thoughts towards themselves or those who have low self-esteem are far more susceptible to suffer from depression, suggesting that the negative perception that they held towards themselves was built up through negative experiences. Beck anticipated that experiences in childhood could lead to a cognitive traid resulting in the individual suffering with depression. This traid is built up in three parts in which people hold negative thoughts; the self, the world and the future. In addition those who suffer with depression or are susceptible to it magnify the bad experiences and minimise the good (Eysenck, 2012). Weissman and Beck (1978) as cited in Dobson (2010) supported this theory by using self-schemas to discover out how people perceived themselves and the world around them. The results showed that those people with negative self-schemas were far more likely to suffer with depression. Although, White (1985) agrees that there was enough evidence to suggest that Beck’s theory was correct although, he suggests it does not show the true connection of depression and failed to identify that logical errors might be triggered by biological factors such as chemical imbalance in the brain. Becks theory was based upon questionnaires, although there are limitations to this form of information gathering. This questions the reliability of the research as the participants of the questionnaire can be effected by social desirability (McLeod, 2015) Ferster (1973) behavioural theory suggests that it’s a lack of positive reinforcements is the cause of depression. For instance a loss of a loved one may cause depression due to the loss of a positive reinforcement. Lewinsohn (1976) suggested that when others give the depressed individual attention this reinforces the depressive behaviour and symptoms. This can also have the reverse effect when there’s a lack of attention given by family or friends and thus lack of reinforcements, this can equally exacerbate depressive symptoms. This raises the debate to whether depression causes negative thinking and perceptions or that the negative perceptions were the cause of depression. Abreu and Santos (2008, p.131) Sociological explanation The sociological explanation for mental health such as depression regards social forces as the most important determinants of mental disorders, taking a broader view of a psychiatric disorder than any other model. Regarding an individual’s environment and behaviour as being fundamentally linked. In some perspective it’s similar to the psychodynamic model which also sees individuals moulded by external events. However, whereas the psychodynamic model views depression as highly personalised and determinants are not immediately recognisable. This model views depression based on general theories of groups and caused by observable environmental factors such as poverty, poor neighbour hoods, low education, ethnicity, divorce and the loss of a loved one WHO (2014). Although short term sadness is a normal response to these triggers and should not be confused for depression. People who live in poverty struggle causing them to be in a continuous stressful state, feeling overwhelmed and inadequate of taking control over their own lives. Health Ross (2000) as cited in Cockerham, (2008) linked better quality neighbourhoods with those of a poor disadvantaged neighbourhoods, the   findings were higher levels of depression occur in the latter with individuals suffering psychologically due to their environment (although there were also links to their individualism). The daily stressors of living in these deprived areas with low income, unemployment etc. are linked to the symptoms of depression (Haralambos and Holborn, 2008). Individual’s living in clean and safe environments displayed lower levels of depression further supporting that social factors contribute. Individuals living in poverty become the strongest predictor of depression WHO (2004) Consideration must also be given to the possibility that individuals living in communities   with increased employment opportunities are still being diagnosed with depression as a result of losing their jobs through suffering with depression rather than not having a job and becoming depressed. This raises to the question is depression the cause of the environmental factors or is the environmental factors the cause of depression. In conclusion, there doesn’t seem substantial evidence in any one area to state that there is a single source of depression. Evidence points towards genetics playing 40% role in cause of depression, especially in cases of family studies. However, it is suggested that instead of being a direct cause of it makes a person more prone to getting depression than others.   The behavioural and cognitive theories have reputable aspects of validity to such that you can apply findings to real life situations and cases of depression. However it does have a weakness with both approaches being that either do not consider or recognise the biological or genetic effects of depression. The research has established that mental illness is complex and depression is no exclusion, therefore it cannot have a singular, unpretentious explanation and is a result of a combination of biological, psychological and social factors. Evaluation of the available research would suggest that although genetics may have an impact on depression there is more sound evidence to suggest other factors heavily contribute. Evaluation    The introduction of this essay specified clear figures regarding those suffering with depression within the UK and women being more susceptible as pose to men. However it could have given more insight to that particular causes of this issue such as evidence based studies to suggest why. The research throughout this essay was gathered by a wide variety of reliable sources and used the most up-to-date information as possible. As this essay was limited to secondary research this restricted access to research on a more personal level such a questionnaires within the community on families who suffer or have recurring depressive disorder. Due to the word count set on this essay it restricted more divulge information on other cause/ explanations for depression. For example Personality, Gender, Disabilities etc. The Researched statistics that was presented in this essay was analysed and evaluated were possible. Links to genetic theories supported the findings of certain studies which in turn strengthened the statistics enabling the essay question to be answered.   However there could have been additional analysis of genetic studies not relating to the MZ twins and DZ twin siblings. From the supporting evidence and statistics gathered within this essay the conclusion was able to answer the essay question giving a figure of 40% of depression is caused through genetics. It also acknowledges the serious mental health disorder and its complex problems and cause. Yet it was unable to single out one defining cause of depression. A more enhanced insight and knowledge was obtained by carrying out this project in the wider field of depression and its root causes. References Abreu, R.B. and Santos, E.C (2008) Behavioural Models of Depression:A critique of the emphasis on positive reinforcements.4 (2) pp130-145 International Journal of behavioural consultation and therapy [online] Avaliable at:https://files.eric.ed.gov/fulltext/EJ800945.pdf (Accessed 25April 2018) American Psychiatric Association (2018) what is depression? Available at: https://www.psychiatry.org/patients-families/depression/what-is-depression. (Accessed 20 March 2018) Beck, A.T.(1976). Cognitive therapy of emotional disorders. New York: New American Library Cockerham, W. (2008). The social causes of health and disease. Oxford: Polity. Diagnostic and statistical manual of mental disorders. (2013) 5th Ed. Arlington, VA: American Psychiatric Association.   Dobson, K. (2010). Handbook of cognitive-behavioral therapies. 3rd ed. New York, N.Y.: The Guildford Press, p.150. Eysenck, M. (2012). AS level psychology. 5th ed. Hove: Psychology, pp.278-280. Families for Depression Awareness (2017) Depression on the rise worldwide, says WHO. Avaliable at:http://www.familyaware.org/who-2017-depression-report/ (Accessed 13 March 2018) Haralambos, M. and Holborn, M. (2008). Sociology. 7th ed. London: Collins. Harvard Medical school (2009) What causes depression? Available at:https://www.health.harvard.edu/mind-and-mood/what-causes-depression (Accessed 19 April 2018) Health Line (2016) Is depression Genetic?. Available at: http//www.heathline.com/health/depression/genetic (Accessed 15 March 2018) Kalat, J. (2001). Biological psychology. 7th Ed. Belmon,CA: Wadsworth Thomson Learning, p428-429 McLeod, S. A. (2014). The Medical Model. Retrieved from www.simplypsychology.org/medical-model.html (Accessed 19 April 2018) McLeod, S.A. (2015). Psychological theories of depression. Retrieved from www.simplypsychology.org/depression.html (Accessed on 20 April 2018) McLeod, S.A. (2015). Unconscious mind. Retrieved from www.simpplypsychology.org/unconscious-min.html (Accessed 23 March 20180   Mental help net (2007) Biology of depression. Available at:https://www.mentalhelp.net/articles/biology-of-depression-neurotransmitters/ (Accessed 10 April 2018) Mind Org (2013) Mental health facts and statistics. Available at: https://www.mindorg.uk/information-support/types-of-mental-health-problems/statistics-and-facts-about-mental -health/how-common-are-mental-health-problems/#Wv1x9BbTXYU. (Accessed 21 March 2018) NHS (2011) Genetic link. Available at:http://www.NHS.uk/news/genetics-and-stem-cells/genetics-link-for-depression-found/ (Accessed 20 March 2018) NHS (2016) Symptoms of depression. Available at: https://www.nhs.uk/conditions/clinical-depression/symptoms/ (Accessed 24 March 2018) NIH (2013) Common genetic factors found in 5 disorders. Available at: https://www.nih.gov/news-events/nih-research-matters/common-genetic-factors-found-5-mental-disorders (Accessed 25 March 2018) Organisation, W (2001) World health report 2001. Geneva: World Health Organisation   Psychology Today (2017) On myth of the chemical imbalance. Avaliable at:https://www.psychologytoday.com/gb/blog/mental-illness-metaphor/201709/the-myth-the-chemical-imbalance (Accessed 20 April 2018) Psychology4A.com http://psychology 4a.com/depression.html/(no date) (Accessed 20 April 2018) Research Optimus (2018) Primary research methods. Available at: https://www.researchoptimus.com/article/primary-research-methods.php. (Accessed 10 March) Skills You Need (2018) Quantitative and Qualitative Research methods. Available at:https://www.skillsyouneed.com/learn/quantitative-and-qualitative.html (Accessed 10 March 2018) Very Well Mind (2018) Common Types of Depression.   Available at:http://www.verywellmind.com/common-types-of-depression-1067313 (Accessed 10 April 2018) WHO (2004) Promoting mental Health. Available at:http://www.who.int/mental_health/evidence/en/promoting_mhh.pdf (Accessed 05 May 2018) WHO (2014) Social determinants of mental health. Available at:http://apps.who.int/iris/bitstream/handle/10665/112828/9789241506809_eng.pdf;jsessionid=AB96531936427A020E8E24B7E0F0C8F2?sequence= (Accessed 05 may 2018) WHO (2017) Depression: let’s talk says WHO, as depression top llist of causes of ill health. Available at: http://www.who.int/news-room/details/30-03-2017depression-let-s-talk-says-who-as-depression-tops-list-of-causes-ill-health. (Accessed 20 March 2018)

The Effects of Mono Lakes Hydrology on its Ecosystem :: Environment Biology Essays

The Effects of Mono Lake's Hydrology on its Ecosystem Situated at the foothills of the Eastern Sierra Nevada, Mono Lake has an unusual and unique hydrology that is highly influential in shaping the water chemistry (specifically the water's salinity and alkalinity) and biological life that survives there. Mono Lake is a hypersaline, highly alkaline, hydrographically closed basin in which the only natural means of water export is through evaporation. The basin itself was carved out by faulting of tectonic plates that occurred atleast 500,000 years ago. Mono Basin contains up to 7,000 ft. of glacial, fluvial, lacustrine and volcanic deposits in a large structural depression formed in part by down-dropping along the Sierra Nevada fault (Pakiser 1976). In addition to the water evaporated, the Los Angeles Department of Water and Power (DWP) began diverting Mono Lake's water and approximately 58% of its natural inflow (annually) to supply 13% of the city of Los Angeles's water supply in 1940 (Stine 1991). Because lake volume fluctuates in response to varying inflow and evaporation, the late-water concentration and composition can experience substantial change through time (Rogers 1992). A high concentration of soluble compounds and salts formed inherently as evaporation occurred, and minerals and compounds were left behind. Runoff, erosional sediments and precipitation (rain and snowfall are limited in the Eastern side due to the rainshadow effect) from the Sierra Nevada accumulate in the Mono Basin. Also ephemeral perennial streams from the Sierra Nevada flow into the Mono Basin. Because of this, a great deal of the groundwater and the groundwater hydrological system is dominated by stream losses from the mountains. Fault lines can also be highly influential to the production of groundwater. According to USGS's Ronald Oremland, The lake is usually monomictic, and undergoes one complete winter mixing event induced by the sinking of cold surface waters. However, inputs of large amounts of freshwater into the lake in the early 1980s and again in the late 1990s resulted in episodes of meromixis (Oremland 2000). Jellison predicts that the meromixis phase that is currently occurring will last several decades. Meromixis generally produces buildup of ammonia, sulfide and methane. In many cases diversions of freshwater inputs for irrigation or other human uses have resulted in diminished size and increased salinity (Jellison 1992). Diverting Mono Lake's streams has not only stirred political and environmental controversy over rights but has also led to the waters of Mono Lake being halved in lake volume, reduced by 45 ft.

Greek Women in The Odyssey :: Homer

The women in The Odyssey are a fair representation of women in ancient Greek culture. In his work, Homer brings forth women of different prestige. First there are the goddesses, then Penelope, and lastly the servant girls. Each of the three factions forms an important part of The Odyssey and helps us look into what women were like in ancient Greece. The role that the housemaids play in The Odyssey is that of servitude. They are expected to serve the suitors and put up with their rude demeanor. During the course of the ten years that the suitors are there, many of the housemaids sleep with them. Upon returning to Ithica, and slaughtering the suitors, Odysseus makes the housemaids who slept with the suitors clean up their dead bodies. After this he hangs them by the neck, with this gesture he indirectly calls them â€Å"harlots†. This indicates one of many feelings toward women of that time. Then there is Odysseus’ wife, Penelope. She is depicted as an individual. Homer makes her character appear as very clever and also very loyal. Never once during Odysseus twenty years of absence does she remarry. She tolerates the suitors in her home for ten years but never chooses, always with the hope that her first husband, Odysseus, will return. Homer also makes her seem clever when she gets all of the suitors to bring her gifts before she â€Å"chooses one† knowing that they are in a short supply of resources. In another instance he portrays her as clever in the way that she keeps the suitor away by weaving the tunic for Odysseus and secretly taking it apart every night. The role Penelope plays is very important because she is seen as a person, not a possession. Finally, there are the goddesses. They represent women in all their glory. They are very human-like in that they feel the same emotions like jealousy, anger, pride, revenge, excitement, joy, compassion, etc. The exception being that they have supernatural powers. Homer even makes then human-like to the extent that they fall in love with mortals, for instance Calypso.

Essays on the Realistic Hero in The Adventures of Tom Sawyer :: Adventures of Tom Sawyer Essays

Realistic Hero in The Adventures of Tom Sawyer   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tom Sawyer, the main character of The Adventures of Tom Sawyer, written by Mark Twain, is an average boy who is bored with his civilized life and escapes these constraints by pulling pranks.   The character, Tom is presented as a realistic and convincing boy.   He is kind and loving, but also cruel, stupid, and hypocritical.   As the story progresses, Tom shows signs of maturity.   The story of Tom Sawyer, as well as TOM being about a realistic character, is a story that is instructive to adults and children.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tom is shown, throughout the story, as a typical boy of his time.   He has a loving, happy home, with his devoted Aunt Polly to care for him.   He is restricted by his home routine of prayers, meals, chores, bedtime, ETCTERA, but when his routine life gets TOO dull, he has the nearby river and woods, where he can go to escape.   Though Tom is not " the model boy" of the village. He plays boyish pranks on Aunt Polly, Sid, his friends, and everyone in town.   He steals, lies, plays hooky, fights, and goes swimming secretly, but he is a normal boy, what normal boys do at his age.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tom is an imaginative boy who has a good knowledge about human behavior and knows how to use it.   He continually outwits his Aunt Polly, and also persuades other boys to do his work for him, without them even knowing of his trickery.   One example of this is in the whitewashing scene, when his Aunt Polly makes him whitewash the outside fence before he is allowed to play.   He slyly convinces the first boy by saying "...I don't see why oughtn't like it.   Does a boy get a chance to whitewash a fence everyday?" (21) With this cunning use of words he manipulates the boy to whitewash the fence, which leads to others also joining in to help.   In the end, Tom has made a tidy profit as well as GETTING the whitewashing done without actually doing it.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As well as Tom being known as a strong boy, he also has fears.   He is afraid, at various times in the book, of being harmed by Injun Joe, starving to death with Becky in the cave, of witchcraft, and of death during the thunderstorm when he is ill with the measles.

Psychological Theories

Psychological Theory Psych525 Psychological Theory This paper examines how a person’s cultural ethnocentric perspective causes them to react to a person from another culture based on the behavior/social cognitive theory. For the purposes of description, this presentation will explore both Irish and Japanese ethnocentric perspectives and how they relate to one another using the behavior/social cognitive theory. Ethnocentricity Before continuing on to describe Irish and Japanese cultural interaction, there needs to be clear understanding of what is meant by ethnocentric perspectives. According to Segall, Dasen, Berry, & Poortinga (1999) an ethnocentric perspective is the belief that a person’s culture is the center of all. The other part of an ethnocentric perspective is that it promotes postive feelings of self while creating negative thought patterns about others (Segall et al, 1999). Behavior/Social Cognitive Theory This theory was built upon the theory that behavior is a learned response primarily learned through social environment (Cervone & Pervin, 2010). Social-cognitive theorists also believe that a person’s cognitive functions allow for growth beyond the initial environmental contributors (Cervone & Pervin, 2010). A person’s culture represents their primary social environment and therefore is the predominant contributor to their personality development. This cultural awareness, or ethnocentric perspective, provides a framework of thought that affects a person’s future development. Behavior Cognitive theory presents points such as; avoiding conflicting stimuli and attempting to meet equilibrium state by means of using their cognitive elements. Cognitive elements are elements such as; values, beliefs, knowledge, and attitudes (Awa & Nwuche, 2010). The social aspect of this theory delineates the thoughts that evaluation of such experiences occur in context with uses past experiences. In addition, the social aspect of the theory helps to explain how as social beings we work as â€Å"information processing machines† (Landau et al, 2010). By the use of this combination of theories, we are able to explain and evaluate in a deeper way two very distinctive cultures. The Irish and the Japanese cultures are two cultures so deeply rooted, their culture serves as a means for further understanding cultural dynamics. Irish Ethnocentric Perspective Ireland’s culture is wrapped around its loss of freedom and loss of self after colonization by England (Howard, 2009). Ireland is a predominately Catholic nation while the colonizing English were Protestant causing considerable tensions towards England (Howard, 2009). The Irish view their nation as one of culture and peace in comparison with England’s militarism (Howard, 2009). The colonization by England, as with many other nations, resulted in a loss of language (Howard, 2009). A movement that picked up speed during the 1970’s allowed Ireland to regain its language (Pinter, 2010). The Irish also view themselves as Celtic, a subset of â€Å"white† (Chan, 2006). This racial identity was important because the English viewed them as something less evolved or refined (Chan, 2006). Irish pride is seen in the fight to regain their religion, their language and their national identity and independence from the English (Pinter, 2010). Japanese Even though it could be argued that ethnocentric bias mostly affects those countries that are diversely populated, Japan can be an exception. Japan is known typically to be composed of a homogeneous population. Japanese culture is known to isolate themselves politically and socially from outsiders. â€Å"Gaijin† is a term usually used in Japan to describe outsiders or an out-group. Prior to the 1860’s, the Tokugawa Shoguns adopted a policy enforcing the seclusion of their people. This policy restricted the contact between the Japanese society and people from the outside (Neuliep et al, 2001). A century has passed by, and most of the Japanese culture still maintains that seclusion mentality towards out-groups. The Japanese culture is an example of how even the most developed county can posses such ethnocentric biases. The Japanese culture is not willing to assimilate out-groups into their society. This perception goes as far as to treating Koreans who were raised in Japan, and speak the Japanese language as â€Å"Gaijin† or outsiders. The Koreans raised in Japan must undergo the discrimination and the prejudice (Neuliep et al, 2001). Conclusion References Awa, H. O. , & Nwuche, C. A. (2010). Cognitive Consistency in Purchase Behaviour: Theoretical & Empirical Analyses. International Journal of Psychological Studies, 2(1), 44-54. Retrieved from EBSCOhost. Cervone, D. , & Pervin, L. A. (2010). Personality: Theory and research (11th ed. ). Hoboken, NJ: Wiley. Chan, S. (2006). ‘Kiss My Royal Irish Ass. ‘ Contesting identity: Visual culture, gender, whiteness and diaspora. Journal of Gender Studies, 15(1), 1-17. doi:10. 1080/09589230500486850 Howard, B. (2009). In Sunlight and in Shadow. Sewanee Review, 117(4), 665. Retrieved from EBSCOhost. Maclaran, P. , & Stevens, L. (2009). Magners man: Irish cider, representations of masculinity and the ‘Burning Celtic Soul. ’. Irish Marketing Review, 20(2), 77-88. Retrieved from EBSCOhost. Neuliep, J. W. , Chaudoir, M. , & McCroskey, J. C. (2001). A Cross-Cultural Comparison of Ethnocentrism Among Japanese and United States College Students. Communication Research Reports, 18(2), 137-146. Retrieved from EBSCOhost. Pinter, M. (2010). English or Irish? Cultural nationalist ideology in late 19th century Ireland. Bulletin of the Transilvania University of Brasov, Series IV: Philology & Cultural Studies, 3(52), 233-242. Retrieved from EBSCOhost. Segall, M. H. , Dasen, P. R. , Berry, J. W. , & Poortinga, Y. H. (1999). Human behavior in global perspective: An introduction to cross-cultural psychology (2nd ed. ). Needham Heights, MA: Allyn & Bacon/Pearson. Smyth, G. (2004). Ireland unplugged: the roots of Irish folk/trad. (Con)Fusion. Irish Studies Review, 12(1), 87-97. Retrieved from EBSCOhost. Sturgeon, S. (2006). Maria Edgeworth, William Carleton, and the Battle for the Spirit of Ireland. Irish Studies Review, 14(4), 431-445. doi:10. 1080/09670880600984400

Meaningful Learning Essay

The importance of education cannot be emphasized enough, as it is the driving force behind our nation’s competitiveness on the global market, and the foundation of our status as a world leader. However, alarming recent statistics conclude that the level of education in our country is rapidly declining. This is the result of repeated failures by various governments to reform our public schools, by using methods that focus on small-part fixes rather than on changing the system at the core. The American public education system has a set of structural problems derived from the level of political involvment. In order to serve their own long term business interests, top CEOs and big corporations invest billions of dollars in our public schools, and in return they are allowed to influence the content of the education programs. In order to be successful, education reform should be free of politics, and it should be up to the experts to decide the direction of curriculum, and what methods are used to assess readiness. Grades and test results are important tools to assess knowledge, but equally important is meaningful learning inspired by competent teachers and exposure to the arts. Millions of students enrolled in the American public schools are not receiving a complete education, mainly because students’ and teachers’ performance is reduced to numbers, such as grades and test results. In order to meet the national standards, educators are under immense pressures to produce certain results, and children are mislead in thinking that if they get high scores in english and math, they are successful products of the school system. And so, under current reform, educators often lose sight of what’s important, and that is developing the child’s individuality by aiding them explore all aspects of themselves and the world around them. As a result, students no longer learn with pleasure, or for their own benefit and for the beauty of knowledge. Critics argue that â€Å"Children will race to the top when they discover passion and purpose from the inside, not because of extrinsic rewards like test scores, grades, or trophies† (Price-Mitchell 2). A child’s education should be molded around their pesonal qualities, interests, and aptitudes. In order to find out how to spark a student’s interest in the academic material, and decide what methods to use in order to motivate them, a teacher must primarily know the child’s likes and dislikes. That way, the educator should be able to connect the curriculum with examples from the student’s personal life, and things that the child can relate to. At the same time, the student will also get to know themselves and their environment better. Through self exploration, the child can find their true vocation. Self-knowledge also teaches students how to use their strenghts and how to overcome their weaknesses to improve academic performance. Therefore, in order to improve both students’ and teachers’ achievements, the public education policy should shift its focus away from high test scores, and enforce meaningful learning inspired by self-discovery. An effective school system should free teachers of the burden of restrictive polictics, and allow them to inspire meaningful learning in students, by utilizing their own personal traits, knowledge and skills. People always search for the best quality service they can get: the best doctor, the best lawyer, or the best accountant. Quality is even more relevant when we think of someone as important as the person in charge of our children’s education, which eventually dictates their path in life. That is because in a young student’s mind, the connection between their overall school experience and their teacher’s persona is so strong, that it sets the tone for their entire educational career. There are even instances when a child prefers the safehaven of a classroom, as opposed the grim reality of a bad neighborhood or a troubled household. That’s why a teacher should be more than just an instructor, they should become a child’s mentor, by developing a caring and compassionate relationship with each student. By connecting with kids on a personal level, a good teacher can taylor their technique in accordance to their students’ various interests and potentials. By arousing kids’ curiosity to the curriculum, teachers can motivate students to come to scool, and do well. Critics argue that good teachers are becoming an endangered species in the American education system, mainly because of misguided school politics â€Å"driven by the arrogance of reformers who are convinced that teaching is a simple process of delivering content. That approach is likely to increase test scores, simply by pressuring teachers to teach to the test. But †¦ t’s also likely to interfere with teachers’ ability to lure students into learning† (). Most professionals come into this field of work eager to make a difference, but even the most enthusiastic teachers lose their motivation to excel when they are met with stumbling blocks like standardized teaching methods, teaching to the test, or peer incompetency. Teachers lose their drive to do a good job when they are not allowed to conduct lectures in the way they see fit, but instead, by having to follow a factory type model. Educators lose respect for a system that does not respect them as capable individuals, and requires them to lose their identity and become as impersonal as production line workers. Continuing in the trend of measuring success by test results, teacher quality is also being wrongly assessed, and so our teachers are judged mainly by their students’ test scores in core subjects, even if those results don’t always reflect the students’ true level of education. Moreover, having to make up for their peers’ incompetency only adds to the general frustration. Lazy teachers take advantage of bureaucratic measures like tenure or reassignments, which often doubles the work load for capable teachers, and causes them to surrender under the pressure. Indeed, there are teachers who are just inheretly incompetent, but in most cases, poor teachers are just victims of bad school politics themselves. That’s why a good teacher should be allowed to develop and implement their own technique, unobstructed by counterproductive education policies, in order to guide students towards academic success. Art plays a major role in a nation’s cultural identity, and therefore, it should also be a significant part of children’s scool curriculum. A well rounded education shapes a student’s distinctive personality, and going beyond academics, it should also cultivate appreciation for visual and performing arts. Art education instills in students many qualities that cannot be otherwise be taught, like persevearance, attention to detail, leadership, and setting a high bar for personal excellence. These attitudes are crucial to the proper development of one’s work ethic. Extensive research sheds more light onto the importance of art education in connection to improved academic performance. â€Å"In music we see a lot of connections between studying keyboards and understanding mathematical concepts. We see drama as a way to help early readers develop their comprehension skills. When they have an opportunity to act out the story, they gain a greater comprehension in reading† (Baker 260). Art is fun. It is gratifying. Therefore, unbeknownst to them, the little learners deepen their cognitive skills just by practicing their artistic talents. Students can then use those skills to excel in other areas of the curriculum, by relating science projects to easy-to-understand examlples from the art world. Moreover, fun art programs can be utilized as motivation to bring kids to school. Teachers can improve attendance by craftly alternating fun art sessions with science lectures. Lastly, art education in schools is neccessary for children with extraordinarry artistic abilities, but who are academically challenged. By including creative education in its structure, our school system gives artistic students the opportunity to develop their abilities, and choose a career doing something they love. Thus, due to its versatility, art training helps students not just to gain high academic achievements, but also establish their individuality as valued members of the society. Today’s students will be tomorrow’s professionals, and as adults, they will have a major responsability to our nation’s progress and prosperity. But by then -warn analysts- they might not have the abilities to deliver the needed results, and the culprit is the current approach of our education system. Due to the recent financial crisis, school budgets have shrunk, and as a result, many teachers have been laid off, and schools have eliminated many art programs from their curriculum. Art advocates warn that children educated by the American public schools are not getting enough art education. The design of our current curriculum completely disregards the importance of art education for students’ future, by focusing soley on literacy and numeracy. â€Å"With the emphasis on reading and math skills aimed at passing the tests, school curricula are narrowed, depriving students of valuable exposure to the arts† (Taylor 2). Economic progress is made possible through innovation, and human creativity is at the root of all innovation. A new product comes to life when its creator first envisions it, and then uses their scientific knowledge to bring it to reality. There are countless industries that rely on both science and creativity, and amongst the most notable ones are the entertainment, fashion, and automobile industries. In fact, the perfect example of how visual art and science can be used together successfully is information technology – one of the most profitable industries in the world. Our country’s groudbreaking achievements in that technological field are one of the reasons for America’s competitiveness on the global market. This is proof that cognitive knowledge is necessary to our nation’s development, but it is not enough to drive progress. Therefore, by developing students’ artistic abilities hand in hand with their scientific expertise, the American school system should produce well rounded individuals, capable to promote the economical growth necessary to our nation’s prosperity for generations to come. A well rounded education should come down to a student and a teacher armed with the right tools for success: the teacher’s expertise and a balanced curriculum. The direction of our education system is majorly influenced by political interests, and ruled by the misconception that one size fits all. Yes, with the current strategies, we are producing great businessmen, but not every student is fit to be a businessman. The curriculum should be structured in a way that it can give equal opportunities to all the other students to discover what they’re good at and what they like. Otherwise they won’t be able to keep up, and would eventually drop out of school. That means America would become a nation of businessmen battling for the few jobs available in that field, and school dropouts living a life of poverty and crime. It is a grimm outlook, but also one that seems not far away. That is why our education system is in urgent need for an intervention, especially in the aftermath of the recent financial crisis, as our country is searching for a new direction. Minimizing the pressures of political involvment in America’s public schools should allow educators to perform their jobs free of pressure, to help children develop into knowledgeable and innovative citizens who will ensure our nation’s competitiveness in the 21st century.