The Meansure of a Man (A Closer Look at Five Great Men) :: essays research papers

How does one determine the measure of a man? His accomplishments? His ancestry? His financial worth? Or do we look deep into the heart and soul of that man and determine the weight of his values, his dreams and what he has stood for in the grand scheme of things?   Ã‚  Ã‚  Ã‚  Ã‚  We will appraise the lives of six important figures in the shaping of our country. With this evaluation, we risk becoming critic and judge, but in an attempt to go beyond those things both tangible and measurable, perhaps we will be forgiven.   Ã‚  Ã‚  Ã‚  Ã‚  Thomas Jefferson called him, â€Å"†¦a wise, a good and a great man.† Patrick Henry, when asked who he thought was the greatest man in Congress, replied, †¦Ã¢â‚¬ if you speak of solid information and sound judgment, Colonel Washington is the greatest man on that floor.† Despite his height and noble bearing, Washington was a quiet man who pondered long before decisions. Even with little schooling, he was an avid student of math and science. At a very early age, he was aware and respectful of decorum and manners. At 13, he copied the one hundred and ten â€Å"Rules of Civility and Decent Behavior in Company and Conversations,† and lived by them. His mathematical and science skills coupled with attributes of respect, responsibility and strength secured him a position as a surveyor in Virginia at only sixteen.   Ã‚  Ã‚  Ã‚  Ã‚  These same qualities, planted as deeply into his soul as the trees on his father’s farm, are what gave him the courage and perseverance to plunge headlong into a life filled with some of the greatest achievements in American history.   Ã‚  Ã‚  Ã‚  Ã‚  At 20 years old, Washington was plodding through one thousand miles of snow, swimming ice-clogged rivers and dodging the bullets of angry Native Americans only to carry a warning message to an unwelcoming French commander in the Ohio River Valley. He was shot once, and walked one hundred miles when his horse got too weak to go on. But he finished the task laid before him. In this first mission, courage and perseverance were metals he earned to wear on his heart.   Ã‚  Ã‚  Ã‚  Ã‚  Two years later he commanded the British army in the French and Indian War. As Lieutenant Colonel of the Virginia forces, he captured twenty-one French and killed ten, loosing only one man in the process. In this, he added two metals, strength and wisdom.   Ã‚  Ã‚  Ã‚  Ã‚  Military battles dominated Washington’s years, and the battles both won and lost created the warp and weft of the fabric of his life.

The Seeds of Discouragement

The seeds of discouragement in work with young people INTRODUCTION Discouragement by definition is the act of or instance of being discouraged, the state of being discouraged or something that discourages. In other words it is simply the feeling of despair in the face of obstacles. Young people may become defiant or hard if seeds of discouragement are sown into their lives especially during their childhood years. This essay will seek to demonstrate how discouragement can be used positively by a child and youth care worker (CYCW) to try to help the youths they work with develop positively.It will discuss how CYCW behaviors encourage or discourage youths by addressing the four ecological hazards linked to the profiles of discouragement. The 10D’s of deviance will be explained and then it will further explain what the impact of personal theories of behavior can be. This paper will conclude by looking at what the impact on assessment will be if the child or young person feels disc ouraged by his or her interactions with the CYCW. CYCW’s are in daily contact with children and young people and they assume a very large and important role in their lives.Gannon (1990) suggests that they interact, observe and spend a lot of time with them hence they know them and their ways very well. Gannon (1990) further suggest that CYCW’s represent children and youth, share their hopes and aspirations for the future as mature, responsible and independent adults. A CYCW can use discouragement in a positive way so as to try to develop appropriate behaviors and attitudes by discouraging them from engaging in dangerous and negative activities that can affect their growth, development and achievements.This can be achieved by focusing on transitions within their environments instead of concentrating on the negative traits of troubled children. Four ecological hazards which are destructive relationships, climates of futility, learned irresponsibility and loss of purpose can be used to address this. Destructive Relationships Children affected by this hazard are for example those children who are unclaimed or rejected by their families. Their needs are failed to be met by their caretakers.This usually leads children to lose the ability of being able to create meaningful and real attachments with anyone. They feel like outcast and in most instances those in foster homes are moved constantly from one home to another. Stout & Kipling (2003) suggested that those who practiced detachment effectively distanced themselves from the source of hurt, whether by â€Å"shutting down,† not speaking or hearing or joking and laughing about the source of pain. They end up being involved in delinquency such as stealing, drugs use and abuse and even prostitution. Some end up having suicidal thoughts.Ackerman (2012) suggests that one of the elements of reclaiming discouraged youths is by earning their trust therefore the CYCW can discourage this negative behavior by gaining trust and building a meaningful relationship with these children. By this they can be influential in the children’s lives, discourage them from negative activities and behaviors and correct and comment them when their behavior is unacceptable. Climates of Futility This ecological hazard consists of children who fear failure because they feel inadequate. It looks at achievement or mastery.Grose (n. d) suggests that most children like adults can be stung by discouragement and if they receive enough of it, their self-esteem takes a dive and they begin to take fewer risks for fear of being criticized for making mistakes. These children are seen as ignorant and arrogant. A rather negative, cynical and pessimistic approach does not work because negative discouragement by a CYCW can lead to negative futility being breed. Punishing them can also lead these children to be more difficult as boredom may be the main cause of them following destructive paths.They are unmotivat ed, give up easily and avoid risks hence the CYCW should discourage these traits and encourage them to focus on their strengths, be creative, persistent and motivated in what they do. This can be achieved by creating non-threatening environments and having experimental activities that involve social engagement by teaching those concepts and not facts. Mentoring and teaching them accountable cooperative learning can discourage them from engaging in the negative activities they were once involved in or might get involved in as a sense of a future and purpose is created. Learned ResponsibilityThis ecological hazard consists of children who are rebellious and defiant as they try to mask their sense of powerlessness. This in most cases leads these children to join gangs in search of a feeling of belonging. Another reason for these gangs to be created is for these children to look for loop holes and go against authority. This is because their needs are not being met by the existing social structures. This may lead to drug and alcohol abuse, theft, prostitution and even killings. Responsibility cannot be learned because of these negative and destructive ways that would have been learnt.CYCW’s can discourage these children from gangs by teaching them to become independent, self-sufficient, responsible and self-disciplined. This can help these children from refraining themselves from negative and bad ways of living as they would be obedient to authority, respect social responsibility and have self-control by having inner values. Loss of Purpose It is portrayed by self-centered youth in search of meaning in this world that is full of confusing values. Many of these children end up using drugs on the street corners if they are poor or in their mansions if they are rich.Regardless of their different backgrounds and social statuses, these children find it hard to develop a sense of own value if they do not have the opportunity to be of value to others. Instead they become affectionless, selfish, bullies and narcissistic. The CYCW should use discouragement of drugs taking and self-centeredness in order to encourage them to be caring, loyal, sharing, generous, empathetic and supportive. This in turn helps children learn to be responsible, courageous, do things for others and be hooked on helping, create attachments to other people and have empathy for the condition of those who are less fortunate. 0 D’s of Deviance The 10 D’s of deviance on approaches to difficult children help us understand how a problem is viewed by adults and what typical responses that often follows. It shows the link between naming a problem and the typical responses that often follows. There are ten D’s of deviance but only three are going to help explain the link between the naming of the problem and the typical responses that follow. Looking at the educational theory, children are often viewed or the problem is always named as them being disobedient. The typical responses are that the child can be reprimanded, corrected or expelled from school.Argyris (1958) states that studying human behavior in schools as in organizations involves ordering and conceptualizing a buzzing confusion of simultaneous existing, multilevel mutual variables. So it may not be the case that the child is being disobedient but simply looking for attention as there might be things that would be troubling the child and they might not know how to express themselves. This is seen in children who bully other children as they usually come from broken and abusive homes where they might have been or are being abused.Expelling the child will not help anything but instead the best response is to try to get help for the child by counseling and protecting them. Redshaw (2011) suggests that from establishing a caring and nurturing therapeutic environment, focusing on developing their personal strengths, interests and talents, providing intensive support for targeted b ehaviors, to ensuring that day? to? day practices around discipline and corrective guidance are focused on teaching and treating, rather than punishment.The special education theory suggests that children are labeled as being disabled and the following responses are likely to be segregation or remediation of the child. In medieval times disabled children were seen as a curse and were usually killed at birth. Segregating the child will only further damage the child psychologically and emotionally. Instead resources at the adults’ disposal should be used to develop the child based on their needs and condition so that they can become independent. The folk religion states that children are labeled to be possessed by a demonic being.The response that would follow was an exorcism, chastise or the child being banished. Possession might not be the case as the child might be having psychological or behavioral disorders that require a different approach to cure or treat them. At times it is not necessary to label children as being possessed before ruling out every other alternative because the whole exorcism process will traumatize the child especially is it does not work. Positive Personal Theories of Behavior These theories try to explain how behaviors attributed by challenges faced by and the positive traits of the youth affect them leading them to take certain actions.Cognition esteeming labels show positive traits which the youths possess such as being strong, competent and worthy. These positive traits affect the youths positively as they get affection and attraction. They feel wanted and in turn reciprocate the feeling. They most likely get involved in activities that help them grow and develop. They are able to create attachments and hence the chances of them disassociating from the world are low since they have mentors such as the CYCW’s who help shape their character on positive ways. They are nurtured and empowered with positive skills that will help them aspire in life.Empathizing labels make them feel like they are being rejected, discouraged and frustrated. This affects them because they become concerned and they sympathize about being labeled like that. They use this for the positive as they defriend those people who bring negative things in their lines or they may be encouraged to work harder at trying to be better than those people that discourage, frustrate and reject them. We are all different, and a lot of people believe in themselves and use this negativity to their advantage if they are in the care of caring CYCW’s, mentors or guardians who will help them channel it in a positive way.On the other hand the negativity can depress, unmotivated and bring a child down because of its discouraging and frustrating manner. In conclusion assessment will become difficult if a children or a young person feels discouraged by their interactions with a CYCW. This is because discouragement will only encourage the same ol d behaviors to be maintained and therefore the CYCW might not be able to assess the child properly as they will still be blocked out by the child. Assessment requires creating an attachment, opening up to each other and feeling comfortable around each other.Even though assessment is affected negatively if the child feels discouraged by the CYCW, the CYCW can pick up some of the negativity in the child’s behavior and speech or even by how they will be interacting. WORDS (1831) References: Ackerman, R. J. 2012. Developing Resilience and Achievement Skills in High Adolescents: Victory or Violence Conference. Lexington, KY, July 11, 2002. Argyris, C. 1958. Some problems in conceptualizing organizational climate: A case study of bank. Administrative Science Quarterly, 2(4): 501-520. Brandton, L. K. & Brokenleg, M. 2002. Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, Indiana: National Education Service. Gannon, B. 1990. Staying sane as a child care worker. The Chil d Care Worker. 8(4): 10-12 Grose, M. (N. d). How to Help your Child at Sport Without Embarrassing them or yourself: Our Kids. A newsletter for Parents. Redshaw, S. 2008. Meeting the needs of children and young people in care: What is the ethical response? Australian College for Child and Family Protection Practitioners, Stamford Grand, Adelaide. Redshaw, S. 011, theurapeutic Residential Cre Porgram: Model of Practice. Sanders, M. R. 1992. Every parent: A positive approach to children's behaviour. Sydney: Addison? Wesley Publishing Company. Seita, J. R. 2006. Troubled but talented: Finding hidden strengths. Reclaiming Children andYouth, 14(4): 194? 195. Stout, M. D. , & Kipling, G. 2003. Aboriginal people Resilience and the Residential School Legacy. Ottawa, Ontario: Anishinable Printing Walsh, J. , & Aubry, P. 2007. Behavior management through adventure. Reclaiming Children and Youth, 16(1): 336? 339.

Limiting Reactant Problems in Chemistry

A balanced chemical equation shows the molar amounts of reactants that will react together to produce molar amounts of products. In the real world, reactants are rarely brought together with the exact amount needed. One reactant will be completely used up before the others. The reactant used up first is known as the ​limiting reactant. The other reactants are partially consumed where the remaining amount is considered in excess. This example problem demonstrates a method to determine the limiting reactant of a chemical reaction. Example Problem Sodium hydroxide (NaOH) reacts with phosphoric acid (H3PO4) to form sodium phosphate (Na3PO4) and water (H2O) by the reaction: 3 NaOH(aq) H3PO4(aq) → Na3PO4(aq) 3 H2O(l) If 35.60 grams of NaOH is reacted with 30.80 grams of H3PO4, a. How many grams of Na3PO4 are formed?b. What is the limiting reactant?c. How many grams of the excess reactant remains when the reaction is complete? Useful information: Molar mass of NaOH 40.00 gramsMolar mass of H3PO4 98.00 gramsMolar mass of Na3PO4 163.94 grams Solution To determine the limiting reactant, calculate the amount of product formed by each reactant. The reactant the produces the least amount of product is the limiting reactant. To determine the number of grams of Na3PO4 formed: grams Na3PO4 (grams reactant) x (mole of reactant/molar mass of reactant) x (mole ratio: product/reactant) x (molar mass of product/mole product) Amount of Na3PO4 formed from 35.60 grams of NaOH grams Na3PO4 (35.60 g NaOH) x (1 mol NaOH/40.00 g NaOH) x (1 mol Na3PO4/3 mol NaOH) x (163.94 g Na3PO4/1 mol Na3PO4)grams of Na3PO4 48.64 grams Amount of Na3PO4 formed from 30.80 grams of H3PO4 grams Na3PO4 (30.80 g H3PO4) x (1 mol H3PO4/98.00 grams H3PO4) x (1 mol Na3PO4/1 mol H3PO4) x (163.94 g Na3PO4/1 mol Na3PO4)grams Na3PO4 51.52 grams The sodium hydroxide formed less product than the phosphoric acid. This means the sodium hydroxide was the limiting reactant and 48.64 grams of sodium phosphate is formed. To determine the amount of excess reactant remaining, the amount used is needed. grams of reactant used (grams of product formed) x (1 mol of product/molar mass of product) x (mole ratio of reactant/product) x (molar mass of reactant)grams of H3PO4 used (48.64 grams Na3PO4) x (1 mol Na3PO4/163.94 g Na3PO4) x (1 mol H3PO4/1 mol Na3PO4) x (98 g H3PO4/1 mol)grams of H3PO4 used 29.08 grams This number can be used to determine the remaining amount of excess reactant. Grams H3PO4 remaining initial grams H3PO4 - grams H3PO4 usedgrams H3PO4 remaining 30.80 grams - 29.08 gramsgrams H3PO4 remaining 1.72 grams Answer When 35.60 grams of NaOH is reacted with 30.80 grams of H3PO4, a. 48.64 grams of Na3PO4 are formed.b. NaOH was the limiting reactant.c. 1.72 grams of H3PO4 remain at completion.

What is Enlightenment Emmanuel Kant - 1086 Words

In his essay writing â€Å"What is Enlightenment?† Immanuel Kant defines enlightenment as â€Å"man’s emergence from his self-imposed immaturity† (Kant, 1). In order for us to completely understand this definition, we must first understand what Kant meant by â€Å"Immaturity†. In the writing Kant defines immaturity as â€Å"the inability to use one’s understanding without the guidance from another†(Kant, 1). Furthermore, Kant believes that this immaturity is self-imposed, and that it is the individual’s fault for lacking the courage and resolve to think for themselves, but instead pay others to think and understand for them. I substantially agree with this idea, however, his remarks on immaturity in relation to the government, the way people should live, and†¦show more content†¦Furthermore, in the text he mentions â€Å"Nothing is required for this enlightenment, however, except freedom; and the freedom in question is the l east harmful of all, namely, the freedom to use reason publicly in all matters†(Kant, 2). What Kant tries to explain in this writing is that people need to exercise their reason in public stages/arena’s such as public debating without the â€Å"guardians† interference. They should be able to debate with each other in complete freedom, without censorship. I agree with Kant that to achieve enlightenment we have to first achieve freedom. But to achieve enlightenment to me is to be able to think freely, be healthy, and to be wise. Just thinking freely can get you to enlightenment Kant claims. However, without health how can one think when something troubles him, or he is ill. Without wisdom how can one expect to speak knowledgeable about a topic? Kant believes that the public use of ones reason â€Å"must always be free† and that public reason is reason that â€Å"anyone as a scholar† makes before the â€Å"literate world† (Kant, 2). Private reason he mentions is the use of reason that a person can make in what he called a civic office or a civil post. He believed that public reason is free and that private reason had restrictions because there was a need to keep social, and public order. In the private realm, Kant believed, we are supposed to strictly follow guidelines of the civic post that we are currentlyShow MoreRelatedEnlightenment Emphasized Reasoning over Tradition1266 Words   |  5 Pages Enlightenment began as an intellectual movement in the 17th and 18th century among European philosophers. It emphasized individual reason over tradition. In other words, enlightenment is illustrated by a belief in the authority of and need for human reason, particularly in regards to politics, education, and r eligion. The ideas of enlightenment were explored predominately by philosophers like Kant, Goethe, Voltaire, Rousseau, and Adam Smith. Living towards the end of the age of Enlightenment, EmmanuelRead MoreThe Theory Of Divine Right935 Words   |  4 Pagesthoughts. Rousseau’s most significant work was â€Å"The Social Contract† written in 1762. The point of â€Å"The Social Contract† is to conclude how freedom may be imaginable in civic society, and we might do well to break in records temporarily and comprehend what he means by freedom. In the official nature we enjoy the physical free will of having no limits on our actions. By entering the social contract, we place chains on our conduct, which make it questionable to reside in a community. By giving up ourRead MoreThe Principles Of Freedom Of An Individual934 Words   |  4 Pagesnot infringed on (Kant Political Philosophy, 1993. p. 173). Liberalism today could slightly be different with earlier views as a result of changes in time and history however the fundamental tent of liberty and the ideals of freedom, equality, independence as expressed by Kant remains the same and paramount. Several philosophical views regarding modern political thought on state of nature, social contract and division of powers has immensely been written by both Locke and Kant in their era. Read MoreCosmopolitanism Essay900 Words   |  4 PagesCosmopolitan†¦ Not the Drink! The word cosmopolitanism, derived from Greek, means that humans are part of a global civilization. â€Å"Cosmos† signifies the earth, and â€Å"polis† means city or state. The Enlightenment philosophers Emmanuel Kant and Baron de Montesquieu interpreted the idea slightly differently but fundamentally agreed that it entails the communication and exchange of varied cultures, especially through commerce. Cosmopolitism is not to be confused with legal pluralism, discussed by LaurenRead MoreThe Great Conversation Of History1573 Words   |  7 Pagesthe questions of faith and reason are always things battling for a spot in our minds, but they shouldn’t be in battle because they are very much dependent on the other. Among the time periods from Ancient Greece, the Enlightenment, and the 19th century, writers such as Socrates, Kant, and Martin Luther King Jr have looked at the issue of faith and reason. Western Civilization has developed and changed over time. In Ancient Greece where the Western Civilization really started to take off, it wasRead MoreRise of Nazism and Enlightenment Thought2086 Words   |  9 PagesHIST215 – Later Modern Europe,1789-1939 Assessment Task One Research Essay The rise and subsequent take-over of power in Germany by Hitler and the Nazi Party in the early 1930s was the culmination and continuation not of Enlightenment thought from the 18th and 19th century but the logical conclusion of unstable and cultural conditions that pre-existed in Germany. Hitler’s Nazi Party’s clear manipulation of the weak state of the Weimar Republic through its continued failure economically and sociallyRead MoreThe Theory Of Divine Right1330 Words   |  6 PagesThroughout history, new ideas have always been formed from questions and different questions create new ideas. These five documents- â€Å"The Theory of Divine Right,† â€Å"Revocation of the Edict of Nantes,† The Social Contract, What is Enlightenment?, and The Declaration of Independence- each discuss a different idea and are substantial in the demonstration of this idea. These ideas have many differences and similarities. They may be significant in different revolutions, b ut they all pertain to differentRead MoreIts War in the Cyber-World Essay1733 Words   |  7 Pagesindustries of media: wikipedia, twitter and others (Condon, 2012:2). The laws of copyright date back to the 18th century. In his Essay III, Emmanuel Kant calls it as counterfeit,† mainly of books, which primarily meant copying somebody elses book or work. Kant argued that freedom also consisted in not having others copy ones artistic or intellectual works, (Kant, 1785:1). 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One of these famous eras is the age of enlightenment also referred to as the age of reason or simply the enlightenment. Age of enlightenment refers to the time that guided intellectual movements known as The Enlightenment. We can say that in the world today, there still exists some form of enlightenment that is going on. The enlightenment today comes from a new practices

Personal Narrative My Weekend At Ferris - 1621 Words

My Weekend at Ferris It was the beginning of a long weekend. One of those weekends that end up being one of the funnest times you ever have. As I was waiting at my house to be picked up to go visit friends at Ferris State and party, my excitement was building. The party was no regular one however. This was the weekend of ferris fest, where the beer flows constantly and weed is smoked religiously. So I waited for my friend Dakota to pick me up and by the time he got to my house my excitement was at an all time high. I was talking like a little kid who jabs your ear off. After my house the next stop was our best friend Caden’s. We picked him up and after the crew was together it was off to college. When we arrived at the apartment we were†¦show more content†¦Later that night, around 3, the party was dying down so we decided to go back to the house and play some beer pong and go to bed. We were back there and I was upstairs with Mike in his room. Mike and I have always had a great time hanging out and are very good friends. So I ask him, â€Å"Mike can I just crash in your room for the weekend so I don’t have to deal with an uncomfortable, crowded spot downstairs.† And he goes, â€Å"Viele you can just have my bed.† I couldn t believe it. I thought it was so funny he let me sleep in his bed instead of him. So I end up passing out not too much later than that to put a cap on a fun first night. The morning had come. The sun shined in the window as I woke up, for it was beautiful out. I walked downstairs to find Chandler frying burgers on the stove and listening to viking metal on blast. He made food for all of us, his hospitality skills were definitely on point. On top of that the burgers were so good. We even had to eat them on bread and they were still delicious. The drinking had started extra early that day. As soon as we were awake there were beers in our hands. We started partying while going over our plan for the day. We settled on the idea that we would wait until a little before dark and go check out the big party place at Ferris. It was mid afternoon when I started to realize people were getting extra intoxicated. They started acting sloppy drunk. There was yelling, loud talking, and a heavy slurShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesDiversity Manageme nt Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 †¢ Diversity in Groups 58 †¢ Effective Diversity Programs 58 Summary and Implications for Managers 60 S A L Self-Assessment Library What’s My Attitude Toward Older People? 40 Myth or Science? â€Å"Dual-Career Couples Divorce Less† 47 An Ethical Choice Religious Tattoos 51 glOBalization! Images of Diversity from Around the Globe 54 Point/Counterpoint Men Have More Mathematical Ability Than WomenRead MoreProject Managment Case Studies214937 Words   |  860 PagesWhat influence should a customer have in redesigning a methodology that has proven to be successful? 4. What if the customers want the existing methodologies left intact? 5. What if the customers are unhappy with the new combined methodology? Ferris Healthcare, Inc. In July of 1999, senior management at Fems recognized that its future growth could very well be determined by how quickly and how well it implemented project management. For the past several years, line managers had been functioningRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 Pagesavoidance of overdependency on one supervisor, the challenge of new assignments, avoidance of dead-end career paths, cross-fertilization of ideas gained in other settings, increased interdepartmental cooperation as a result of the establishment of personal networking, and evaluation by different superiors in different settings. From a strategic perspective, a major advantage is that such programs develop a pool of managers who have been exposed to an area of the business who can then provide managementRead MoreAccounting Information System Chapter 1137115 Words   |  549 Pagesfollowed by organizations that certify how various web sites use the information they collect. Students are likely to make the argument that personal information is inherently private and sacrosanct. To challenge that view, ask them about the legitimacy of developing and maintaining a reputation. Doesn’t that involve the divulgence and sharing of personal information among strangers? Ask the class if it is feasible (or undesirable) to totally prevent or prohibit such sharing of information. The

Health and Cultural Determinants

Question: How do you go about building a working relationship with the man without undermining his worldview while maintaining your own Christian ideals? Answer: Health and Cultural Determinants Shaman is a political clout in the village of Hypothea. This village is located in a remote area of the world. There is a language barrier because Shaman belongs to a different culture whereas the doctor who had a visit in that village is a Christian1. The doctor has been assigned the duty of identification of epidemiologic factors that contributes to a number of diseases in that area. He also needs to introduce the public health measures in order to improve the well-being of the villagers. He suspected that the villagers are suffering from tropical diseases. For that, the doctor needs to develop a relationship with Shaman because he alone has been identified as the factor for doctor to be unsuccessful in doing his research. This is because Shaman had an aura of fear in this village and no one is allowed to speak without his permission. Therefore, the doctor needs to develop a bond of trust and respect with Shaman. This is due to the reason that interpersonal relationships play an important role in constructing the knowledge, promoting and preventing the health care and traditions to be continued2. He needs to make a conscious decision at first place and as an active step so as to make a difference. He needs to increase his level of knowledge and awareness about the culture to which Shaman belongs to as well as of the other people who are living in that village of Hypothea. In addition to building the relationship with Shaman, the doctor also needs to build the relationship with other people who belong to different cultures. Also, because there is a language barrier which is acting in their way to effective communication, the doctor can make the efforts towards knowing and learning about the language spoken by Shaman and local villagers so that he could understand whatever they are speaking and communicate with them easily. Doing this, would make the doctor as well as Shaman to feel comfortable in each others company. The doctor can also read about the histories of those people. He should make notice of the communication style followed by Shaman and other indigenous people of Hypothea3. He need to make Shaman understand that there are societal influences and forces that isolate the people belonging to different religions, ethnic groups and economic groups from each other. The doctor also needs to remember that showing the care and love is a fundamental aspect of any relationship. This is because everyone wants be cared about and also caring makes the relationship real4. This can sometime result in melting the heart of other person and breaks their rigid attitude towards them. He can indulge in different activities with the villagers and can behave in a friendly manner with them. The doctor needs to be willing to take risks in his life and need to motivate himself so that he can overcome this barrier and can then identify the relationship between the cultural determinants of disease. Thus, the above mentioned efforts can help the doctor to establish a friendly relationship with Shaman as well as in building the working relationship with him. References Arnault DS. Cultural Determinants of help seeking: A model for research and practice. Res Theory Nurs Pract. 2009; 23(4): 259-278. Parrish P, VanBerschot, JA. Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction. Int Rev Res Open Dis. 2010; 10(2): 1-19. Ely RJ, Thomas DA. Cultural Diversity at Work: The Effects of Diversity Perspectives on Work Group Processes and Outcomes. Administrative Science Quarterly, 46(2): 229-273. Watson WE, Kumar K, Michaelsen, LK. Cultural Diversity's Impact on Interaction Process and Performance: Comparing Homogeneous and Diverse Task Groups. The Academy of Management Journal, 36(3):590-602.

Italian Renaissance Essays (800 words) - Renaissance Art

Italian Renaissance As the fourteenth century ushered out the Middle Ages in Italy, a new period of cultural flowering began, known as the Renaissance. This period in history was famous for its revival of classical themes and the merging of these themes with the Catholic Church. These themes of humanism, naturalism, individualism, classicism, and learning and reason appeared in every aspect of the Italian Renaissance, most particularly in its art. Humanism can be defined as the idea that human beings are the primary measure of all things (Fleming, 29). Renaissance art showed a renewed interest in man who was depicted in Renaissance art as the center of the world. Pico della Mirandola said that, "there is nothing to be seen more wonderful than man." (Fleming, 284) This could almost be taken as a motto for Renaissance art. Michelangelo's David clearly supports Mirandola's statement. Since Renaissance art focused on representing tangible, human figures, rather than depicting scenes from the Bible in order to praise God, the artists had to think in more natural, scientific terms. Artists became familiar with mathematics and the concept of space, as well as anatomy. Lorenzo Ghiberti studied the anatomical proportions of the body, Filippo Brunelleschi was interested in mathematics in architecture, Leone Battista Alberti, who was skilled in painting, sculpture and architecture, stressed the study of mathematics as the underlying principle of the arts (Fleming, 285). Leonardo also looked at the geometric proportions of the human body (Calder, 197). In painting, but especially in sculpture, artists were inspired to express the structural forms of the body beneath its external appearance. Their anatomical studies opened the way to the modeling and the movements of the human body. In painting, naturalism meant a more realistic representation of everyday objects. In Fra Angelico's Annunciation, he shows an exact reproduction of Tuscan botany (Wallace, 237). Also, the concept of space was important. In painting, figures were placed in a more normal relationship to the space they occupied. Human figures tended to become more personal and individual. Three clear examples of that are Donatello's David, and Leonardo's Mona Lisa and Last Supper, in which the twelve different expressions of the apostles were shown. Every statue, every portrait was an individual person who made a profound impression. Mary and the angel Gabriel became very human in Fra Angelico's Madonna (Wallace, 45). Even when placed in a group, every individual figure stood out separately, as in Boticelli's Adoration of the Magi. One form of art representing the individual was the portrait. Wealthy families and individuals commissioned artists to create statues and paintings. High regard for individual personality is demonstrated in the number and quality of portraits painted at this time (Flemming, 286). Italian Renaissance humanism were motivated by a rediscovery of the values of Greco-Roman civilization. An example of architectural revival is Bramante's Tempietto, a small temple built where St. Peter is said to have been crucified. Bramante later got a chance to build on a much greater scale: St. Peter's Basilica. Clearly using classical civilizations as his model Bramante said of St. Peter's, "I shall place the Pantheon on top of the Basilica of Constantine." (Flemming, 309-310) Other architects went back to the central-type churches modeled on the Pantheon, rather than the rectangular basilica that had evolved over the centuries. They revived classical orders and "blueprints." Decorative motifs were derived directly form ancient sacophagi, reliefs, and carved gems. Sculptors revisited the possibilities of the nude. Painters, however, didn't have the classical references that sculptors had, so they used mythological subjects. With all of the studying and learning of art in the Renaissance, it would be of little wonder that the subject of some of the art was learning itself. The most famous example of this is Raphael's School of Athens. Raphael, along with Michelangelo, was placed in the painting among the ranks of artist-scholars. As members of a philosophical circle intent on reconciling the views of Plato and Aristotle, Raphael and his friends reasoned that Plato and Aristotle were saying the same thing in different words. The two philosophers were placed on either side of the central. On Plato's side, there was a statue of Apollo, the god of poetry. On Aristotle's side there was one of Athena, goddess of reason. Spreading outward on either side were groups corresponding to the separate schools of thought within the two major divisions (Barrett, 87). No matter what theme of the Italian Renaissance is named, there is always some example of a corresponding art manifestation of it. For humanism it was David, for naturalism it was Annunciation, for individualism, it