Emanuel Medical Center Case Study Example | Topics and Well Written Essays - 1500 words - 1

Emanuel Medical Center - Case Study Example EMC’s Service Area incorporated the wide city of Turlock and the smaller towns in its periphery. Out of eighty percent of EMC’s patients were residents of the primary service area, sixty-four percent came from Turlock. The twelve small towns in the Turlock’s periphery were EMC’s secondary service area and were within five and fifteen miles from EMC. The secondary service area provided fourteen percent of all ECM’s patients. Residents from without EMC’s primary and secondary service area made up the remaining six percent of EMC’s patients. EMC had a mixed customer base comprising of cultural diversity and patients of different ages. In 1999, EMC recorded that 40.1 of its patients were 65 years and older, patients between 15 and 44 years of age formed 33.2 percent, and the 14-year olds and younger formed 10.2 percent. Hispanics were 32.5 percent of EMC’s patient population and were the fastest growing segment of emergency departme nt admissions. In 2002, the population of EMC’s primary service area was about 200,000 that was a nineteen percent increase from its population of about 168,000 in 1998. A big proportion of EMC’s patient population was baby boomers (Fisher, 2009). There are many hospitals and surgical outpatient clinics within 50 miles of Turlock that compete for patients’ loyalty. Kaiser Permanente’s contract with Memorial Medical Centre of Modesto is one of the large HMOs that provide EMC with insurance-covered patients. HMOs add to EMC’s market advantage because they provide it with this section of the patient population. However, the proximity of EMC’s competitors accelerates the fight for patients.

Research countering the student-teacher ratio effect Essay Example for Free

Research countering the student-teacher ratio effect Essay Graddy and Steven (2005) examines several studies of secondary school performances throughout the U. K. and concluded that there is little to no effect of the student-teacher ratio on the achievement of students. Borland, Howsen Trawick (2005) also found no noticeable connection between student achievement and either reduced or enlarged class sizes. The Congressional Budget Office presented results and analysis of 1986 SAT scores. Analysis revealed a relationship between student performance and student-teacher ratios. Lower student-teacher ratios were consistent with lower SAT scores (as cited in Hanushek, 2000). School size, which is another important consideration that also affects the student-teacher ratio, does not demonstrate an effect on student performance either, according to Lamdin (1995). There is also very little long-term effect of student-teacher ratio on student performance and lifelong achievement. Though Vignoles (1998) found a slight correlation between student-teacher ratio and student performance on O Levels exams in the United Kingdom, the observed effect was so small as to be insignificant. In fact he argues that true effect on student achievement is actually non-existent. This conclusion is based on the finding that the effect of a lower student-teacher ratio was not reflected in later years on the job market and in terms of earnings 17 years later. True achievement, he argues, is measured not by the standard of achievement tests, but by later success in life. He safely concludes therefore that there is no true effect of class size on student accomplishments. Schweitzer (1991) suggests that moves by institutions to decrease the pupil-teacher ratio are counterproductive and will only result in additional government spending with little effect on student performance. He believes that the old-fashioned method of â€Å"hard work on the part of the student, good teaching by the faculty, and strong motivation by both† (Schweitzer, 1991, p. 297) are the key ingredients to improved student achievement. Thus, as Gursky (1998) surmises, there is very little magic to class size or student-teacher ratio. Some researchers have proposed that the optimal size for any classroom is between 15 and 17 students. What the research is confirming is that there is presently very little in the way of consensus on the issue of whether or not reduced student-teacher ratios result in improved student performance. In the comprehensive review conducted by Hanushek (2000), 14% of the researches showed that there was a positive relationship between increased student-teacher ratio and a similar 14% found the opposite association. The remaining 72% found the relationship to be too insignificant to matter (p. 5). It is fallacious to suppose that all factors that may impact student performance can be isolated and controlled in order to discover a causal relationship between the variables of lower or higher student-teacher ratios and higher student performance. As researchers such as Hanushek (2000) and Preece (1987) would argue, there are a myriad of home-environmental and societal factors over which the state or school have very little control but which may impact student performance in either direction regardless of existing student-teacher ratios. Without a doubt the family background from which the students come plays a significant role in impacting achievement. Dustmann et al. (2003) proposes that the financial resources of the family, the quality time parents spend with children, the size of the family, a child’s birth order and the interest the parent shows in the child’s performance are important in analyzing factors that influence success in school. The socioeconomic context and location in which the child resides could also be a constraining factor. Preece (1987) adds that another factor, the heterogeneous nature of the classroom could be a significant key in understanding student achievement. He proposes that more homogeneous classrooms foster a better learning environment for students, regardless of class size or student-teacher ratios. Research has not proven either side of the debate but has demonstrated the possible merits of both. Educators seem determined, despite the lack of evidence to support the claim, to reduce the student-teacher ratios in an effort to impact student achievement. These educators are not completely misguided in their position however. It is a combination of factors too complicated to isolate that determines the how well each student achieves individually. Reduced class sizes have not proven to be harmful to any significant extent and thus existing policies to continue to reduce the student-teacher ratios cannot possibly do any notable amount of harm. ferences Alspaugh, J. W. (1994, Summer). The relationship between school size, student teacher ratio and school efficiency. Education, 114(4), 593-601. Borland, M. V., Howsen, R. M. Trawick, M. W. (2005, Mar). An investigation of the effect of class size on student academic achievement. Education Economics, 13(1), 73-83. Colorado Association of School Boards, Colorado Association of School Executives Colorado Education Association. (n. d. ). Believe in a better Colorado. Retrieved November 19, 2007, from http://www. believeinabettercolorado. org/images Dustmann, C. , Rajah, N. van Soest, A. (2003, Feb). Class size, education, and wages. Economic Journal, 113(485), F99-F149. Ehrenberg, R. G. , Brewer, D. J. , Gamoran, A. Willms, J. D. (2001, Nov). Does class size matter? Scientific American, 285(5), 78-85. Graddy, K. Stevens, M. (2005, Apr). The impact of school resources on student performance: A study of private schools in the United Kingdom. Industrial Labor Relations Review, 58(3), 435-451. Gursky, D. (1998, Oct). Class size does matter. Education Digest, 64(2), 15-18. Hanushek, E. A. (2000, Aug). Evidence, politics, and the class size debate. Retrieved November 19, 2007, from http://www. utdallas. edu/research/tsp/pdfpapers/paper19. PDF Lamdin, D. J. (1995, Apr). Testing for the effect of school size on student achievement within a school district. Education Economics, 3(1), 33-42. Morisi, T. L. (1994, Jul). Employment in public schools and the student-to-employee ratio. Monthly Labor Review, 117(7), 40-44. National Center for Education Statistics. (2001, Sep). Elementary and secondary school enrollment. Education Statistics Quarterly, 2(2). Retreived November 19, 2007 from, http://nces. ed. gov/programs/quarterly/Vol_2/2_2/q3-3. asp Preece, P. F. (1987, Jul/Aug). Class size and learning: A theoretical model. Journal of Educational Research, 80(6), 377-379. Sable J. Garofano, A. (2007, Jun). Public elementary and secondary school student enrollment, high school completions, and staff from the common core of data: School year 2005-06. Retrieved November 19, 2007, from, http://nces. ed. gov/pubsearch/pubsinfo. asp Schweitzer, T. T. (1991, Summer). Collective bargaining, teachers, and student achievement: Comment. Journal of Labor Research, 12(3), 297-298. Vignoles, A. (1998, May). Raising standards in our schools: Does class size really matter? Economic Outlook, 22(3), 18-23.

Cause and Effect of Religiosity on Life Satisfaction

Cause and Effect of Religiosity on Life Satisfaction The Cause and Effect of Religiosity on the Life Satisfaction and Psychological Wellbeing Rehmatullah Mirzaali Religiosity can be defined as â€Å"the term religiosity is derived from the word religion and it refers to numerous characteristics of religious behavior’s as well as fidelity and faith of an individual† (Khan, subhani Ara, June, 2013). This is while life satisfaction is usually explained as a critical process in which an individual assess the quality of their lives based on their own standard (shin Johnson, 1978). The purpose of this paper is to discuss the religion as a basic motivating force in the life of an individual that helps people to avoid the evil and practice decency which is directly associated with the mental health and physical status of the people (paragment hill, 2003). By looking in to today’s Islamic world we come across different criminalization, rape victims, injustice, honor killings, leading to a lot of negative outcomes involving depression, suicide, anxiety and other mortalities which is against the essence of Islam that teaches us pe ace and safety. Thus, in order to understand the true essence of Islam, which only gives us the message of peace, we must focus on some of the teachings of great theologian philosopher as Nasir khusraw who is well renowned and has major influence on the Ismaili Muslim communities of Iran, Afghanistan, and Tajikistan. He has given some of the answer to some of the major issues of his time related to the religion and life satisfaction. In this paper, I am going to focus only on the Islam religion and its true essence and in the light of teachings of Nasir khusraw and its effect on mental health. I am very happy to start my paper mentioning what the Pakistan journal of psychology stated about the true essence of Islam. The journal explained that the result or the outcome of the research showed that out of religious involvement, influence and hope only religious influence had an impact on life satisfaction and it could have been different if the people were more focused on the true essence of Islam rather than the formalities and practices only. The journal further emphasized that people faith should be dependent on the questioning and logical reasoning to be strong in their faith and making them as a part of their true nature by incorporating them in the attitude and behavior which will make them more likely able to avoid things like jealousy, desire, pride, habitual greed and instead practice love, forgiveness, and respect towards others which shows the association between the mental and physical health. in order to understand some logical questioning and reasoning related t o the true essence of Islam we will look in to the logical reasons given by the an Ismaili poet and theoligist Nasir Khusrow to the people of its time so that they remain strong in their faith and can adhere to a sense of ultimate purpose and meaning even when life events are disturbing. Some group of people challenged Nasir khusrow (1998) that in order to believe in divine power and in ultimate purpose of God they questioned about the responsibility and freewill of the human being that â€Å"whether man is determined or free in what he does: If he is determined then God in which case, why does punishment become necessary? If he is free then can he do something which God does not like? Thus necessitating that he prevails over God?†( p.113). In reply of their query, Nasir khusrow said that this query was already asked from Imam Jafar al sadiq in his time in which he replied that â€Å"God is more just than to determine someone to disobey him and then punish him for it† (p.113). Then they asked him if the man is free to do what he wants? In reply he said that â€Å"Gods power is greater than ones transgressions in his kingdom† (p.113). In addition, they asked that what position does the man hold in this world, he said that man is in between the two positions in which he is neither determined nor free and farther he explained that the status of man is in between the animal and angel because mankind have both the carnal soul which is related to the physical especially sexual needs and activities as well as the angel soul which is related to the spiritual being. In case of the angel soul it cannot deliberately disobey and in case of animal soul it cannot deliberately obey because these two souls are already decided in their essence while mankind whose position is in between the two that’s why they are honored for being obedient and punished for being disobedience as in Quran, al mudathir, 74:38 it is mentioned that â€Å"every soul is held in pledge for its deeds†. Why mankind is entitled with the title of â€Å"Ashraf –ul makhluqat†? Because God has given mankind the insightful intellect which can differentiate the ugly from the fair and he has also blessed human beings with a sense of shame and humi lity which does not allow the mankind to act as animals do and we are not as free as animals due to the attribute of shame and modesty now as we know that man’s position is in between the two, the rational soul which is already determined in its nature to do good and the carnal soul which is free and not determined. So good and evil, wright and wrong is in our hand and there is no compulsion from God for the mankind in its religion because as we already mentioned that Islam is a religion of peace not of compulsion and force. As in Quran, Al Baqarah, 2:256† it is mentioned that â€Å"let there be no compulsion in religion. Truth stands out clear from error; whoever rejects evil and believes in God has grasped the most trustworthy hand-hold that never breaks. And God hears and knows all things†. Similarly, I remember that one of my teachers used to say about Hafiz shirazi a Persian poet, and I am quoting him, that: (The whole universe is summed up in the human bein g; devil is not a monster waiting to trap us. He is a voice inside. Look for your devil in yourself not in others. Don’t forget that the one, who knows his devil, knows his God). Further those doubters asked Nasir khusrow that â€Å"what’s the purpose of being here. What’s the cause of man’s indeterminate state between the animality and angelicity and what is the meaning of Iqab (punishment) and how should it be known, explain† (p.98). In reply Nasir khusrow replied that the reason why the mankind is indeterminate in its state is that their souls are uneducated and in order to gain knowledge they are given organs like eyes, hears, heart, and tongue by which knowledge can be attained and understood and internalizing it in their souls so that at last when souls leaves the body the soul must be able to return to his origin where soul was sent to cultivate knowledge so that the soul can find its way back to its origin. To make it more simple, Nasir khusrow further elaborated with an example of a landowner, farmer, farm and the agricultural instrument. He said that the universal soul is the land owner; farmer is the man; farm is the mat erial world; the instrument of the farm are your eyes, mouth, and other organs helping you in cultivating the seed; and, the seed is your intellect. Thus, you have to cultivate your intellect wisely in this world. The land owner has sent the farmer to the farm to cultivate the farm and not sit foolishly. The harness of the oxen is his body together with the animal soul. A wise sensible man would learn and acquire knowledge by using his instruments (organs) given to him as a gift in this world so that when he returns to the landowner he must have something to give back to the landowner as for the farmer and must please his landowner. Therefore we are all here for a purpose and we have to understand that before returning back to our origin we must gain and understand what we are sent for. Otherwise we will be failed in our mission. As God says to the ignorant and bad fortune people that â€Å"and indeed you have come to us alone as we created you at first and you have left behind wha t we bestowed on you†(6:95). So, if man does not use his instrument (organs) in this world according to the commands of God and his prophet he would remain puzzled and distressed when his soul leaves his body and there would be no any instrument to cultivate the intellect so he would be in agony as God says that â€Å"if you do good, you do good for your own selves and if you do evil, it’s against your own selves† (17:7). As for the word Iqab (punishment) it has already been discussed that whoever remains behind humanity the purpose of which is to be wise and act according to the commands of God and his prophet but instead chooses the carnal soul which is the animal soul and remains behind from reaching his origin that is his punishment being in the fire of ether. Now focusing on the act and commands of prophets we come to know that they lived very simply avoiding this world and evil practices instead focusing on their spirituality as Hazrat Ali bin abi talib son in law and cousin of the prophet who is described as the gate to city of knowledge by hazrat Muhammad (p.b.u.h) himself and who is the single most important intellectual authority in Islam according to the book justice and remembrance by Reza shah kazemi has quoted sayings of hazrat Ali that â€Å"By God this world of yours is more contemptible in my eyes than a chewed up bone of a pig in the hand of a leper†( p. 53). Further Hazrat Ali said that â€Å"the world is as worthless to me as that which drips from the nose of a goat† (p.53). keeping in mind that the causes which the holy prophets and a man who is known as the gate to the city of knowledge condemns this world and gives no importance why would its followers waste time on doing something against the teachings of their prophet and spiritual leaders. This is how Islam and its spiritual leaders has thought the people to follow instead of getting involved in crimes and other greedy things which leads to criminalization and further leads to a lot of unhealthy issues related to health as mentioned before that by chasing spiritual growth you are more likely to avoid evil doing and involve in behavior’s showing love, respect, compassion, and forgiveness which is directly associated with the mental and physical health status. However, in American sociological review by Durkheim (1951) and Simmel (1997) they have mentioned social dimension as the essence of religion because involvement in religious activities with the same minded people gives them a sense of friendship and social interaction to help each other. As all religions teach the same philosophy of compassion, love, and respect, therefore we can say that the effect of every religiosity would be the same. This is when people internalizes it in their behavior and lives it rather than showing, then the effect would definitely be stronger in mental health than physical health as Koenig (2012) explained that the relationship between the religiosity and mental health is stronger than physical health because it encompasses psychological, social and behavioral aspect which is related to the mental health. Furthermore, Ahmed M Abdel Khalek (2013) after doing his research he concluded that, there is a possibility of treating anxiety depression in Muslim clients using the psychotherapeutic religious involvement, because religion has high importance in the society. As we saw when we visited the Karachi psychiatric hospital they also used this religious involvement method to help patients of drug addicts. Concluding this paper, again I remember one of my teachers mentioned this and I quote that â€Å"your soul is the king of your body, your mind the scribe, your intellect the vizier (Divan, 91:15; Ruby of badakshan, 214).that your intellect controls your soul and your soul controls your body but the intellect is developed through knowledge. We must control our mind to have a control in our lives and we must internalize the knowledge in our nature to be free of desires and evils which has direct relation with mental health. it is clear from above teachings that Islam is a complete way of life which leads our lives in a healthy and prosperous way if we tend to act according to the teachings of Islam and and its holy prophets . Similarly, every religion has its significant impact on the mental health of its people in a positive way because they all teach peace and prosperity. References KHUSRAW, N. (1998). GUSHAYISH WA RAHAYISH (F.M. HUNZAI, Trans.). LONDON NEWYORK: I.B.Tauris co ltd victoria house bloomsburry square London WC1B 4DZ. (Original work published 1998). Khan, B., Subhani, B., Ara, A. (2013). RELIGIOSITY AND LIFE SATISFACTION.  Pakistan Journal of Psychology,  44(1). KAZEMI, R.S. (2006). JUSTICE AND REMEMBRANCE. London New York, U.S: I.B. Tauris co ltd. Koenig, H. G. (2012). Religion, spirituality, and health: The research and clinical implications.  International Scholarly Research Notices,  2012. Hill, P. C., Pargament, K. I. (2008). Advances in the conceptualization and measurement of religion and spirituality: Implications for physical and mental health research. Lim, C., Putnam, R. D. (2010). Religion, social networks, and life satisfaction.  American Sociological Review,  75(6), 914-933. Abdel-Khalek, A. M. (2013). Religiosity, health and happiness: Significant relations in adolescents from Qatar.  International Journal of Social Psychiatry, 0020764013511792.

The Death Penalty Is Morally Unjustified Essay -- anti capital punishm

The earliest historical record of the death penalty otherwise known as capital punishment goes back as far as the eighteenth century B.C., when the code of King Hammurabi of Babylon listed 25 crimes which were punishable by death. Since then, the uses of the death penalty have prevailed throughout the ages in laws and justice systems of different civilizations. For instance, the Draconian Code of Athens punishes all crimes with the death penalty. During those times, the death penalty involved suffering a gruesome death such as being burnt alive, impaling, crucifixion and stoning (Death Penalty Information Center, 2011). In America, capital punishment was first implemented with the arrival of early European settlers as a form of punishment for various serious crimes. Although the scope of crime punishable by death penalty differs among the states, many states used to follow the British codes of conduct which declares 13 crimes to be punishable by the death penalty (Information Plus, 1995, â€Å"Capital punishment: cruel and unusual?†). Currently, death penalty has been abolished in many countries except for roughly 25 countries which carried out execution in year 2009 (antideathpealty.org, 2011). In America as of year 2011, the death penalty has been abolished in 4 states, leaving 34 other states still practicing it. However, the number of executions and death sentence has decreased tremendously over the years. (Dieter, 2011) With the European Union and the Human Right Watch pressing for the abolishment of death penalty, there is much disparity and debate among the citizens of the United States of America on whether the death penalty should be continued or abolished. For the advocates of the death penalty, they champion death ... ...://www.deathpenaltyinfo.org/documents/StruckByLightning.pdf> Information Plus, (1995), ‘Capital Punishment: Cruel And Unusual?’, in Braid, R.M. and Rosenbaum, S.E., Punishment And The Death Penalty, 1st edition, Prometheus Books, New York, pg.103-110. Morgan, E. (2011), ‘The Death Penalty Does Not Deliver Justice’, in Friedman, L.S., The Death Penalty, Thomson Gale, Farmington Hills, pg.52-63 Reiman, J.F. (1995), ‘Reiman: Answering Van Den Haag’, in Baird, R.M. and Rosenbaum, S.E., Punishment And The Death Penalty: The Current Debate, Prometheus Books, New York, pg. 175-205 Sheffer, S. (2006), ‘The Death Penalty is Unjust’ in Friedman, L.S., The Death Penalty, Thomson Gale, Farmington Hills, pg. 25-31. Trumbach, T. (2011), ‘The Death Penalty Does Not Violate Human Rights’ in Friedman, L.S., The Death Penalty, Thomson Gale, Farmington Hills, pg.79-83

Alkaloids Case Study Essay

Alkaloids are the most diverse group of secondary metabolites and over 5000 compounds are known. They are most commonly encountered in the plant kingdom, but representatives have been isolated from most other orders of organisms ranging from fungi to mammals. For years, there has been interest in their pharmacological activities, and for a long time selected plant products (containing alkaloids) have been used as poisons for hunting, murder, euthanasia, a euphoriants, psychedelics, and stimulants (e.g. morphine and cocaine) or as medicines (e.g. ephedrine). Many of our modern drugs now contain the same compound or synthetic analogues, and the pharmacological and toxicological properties of these compounds are thus of immense interest and importance. Almost two centuries have elapsed since Serturner isolated the first organic base clearly recognised as such, a crystalline substance that he obtained from the opium poppy, Papaver somniferum, and called morphine. The name alkaloid is applied to the members of a class of natural products of basic nature, and is derived from the name â€Å"vegetable alkali† first applied to these substances. They all owe their basic nature to an amino nitrogen. It is more difficult than at first might be supposed to define the term alkaloid. The work was coined in 1818 by Meissner and implies a compound similar to an alkali, referring to the basic properties of this class of substance. Meyer’s Konversations- Lexikon of 1896 states, â€Å"Alkaloids (plant bases) occur characteristically in plants and are frequently distinguished by their remarkable physiological activity. They contain carbon, hydrogen and nitrogen and in most cases oxygen as well; in many cases they resemble the alkalisà ¢â‚¬ . Modern dictionary definitions only differ in minor details from those of the older nontechnical literature. A definition due to Pelletier in 1982 includes cyclic nitrogen- containing molecules which are true secondary metabolites (i.e. of limited occurrence and produced by living organisms. Simple acyclic derivatives of ammonia and simple amines are thus excluded, and the additional requirement, that the nitrogen atom must have a negative oxidation state, excludes nitro and nitroso compounds. As for other natural products, no uniform system of nomenclature has so far been devised for alkaloids. In most cases the name of the alkaloid has been derived from the plant name. Thus, papaverine was called after the Papaver species from which it was isolated. The names cocaine (from Erythoxylum coca) and atropine (from Atropa belladonna) are other examples. Frequently several alkaloids are obtained from the same plant, and the names devised for them will depend on the inspiration of the natural products chemist who isolated them. Alkaloids as a class have interested organic chemists partly on account of their physiological action on the animal organism, and partly on account of the complex structural and synthetical puzzles that they pose. The chemistry of the alkaloids is but a branch of the wide chemistry of nitrogenous heterocyclic compounds, but the methods by which the structures of individual bases are deduced from degradative evidence and confirmed by total synthesis are typical of the methods applied for these purposes whole field the chemistry of natural products are illustrative of the general fundamental principles of organic chemistry. Structural types Alkaloids are usually classified according to the amino acids (or their derivatives) from which they arise. Thus, the most important classes are derived from the following Amino acids: * Ornithine and Lysine * Aromatic amino acid phenylalanine and tyrosine * Tryptophan and a moiety of mevalonoid origin Also a number of compounds are also derived from: * Anthranilic acid * Nicotinic acid This classification however, fails to include the alkaloids derived from a polyketide or a terpenoid, with the incorporation of a nitrogen atom, ultimately from ammonia. Examples are Conine and batrachotoxin which are often known as ‘pseudoalkaloids’. Other compounds covered by Pelletier’s definition also exist. Examples are the antibiotic cycloserine, mitomycin C, mushroom toxin muscimol and the purine alkaloids such as caffeine. There is another classification of the alkaloids according to the location of the nitrogen atom in certain structural features: 1. Heterocyclic alkaloids 2. Alkaloids with exocyclic nitrogen and aliphatic amines 3. Putrescine, spermidine and spermine alkaloids 4. Peptide alkaloids 5. Terpene and steroidal alkaloids Classifying the whole range of alkaloids according to this system result in them being dividing them up unequally as the great majority fall into the heterocyclis group and the smallest group is the putrescine, spermidine and spermine alkaloids. Occurrence Of the more than 5000 alkaloids known, most occur in flowering plants, although the distribution is far from uniform. Thus, although 40% of all plant families have at least one species containing alkaloids, when the 10000 plant genera are considered, only about 9% of these have been shown to produce alkaloids. Increasing numbers of alkaloids have been isolated from animals, insects, and microorganisms. Although mammalian alkaloids are rare, two examples are (-)-castoramine (a) from the Canadian beaver; and muscopyridine (b) from the musk deer. Both compound have a role in communication as territorial marker substances. Insects produce a variety of structural types which include the 2,6- dialkylpiperidines of the fire ant (c), the tricyclic N-oxides of the ladybird (d) and the quinazolines of the European milliped (e). Tese compounds are used for defence. During the last three decades Marine organisms have been investigated. Amongst the alkaloids are the exceedingly complex Saxitoxin (f) produced by a red coloured dinoflagellate. The ‘red tides’ contain mass aggregations of such organisms, and food poisoning when he toxic alkaloids are passed along the food chain to man. The Japanese puffer fish is highly valued as a culinary delicacy, but it is hazardous because its liver and ovaries contain the highly toxic tetrodotoxin. Fungi also produce alkaloids, and these too, present potential hazards as food contaminants. The ergot alkaloids, for example, Chanoclavine (g) produced by the fungus Claviceps purpurea, were a frequent soure of misery and death during the Middle Ages through the contamination of rye bread. Some of these were neurotoxic whilst others caused vasocontriction. During the last 40 years most of these non plant alkaloids have been isolated and their structures elucidated. The introduction of modern chromatographic and spectroscopic techniques facilitated this. Isolation Work on the constitution of alkaloids is often prefaced by the problem of their isolation from plant material or from residues after commercially important constituents have been removed. The isolation of each alkaloid is an individual problem there are a variety of procedures which may be entitled to generic rank. There are few plants which produce a single alkaloid so the main problem is the separation of mixtures. Many alkaloids are basic and occur as salts of 2-hydroxybutane-1, 4-dioic acid (malic acid), or of 1,3,4,5-tetrahydroxycyclohexane (quinic acid). They can thus be extracted into acid solution using aqueous hydrochloric, tartaric, or citric acids. Neutral alkaloids such as colchicines or piperine, which are in fact amides, remain in the organic phase, whilst most other alkaloids are isolated after basification and extraction into ethyl acetate. Steam distillation can be used also be used with low molecular weight alkaloids; but almost invariably sudsequent purification of the crude alkaloid mixtures is effected by chromatography using silica or alumina, and then recrystallisation of the partially purified compounds from solvent systems like aqueous ethanol, methanol/chloroform, or methanol/acetone. Structure elucidation Classical era: The classical era for structural studies on alkaloids was the 19th Century, though this could be extended to the 1930’s (advent of x-ray crystallography) or even to the 1970’s (advent of high resolution NMR facilities and modern methods of mass spectroscopy. Two case histories will be discussed, those of morphine and atropine. Opium has been used by man for thousands of years, so it is not suprising that the major active ingedient, morphine, was the first alkaloid to be isolated in pure state (by Serturner in 1805). It was not until 1923 that Sir Robert Robinson established the stucture of morphine. Chemical evidence for the structure is as follows: Standard showed that the nitrogen atom was fully substituted, and that the phenolic hydroxyl was present as it gave a positive FeCl3 test. Two hydoxyls were present as a diacetate and dibenzoate could be formed. Both compounds contained one olefinic double bond as codeine absorbed one. It was found that a reduced phenanthrene with a two-carbon bridge containing a tertiary nitrogen atom (with methyl as on substituent) was present, and the structure of morphine and codeine were first proposed in 1923 and 1925 respectively by Robinson and Gulland. Synthesis of morphine was carried out in 1956 by Gates. Atropine on the other hand, is not generally a natural product but arises through racemisation of (-)-hyoscyamine (see (a) below) and purification, and is thus ( )-hyoscyamine. (-)-hyoscyamine is the most common tropane alkaloid. In 1833 atropine was isolated from Atropa belladonna. Hydrolysis with warm barium hydroxide solution produced racemic tropic acid and tropine. Degradative studies and then through synthesis found the structure of tropic acid: Exhaustive degradation of tropine, carried out by Willstlter between 1985 and 1901, provided evidence for the bicyclic structure of tropine. The most widely used process in degradative studies of alaloids is exhaustive methylation, known as Hofmann degradeation. . This involves the pyrolysis of a quaternary ammonium hydroxide to form and olefin an a tertiary base: To ensure the complete removal of the nitrogen atom when it constitutes part of a ring, two degrdations must be carried out. When exhaustive methylation of of cyclic compounds might be expected to give 1,4-dienes, the alkaline conditions of the reaction may result in the migration of one of the double bonds to give a 1,3-diene. For example, the exhaustive methylation of N-methylpiperidine gives 1,3-pentadiene (piperylene) and not 1,4-pentadiene. The diene is then easily hydrogenated to form a saturated hydrocarbon. If Hofmann degradation fails to bring about ring fission of cyclic amines, Emde degradation, invoving catalytic reduction of a quaternary salt by sodium amalgam or sodium in liquid ammonia, may be applied. For example, attempted Hofmann degradation of N-methyltetrahydroquinoline methoxide results in regeneration of the parent base, while Emde reduction with sodium amalgam affords the ring-opened amine. Alkaloids containing diphenyl ether linkages, for example, bis-benzylisoquinoline, are cleaved into two fragments by reduction with sodium in liquid ammonia. For example, the structure of the alkaloid dauricine was established by reductive cleavage of O-methyl-dauricine. Modern era: During the last 30 years, structure elucidation has benn facilitated by the use of mass spectroscopy, and 1H and 13C NMR techniques. It is now possible to determine the structure in days with a few milligrams or less of pure compound. It took 118 years to determine the structure of morphine. The mass spectrum data for morphine is highly informative and is shown below and would have helped enormously years ago. Once the structure of an alkaloid is known, partial or total synthesis can be attempted. Biosynthesis It is possible to determine the amino acid from which an alkaloid is derived just by looking at the structure. Before availability of radio-isotopes 14C and tritium, and more recently the stable isotopes 13C and 15N it was only possible to speculate about the likely biosynthetic pathways. This was sometimes successful as for example, the suggested pathway to the isoquinoline alkaloid is as follows: It is possible to divide the biosynthesis of the alkaloids into two categories according to whether products are obtained from the amino acids ornithine and lysine, or the aromatic amino acids phenylalanine, tyrosine, tryptophan. Alkaloids derived from ornithine and lysine: Pyrrolidine alkaloids – hygrine, cocaine, tropinone, hyoscyamine etc Piperidine alkaoids – piperine, (-)-lobeline etc Quinolizidine alkaloids – sparteine, cytosine, (-)-lupinine etc Pyridine alkaloids – nicotine, anabasine, anatabine etc Alkaloids derived from phenylalanine and tyrosine: Monocyclic compounds – hordenine etc Tetrahydroisoquinoline alkaloids – morphine, codeine, thebaine, noscapine (narcotine), papaverine, heroin etc Alkaloids derived from tryptophan: Simple indole derivatives: psilocybin, dimethyltryptamine, physostigmine etc Complex indole derivatives : harmaline, echinulin, ergonovine etc No class of naturally occurring organic substances shows such an enormous range of structures as the alkaloids with over 5000 known. It would be impossible to discuss each one of these within the time limit. Therefore, this project is concerned with the following alkaloids: Morphine ( including codeine and heroin), Cocaine, Nicotine and Caffeine (including theophylline). These alkaloids are present in enormous quantities in the world and seem appropriate to be discussed due to the current interest in their effects particularly when used illegally. They are some of the most well known alkaloids. Morphine (Codeine and Heroin) When the unripe seed capsules of the opium poppy, Papaver somniferum, is cut or pricked, a viscous liquid is exuded. After the exudates dries and darkens with exposure to air, a hard but still partly sticky mass is obtained. This is opium, which has been used for many centuries by some for medicinal purposes. Opium is important as a painkilling drug in its own right, but is also the source of other analgesic drugs such as morphine and heroin. Mankind had discovered the use of opium by the time of the earliest written records. In fact, the first recorded use of opium as a painkiller was around 6000 years ago by the Sumerians, and the Babylonian and Egyptian writings contain many references to the value of opium preparations for the relief of pain. Thomas Sydenham, the 17th Century pioneer of English medicine wrote, â€Å"Among the remedies which it has pleased Almighty God to give to man to relieve its sufferings, none is so universal and so efficacious as opium†. Nowadays, alt hough opium is no longer regareded as a universal analgesic, it is still a very important source of morphine. The pharmacologically active constituents of opium have been employed in medicine for many thousand of years. During the 19th century these constituents were isolated as pure chemical entities. Morphine is a naturally occurring substance and is the major constituent of opium, constituting about 10% (sometimes up to 20%) of its weight. Morphine was first isolated in 1805 by Friedrich Sertrner. However, its basic structure was not correctly determined until 120 years later. Morphine provides symptomatic relief of moderately severe to severe pain. Morphine acts as an anesthetic without decreasing consciousness, and it is one of the most powerful analgesics known. However, it also suppresses the repiratory system, and high doses can cause death by respiratory failure. Its analgesic properties are related to the ability of the molecule to fit into and block a specific sit on a nerve cell. This eliminates the action of the pain receptor Cocaine Cocaine is obtained from coca leaves (Erythryloxum coca) and has the formula C17H23O4N and a molecular weight of 303.39. The anaesthetic properties of cocaine were first recognised by Koller in 1882, but it has now been largely replaced in the clinic by synthetic analogues due to its widespread abuse as a narcotic. It is, however, still much used as a stimulant by Andean Indians. After chewing the leaves, they are easily fatigued and can go on for long periods without food. Cocaine is shipped and sold in the form of the water-soluble hydrochloride salt, which may be ingested through the nasal passages by ‘snorting’ orally and intravenously. There are severe physical and psychological side effects of the drug, such as brain seizures, respiratory collapse, heart attack, paranoia, and depression. Cocaine may be hydrolysed by acids or alkalis to methyl alcohol, benzoic acid, and (-)-ecgonine, C9H15O3 N; only partial hydrolysis, to benzoyl- (-)-ecgonine, C16 H19O4 N, and methyl alcohol when the alkaloid is boiled with water. Cocaine can be regarded as being derived from ornithine. Willsttter worked on a tortuous synthesis (of about 20 steps) of tropinone between 1900 and 1903, but in 1917 Robinson reported his ‘one-pot’ synthesis and also provided what was probably the first example of a formal retrosynthetic analysis. He stated: ‘By imaginary hydrolysis at the points indicated by the dotted lines, the substance may be resolved into succinaldehyde, methylamine and acetone’. The yield of this reaction was poor but Schpf and Lehmann reported optimised conditions (buffered solution at pH5 and 25C) which allowed 85% yield. A variety of mechanisms are possible and the one shown below envisages a reaction between the enol form of acetone dicarboxylate and the condensation product from succinaldehyde and methylamine. Willsttter made his own contributions based on this type of chemistry, and completed simple synthesis of tropinone in 1921 and a synthesis of cocaine in 1923. The synthesis of cocaine is as follows: A Robinson- type reaction yielded the expected azabicyclo structure but with a fortuitous axial stereochemistry for the carbomethoxyl group. Racemic cocaine was formed after separation of the diastereoisomeric products on the reduction of the ketone and benzoylation of the mixture of alcohols. An important aspect of Robinson’s route is that it represented the first biomimetic synthesis of an alkaloid. He provided inspiration for others to consider possible biosynthetic pathways, before planning their synthetic routes to alkaloids. Nicotine Nicotine, present in dried tobacco leaves of the plant nicotiana tabacum in 2-8% concentration, is the active ingredient in cigarettes and other tobacco products. The reason tobacco is used by so many people is because it contains this powerful drug nicotine. When tobacco is smoked, nicotine is absorbed by the lungs and quickly moves into the bloodstream, where it is circulated throughout the brain. All of this happens very rapidly. In fact, nicotine reaches the brain within 8 seconds after someone inhales tobacco smoke. Nicotine can also enter the blood stream through the mucous membranes that line the mouth or nose, or even through the skin. Smoking and chewing tobacco have been connected to heart and lung disease and cancer, mainly a result of the presence of carcinogens, carbon monoxide and other toxins. Nicotine affects the entire body. Nicotine acts directly on the heart to change heart rate and blood pressure. It also acts on the nerves that control respiration to change breathing patterns. In high concentration, nicotine is deadly. In fact, one drop of purified nicotine on the tongue will kill a person. It’s so lethal that it has been used as a pesticide for centuries. So why do people smoke? The mode of action of nicotine is complex. Ingestion of the molecule may stimulate or calm the user and it may affect his or her mood, appetite, and cognition. There appears to be little doubt that nicotine is an addictive drug, and the debate about how to regulate its availability is ongoing. Nicotine is part of the pyridine alkaloids and is the chief alkaloid of tobacco. It can therefore be classed as a tobacco alkaloid. Nicotine has the empirical formula C10 H14 N2, a molecular weight of 162.26 and was first observed by Vanquelin in 1809 and isolated 19 years later by Posselt and Reimann. Its structure is as follows: It is a colourless liquid with a boiling point of 246.1-246.2C and is miscible in all proportions with water below 60 and above 210. It is less soluble between these temperatures. When oxidised with chromic acid it yields an amino acid, C6H5O2N, which may be decarboxylated to pyridine–carboxylic acid. Nicotine is therefore a 3-substituted pyridine and that the substituent is a saturated group containing five carbon atoms and one nitrogen atom. The alkaloid forms a crystalline addition compound with zinc chloride, and when this is heated with lime pyridine, pyrrole and methylamine are obtained, suggesting that the structure be as above (1). This was supported by the degradation of the alkaloid to N-methylproline (1) to (5) (below), the oxidation of dibromocotinine (6) to nicotinc acid, malonic acid and methylamine (6) to (7). Also, by the reductive hydrolysis of bromocotinine to methylamine and the dihydroxy-acid (8). The structure of nicotine was finally confirmed by synthesis. Three syntheses of nicotine have been recorded. The first was based on the discovery that N-acetylpyrrole is transformed by heat to C-acetylpyrrole shown to be ?-acetylpyrrole. Pictet and Crepieux applied this reaction to N- pyridylpyrrole (3) (below) obtained by the reaction of -aminopyridine1 with mucic acid (2). The compound 31- pyridyl-2-pyrrole (4) was formed. An attempt to methylate the pyrrole nitrogen by heating the potassium derivative with yielded (5) (methiodide of 31- pyridyl-N-methyl-2-pyrrole). Distillation of this with calcium oxide gave nicotyrine (6). Selective hydrogenation of the pyrrole nucleus with a palladium-carbon catalyst converted nicotyrine (6) to nicotine with about a 25% yield. PICTET’S SYNTHESIS: Pictet’s classical synthesis involves two steps at high temperatures, one of which is a rearrangement. It cannot therefore be regarded as unambiguous. However, a second synthesis by Spth and Bretschneider involves no rearrangement at high temperature and are thus structurally specific. SPATH’S SYNTHESIS: (1) (Above) was converted into (2) via electrolytic reduction, which on treatment with potassium and methyl sulphate gave (3) (N-methylpyrrolidone). Ethyl nicotinate was then condensed with (3) in the presence of sodium ethanoate and the resulting -pyridyl-1- -(N1 – methyl-?1- pyrrolidonyl) – ketone (4) was hydrolysed with fuming hydrochloric acid at 130. The derived amino ketone (5) was reduced with zinc and sodium hydroxide to the corresponding alcohol (6), which was converted to nicotine on treatment with hydrogen iodide and potassium hydroxide. A third synthesis of nicotine by Craig was also carried out: CRAIG’S SYNTHESIS: Nicotinonitrile (1) (above) was reacted with ?- ethoxypropylmagnesium bromide. The product of the reaction (2) (3-pyridyl-?-ethoxypropylketone) formed an oxime (3), which was reduced to an amino derivative (4). On heating to 150-155 with 48% hydrobromic acid this was converted to nornicotine (5), which in turn was methylated to nicotine. The pyridine ring in nicotine is derived from nicotine acid, which itself is derived from aspartic acid and glyceraldehyde-3- phosphate: The remaining steps en route to nicotine are shown below: Caffeine The purine system occurs widely in nature. Two purines, adenine and guanine, are constituents of the nucleic acids; adenine is a component of coenzymes I and II, of flavin adenine dinucleotide and of adenosine with 3 distinguished compounds: caffeine, theophylline and theobromine. They are physiologically active constituents of coffee, cocoa, and tea. The compounds have different biochemical effects, and are present in different ratios in different plant sources. These compounds are very similar and differ only by the presence of methyl groups in two positions of chemical structure as shown below: They are easily oxidised to uric acid and other methyluric acids, which are also similar in chemical stucture. CAFFEINE – 1,3,7- trimethylxanthine SOURCES – Coffee, tea, cola nuts, mate, guarana EFFECTS – Stimulant of the central nervous system, cardiac muscle and respiratory system, diuretic, delays fatigue. THEOPHYLLINE – 1,3 – dimethylxanthine SOURCES – Tea EFFECTS – Cardiac stimulant, smooth muscle relaxant, diuretic, vasodilator. THEOBROMINE – 3,7- dimethylxanthine SOURCES – Principle alkaloid of the cocoa bean (1.5-3%), cola nuts and tea. EFFECTS – Diuretic, smooth muscle relaxant, cardiac stimulant, vasodilator. Theophylline has a stronger effect on heart and breathing than caffeine. For this reason it is the drug of choice in home remedies for treating asthma, bronchitis and emphysema. Theophylline found in medicine is made from extracts from coffee or tea. Theobromine is weaker than caffeine and theophylline – has one tenth of the stimulating effect. When isolated in pure form, caffeine is a white crystalline powder that tastes very bitter. Recreationally, it is used to provide a ‘boost in energy’ or a feeling of heightened alterness. It’s often used to stay awake longer. Caffeine inhibits the action of an enzyme, phosphodiesterase, whose job it is to inactive a molecule called cyclic adenosine monophosphate (AMP). Cyclic -AMP is involved in the formation of glucose in the bloodstream. Deactivation of phosphodiesterase by caffeine frees cyclic – AMP to do its job, more glucose appears, and we feel more energetic. Caffeine is an addictive drug. Among its many actions it operates using the same mechanisms that amphetamines, cocaine and heroin use to stimulate the brain. Caffeine’s effects are milder but it is manipulating the same channels and that it is one of the things that give caffeine its addictive qualities. It is one of the most widely used drugs. More than 90% of the population Britain consume it everyday and its long-term effects are of current interest. Purines are usually synthesised by Traube’s method in which a 4, 5 – diaminopyrimidine is treated with formic acid or, better, sodium dithioformate.4, 5- diaminopyrimidines are themselves obtained from 4- aminopyrimidines by nitrosation followed by reduction or via diazonium coupling of activated methylene compounds followed by cyclisation and reduction. Two examples are as follows: Uric acid (an 8-Hydroxypurine) are made using ethyl chloroformate in place of formic acid: Uric acid is then the starting material for other purines: Summary The term alkaloid refers to any Nitrogen containing compound extracted from plants, although the word is used loosely and some compounds of non-plant origin are also commonly known as alkaloids. The name is derived from their characteristic basic properties (alkali-like), which are induced by the lone-pair of electrons on nitrogen. The basic nature of the alkaloids, in conjunction with their particular three-dimensional architecture, gives rise to often-potent physiological activities, e.g. the narcotics morphine and heroin. The laboratory synthesis of an alkaloid can be a challenging problem. The goal nowadays is not only to synthesise the natural product, but also to do so from simple molecules by a short elegant pathway. Such syntheses have practical importance because many alkaloids are desirable drugs. Large amounts of these alkaloids are often difficult to obtain from natural sources. A simple synthesis can provide an alternative supply of such a drug. The 19th century was the heyday for structural studies on the alkaloids and the 20th century was notable for the large number of elegant syntheses that have been accomplished. Virtually all of the major alkaloids have now been synthesised.

Lord of the Flies by William Golding

Lord of the Flies by William Golding is a dramatic novel filled with irony, fear and truth. It touches on many issues surrounding government, Christianity and democracy. The book focuses on society and through its effective use of conflict, gives us an idea what life would like without rules and civilization. The novel tells a story of a plane filled with British school boys that crashes on a deserted island during World War 2. The boys, struggling to survive, test their morals, values and beliefs. Conflict is developed throughout the novel in the form of man vs. ature, man vs. man, man vs. himself, and man vs. society. The first type of conflict that is developed in this novel in man vs. nature. The boys are stranded on an uninhabited, uncivilized island and have very limited resources available to them at their disposal. To survive, the boys start testing their morals and their survival instincts. At first, the boys are hesitant to do things that seem to be un-ethical, but eventually, even thought it conflicts with their prior beliefs, the boys give in and do what is necessary to survive. In the beginning of this novel, Jack and Ralph set out to explore the island. On their adventure they encounter a pig, which they realize would be good meat and make good food for the group. Jack is at first reluctant to kill the pig, because the idea of killing a living thing disturbs him and goes against his moral conduct. Throughout the novel, not only does Jack eventually accept and kill pigs, but, towards the end, Jack's warrior identity brutally murdered the sow and hung his head on a stick. One could say he developed a sort of sick obsession with killing. When he once killed out of necessity, he now kills just for sport. Another type of conflict that is present and dominant in this novel is man vs. man. In everyday life, people’s different personalities cause disagreements and arguments. As with any group of people, everyone will not always agree on everything and see eye to eye. When you are talking about a bunch of kids with no adult figure to control them, the arguments and disagreements are pushed to an extreme. To better civilize the island, the boys decide to elect a leader, essentially an adult figure to keep things in order. Ralph gets elected as leader, which isn’t to Jack’s liking. Jack’s jealousy causes the boys to be in constant competition trying to prove that they are better suited for the job. The competition eventually causes the group to split into two different â€Å"tribes,† with Ralph as one leader and Jack as the other. The boys are fighting and arguing constantly. The splitting of the group marks the point where the boys make shift society crumbles. A third type of conflict is man vs. himself which is also a prominent type of conflict found in this novel. During the course of this novel the boys experience a lot of internal conflict. Each individual character in the novel must struggle with this and essentially choose to retain their ‘civilization' or join with the ‘savages. ‘ Not only do they experience regular, everyday conflict, like we all do- doubts and fears confronting with knowledge and heart. Struggling with decisions to be made and whether the decision is the right one. -the boys also battle between the pervious beliefs that their parent’s/guardians have instilled in them vs. heir survival instincts. Ralph experiences inner conflict while trying to make the groups decisions; doubting whether he is a good leader; wishing he was more logical like Piggy. Simon, very obviously experienced inner conflict through talking to the Lord of the Flies. In fact, Lord of the Flies was simply a product of Simon’s dehydration and inner thoughts. Simon drove himself crazy while struggling with his internal conflict, to the point where he became internally damaged. Samneric also experience inner conflict towards the end of this novel. They were loyal to Ralph and wanted to stick by him, but they knew in order to survive they must join Jack’s tribe. Even though they didn’t like Jack, and disagreed with him and his savagery, they did what they had to do to survive. The final type of conflict found in this novel is man vs. society. From the beginning of the novel, the boys form what seems to be a democratic group. The things that they do, like electing a leader, assigning jobs and positions, and creating a set of rules to live by all support the makings of any democratic group. Some of the boy’s opinions conflict with the society’s, and the boys begin to question the rules. Jack actually challenges the society by trying to get Ralph to be kicked off as their leader and to get himself elected in his place, this marks the first major conflict within their makeshift society. When Jack breaks off from society and takes a group of boys with him, the â€Å"society† is totally disregarded. Jack and his tribe become total savages, leaving the rules and the society with them. The total disregard for society is what ultimately causes the deaths of both Simon and Piggy. The boys because they broke away from society and no longer have any rules, decent so far into savagery that they aren’t even aware how horrible their actions are. This novel efficiently uses many different types of conflict to show us how society would deteriorate and turn into chaos without rules. The boys on the island go from being well-mannered school boys to savages in a matter of weeks. It shows us that even though we all imagine how nice it would be if we totally disregarded all rules, that society would cease to exist without them! Lord of the Flies by William Golding Working his way up Maslow’s Hierarchy of Needs Ralph a character in Lord of the Flies by William Golding achieves needs for self actualization. Based on Ralph’s behavior he fulfills each need of the lower level before going up, thus he supports Maslow’s Hierarchy of Needs. Towards the end of the novel Ralph was hungry and knew his life was in grave danger because Jacks troops were hunting him. He sacrificed his safety for needs to get food, a basic physical need. Ralph approached Sam and Eric to gather information and hopefully receive some of the pig so that he could eat. Ralph screamed, a scream of fright and anger and desperation†¦he swerved as a spear flew past and then was silent, running. † In that scene of the book Ralph was being chased by Jack and his hunters. This action supports Maslow’s Hierarchy because physical needs must be fulfilled before safety. Ralph risked his needs for safety in order to get food. All the younger boys look up to Ralph so he feels their love, affection and belongingness. After the boys were done building some of the shelters they asked â€Å"What should we do Ralph what should we do now? On the island Ralph gained the other boys respect and was made to be chief. After Ralph knew all the boys were behind him and respected what he had to say he was able to move up to the next level on Maslow’s Hierarchy. Ralph gained self esteem in that he possessed the conch shell, thus helping him achieve self actualization or becoming the chief. Once all the boys were gathered on beach by the mighty blow of the conch, they wanted to vote for a chief and Ralph won unanimously. â€Å"Let him be chief with the trumpet thing. Ralph raised his hand for silence. † Right then Ralph had the respect of the boys. Achieving needs for esteem leading to self actualization in that he had become what he was chief. Ralph achieved Maslow’s Hierarchy of needs because he was â€Å"born to be† chief, supporting the theory. Maslow’s Hierarchy of Needs is applicable in real life; people fallow the different levels in everyday activities. However it is difficult to accomplish yet alone maintain self actualization because people struggle with self-esteem and belongingness. Ralph was able to do so because he was one of the older boys on the island which made him more responsible. He stepped up to the table and focused on what he needed to do for his survival.

The reasons why between 1937 to 1939 many European nations became involved in conflict and how this conflict spread quickly into war mby 1941. essays

The reasons why between 1937 to 1939 many European nations became involved in conflict and how this conflict spread quickly into war mby 1941. essays During the period 1937 to 1939 many European nations became involved in war. This was because of many reasons, namely: The Failure of the Munich Agreement, the policy of Lebensraum, the Invasion of Poland s plan of Isolationism, The Italian Campaigns, the attack on Pearl Harbour By 1938 Hitler had decided to begin his plan to add living space (Lebensraum) to Germany. His first target was Austria, as he himself was of Austrian birth Germany invaded. Two days later Austria was made a province of Germany. One month following, Hitler claimed that 99% of the Austrian people had voted in favour of Anschluss in the April plebiscite. These events angered the European nations, but once again, a policy of appeasement was adopted. The failure of the Munich Agreement (1938) stirred up even more problems in Europe. The agreement signed between Italy, Germany, Britain and France aimed to hand over the disputed Sudetenland to Hitler in an act of appeas...

Gatsby a story of lust, deceit and no romantic love Essays

Gatsby a story of lust, deceit and no romantic love Essays Gatsby a story of lust, deceit and no romantic love Paper Gatsby a story of lust, deceit and no romantic love Paper Gatsby is one of the wealthiest people In America and is completely Infatuated with Daisy Fay; someone he met, and deceived, five years ago. She Is only a figment of his imagination which he has constantly [Click] (decked) out with every bright feather that drifted his way (152). His idea of Daisy is a chimera, a green light on the wrong side of the bay. Slide 4] Gatsby deceives himself into thinking that by devoting his life to getting filthy rich, he can win back Daisy from Tom, whose freedom with money (is) a matter for reproach (1 1 He refuses to see that Daisy has mumbled short of his dreams (92) and instead clings onto his colossal postulation of Daisy. [Slide 5] Very simply and understated, Daisy Is materialistic and loves being the centre of attention. She cries over Gatsby shirts of sheer linen and thick silk and fine flannel (89), not out of love but because of the wealth she could have had with someone else. Daisy Is In love with the idea of who Gatsby Is and how religiously he has thought about her, just like Gatsby is only In love with the perfect Idea of Daisy. Although they begin an adulterous affair, Daisy is only trying to get back at Tom and is presumably many past sprees (125). Gatsby wants to have the girl everyman desired before the war, and Daisy wants to experience something new, after all shes [Click] been everywhere and seen everything and done everything (24). Their relationship exists only for each others personal gain. Of course, Daisy is ashamed when she realizes she has had an affair with a gangster but only for the sake of her image. Even in the end, the girl of his dreams has the ability to prevent his death but does nothing, further showing that she never truly loved Gatsby In any romantic way. Based on just as much lust and deceit is the relationship between Tom and Daisy. Toms old wealth is exactly what Daisy looks for in a man and Daisys popularity with other men Is like a prize Tom has won Or bought. : They (are) careless people who (smash) up things and creatures and then (retreat) back Into their money or their vast carelessness And let other people clean up the mess they (have) made (170). [Slide 1 OFF money [Click] and Tom, the most obvious example being after murdering Myrtle. Ironically she describes Tom as revolting (125) and seems to despise him. She has deceived herself into thinking that image is the most important thing money can buy which makes it impossible for her to divorce Tom as it is frowned upon. Their relationship is based [Click] on no romantic love and consists of no respect as Tom makes no attempt to be discreet about his affair. It is the comfort of their wealth and selfishness to their own image that keeps them together, not romantic love. Disparaged by Tom, Myrtle Wilson, his current mistress is treated with less respect than Daisy. When she disobeys him, he smacks her on the snout without a second Hough. [Slide 7] She doesnt mind as all she wants is to pose as and be a part of the upper class. [Click] She desperately believes that Tom loves her, when really he only lusts for her. Her sister, Catherine, is convinced that its really his wife thats keeping them apart, shes a catholic and they dont believe in divorce (36). To contradict this, nothing is ever said about Daisy being a Catholic; her loose and nonreligious life style challenges the claim. Tom deceives Myrtle; he would never leave Daisy for someone who would Jeopardize his image. Slide 8] On the surface, it seems that Tom leads the perfect life and Myrtle wants to use him to rise up; the same way she used George to climb Just a little bit. Myrtle marries George because (she) thought he was a gentleman(37) and that he knew something about breeding (37), not out of love. Their relationship is based on Georges desire to have control over something in his life. When Myrtle begins to escape his control he decides that the best course of action is to lock her up; clearly showing that he does not really love Myrtle in any romantic sense but instead uses re for his own needs. No relationship in The Great Gatsby features any allusion to or imitation of romantic love. Each character builds relationships from lust and deceit. They do so in order to get whatever it is they desire and are ultimately parasites as they use all they want without giving anything back. [Click] [Click] The fact that The Great Gatsby elucidates how miserable life is for characters on opposite ends of wealth and status perhaps demonstrates Fitzgerald negative view on life and society. A society full of parasites s bound to run itself into the ground.

Analyzing the Narrative Essay Example for Free

Analyzing the Narrative Essay It was the winter of 2006, in the month of January, and my junior year of high school. By this time in high school I’d had some quirky teachers and to be honest Mr. DeBruyn didn’t seem so uniquely special but apparently he had his moments. English class began on a day when it seemed like school should have been cancelled due to the blizzardous weather earlier that morning. Mr. DeBruyn had an auspicious look on his face then says, â€Å"We’re doing an in class writing assignment today but it’s not going to be in class†. The whole class paused and waited for his next sentence. He told everyone to go to our lockers and get prepared to go outside. Everyone protested and all he could say is â€Å"you have three minutes, dress warm†, as if we wouldn’t! Back in the classroom we grabbed our notebooks as best we could with our gloves, scarves, hats, and puffy winter coats to hold us back. The assignment was to write about nature, as usual, but this time from a first hand experience. We were to pick a certain aspect of what we say outside and discuss how the snow and winter weather affected it, whether it be a plant, bush, tree, or whatever. Once outside everyone was shivering and freezing trying to slap down notes as fast as possible. Mr. DeBruyn then pulled out a digital camera and took a picture of the spot each student examined. Back inside everyone rushed to finish an essay of their choppy notes. I’d hoped it wasn’t worth much of our grade. A few months went by and he hadn’t mentioned anything about the assignment, nor gave it back to us. It was April now. He returned the assignment and no one scored higher than a ‘B’, which was expected. He then gave us each a copy of the area we studied, from the pictures he had taken, and sent us back outside to re-examine the same spot. We were told to re-write the assignment and now descriptively compare the two images and had the weather conditions made the images vary. Mr. DeBruyn turned out not to be so bad, in fact he was kind of cool. I liked that he had challenged us in unique ways, and apparently so did everyone else. Turns out, his creative teaching style touched the hearts of a lot of students, not just me. As proof, he was voted as the teacher to speak at our graduation. And that is no small honor. The privilege of addressing the graduating class at their commencement exercises is a direct testament to to how much the teachers is loved and appreciated by the class. The teacher chosen, therefore, is the one who has the most positive impact on the entire class. And I most certainly agree that Mr. DeBruyn has been an inspiration, and I will never look at winter the same way again. The story of Mr. DeBruyn is a compelling piece of narrative, very simple in its use of words, but highly poignant and raw with emotions. The use of simple words and straightforward imagery makes the material accessible to everyone. However, while simple and highly accessible, the piece is equally provocative, engaging the reader in philosophical musings, while reading the piece and afterwards. Teachers and students alike will find lessons in the simple story of Mr. DeBruyn and the lessons about life that he imparts to his students. The most striking theme in the essay is the concept of education being practice by the teacher, Mr. DeBruyn. John Dewey, the great educational philosopher, once said that there is no better context for learning than the context of real life. Sadly, most classes offer pure theories without any exposure on how such theories find practical form in the real life. In particular, Dewey’s ideas on using real-life tasks and challenges find great significance in my class with Mr. DeBruyn.   The opportunities he provided the class to experience real life is truly one lesson that everyone in that class will never forget. Teaching is perhaps one of the most meaningful of all professions because every day you are given the chance to make meaningful and lasting contribution to an individual’s life. In fact the No Child Left Behind Act recognizes the singular power of teachers in the learning process; so much so that the bar has been raised for teachers in the hopes of improving the educational system. I believe that a big part of the decline in education is that most teachers have lost pride in their vocation. Teachers must have a sense of dignity of work. Unfortunately, when the work is hard and the money is tight, that is easily forgotten. As such, there is an urgent need for reforms, and the community should take an active role in making teachers feel more valued through active support and acknowledgement. By the single act of capturing winter and seeing the image compared with another season, the class became more aware of their surroundings and became more appreciative of the world around them. In one singular stroke of genius, Mr. DeBruyn was able to rekindle our sense of wonder and discovery, things which are at the very heart of learning, and is essential for every student and teacher to have, regardless of whatever subject is being taught or learned. Of course, of utmost importance is what I have learned from this class. If there is one thing that I will carry from my experience with Mr. DeBruyn, it is that you have to let your students take the lead. As a teacher you have to be very sensitive to the signals that your students are sending you individually and collectively as a class. Learners will always give you signs whether you are doing the right thing or not. You have to be ready for contingencies and be prepared to make on the spot adjustments. Let them tell you how they want to learn, because they know what they need from their teacher. I have learned to look at things from all possible levels and adopt my thinking from those perspectives. If I become a teacher, I should never impose myself on them; instead let them teach me how they want to be taught. This is an important realization that I will always keep in mind should I decide to enter the teaching vocation. Indeed while it is true that students need to feel that someone is in control and responsible for their environment and sets classroom limits but maintains them (Wong, 2001), it is more important for teachers to let the minds of the students soar in wonder and discovery. Of course it deserves to be mentioned that the things I have learned from Mr. DeBruyn goes beyond the classroom; more than teaching a lesson, Mr. DeBruyn taught us about life. Much has been said about the nobility of the teaching profession, and indeed, the high sense of duty and the self-sacrifices required from a teacher on a daily basis is nothing less than heroic. I see this first hand in the story of DeBruyn’s class. From this very simple essay I have realized that educational reforms do not necessarily need to cost anything. Indeed, Mr. DeBruyn has shown that it does not take too much time or money to effect a change inside the classroom. As what Mr. DeBruyn has shown, all that is needed is the passion for teaching and genuine desire to share in the learning experience. It is not difficult, and all that is needed to go back to the basics. In the educational process, all teachers must be reminded that the learning process starts with what the child knows. Prior learning is the framework where new concepts are built upon. As such, every teacher should begin with the previous lesson and connect it to the new material. Let the child see the relationship and build their own concepts. This way the child earns ownership of what he has learned because it was a result of what he already knows. These are the things I have been able to reflect upon, and it has had a profound effect in me as an individual looking her place in the sun. From firsthand experience, I have witnessed the power of the teacher to make meaningful and lasting contribution to the lives of students. Indeed the teacher is the single biggest factor that determines the success or failure of the students to learn what they should. I have realized that it is the teacher who creates the atmosphere that focuses the class on their tasks and keeps them engaged in the lessons. Indeed, every moment is an opportunity to learn, and the teacher must create that opportunity for the students. (Mujis, 2005, 75) Reading Mr. DeBruyn I have realized that Mr. Paul Trout of The Chronicle Review would be very pleased by his story. Mr. Trout, in her article entitled Shame on You, takes a critical look at education and forwards the idea that the more the classrooms are threats to the students morale and well-being. While Mr. Trout’s arguments may be valid, Mr. DeBruyn flies in the face of Mr. Trout’s thesis. There can be redemption and life-changing inspiration within the four halls of the classroom. The negative view of the teachers and the school, while not unfounded, is not always true. Across the country, teachers are making a difference in the lives of students, one kind word and encouragement at a time. According to Paul Freire’s Pedagogy of the Oppressed (1993),   Ã¢â‚¬Å"A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students).† This description of Friere depicts a one-way relationship between students and teachers, and as such, the transfer of knowledge occurs when the teacher narrates or uses words to teach. But words, while extremely powerful and effective at initiating change is not the only tool at a teacher’s disposal. Actual experiences go beyond any words to properly describe. Mr. DeBruyn proved this by immersing his class in authentic experiences, which did not need much explaining. It was an exchange of knowledge that took place in the heart. I think that the philosophy that comes closest to Mr. DeBruyn’s teaching style is the one espoused by Ms. Rachel Toor. In her article, It’s Mr. Orwell to You, she promoted a teacher-student relationship that was informal. Not informal in the sense that the students treat teachers without any respect. Rather, students approach the learning system with intimacy. They view a piece of literature as someone written by a real person, and as such, is someone they can very well relate to. By â€Å"humanizing† lessons, the students become less intimidated, are able to relax their mind and be open to more learning. Indeed, education is a complex issue that is fraught with difficulties. But no other profession is more fulfilling. To the individual who has the calling to teach. Pursue it with a heart open to all kinds of possibilities. It will not be easy, not by a long shot. But remember that a meaningful life is always fraught with sacrifices. But at the end of the day, the fulfillment is something that you cannot get anywhere else. And that alone is the reason that keeps true teachers inside the classroom each and every day. Analyzing the Narrative. (2017, Jan 30).

Contemporary ethical dilemma found in the business world or a topic in Research Paper

Contemporary ethical dilemma found in the business world or a topic in business ethics - Research Paper Example †. It is in this regard that this paper is written to present relevant contemporary issues in business ethics with actual experience and application in a health organization, St. Luke’s Medical Center. St. Lukes Medical Center (SLMC) is located in the Philippines and has provided high-quality healthcare for over a century. Founded in 1903, its mission is to provide outstanding out-patient care. Today it is the foremost and most admired hospital in the Philippines and an acknowledged leader in Asia. SLMC receives patients from around Asia, Micronesia, the Middle East, Europe and the United States. (SLMC About Us 2009 par. 1) A patient had been confined in a private room in this health institution for almost one month due to chronic illness with diverse complications. Due to her long stay and numerous laboratory, diagnostic and therapeutic examinations, her statement of account reached a staggering amount which could not be immediately covered by the funds of the patient and her family. She had been accompanied by her daughter who helps by providing physical, emotional and financial support. However, due to the critical condition that her mother experiences, their account was classified as â€Å"red tag†. Patients with red tags are immediately referred to the Customer Relations Department who monitors their status and closely coordinates with the Accounting and Cashier Department for settlement and collection purposes. Once a patient has been classified as â€Å"red tag†, any procedure (therapeutic, diagnostic, laboratory, etc.) need to be immediately settled prior to the administration of the procedure, regardless of the necessity and the kind of the procedure to be undertaken. The rationale for this is to prevent further increases in the amount due to the hospital which might not be collected nor paid. The patient regularly needs any of

Critically evaluate a UK based company of your choice in relation to Essay

Critically evaluate a UK based company of your choice in relation to how successful they are at social marketing - Essay Example price, product, promotion and place. Various strategic models, tools and concepts are made to enhance the effectiveness of overall strategic formulation. This paper will attempt to discuss about social marketing followed by an UK based company and how its social marketing has contributed to the success of the company. The Marks & Spencer is UK based company that has been selected for this report. At first, this essay will present a brief introduction of the Marks & Spencer followed by the discussion on social marketing strategy of the company. The next section will discuss about the competitors’ move in respect of social marketing comparing the Marks & Spencer. Finally, proper recommendations will be provided in order to bring improvement in social marketing strategy for obtaining term sustainable competitive advantage. ‘Social marketing’ is a concept that concentrates on communicational and promotional aspect of marketing. As per the Social Marketing Institute, â€Å"social marketing is the planning and implementation of programs designed to bring about social change using concepts from commercial marketing† (Social Marketing Institute, â€Å"Social Marketing†). According to Kotler Roberto and Lee, â€Å"social marketing is the use of the marketing principles band techniques to influence the target audience to voluntarily accept, reject, modify, or abandon a behavior for the benefit of individual, groups or society as a whole† (Kotler Roberto and Lee, p.5). Social marketing is meant to bring social changes to its targeted groups. Social marketing can be used to achieve profit making or non-profit making organizational goals. The social marketing is basically customer, client or audience centered. Therefore, for successful social marketing, it is very necessary to identify the appropriate and potential group and to develop proper communication for increasing the effectiveness. For planning and

AS2 Evaluation Report Essay Example | Topics and Well Written Essays - 1750 words

AS2 Evaluation Report - Essay Example intervention of the mass media as a method of engaging the wider segment of the community to establish an idealistic perspective of prosperity and economic development. The report considers entertainment and education for the young people as style that not only educate and entertain the community but also a technique of enlightening the essentiality of positive attitude towards developmental projects. The report presents an extensive description of innovative approaches as models of participation and community engagement. On the same note, cultural activities and electronic technologies are viewed as a way of enhancing social marketing campaigns to boost economic performance of the community. The study has an objective of establishing requisite procedures for collecting and interpreting communicable information in a bid to support the priority setting for addressing the concern of marginalized groups in a society. Be that as it may, societal outreach and mobilization has always been considered as a number one priority for engaging the marginalized groups since the dawn of time. The community sensitization and mobilization comprises of diverse issues that involves meeting and trainings. In view of the previous studies and comments posed by profound scholars, community engagement through traditional authorities and cultural activities are perceived as a stepping stone towards defining the needs of the disadvantaged groups in the community. Mass media has been conceptualized as technique of engaging and enlightening a wider segment of the community on the essentiality of grasping developmental perspectives. In a strong sense, mass media basically targets the young people since they are believed to have what it takes to implement and put into practice the developmental agendas for facilitating economic performance of a community. The use of television, billboards and quite a number of mass media procedures is quite essential in enabling the majority of disadvantaged

Cultural diversity in the workplace. the positve and negative effect Essay

Cultural diversity in the workplace. the positve and negative effect - Essay Example Cultural diversity incorporates differences based on race, ethnicity, sex, social class, nationality, religion, color and sexual identity (Thomas and Ely 2001, p. 229). Members of a cultural identity share common worldviews, values, norms, goals and cultural heritage, cultural markers being communicated through communication style, shared meanings and dialects or languages. Cultural identity is socially constructed, complex, and dynamic and is associated with some power position, status, and a certain degree of prestige. For instance, in Western society males have a more powerful status and higher positions in political system than females, just like whites have a more powerful position than people of color, heterosexuals are more powerful than homosexuals, etc (Thomas and Ely 2001, p. 229). The discussion of the diversity in the workplace began early in 1990’s. The US workforce was changing rapidly. Traditionally it was represented mostly by white males. However, since 1970s ever more women and minorities joined the workforce. In 1993 it was expected that by the year 2000 only one in seven of new employees would be a white male. The old way of assimilating diversity (people were expected to hide their cultural differences to fit into the company’s dominant culture) was abandoned. Diversity started being treated as an asset bringing â€Å"a broad range of viewpoints and problem-solving skills to the company† (Black Enterprise 1993, p.1). Workforce 2000 Today survey showed that by 1991 â€Å"issues of cultural diversity and women in the work force were becoming increasingly important in decision-making and strategic planning – especially strategic planning†. 60 percent of the respondents said their management viewed diversity as an asse t, not as a problem (Black Enterprise 1993, p.1). However, Ben Harrison questioned the reliability of those 60% emphasizing that most managers didn’t have a clue as to what diversity meant. He explained that

Critically analyse the factors which influence the exercise of Essay

Critically analyse the factors which influence the exercise of management prerogative in employment relations - Essay Example Hence employer’s prerogative ensures the basic right of an employer to apply his/her creative concepts in the business. However, it does not entitle the employer to harass employees but only gives the right to satisfy his/her business interests. The following part will critically analyze the factors which normally influence the exercise of management prerogative in employment relations in the US, UK, and China. The US’s ‘right to manage’ is very different from that of the other developed countries. â€Å"Joint determination of relationship between employers and organized employees through collective bargaining is now a protected right in the United States† (James 1992). Obviously United States has adopted a more liberal policy towards employees’ rights. The US law insists that the managerial objectives should be achieved through good employer-employee relations in order to reduce the work difficulties and employees’ physical and mental stress. In the opinion of Summers (1976), the US considers employees’ termination as economical capital punishment (ibid). During the last decade, many states have limited employers’ traditional rights to terminate the workers any time as they liked. The adverse impacts of this law is that sometimes even the most unproductive workers get the opportunity to continue the job and thus the long term objectiv es of the enterprise get impeded. This law enforcement is against the employer’s right of ‘hire and fire the employees’. Numerous US regulations including EEO legislations and other non-discrimination acts tend to favor employees rather than employers rights. For instance, a company is liable to prove that the termination of any employee is not due to discrimination of any sort. As a positive outcome of such restrictions on employer’s prerogative employee-employer relationship has been enhanced in the US business environment. In contrast, the restrictions would pull back innovative

AS2 Evaluation Report Essay Example | Topics and Well Written Essays - 1750 words

AS2 Evaluation Report - Essay Example intervention of the mass media as a method of engaging the wider segment of the community to establish an idealistic perspective of prosperity and economic development. The report considers entertainment and education for the young people as style that not only educate and entertain the community but also a technique of enlightening the essentiality of positive attitude towards developmental projects. The report presents an extensive description of innovative approaches as models of participation and community engagement. On the same note, cultural activities and electronic technologies are viewed as a way of enhancing social marketing campaigns to boost economic performance of the community. The study has an objective of establishing requisite procedures for collecting and interpreting communicable information in a bid to support the priority setting for addressing the concern of marginalized groups in a society. Be that as it may, societal outreach and mobilization has always been considered as a number one priority for engaging the marginalized groups since the dawn of time. The community sensitization and mobilization comprises of diverse issues that involves meeting and trainings. In view of the previous studies and comments posed by profound scholars, community engagement through traditional authorities and cultural activities are perceived as a stepping stone towards defining the needs of the disadvantaged groups in the community. Mass media has been conceptualized as technique of engaging and enlightening a wider segment of the community on the essentiality of grasping developmental perspectives. In a strong sense, mass media basically targets the young people since they are believed to have what it takes to implement and put into practice the developmental agendas for facilitating economic performance of a community. The use of television, billboards and quite a number of mass media procedures is quite essential in enabling the majority of disadvantaged

Critically analyse the factors which influence the exercise of Essay

Critically analyse the factors which influence the exercise of management prerogative in employment relations - Essay Example Hence employer’s prerogative ensures the basic right of an employer to apply his/her creative concepts in the business. However, it does not entitle the employer to harass employees but only gives the right to satisfy his/her business interests. The following part will critically analyze the factors which normally influence the exercise of management prerogative in employment relations in the US, UK, and China. The US’s ‘right to manage’ is very different from that of the other developed countries. â€Å"Joint determination of relationship between employers and organized employees through collective bargaining is now a protected right in the United States† (James 1992). Obviously United States has adopted a more liberal policy towards employees’ rights. The US law insists that the managerial objectives should be achieved through good employer-employee relations in order to reduce the work difficulties and employees’ physical and mental stress. In the opinion of Summers (1976), the US considers employees’ termination as economical capital punishment (ibid). During the last decade, many states have limited employers’ traditional rights to terminate the workers any time as they liked. The adverse impacts of this law is that sometimes even the most unproductive workers get the opportunity to continue the job and thus the long term objectiv es of the enterprise get impeded. This law enforcement is against the employer’s right of ‘hire and fire the employees’. Numerous US regulations including EEO legislations and other non-discrimination acts tend to favor employees rather than employers rights. For instance, a company is liable to prove that the termination of any employee is not due to discrimination of any sort. As a positive outcome of such restrictions on employer’s prerogative employee-employer relationship has been enhanced in the US business environment. In contrast, the restrictions would pull back innovative

How to Prepare an Introduction Essay Example for Free

How to Prepare an Introduction Essay Leisure time is defined as freedom provided by the cessation of activities especially when time free from works or duties. Leisure activity plays important role in human life as healthy body produces healthy mind. It is good for PMC students to chill out from their busy and stressful routine. PMC students experience leisure activities every day, whether they realize or not it is happening. Even though PMC students have a lot of assignments and revision need to be done, they still have free time to do leisure activities. There are many form of leisure activities provide endless amounts of opportunities for all people. What kind of activity does the student in Penang Matriculation College spent the most during leisure time? See more: how to write an introduction There are two types of activity which involve among students. Some students would prefer for indoor activity while the others choose outdoor activity. Indoor activity is an activity that intended for use in the interior of a building such as reading story books, online and playing games. Outdoor activity is an activity that located to the open air. For instant, sports and gaming. Like any concept, for all its positive aspects, there are some downsides to participating in leisure activities among student. The main purpose of this survey is to find out what is the most likely activity that PMC students prefer to pile up their free time. Besides we want to investigate the effects of the pointer on behalf the activity they do during their leisure time. Our aim is to find out how students spend their leisure time and what kind of activity that they will do during daytime and night. Then the study is carried out to discuss the advantages and disadvantages on how they spend their time. Throughout this research, we can see that student prefer more to involve in outdoor activity such as sports. During evening student spent more on sports activity while at night they prefer to study. Most of 3.0 pointer student study alone rather than study group. Lastly, PMC students wisely fill up their leisure time with healthy activities.

Substance Abuse Among Adolescent Students

Substance Abuse Among Adolescent Students CHAPTER I: INTRODUCTION 1.1. Background Adolescence is a period of transition from childhood into adulthood, a period of physical, psychological and social maturation. This is a crucial period of life when an individual is no longer a child but not yet an adult. The term adolescent refers to individuals between 10-19 years of age (early adolescence 10-14 years and late adolescence 15-19 years). In this period they are usually very energetic, enthusiastic, and anxious and become more autonomous in their decision taking.1 To show that they are capable of handling themselves the risk taking behavior among them is very high which, as a consequence, may bring different kinds of problems. Substance abuse is common and one of the most disturbing problems among the youths. In Nepal adolescents comprise about one fourth (24%) of the total population.2 Substance abuse refers to the harmful or hazardous use of psychoactive substances, including tobacco, alcohol and illicit drugs.3 Substance abuse is the use of any substance(s) for no n-therapeutic purposes or use of medication for the purposes other than those for which it is prescribed. It refers to the over-indulgence in and dependence of a drug or other chemicals leading to effects that are detrimental to the individualà ¢Ã¢â€š ¬Ã… ¸s physical and mental health, or the welfare of the others. Substance abuse has complex roots; in biological predisposition, personal development, and social context. Specific social correlates such as parent-child conflict, child physical and sexual abuse, family breakdown etc has also great role4. The transition from adolescence to young adulthood is a crucial period in which experimentation with illicit drugs in many cases begins. Because of their innate curiosity and thirst for new experiences, peer pressures, their resistance to authority, sometimes low self-esteem and problems in establishing positive interpersonal relationships, young people are particularly susceptible to the allure of drugs. However, all youth around the world do not have the same reason for abusing drugs.5 Substance abuse also predicts affiliation with network of deviant peers who introduce these adolescents to other substances.4 [2] Adolescent substance use usually starts with alcohol and cigarette which are referred to as gateway substances. They are the initial substances used before others are tried out and later progress to more dangerous ones such as cannabis and cocaine.4 In most societies cigarette smoking, alcohol drinking and using drugs are more or less perceived by young people as something alluring. Many also see it as a status symbol, a way to telling their peers and contemporaries that they have come of age. In Nepal, alcohol use has not been taken seriously either by the community or by any social organization.6 There is no age restriction on buying cigarettes. Cannabis and alcohol were traditionally used in Nepal for centuries. A cannabis derivative such as marijuana and bhang is often justified in connection with religious festivals because of the presumed prediction by one principal figure of the Hindu pantheon, the lord Shiva for the drug.7 With time, risky behavior such as gluing, sniffing an d injecting the drugs has been introduced. Though drug use is strictly illegal in Nepal, the easy access and availability of drugs has created a conducive environment for the people to start taking such substances, especially among young people and children. Substance abuse is one of the main risk factors for numbers of heart and lung diseases, oral, lung and stomach cancer, psychiatric problems and even death. Poor social coping skills, broken homes, disturbed relationships and risky behaviors is its social consequences.3 A number of measures, both on supply reduction and demand reduction, have been taken by the government and non-governmental organizations. However, the number of drug users is in the increasing trend.6 Substance abuse, therefore, is still a major public health problem and theres a need of more extensive awareness and rehabilitation programmes. 1.2. Problem statement Substance use poses a significant health, social and economic threat to families, communities and nations. The extent of worldwide psychoactive substance use, according to World Health Organization (WHO) 2002, is estimated at 2 billion alcohol users, 1.3 billion smokers and 185 million drug users. Similarly, there are 150 million adolescent tobacco users. In an initial estimate of factors responsible for the global burden of disease, tobacco, alcohol and illicit drugs contributed together 12.4% of all deaths worldwide in the year 2000.8 [3] Tobacco alone contributes 8.8%, alcohol- 3.2% and illicit drugs-0.4% of all the death worldwide. Injecting drug use has been reported in 136 countries, of which 93 countries report HIV infection among this population. Tobacco is the largest burden in Europe and South-East Asia while alcohol poses the largest burden in Africa, the Americas, and Western Pacific. Worldwide alcohol causes 2.5 million deaths (3.8 % of total) and 69.4 million (4.5% of total) of Disability-Adjusted Life Years (DALYs).8 According to Nepal Demographic Health Survey (NDHS) 2006, one-third of men smoke cigarettes and two-fifth consumed other forms of tobacco, whereas 15% of women smoke cigarettes and 5% consumed other forms of tobacco.2 According to Non Communicable Disease Risk Factors Survey 2008 in Nepal, 37.1% were tobacco users. Of them, 26.2% (35.5% men and 15.9% women) were found to be currently smoking among which 23.8% were daily smokers. Mean age of the initiation of smoking was 18.8 years for men and 12.9 years for women. Similarly, 28.5% were found to be currently consuming alcoholic drinks wherein almost one and half times more men (39.3%) than the women counter parts (16.5%).9 The report published by United Nations Economic and Social Council (UNESC) showed that the younger the age of first use of illicit drugs, the higher the severity of drug problem later. The age of first experience with drugs has been falling in many regions of the world. Adolescent substance use is increasingly prevalent throughout the world.10 According to the Nepal Adolescent and Young Adult (NAYA) Survey 2000, about one-quarter of the young boys and one in ten girls have experienced smoking.11 Study conducted in Nepal by Ministry of Health and Population (MOHP), New ERA and orc Macro, 2002 have revealed that 47.4% of the adolescents aged 15-19 has consumed alcohol. Study conducted among teenagers in seven districts of the country stated that more than one in ten teenagers admitted to taking drugs. Of these teenagers, 56% took drugs by smoking, a quarter by inhaling (26%) and 5.4% admitted to injecting drugs.11 [4] 1.3. Rationale Substance abuse has been a rising social, economic and public health problem and the hazards associated with it are undeniable. It is one of the forms of behavior most damaging to the health in the long term and is associated with other risky behavior such as engaging in unprotected sex which may result in HIV/AIDS.7 Adolescence period is the major age of initiation of substance abuse.6 Substance abuse among adolescents seems to be alarmingly pace around the world and Nepal is no exception. Though there are organizations working for adolescents, very fewer studies are conducted regarding this issue. Awareness programs are insufficient due to the scarce of information of the real scenario. Since majority of substance abuse among youths starts in the school, the school population is the best place for early detection and prevention of substance abuse in the adolescent population. As a result of lack of sufficient and reliable data from which generalization can be derived for Nepal, the re is a definite need for additional school surveys on substance abuse in the country. This study provides the base information on the use of various substances among school adolescents. It is intended to describe the magnitude of substance abuse among school children, the factor motivating them to abuse and knowledge and perception regarding substance abuse so that the possible intervention could be taken. 1.4. Objectives 1.4.1. General objective To find out the magnitude and associated factors of substance abuse among adolescent students in secondary schools of Vyas municipality, Tanahun. [5] 1.4.2. Specific objectives To identify the prevalence of substance abuse among the adolescent students of Vyas municipality. To determine the age of initiation of substance abuse. To find out the factors influencing the initiation of substance abuse. To explore the students desire for quitting abuse of substance. To determine the students knowledge and perception regarding substance abuse. To determine patterns of substance abuse in terms of sex and type of school. 1.5. Research questions What is the prevalence of substance abuse among the adolescent students? What is the knowledge and perception of adolescents towards substance abuse? Do sex and type of school influence the use of substance? 1.6. Variables 1.6.1. Dependent à ¯Ã¢â€š ¬Ã‚ ­ Substance abuse 1.6.2. Independent à ¯Ã¢â€š ¬Ã‚ ­ Age à ¯Ã¢â€š ¬Ã‚ ­ Sex à ¯Ã¢â€š ¬Ã‚ ­ Peer influence à ¯Ã¢â€š ¬Ã‚ ­ Availability à ¯Ã¢â€š ¬Ã‚ ­ Types of school à ¯Ã¢â€š ¬Ã‚ ­ Knowledge and perception regarding substance abuse [6] 1.7. Conceptual framework Availability Substance abuse among school adolescents Age Sex Place Family History Type of school Peer influence Knowledge and Perception regarding substance abuse Types of substance Figure 1: Conceptual framework 1.8. Operational definitions Substance: Any psychoactive material which when consumed affects the way people feel, think, see, taste, smell, hear or behave. Cigarette, chewing tobacco, alcoholic products and drugs (drug tablets, cannabis, heroin, opium, glue/gum, tidigesic, tranquilizers) are included as a substance in this study. Substance abuse: Substance abuse is the non-medical use of substances in order to achieve alterations in psychological functioning. Use of any of the substances mentioned above for two or more times in a lifetime is included under substance abuse. Adolescent students: Secondary school students of grade 8, 9 10 of both community and institutional schools within the age of 10-19 years are considered adolescent students. School: Government-aided community schools and institutional schools are studied. [7] Knowledge level regarding harmful effects of substance abuse: Those who could list at least one or more harmful effects of substance abuse are considered as having â€Å"good knowledge† and those who couldnà ¢Ã¢â€š ¬Ã… ¸t list any are regarded as having â€Å"poor knowledge†. Perception towards substance abuse: The perception of the students was measured in 3 points scale: „agreeà ¢Ã¢â€š ¬Ã… ¸, „disagreeà ¢Ã¢â€š ¬Ã… ¸ and „canà ¢Ã¢â€š ¬Ã… ¸t sayà ¢Ã¢â€š ¬Ã… ¸. Statements for measuring perceptions are: à ¯Ã¢â€š ¬Ã‚ ­ One who abuses substance has more friends. à ¯Ã¢â€š ¬Ã‚ ­ One who abuses substance has negative image in the society. à ¯Ã¢â€š ¬Ã‚ ­ It is difficult to quit the substance after getting into it. [8] CHAPTER II: LITERATURE REVIEW Substance abuse is rising public health as well as social problem throughout the world. It poses a significant threat to the health, social and economic foundation of families, communities and nations. It is one of the major preventable causes of death and disability. There are about 2 billion alcohol users, 1.3 billion smokers and 185 million drug users worldwide.8 Consumption of substances has increased all over the world and the age of initiation of substance abuse is progressively falling. There has been increase in social and economic factors which make young more vulnerable and likely to engage in drug use and drug-related risk-taking behavior.10 A study carried out on â€Å"Socio-Demographic Correlates of Psychoactive Substance Abuse among Secondary School Students in Enugu, Nigeria† showed that 33.7% of the adolescents were substance abusers. Alcohol was most commonly abused (31.6%). Prevalence of the cigarette smoking was 14.3%, inhalants 9%, tranquilizers 7.4% and ca nnabis 4.15%. Males consumed most psychoactive substances more frequently than the females. Cigarette and cannabis were the exclusive preserve of the males. Older students were more involved in multiple substance use compared to younger ones. Among the users, 75% of the respondents were using more than one substance whereas 24.8% used only one substance.4 In a study carried out on â€Å"Drug use among adolescents in Asturias (Spain)† among the school students, 29.1% were drug user among which 55% were male. The average age of initiation of drugs was 15.4 years for males and 15.5 years for females. Cannabis was the most frequent drug used ever i.e. 20.8% of the total respondents became involved with this drug at sometime of their lives. Tranquilizers was second (10.3%), followed by amphetamine-like substance (7.9%) and inhalants (2.3%). The mean age at first drug use was 15.4 years for males and 15.5 years for females.12 A study carried out on â€Å"Licit and illicit substance use by adolescent students in eastern India: Prevalence and associated risk factors† among 416 students of classes VIII, IX and X in rural and urban settings gave the prevalence of 6.14% and 0.6%. The mean age of initiation of substance abuse was 12.6 and 13.9 years among rural and urban students respectively. Tobacco followed by alcohol was most commonly used in both setting. Prevalence was higher in males. Use of a substance by family [9] members had a significant impact on its use by their children. Enjoyment and Curiosity were found to have the major influence in their decision to use a substance.13 Another study carried out on â€Å"Substance use among secondary school students in an urban setting in Nigeria: prevalence and associated factors† revealed that the life time use prevalence rates of alcohol and tobacco were 9.25 and 5.2%. The commonest substance used by the students was caffeine (85.7%). In terms of gender, the prevalence rate for male was higher than for their female counterparts except for antibiotics, analgesics, heroin and cocaine. Major Reason for using substances included relief from stress- 43.5%. About three quarters of the respondents (70%) were unaware of problems or complications that could arise from substance use while 10.5% believed poor physical health could arise.14 Department of Narcotic Control in Bangladesh, in June 2008, reported about 5 million drug addicts in the country amo ng which young and adolescent population comprised 91%. Heroin is the most widely abused drug in Bangladesh.15 A study of adolescent smoking and drinking carried out among adolescent students in 2007 in Korea have shown that the prevalence of smoking was 29.2% while drinking was 48.2%. The mean age at the first instance of smoking and drinking was 13.8 and 14.1 years respectively. Among drinking adolescents, 30.1% were offered a drink by their parents, although most adolescents were encouraged to smoke or drink by their friends.16 The Global Youth Tobacco Survey (GYTS) of school-going adolescents of class 8-10 conducted by WHO in the South-East Asia Region revealed that one in 10 school-going adolescents in Nepal use some form of tobacco. The smoking rate for girls was significantly lower than that for boys. Exposure to smoke was both at home and in public places. Despite a substantial proportion of adolescents using tobacco, a large proportion of current smokers wanted to stop smoking. Regular presence of smokers in the family and easy accessibility of tobacco products were the major contributing factors to the prevalence of the smoking habit among adolescents in Nepal. It was also observed that almost one in ten smoking students smoke at home, revealing that there is no parental pressure on them to stop.11 [10] United Nations International Childrens Fund (UNICEF) 2001 survey in Nepal reported that more than one in ten teenagers admitted to taking drugs. Of these, 56% took drugs by smoking, 26% by inhaling and 5% by the injecting route. Majority (76.7%) of the adolescents was introduced to the drugs by their friends and 12% started taking on their own while 7% were encouraged by their father and uncles.11 According to a study done in school students of Grade 8, 9 and 10 in Pokhara sub- metropolitan city, nearly half 47.1% of the students ever used tobacco products. One in seven (13.2%) were current users, one in four (22.7%) were experimental users and one in ten were the past users of any tobacco product. The mean age of initiating tobacco was about 13 years and nearly one fifth (18.9%) initiated before 10 years of age. Boys were more likely to use tobacco than girls and adolescents of institutional schools were more likely to use tobacco products as compared to community school students. R egarding the knowledge of students about tobacco use nearly one third (31%) of the adolescent students were having good knowledge and less than half (42.7%) were having some knowledge about the hazards of tobacco use. Significant proportions of the adolescents have wrong perceptions about the use of tobacco i.e.47% thought that tobacco users have more friends and 27.3% thought that tobacco users are more attractive.17 [11]