Mother and Parent

Daniel Pelayo Professor Nathifa Tomb English 1B 6 March 2013 The Ideal Parent: Brightening a Childs Future Parenting is a big part of every ones lives; it makes up who you are as a person and in many cases projects who you will be in the future. Some adults have trouble manipulating their children and teaching them what is right from wrong, while others have a much easier time doing so. In my opinion there is no such thing as â€Å"the perfect parent†, both the mother and the father have their flaws, but what matters is that the parent is always there for personal support.To me a good parent is someone who is always there to support there children in both good and bad terms, and a responsible adult that can supply for their kids necessities, not necessarily all the luxuries that they want. Another key point to being a good parent is to be a good leader, all kids look up to their parents and most of the time follow their parents footsteps and part of being a good leader is bein g a hard worker. A parent that is supportive, responsible, and a leader and hard worker all make up to be a great parent in my opinion.In the stories Scar by Amy Tan, My Fathers Hands by Daisy Hernandez, and the poems Those Winter Sundays by Robert Hayden, No Longer a Teenager by Gerald Locklin all tie up to the universal theme of good parenting. Even though some characters in the story struggle to be the perfect parent they desire to be, some are successful in doing so while others just cannot do their duty. Having support from a parent is a corner stone in a kids life growing up, without the support of their closest relative life can be a struggle growing up. In the poem No Longer a Teenager, Gerald Locklin narrates, literature and opera are full of characters who die for love: i stay alive for her. † (35-37) The father implies that unconditionally of the situation he will always be there to support and give love to his daughter. In this poem love and support is a big theme, showing the strong bond between the father and the daughter still after her teenage years gives a great amount of respect to the father. Supporting children from a very young age can definitely shape up the future of a young kid. On the other hand in the story Scar by Amy Tan, â€Å"I felt unlucky that she was my mother and unlucky that she had left us.These were the thoughts I had while hiding in the corner of my room where my father could not watch me† (292). An-mei the main character had no support from her mother growing up as she abandoned her own family and kids. The author Tan states this in a way that the child almost feels lonely, dull, and unhappy, which can be the outcome of no parental support. The different mindsets of the parents are well established, one parent has been there to support their kid since birth while the other one was there for a couple of years and then abandoned her child.This plays a big role in these kids mind because not having the support t hey need can be the difference between love and shame in a parent-child relationship. Next, responsibility is one thing most parents try to educate their kids about as they are growing up. Having a responsible parent can be the difference between having a good, comfortable childhood, and having a rough, complicated life growing up. In the poem â€Å"Those Winter Sundays† by Robert Hayden â€Å"Speaking indifferently to him. who had driven out the cold and polished my good shoes as well† (10-13) shows a great level of responsibility from the dad.Getting up early to do all the necessary for the child to have a nice easy morning makes his kid life much easier and happier. Taking responsibilities for their kids and their own personal lives can benefit both the parent and child in the long run. On the contrary in the story â€Å"My fathers Hands† by Daisy Hernandez, the child in the story has more of a complicated and rough childhood. â€Å"I’d get home and c hange from my catholic uniform to my McD’s one. If I worked enough hours, I made as much as my mother did at the factory†(412) states Hernandez. This quote illustrates the more complicated version of a very young teenage girl.The father is un-employed and the mother is making the same amount as her teenage daughter. This shows a lack of responsibility coming from both parents because at this age the parents should be concerned about the daughter going to school and both parents should have a job accounted for. The irresponsibility’s of the parents can affect a child from a young age, not only does it complicates the life of the kid, but the parents do a poor job of teaching a child the values of being responsible. One parent shows responsibilities for their kids while the other parent shows no remorse for her daughter.Finally, being a leader and a hard worker not only in your children’s lives but also in society is what makes a huge difference between a gr eat parent and a mediocre parent. Showing a child the values of leadership and hard work can make a kids future that much better. A parent that holds these two characteristics and is able to put them to use in society will not only be a great example for their kids, but a superb example of a great parent. In the poem â€Å"Those Winter Sundays†, Hayden illustrates the hard work and leadership this father puts in for the family to have a nice comfortable living. Sundays too my father got up early and put his clothes on in the blueblack cold, then with cracked hands that ached from labor in the weekday weather made banked fires blaze. No one ever thanked him. † (1-5) This stanza shows the fathers hard work, he worries about the family and the kid and wants noting but the best for them. Hayden states that the father works and serves the family seven days a week, making him a superb father figure and even though the family members do not appreciate everything he does for th e family he is doing a good deed.Unlike the mother in â€Å"Scar† by Tan she was never much of a leader to her daughter or son. â€Å"Who is this ghost?†¦.. If you take your daughter, she will become like you. No face. Never able to lift up her head†(294). This line emphasizes the fact that the mother was never there as a parental figure, in a way she is a disgrace to her daughter because she never taught her the meanings of life and was never there to support her daughter and be a leader for her daughter.Tan states under the surface that it is better for her to leave her daughter behind because she did not race her and they both have different moral beliefs. She cannot be a leader to her daughter and from a child’s point of view not having a leader to follow and grow up with can make a child dread of unhappiness. One parent does the right thing to serve their family and be a leader and a hard working parent to teach their kids about life, while the other p arent was never really there to even talk to the child.In conclusion, having a parental figure guide a child through life by showing them key characteristics and the essence of life will benefit the child much more. The characteristics that a great parent should have is to support the children at all times, be a responsible adult, and be a leader and demonstrate hard workmanship so the kid can follow ones foot steps and continue thriving through life. No parent is perfect but most parents have what it takes to be a successful parental icon in their child’s life. What characteristics do you think a good parent carries?Works Cited Badillo, Jose, and Mrs. Fay Lee. â€Å"Scar. † : By Amy Tan. 1302 Composition and Rhetoric II, 24 Sept. 2009. Web. 06 Mar. 2013. Gerald Locklin. â€Å"The Writer's Almanac with Garrison Keillor. † No Longer A Teenager by Gerald Locklin. The Writers Almanac, 18 July 2002. Web. 06 Mar. 2013. Hayden, Robert. â€Å"Those Winter Sundays. â⠂¬  – Poets. org. Academy Of American Poets, 23 May 1966. Web. 06 Mar. 2013. Hernandez, Daisy. â€Å"My Father's Hands A « Daisy Hernandez. † Daisy Hernandez. Daisy Hernandez, 13 July 2005. Web. 06 Mar. 2013.

The Perfect Storm

Severe Weather Analysis THE PERFECT STORM Due: March 25, 2010 50 Points Using data from the NOAA (National Oceanic and Atmospheric Administration) and NCEP/NCAR (National Centers for Environmental Prediction/National Center for Atmospheric Research) and any other peripheral sources, please provide a discussion and analysis of the severe weather events surrounding the loss of the Andrea Gail and rescue of the Satori as presented in the book, The Perfect Storm, by Sebastian Junger. You are given the following clues: 1. Dates: 27 October 1991 – 1 November 1991 2. General location: North Atlantic Ocean, latitude/longitude coordinates from text 3. Events as portrayed in the novel. 4. The NOAA special storm report for this event (below) From these initial data points, use maps, the library, the internet and your knowledge to develop a more fully synthesized description and explanation of weather events as they relate to the events experienced by the crew of the Andrea Gail, Coast Guard and yacht Satori. NOAA page for the â€Å"Perfect Storm† http://www. ncdc. noaa. gov/oa/satellite/satelliteseye/cyclones/pfctstorm91/pfctstorm. html The following websites will be useful to develop maps. http://www. cdc. noaa. gov/Composites/Day/ http://www. cdc. noaa. gov/cgi-bin/Composites/printpage. l To characterize the storm and its development, and to relate these factors to the story, you may map any variable/aspect of the days that these events were occurring. Consider and present factors such as storm intensity and track, fronts, jet stream and surface winds. I suggest using (mapping) some of the following variables: temperature, specific humidity (for moisture), vector wind and geopotential height (to show pressure disturbances) to represent the atmosphere at the surface, and possibly at other levels such as the lower troposphere (850 mb), middle troposphere (500 mb) and upper troposphere (300 mb). Based on what you know of storms, describe how the atmospheric environment contributed to the development of the weather systems that destroyed the Andrea Gail. You have been given the what, the when and the where – you must provide the why and the how. Deliverables: Technical memorandum: Minimum of 3 typed pages of text diagnosing the weather event and relating specific portions of the storm’s anatomy to the location of the vessels and events in The Perfect Storm, plus maps. Cite all references and images. The Perfect Storm Severe Weather Analysis THE PERFECT STORM Due: March 25, 2010 50 Points Using data from the NOAA (National Oceanic and Atmospheric Administration) and NCEP/NCAR (National Centers for Environmental Prediction/National Center for Atmospheric Research) and any other peripheral sources, please provide a discussion and analysis of the severe weather events surrounding the loss of the Andrea Gail and rescue of the Satori as presented in the book, The Perfect Storm, by Sebastian Junger. You are given the following clues: 1. Dates: 27 October 1991 – 1 November 1991 2. General location: North Atlantic Ocean, latitude/longitude coordinates from text 3. Events as portrayed in the novel. 4. The NOAA special storm report for this event (below) From these initial data points, use maps, the library, the internet and your knowledge to develop a more fully synthesized description and explanation of weather events as they relate to the events experienced by the crew of the Andrea Gail, Coast Guard and yacht Satori. NOAA page for the â€Å"Perfect Storm† http://www. ncdc. noaa. gov/oa/satellite/satelliteseye/cyclones/pfctstorm91/pfctstorm. html The following websites will be useful to develop maps. http://www. cdc. noaa. gov/Composites/Day/ http://www. cdc. noaa. gov/cgi-bin/Composites/printpage. l To characterize the storm and its development, and to relate these factors to the story, you may map any variable/aspect of the days that these events were occurring. Consider and present factors such as storm intensity and track, fronts, jet stream and surface winds. I suggest using (mapping) some of the following variables: temperature, specific humidity (for moisture), vector wind and geopotential height (to show pressure disturbances) to represent the atmosphere at the surface, and possibly at other levels such as the lower troposphere (850 mb), middle troposphere (500 mb) and upper troposphere (300 mb). Based on what you know of storms, describe how the atmospheric environment contributed to the development of the weather systems that destroyed the Andrea Gail. You have been given the what, the when and the where – you must provide the why and the how. Deliverables: Technical memorandum: Minimum of 3 typed pages of text diagnosing the weather event and relating specific portions of the storm’s anatomy to the location of the vessels and events in The Perfect Storm, plus maps. Cite all references and images.

BOLERO Essay Example | Topics and Well Written Essays - 500 words

BOLERO - Essay Example Structurally, the bolero is an all mediums straightforward composition. It composes of the C major, Â ¾ times beginning in a pianissimo and a continuously rising crescendo to possible fortissimo (Asada and Ohgushi 242). Rhythm is built over the unchanging ostinato rhythm. It is played through one or more snare drums in consistence throughout the musical piece. Further rhythm is created by the created two melodies each of 18 bars duration, and they are each played two times at alternating moves. The first melody is of a diatonic mode and descends through one octave while the second is of a Phrygian mode and descends through two octaves. Moreover, there is a maintained constant re-orchestration of the theme culminating to steady crescendo and varieties of timbers both of which repeat over and over; a series of 8 and 9 times for the second and the first theme respectively. The major C with a minor key complementary refrain repeats over and over, consistent to the insistent beat of a si de drum The dynamics of the Bolero starts off remarkably quiet and gradually increases as the mood gradually increases in tension for over 15 minutes (Stevens 2001). The speed of tonation and movement is fairly moderate throughout the music. This is attributed to the use of repeated same melodies, but played on different instruments, and more instruments are added as it proceeds to a dramatic climax. The color scheme hugely varies; burying the available tonal center and it goes a considerable time before closing an arc and returning back to the primary color. Phrasing in the bolero is neither definable as asymmetrical or symmetrical in that it changes over and over in sudden lapses. It constitutes of the same form that recurs over and over, but with no distinct formula. Some parts are symmetrical while others are just asymmetrically mixed. The bolero is one of

Advocacy organization Essay Example | Topics and Well Written Essays - 250 words

Advocacy organization - Essay Example The new judges have given the award new look, improved the credibility, and exhilarated it from blames and perceived as bias. Innovation in reading price is one of their best programs where prize where outstanding individuals or organizations whose literature inspires readers and new audiences receive awards. The Pulitzer Prize website awards outstanding newspaper and online journalism, musical composition and literature in the United States. Established in 1917, Prizes gives annual awards to twenty-one categories where the overall winner in public service journalism receives a gold medal. This site advocates for the award journalists based on excellence therefore promoting originality and quality work amongst journalists. The PEN American site has given the every member of the society freedom of literature where people can convey information, ideas, and other forms of literature without fear. By extension, it has broadened freedom of speech and expression in an accessible platform for everybody. By targeting mainly the international writers, PEN America has expanded its boundary of ideas to defend writers restricted by culture, traditions or political situations of their countries. These websites serve a great role in recognition and appreciation of the literature, its value and importance to an individual and the society as a whole. PEN supports and gives confidence to the downtrodden writers with suppressed freedom of expression by political obligations while Pulitzer Prize and the National Book Foundation awards outstanding journalists and writers for their sterling

Employment Law - Problem Question Essay Example | Topics and Well Written Essays - 1000 words

Employment Law - Problem Question - Essay Example In the first count, Diana, a waitress who has just had a baby, is anxious about how she will manage her baby care and her work so as to plan her schedules. She approaches Christian who dismisses her that he is not involved in her issues and that she will have to cope with her current schedule at work. She has worked at the firm for three years. The second count involves Essie who has been working in the firm for the past two years. She has not been in good terms with Christian because of his continuous jock over Essie’s driving skills. She has never liked the jokes, has made this clear to Christian, and has asked him to stop. Christian however continues to make the joke. A statement that Essie ‘might kill someone one day due to her incompetence’ makes her angry and she leaves her job. In the third count, Fred, who has been working with Christian for 10 years, is approaching 65 years. He would like to work beyond the retirement age as he believes that he is still c ompetent but Fred believes that it is not safe to carry plates past 65 years and recommending that Fred leaves at 65 years. Rules One of the applicable rules in the case is the right of a woman to a flexible schedule after maternity leave. This is stipulated in the employment rights act of the year 1996 that allows the employee to apply for such varied conditions. For an employee to qualify for such rights as stipulated by the act, he or she must have worked for the employer for a period of two years and two months. There must also be the need for such change in schedule that must be primarily parental. A parent must for example be seeking the flexibility due to responsibility over a child who is younger than six years or an abnormal minor. Unless the employer can sight rational commercial arguments against such reschedules, the employee remains entitled to an agreed upon terms that remains binding (Chandler, 2003, p. 310). Another applicable principle in the case is the dismissal o f an employee. This, subject to the age discrimination principles of the employment rights act, can be observed from two perspectives; if the termination is done before retirement age and if the termination is done after the employee’s retirement age. Though the act provides that an employer have the right to dismiss an employee after the retirement age is attained, there should be an agreement between the parties over the termination agreement. This means that the employer should notify the employee of the intention to terminate the employment contact and the termination is only legal if effected after and not on or before the retirement date (Sargeant, 2006, p. 200, 201). Harassment is another applicable rule of law to the case. Harassments at the workplace include all forms of advances that are not welcomed by the recipient. Muir defines harassment from two perspectives, â€Å"quid pro quod claims and hostile environment claims† (Muir, 2003, p. 104). Quid pro quo re fers to those advancements that made with promise of rewards to the recipient, such as demand for sexual relations in exchange of promotion or an employment opportunity. Hostility in the working environment on the other hand refers to actions that are not acceptable to the recipient but are initiated by other parties at the workplace. Such an action may be â€Å"discriminatory that it affects job performance, or is intimidating, hostile, or offensive†

Introduction to Managerial Accounting Research Paper

Introduction to Managerial Accounting - Research Paper Example In addition, what price should be charged to the product to replace the production costs and earn a profit that is optimal? In addition, they have to plan how to finance the operations and how to manage the available cash. That is important in keeping the activities of the business to work smoothly. Â · Decision making. Managers need managerial accounting information when they decide whether or not to commence a certain project. Managerial accounting will help them compare the benefits of various opportunities and help them decide which ones to choose. Â · Performance measurement. Managers have to compare the budgeted figures to evaluate the performance of the business to actual results of the operation. They will have to use certain techniques of managerial accounting such as standard costing to assess the performance of various departments (Weygandt, Kieso, & Kimmel, 2010). Managerial accountants keep record financial information for their firms that are used by the management team of the company to aid in the process of decision-making. Managerial accountants do develop budgets, perform asset, cost management, and create necessary reports to be used by the Directorate team. In every company managers to significantly depend on the data provided by managerial accountants to develop business strategies that are effective. Owners of small business make most of the decisions within their company. The data offered by managerial accountants can affect the liability of the owner to make business decisions that are sound (Weygandt, Kieso, & Kimmel, 2010). The main purpose of managerial accounting in business is to support decision making by collecting, processing, and communicating helpful information that would assist the managers. The information would help the managers to plan, control, and evaluate the processes of the business and strategy of the company (Albrecht, 2007).

How International Business Can Effectively Compete in the Global Research Paper

How International Business Can Effectively Compete in the Global Market - Research Paper Example International logistics involves proper targeting and tiering. In the process, instead of applying a standardized supply chain services, the supply chain is marched with the requirement of each segment. Theories have found out that supply chain does not bring any competition to companies (Harrison and Hoek, 2005). International competition requires targeting and tiering as this will improve the supply chain, versatility and also improves the profit of the company making it great. There is also set by the managers to look keenly on human factors of international supply chain (Harrison and Hoek, 2008). Factors for competition in the market such as government instability, strikes by workers, holidays, unfavorable weather conditions and other unpredictable factors are only worsened when there are done in an international setting. Effective logistic function in an international marketplace is also done through evolving role and individual plants. In the current study the three main components that lead to success in the international setting are human resources, the processes used by the managers and the technology that is applied in the processes. Management of the relationship that a company has with the others also helps in effective competition in a marketplace (Pienaar and Vogt, 2012). The relationship will improve agreements on labor, environment implications and community development. Managers who are logistically skilled do not only consider packaging in their company but also focus on needs of the community for effective competition. Reconfiguration of process internationally supports the growth in the goals in a global marketplace. It involves the reconfiguration of technology that is used in the processes of the company. Critical and creative skills are needed in solving challenges that occur in international marketplace (Pienaar

Effect of the Budget Announcement on the Economy Essay

Effect of the Budget Announcement on the Economy - Essay Example This has occurred as a result of the announcement made on budget day; alcohol was increased by six percent over inflation. Spirits, wine and beer were all affected by this price elevation. (British Retail Consortium, 2008) The speech has also affected the rate of availability of fuel. The chancellor announced a fuel allowance for mature citizens. However, such an allowance had to be compensated by other users of the resource. This announcement actually contributed to the rising fuel costs. Besides that, the chancellor also announced that polluting vehicles would have to pay up higher road taxes than their 'green' counterparts. This would have been a way to offset the allowance given to senior citizens. However, the chancellor asserted that the measures would be implemented in the month of October. This is already starting to cause tax contributors and may continue to do so in the year 2009. Perhaps the major reason for this delay was to appease economists and consumers who were likely to demonstrate over rising fuel costs on the streets. However, environmentalists are not very happy about the chancellor's moves. They feel as though they have been short-changed by his delays. The money market did into improve in any way. Before March, the UK was the country with the highest inflation rate in G7. As if that is not enough, the country also has an extremely high budget deficit. Many analysts assert that the chancellor expressed optimism for the future of the country yet the rate of borrowing within the UK did not give him reasons to be optimistic. This is still the case presently. The latter results could have been heightened by the fact that the budget was extremely tight. Almost all the finances were allocated somewhere. The overall result was that there were no savings or available finances to dispose off. (Meader, 2008) The overall predictions about the economy within the budget speech also came true. The UK is operating within a volatile global market where the economy outside UK is negative. The same has affected the UK too. This is also likely to continue into the next year. However, even that pessimism was still not up to per with the current reality. Chancellor Darling announced that the UK economy would increase by between one point eight and two point two percent. This level has still not been achieved today as borrowing levels have exceeded predictions made earlier. Overly, the budgetary effect seemed to have been offset. This is because the Chancellor was announcing the budget against the following issues; A global credit crisis Public finances that were tight A slow domestic economy The Chancellor was faced with the option of cutting down taxes thus promoting growth or he could have increased taxes and promoted public financing. Each measure would have totally different effects; the former would have caused a lot of discrepancy from financial market stakeholders as it would be detrimental to that sector. Additionally, the latter measure would have derailed the economic process. What the Chancellor decided to do was to reduce taxes in certain areas and increase them in other areas

Fall of the House of Usher Journal Essay Example | Topics and Well Written Essays - 250 words

Fall of the House of Usher Journal - Essay Example Homosexuality is an implied vice in the story. In their first meeting, Roderick Usher greets him with energetic warmth that creates a sense of an overdone cordiality. The association of the Narrator and Roderick is not entirely elaborated, the narrator describes Usher as a boyhood friend and further elaborates that they were intimate during their childhood. Usher writes the Narrator a letter asking him to accord him company during the distressful time, implies sexual attraction between the two friends. Despite being terrified by the house of Usher and his illness, the narrator cannot resist the attraction to the twisted world of Roderick (Poe and David 61). There is an implication that Roderick and Madeline are inseparable. Madeline coming back after being buried could be perceived as a ghost coming back for revenge or simply hallucinations of Roderick, to help him remember her. The possibility that Madeline and Roderick are halves of the same person, who can only co-exist together. When Madeline dies, Roderick prefers to entomb her inside the house as opposed to using the family`s

Have power and ideology been used to achieve consensus India Essay

Have power and ideology been used to achieve consensus India - Essay Example Yet, the U.S. could not claim the same degree of representation and plurality that India can. In this respect Indian democracy can be said to be more functional than the more publicized democracies of the western world. But this is not to say that real-politic does not exist in India, or that political campaigns and policy-making are fair and just. In independent India, there were numerous instances of misuse and abuse of power. Even the once-revered Congress Party (which was once led by the great Mahatma Gandhi) has now reduced to yet another power broker, having lost its aura and initial sanctity. (Cohen, 2000, p.32) The latest sign of its deviation from founding principles is its close alliance with the United States of America, whose imperialist agenda is well documented and blatantly expressed. And recent Indian governments have projected America-led neoliberal capitalist ideology as something benign and progressive in garnering electoral consensus. â€Å"Numerous American offi cials already used the term "irreversible" to describe the course of Indo-U.S. relations. No U.S. president visited India  between January 1978 and March 2000, when President Clinton made a historic trip to the Subcontinent. Cabinet-level exchanges have since become routine, and President Bush's planned visit in early spring 2006 will reflect an agenda that has come to encompass shared global interests and concerns ranging from Iran and China to nuclear cooperation and biotechnology. Some have begun to see Bush's visit to India  as similar, in both intent and consequence, to that of Richard Nixon to China in 1972--which transformed Sino-U.S. relations and the global balance of power  for the next three decades. (Khanna & Mohan, 2006, p.43) The Congress Party, which has a history going back 115 years, is not only the oldest but also the most successful political organization in the country. In the six decades of post-Independent democracy, the party has nearly monopolized power through consistent electoral victories. But the Congress Party of today (run under the leadership of Sonia Gandhi, the widow of Rajiv Gandhi) doesn’t follow the same ideology as that under Jawaharlal Nehru. Nehru, having studied law at Harrods and much inspired by Bertrand Russell and other progressive thinkers of the time, belonged to a different era and espoused a different set of political values. Since his time, the condition of the party has undergone steady decline and it has now become power-hungry and devoid of content and ideals. In its early days, the party stood for such noble principles as secularism, egalitarianism and moderation. But today, this ethos is completely lacking. (Charlton, 1997, p.265) A reflection of the Congress Party’s lost stature is its electoral performance in the last two decades. Ever since the assassination of Rajiv Gandhi (the grandson of Jawaharlal Nehru) in 1991, the party could not manage to win a majority of parliamentary seats. As a result, it is dependent on coalition partners in holding onto power. In the 2004 general elections, for example, the Leftist parties such as Communist Party of India (CPI) and Communist Party of India (Marxist) gave outside support to the Congress-led coalition government. Interestingly, it was the pressure exerted by Leftist parties that led to constructive social measures and policies during this tenure. The NREGA

Fahrenheit 451 by Ray Bradbury Essay Example for Free

Fahrenheit 451 by Ray Bradbury Essay â€Å"There are worse crimes than burning books. One of them is not reading them† -Ray Bradbury. In the past there were events that affected book writers. People will get together to burn books because they thought it was inappropriate or they were against their literature. Montag is a fireman in a futuristic society who would start fires instead of put them out. After he meets Clarisse a young girl different from all teenagers in that society Montag will find himself doing things he never did before. In Fahrenheit 451 Montag will have a huge change in his life that will make him different from other people. There were people who contributed to that change, people who Montag would never thought of meeting or people he had already knew. Clarisse had Montag analyzing his happiness and questioning himself which caused him to do things he never done before. When Montag and Clarisse were walking Clarisse asked him if he was happy with the life he was living. â€Å"Of course I’m happy. What does she think? I’m not?†. Montag seems really bothered by the question Clarisse asked him. Montag is positive about his happiness, he knows he’s happy with the life he’s living He knows he’s â€Å"happy† but by someone else asking him that kind of question it doesn’t seem like he is. â€Å"He wore his happiness like a mask and the girl had run across the lawn with the mask and there was no way of going to knock on her door and ask for it†. Once Clarisse asked him about his happiness he started thinking about it and he knew he wasn’t happy at all. He thinks that Clarisse opened his eyes about it. Montag also feels like Clarisse was the one who took his happiness by asking him that question. Mildred proved to Montag he wasn’t really by the way she acts towards him. She was the one who woke him up and made him do something so he could have his happiness back. Mildred as a wife should listen to Montag and make him feel better. Instead Mildred would totally ignore him and seem careless every time he would say something. â €Å"I’m hungry Last night he began. Didn’t sleep well. Feel terrible she said. God I’m hungry I can’t figure it Last night he said again. She watched his lips casually. What about last night Don’t you remember†. Mildred doesn’t really listens to Montag He always tries to tell her something but she seems careless about it. He feels like he’s not getting the attention he wants from her. â€Å"â€Å"When did we meet? Where?†Ã¢â‚¬ ¦ â€Å"It doesn’t matter.† She was up, in the bathroom now, and he heard the water running, and the swallowing sound she made. â€Å"No, I guess not,† he said. This demonstrates that all this years of marriage meant nothing to Mildred. By her not remembering how they meet tells that Mildred doesn’t really care about their marriage. Faber encouraged Montag to overcome his fears not by giving him advice but by showing Montag he also feared. Faber was always the type to follow the rules so he wouldn’t get in trouble and face the consequences. Montag didn’t want to be a coward like Faber that’s how he overcame his fears. â€Å"For a little while I’m not afraid. Maybe it’s because I’m doing the right thing at last. Maybe because I’ve done trash thing and don’t want to look the coward to you†. Faber has never made a change in his life because he has always been afraid of the consequences. He tells Montag that he has to face his fears which make him feel like he’s doing the right thing for once. â€Å"â€Å"Mr. Montag you’re looking at a coward. I saw the way things were going a long time back. I said nothing. I’m one of the innocents who could have spoken up and put when no one would listen to the ‘guilty’†¦Ã¢â‚¬  Faber is telling Montag that he never had the courage to stand up in what he strongly believes its right. He categories himself as a person who’s afraid by the consequences. In Fahrenheit 451 by Ray Bradbury, Clarisse, Mildred and Faber had Montag doing things he never did before. They had him questioning, making him realize and encouraging him to get over his fears. He was doing things he never saw himself doing before in his life. Even though those things he do had its bad consequences he never felt that good about himself. Many people won’t confront their fears because they’re scared of the consequences but once people they overcome those fears there will be nobody who will stop them to do what they think it’s right. WORK CITED Bradbury, Ray. Fahrenheit 451. Simon and Shuster paperbacks; New York, 2012

Issues of Equality in Jamaica

Issues of Equality in Jamaica Introduction The following discussion will look around on the subject of equality in Jamaica using the experiences of an interviewee who is a female 63 year old British citizen that was born in Hanover in Jamaica on the 14th of March 1951 to draw out conclusions. She lived with family guardians as her mum died when she was 5 and her dad lived in the UK, but she had many brothers and sisters. She was loosely home schooled in Jamaica until she was 12 when she finally went to a Jamaican senior school called Mount Hannah. She had very a restricted education as her guardians wanted her to carry out manual work at home rather than pursuing an education. This resulted in here not having a structured education regime as even when she started to go to school she was forced into taking days off to look after her younger siblings or carry out manual tasks at home. Her childhood was in the middle of the creation of the Ministry of Education in 1953 (Ennew Et Al , 1982) and Jamaica’s transition to inde pendence that was pushed by Caribbean nationalists from after the Second World War (Mawby, 2012) to come to pass finally in 1962 (Welsh, 2012) . During this period there was educational reform especially in the early 60s with a big push to increase the number of schools since in the 1950s secondary school education in Jamaica was very limited (Miller 1990). There were 25 children in her school year and their average school day was from 9-3. Her class had only one teacher that taught them all English and mathematics. She finished school when she was 15 years old without any major qualifications and then continued to carry out more rigorous labour work full time. Work ranged from doing house work and babysitting to working on their house farm where she done tasks like carrying the water and the food to their home across long distances. The interviewee was 16 in 1967 she came to live in Coventry in England with her step mum, dad and younger sisters and brothers. During this time she dreamed of becoming a nurse as she enjoyed looking after her younger siblings. She eventually got the opportunity to take a test to become a nurse but she unfortunately failed the test due to a lack of knowledge in the key areas that was essential to know. After this she decided to go straight to work to help her family as a machinist as it was one of the few options that she had with her education. After a year she decided to move out and change job, but again the easier job for her to find with her experiences was as a machinist. In 1970 she had a daughter so took time off work for one and a half years to look after her. Afterwards she then went back to work for the same company but as a cable former but she also started to work as a barmaid at a pub during the weekends. As she enjoyed bar work and with it being more flexible for her to look after her daughter she continued her career as a barmaid by moving to work full time at a bar in 1974. She however had an area of unemployment from 1976-1979 but she then began to work as a barmaid again for 4 years and then later worked in a wide range of bars and bingos and casino’s behind the bar. During the late 80s she done various training courses as they became much more available in computing and shorthand writing with the hopes of becoming a receptionist, but in 1991 she became pregnant again had a baby Boy. For the rest of her life she brought up her son as a single parent and done voluntary work at various charity shops and carried out a few cleaning part time jobs. Since 2013 she has become a pensioner and is no longer pursuing work. Gender Gender was an identify factor that effected the interviewee’s education. The interviewee said that apart from the â€Å"major subjects† they had two extracurricular activities that they could do. It was compulsory for girls to do sewing and for boys to do gardening for the school garden. The interviewee said that when telling the teacher that she â€Å"wanted to go and do the gardening with the boys† he said â€Å"no† and when she refused she â€Å"went into the school and hide† because she â€Å"didn’t want to do sewing†. Because of this a teacher found her and said that if she didn’t do the sewing she would be â€Å"expelled† so she went back in and do the sewing. However as a punishment she was hit by the headmaster as she says â€Å"he gave me the cane on my hand and told me to go and do sewing, he hit me twice, and then said sit down and do the sewing† goes on to say that she â€Å"hated him after that† . This would affect girls and boy’s life chances because it would lower the possibility for boys to get the chance to be interested in sewing and the chance for women to be interested in gardening and thus meaning that their future career aspirations would be influenced away from either career paths. This is also a sexist approach as it implies that women should do the sewing which is more of a house wife job, whereas men should do more hands on jobs such as gardening. This could potentially precondition how children think about themselves and then lead them into believing sexist stereotypes. However if the children had the choice of what activity they wanted to do it would have been fairer and would have gave everyone the same equal opportunities. However when asked if she felt like there was less opportunity for girls than boys in the core subjects she replied â€Å"no we all had the same classes and same subjects† meaning that at least for code subjects there wasn’t the same level of gender discrimination. Social class Social class has been a major factor to the participant’s educational background as she found that coming from a very poor background highly influenced her education into making an impact on some of her life chances. If the interviewee had a different social upbringing then her family could have afforded the money for her to go to school from a young age instead of giving her house jobs to do. This was not a unique case in Jamaica during this period though as high adult unemployment contributed into generating households without male breadwinners thus meaning that children were expected to fend for themselves and to contribute in the household from a young age (Ennew Et Al, 1982). This resulted in many children dropping out of school around the age of 10 or 12 years, to earn money by working (Ennew Et Al, 1982). Because of this it directly affected her life chances as with little education it gave her the minimal opportunities to fully fulfil her potential in school. Education was compulsory in Jamaica back in the 50s but it wasn’t enforced, if parents were punished for children not going to school then this would have meant that the interviewee would have been in education from beginning to end. This is partially due to the policies like the Education Act to define the functions, roles, rights, and powers of the Boards, the Minister, principals, teachers, and students to not being fully developed until 1965 (Ennew Et Al, 1982). One positive however was when the interviewee said â€Å"everyone wore uniform† which showed an effort was made to make everyone feel equal. However as The interviewee’s family was poor she didn’t have shoes to wear to school unlike other children. She did however say that people didn’t look down on others for not having much money and that â€Å"I go to school without any shoes, I didn’t have shoes, and they didn’t bully me. They didn’t laugh at me or anything†. This was a positive aspect of her schooling; as they didn’t judge her for it even though it would have identified that she was from a low class background. When asked if children that were richer at school, had better job opportunities when they left school, The interviewee replied â€Å"yes â€Å" as it directly affected her opportunity to get O levels. She said that when she was fourteen the headmaster asked her to â€Å"write to your dad† and â€Å"make him give you five pounds for books† so she could take her O levels but as â€Å"he didn’t send the money† for the books she couldn’t take her O levels. She goes on to say that â€Å"all the others took their O levels because they had the money to buy books†. Her life chances were affected by this as it could have helped her get a wider range of job and educational opportunities, but children with money would have had a better chance in life. Costs for books, uniforms, lunch, and transport deterred some families from sending their children to school altogether (1987, Meditz S) so for allot of parents any extras costs to school would be looked down upon. She goes on to say that she â€Å"needed† O levels to be able to go into college which could have been a place where she could have strongly expanded on her education and increased her chances in getting a job she desired. After the interviewee left school at fifteen she had a year of carrying out manual jobs for her family ,she said if id stayed in Jamaica maybe I would have ended up been a cleaner or something like that, because I didn’t have the qualifications to get a decent job. This shows that by her not being able to carry out her O Levels that social class and wealth affected what the interviewee was able to do as a job after she left school. Disability The interviewee said that in school â€Å"everybody was the same† when asked if there were any students with disabilities meaning that for our participant didn’t get much visibility of any inequality that people with disabilities faced. This shows that everyone was treated equally but this doesn’t mean that there weren’t any issues out there for people with special needs. Before the 1970s Jamaicas had very limited capabilities in being able to identify and manage learning disabilities in children. Because of this Jamaica’s educational system was unable to deal with the special education needs of physically and mentally exceptional children. It took until 1974 for the government to provide special education services, until then it was provided by voluntary organisations. This would have resulted in students with disability’s not getting the appropriate help and support that they would have needed to get the most out of the educational system. Even though this didn’t necessarily directly affect our participant it was clear that extra support wasn’t available to her if it was needed as In Jamaica the late 1960s only about 50 per cent of Grade 6 students reached the functional literacy standard.(Miller, E, 2011). With more additional help and support for those who needed it this could have been vastly improved and could have helped the likes of our interviewee to get more out of education. This would have had an impact on children’s life chances as by not having an education that is adapted to children’s needs Conclusion These topics all affected the interviewee in their own individual way during her life. Gender effected the interviewee because the extra-curricular activities that she could partake in was solely based on her gender and not her personal preference, this meant that for these circumstances her education was different dependant on her gender and not on her personal choices meaning that she was not getting everything out of education that she would have wanted .Social equality effected our participant as it meant that she didn’t have a good quality of education because of it due to not being able to be in school as much as others and not being able to get a qualification due to her dad not being able to afford books for her to take her exams. This resulted in her not being able to have an adequate degree of knowledge to pass her nursing exam that she could have gained through taking her O levels and going to college. Disability inequality affected her to a lesser extent but specia l support wasn’t there for her even though she didn’t go to school until she was 12 year old, and this would have strongly impacted on the potential achievements she could have obtained. These issues relate to each-other because they have all limited the scope of what was possible for the interviewee to achieve. Due to a substandard education with different elements of inequality she was not able to live up to her full potential. She instead for most of her life she carried out minimum wage jobs as she didn’t have many options with potential jobs that she could do with her skillset or even opportunities for her to go into education part time while earning a living. Sadly by being limited to only doing these kinds of jobs it made her not able to gain a diverse enough experience at work to be able to expand skills that could help her in other roles. This created cycles that lead her into carrying out minimum wage jobs for the rest of her life. Bibliography Ennew.J. (1982). Family structures, unemployment, and child labour in Jamaica. Ennew.J. (1989) Milne, Brian, The next generation: lives of their world children. Mawby S (2012) Ordering Independence: The End of Empire in the Anglophone Caribbean, 1947-69.PP 33 Miller, E (1990) Jamaican society and high schooling. Kingston, Jamaica: Institute of Social and economic research Miller, E. (July 7, 2011). The State of Jamaican Education and its Greatest Challenge. Available: http://www.jta.org.jm/article/state-jamaican-education-and-its-greatest-challenge. Last accessed 6th Dec 2014. Sandra W. Meditz and Dennis M. Hanratty, editors.Caribbean Islands: A Country Study. Washington: GPO for the Library of Congress, 1987. State University. (2006). Jamaica Preprimary Primary Education. Available: http://education.stateuniversity.com/pages/728/Jamaica-PREPRIMARY-PRIMARY-EDUCATION.html. Last accessed 5th Dec 2014. Welsh. R (2012). Overcoming Smallness through Education Development: A Comparative Analysis of Jamaica and Singapore Current Issues in Comparative Education 15(1):114-131. Appendix Transcription Did you enjoy senior school? Yeah I did What kind of classes did you do? Classes? When I was at school I went till I was 14, and then I was in a mixed class with boys and girls. And I just do maths and English. Did you do science? Dint do science, just two subjects. Where about did you grow up in Jamaica, Mantana. Did you go to school here afterwards. No just in Jamaica. Did you feel like your schooling was limited because you only did maths and English? Yeah very. Would you say there was rich and poor people at your schoolà ¢Ã¢â€š ¬Ã¢â‚¬ ¹? was rich and poor, I was one of the poor ones Did people wear different uniform, if they were rich would they wear better clothes? No we all wear uniform. Did you feel like anyone was horrible to the poorer people? No no everybody got on, just there to learn, everybody was interested in learning, no time for any bullying or anything like that. I go to school without any shoes, I didn’t have shoes, and they didn’t bully me. They didn’t laugh at me or anything. Did you feel like race mattered at school? No no no race nobody knew about race until she came to England. Because everybody is black, some was white and some were black, but nobody knew about it, didn’t have things like that. Did anyone at your school have disabilities, extra help? No everybody was the same; all seem to be on same wave length. Did you have more than one teacher? For me was just one, the headmaster, in our class, before we went to the sixth form we had another interviewee teacher. So when I went to school was in normal, then sixth form, and in sixth form he was the teacher, the headmaster So you didn’t feel like anyone looked down on each other where you lived, looked down on people for being poor? No no, Did you feel like children that were richer, they got better jobs when they left school? Yeah because when I was 14 headmaster said to me, write to your dad and let him give you 5 pound for books, so you can take your o levels, and I waited and he didn’t send it you see, so I couldn’t take my O levels, because I didn’t have any books, but all the others took their O levels because they had the money to buy books. What did you do when you left school? I left at 15 for a year helping round house, then came to England at 16. Did you feel like school effected what u did after school? If id stayed there in Jamaica maybe I would have ended up been like a cleaner or something like that, because I didn’t have the qualifications to get a decent job. The people who did the O levels what did they do? They went to a higher school, like a college, you call it college here they went to the higher school, learned short hand typing. If I was there I wouldn’t have been able to go because I wouldn’t have me o levels, needed them to go there. Was lucky to come to England. Did you feel like more men went and got jobs than women did? Well I didn’t know what boys did, but girls went to the higher school. But with boys and girls even though we were in the same class, we didn’t speak for some reason, everybody just quiet only one who spoke to us was headmaster. everyone seemed to ignore each other. was weird really. Did you feel like you had less opportunities than boys did at school did they have extra classes? No all had same class, and same subject. I don’t know if they had extra, if they did I didn’t know about it. When I was in school they had two things to do, girls do sewing and boys do gardening. Cos they had a school garden, so I said to them once a week they used to do that. So the teacher said I should go sewing, but I told him I wanted to go and do the gardening with the boys, and he said no. so I went into the school and hide because I didn’t want to do sewing. And sent someone to come and get me, and they said if I didn’t come and do the sewing I would be expelled. So I had to go back in and do the sewing. So did any one bully people? Well no after school only twice I had name calling because I was flat chested, used to call me pigeon chest. And when I had mumps jaw was really bigmouth called me barrel jaw. But that wasn’t in school that was out of school. When they saw me on the street. Was the same as was in my class at school; it was another school the next town away, another school next town away. So were all the schools quite spaced out really? Yeah. Did you ever get hit by any of the teachers? The head master, that was that day when I didn’t do sewing he give me the cane, and tell me to go and do sewing on my hand, hit me twice with cane in my hand, and said now sit down and do sewing. Horrible man. I hated him after that.

Literature Review: Smoking And Coronary Artery Disease

Literature Review: Smoking And Coronary Artery Disease Cigarette smoking highly boosts the risk of coronary artery disease (CAD), and the associated risk is particularly high in subjects with diabetes mellitus (DM) (Mà ¼hlhauser, 1994). The prevalence of smoking worldwide is one and quarter billion adult smokers, 10% of them reside within South East Asian countries. Smoking prevalence in these countries is a range from 12.6% to 40% in Singapore and Laos, respectively. Malaysia is recording 21% adult current smokers (Southeast Asia Tobacco Control Alliance (SEATCA), 2008). Cigarette smoking is estimated to cause more than five million deaths, making it the leading cause of preventable mortality worldwide (Peto et al., 1996). Atherosclerotic cardiovascular disease, chronic obstructive pulmonary disease (COPD) and lung cancer consider the three relevant causes of smoking related mortality (Centers for Disease Control Prevention, 2008). It has well known that cigarette smoking increases the risk of microvascular complications in DM (ie, nep hropathy, retinopathy, and neuropathy) probably by its metabolic effects (worsening diabetes control and insulin resistance) in combination with increased inflammation and endothelial dysfunction. It appears to be stronger in type 1 diabetic patients, while the enhanced risk for macrovascular complications, coronary heart disease (CHD), stroke, and peripheral vascular disease, is most pronounced in type 2 diabetic patients (Eliasson, 2003, Haire-Joshu et al., 1999, Solberg et al., 2004). Smoking cessation can safely and cost effectively be recommended for all patients, and it is a gold standard against which other preventive behaviors should be evaluated. Stopping smoking at any age has a considerable impact on improving life expectancy, reducing morbidity and reducing health care costs associated with treating smoking related conditions (Asaria et al., 2007, Ward, 2008), but effective strategies are lacking cessation support (Everett and Kessler, 1997). There are several treatment interventions have been identified as essential to achieve cessation. These interventions include brief counseling by multiple health care providers, use of individual or group counseling strategies, and use of pharmacotherapy (Haire-Joshu et al., 1999). Smoking cessation medicines are among the most cost-effective disease prevention interventions available (Fiore, 2000). There are several types of them assist in smoking cessation are available. (Wu et al., 2006). The 2008 update to Treating Tobacco Use and Dependence, a Public Health Service-sponsored Clinical Practice Guideline Panel identified seven first-line (FDA-approved) medications (bupropion SR, nicotine gum, nicotine inhaler, nicotine lozenge, nicotine nasal spray, nicotine patch, and varenicline) and two second-line (non-FDA-approved for tobacco use treatment) medications (clonidine and nortriptyline) as being effective for treating smokers (Fiore et al., 2008). The most commonly used formulation is nicotine replacement therapy (NRT). It reduces motivation to smoke and many of physiological and psychomotor withdrawal symptoms usually experienced during an attempt to quit smoking, and therefore, may increase the likelihood of remaining abstinent (Gourlay and McNeil, 1990, W est and Shiffman, 2001). NRT is currently recommended as a safe intervention to general populations and higher-risk groups, including pregnant and breastfeeding women, adolescents, and smokers with cardiovascular disease (National Institute for Health and Clinical Excellence (NICE), 2008). Systematic reviews show that all forms of NRT have been proven to be effective (Fiore et al., 2008) and it increase quit rate one and a half to two fold in comparison with placebo. There are many studies provide good evidence that smoking cessation pharmacotherapy enhance the success of quit smoking attempt (Cahill et al., 2008, Fiore et al., 2008, Hughes et al., 2007, Stead et al., 2008). Unfortunately, there are insufficient evidences to recommend one delivery system over another. Literature review This review will cover the aims of this research. Globally, it was estimated that there are about 1.3 billion smokers, half of whom will die from smoking-related diseases (Shafey et al., 2009). While in Malaysia, the Third National Health and Morbidity Survey has reported some decline in smoking statistics among general population (18 years and above) in Malaysia with an overall smoking rate of 21.5%; male and female smoking rates of 46.4% and 1.6%, respectively (Ministry of Health, 2006). To our knowledge, there is limited information about the prevalence of smoking among diabetes mellitus patients, but it seems to be mirror to general population, at least for young adults. Findings from the national Behavioral Risk Factor Surveillance System show that the prevalence of smoking in young adults with diabetes mellitus is similar to the prevalence in the general population (Ford et al., 2004). Other study in the United States found the age-adjusted prevalence of smoking was 27.3% and 2 5.9% among people with and without diabetes, respectively. The prevalence of smoking did not differ significantly between participants in both groups when they were stratified by age, sex, race, or education (Ford et al., 1994). Few studies examined the prevalence of tobacco use with diabetic patients, information that is critical for targeting prevention efforts. There is no estimated prevalence for smoking in diabetes mellitus patients in Malaysia. Few studies was conducted about the knowledge and awareness of diabetic patients towards smoking cessation and its pharmacotherapies. There is a survey done in the United Kingdom to investigate awareness of pharmacotherapeutic aids to smoking cessation in diabetic cigarette smokers. A structured questionnaire-based interview was held by research nurse individually with current smokers in a private room. Of 597 diabetic patients attending a routine clinic, one hundred diabetic patients were current smokers. The majority of them were type 2 diabetic patients (96%). There were 66% and 54% had heard about NRT and bupropion, respectively. Those who had heard about NRT, only 49% considered it safe with diabetes, while who knew of bupropion 39% thought it unsafe in diabetic patients. Approximately 84% were aware of the UK National Health Service (NHS) quit line, but only 8% had used it. The authors conclude that this subpopulation has poor knowledge and awareness of NRT and bupropion as aid s to quit smoking (Gill et al., 2005). A qualitative study done in the United States, aimed to investigate beliefs about cigarette smoking and smoking cessation among Urban African Americans with Type 2 Diabetes. Focus groups and a short survey were used to assess cigarette use patterns, perceived smoking health effects, preferences for treatment, and attitudes toward smoking cessation among this subpopulation. Twenty five participants were included in this study. The mean age was (SD) 48.5 years ( ±10.23), 60% female, smoked 20.9( ±12.54) cigarettes per day. Regarding the beliefs and knowledge about smoking and diabetes, Participants believed that smoking increased their risk for all health outcomes, though there was not a clear understanding of how. Furthermore, they believed smoking decreased their appetite and quitting smoking makes you gain weight, and that it would negatively affect diabetes. Regarding beliefs and opinions about stopping most participants desired to quit and believed it was important t o quit, but were not motivated to quit or confident they could achieve cessation (Janet L. Thomas et al., 2009). Another study established in the United States, aimed to assess what smokers believe about the health risks of smoking and the effects of smoking filtered and low-tar cigarettes, as well as their awareness of and interest in trying so-called reduced risk tobacco products and nicotine medications. It was conducted between May and September 2001. They gathered data on demographic characteristics, tobacco use behaviors, awareness and use of nicotine medications, beliefs about the health risks of smoking, content of smoke and design features of cigarettes, and the safety and efficacy of nicotine medications. The findings of this study showed a substantial percentage of respondents either answered incorrectly or responded dont know to questions about health risks of smoking (39%), content of cigarette smoke (53%), safety of nicotine (52%), low-tar cigarettes and filtered cigarettes (65%), additives in cigarettes (56%), and nicotine medications (56%). The smokers characteristics most commo nly associated with misleading information when all six indices were combined into a summary index were as follows: those aged 45 years or older, smokers of ultra-light cigarettes, smokers who believe they will stop smoking before they experience a serious health problem caused by smoking, smokers who have never used a stop-smoking medication, and smokers with a lower education level. Those who believed they would stop smoking in the next year were more knowledgeable about smoking. The authors conclude that smokers are misinformed about many aspects of the cigarettes they smoke and stop smoking medications (Cummings et al., 2004). Unfortunately, there is a dearth of information on the efficacy of smoking cessation pharmacotherapies in diabetic patients because large-scale studies involving this group do not report results separately for them. Additionally, there are few direct head to head comparison studies among them in this subgroup population. In an open-label, randomized trial conducted in Belgium, France, the Netherlands, the United Kingdom, and the United States, compared varenicline with transdermal NRT for smoking cessation. Participants were randomized to receive either 12 weeks of varenicline or 10 weeks of transdermal NRT (Aubin et al., 2008). The primary end point was continuous abstinence rate (CAR) during the last 4 weeks of each treatment. Secondary end points were CARs from the last 4 weeks of treatment through weeks 24 and 52 and the 7-day point prevalence of abstinence assessed at the end of treatment, week 24, and week 52. The Minnesota Nicotine Withdrawal Scale (MNWS) and The modified Cigarette Evaluation Questionnaire (mCEQ) measures of craving, withdrawal, and smoking satisfaction were assessed at baseline and at each weekly visit through week 7 (or at early termination). Data were analyzed in both the prespecified primary analysis population (all randomized participants who received at least 1 dose of study drug: 376 varenicline, 370 NRT) and the all-randomized population (378 varenicline, 379 NRT). CARs were significantly higher in the last 4 weeks of treatment of varenicline group compared with NRT group (55.6% vs 42.2%, respectively; Odds ratio (OR) = 1.76; 95% CI, 1.31-2.36; P < 0.001). At week 24, there was no significant difference in CARs (32.2% and 26.6%; OR = 1.33; 95% CI, 0.97- 1.82). At week 52, CARs were not significantly higher for varenicline over to NRT in the primary analysis population, although the difference in CARs remain significant through week 52 in all-randomized population analysis (25.9% vs. 19.8%; OR = 1.44; 95% CI, 1.02-2.03; P = 0.04). The 7-day point prevalence of abstinence at week 12 was significantly higher for varenicline compared with NRT (62.0% vs 47.0%, respectively; OR = 1.71; 95% CI, 1.27-2.30; P < 0.001). The d ifferences in 7-day point prevalence of abstinence were not significant at week 24 or week 52. For weeks 1 through 7, the average scores of MNWS and mCEQ for cravings, withdrawal symptoms, and the reinforcing effects of smoking were significantly lower with varenicline compared with NRT (all population analysis, P à ¢Ã¢â‚¬ °Ã‚ ¤ 0.001). Varenicline group had significantly lower MNWS subscale scores for negative affect and restlessness compared with NRT (both, P < 0.001); there was no difference between varenicline and NRT in the subscale scores for increased appetite or insomnia. A guideline Treating Tobacco Use and Dependence: 2008 Update is a product of the Tobacco Use and Dependence Guideline Panel. This guideline contains strategies and recommendations designed to assist clinicians; tobacco dependence treatment specialists; and health care administrators, insurers, and purchasers in delivering and supporting effective treatments for tobacco use and dependence (Fiore et al., 2008). A meta-analysis displayed the effectiveness of the first-line smoking cessation medications compared with placebo at 6 months post-quit. They determined the estimated abstinence rate and odds ratio at 6 months post-quit (95% CI) compared with placebo estimated abstinence rate of 13.8% and estimated odds ratio of 1.0. Varenicline had the highest estimated abstinence rate and odds ratio (33.2% and 3.1), while nicotine gum had the lowest estimated abstinence rate and odds ratio (19.0% and 1.5). Another multicenter, randomized, double-blind, placebo-controlled trial compared the efficacy and safety of varenicline with placebo for smoking cessation in 714 smokers with stable cardiovascular disease that had been diagnosed for > 2 months. Participants received either varenicline (1 mg twice daily) or placebo at ratio 1:1, along with smoking-cessation counseling, for 12 weeks. Follow-up lasted 52 weeks. The primary end point was carbon monoxide-confirmed CAR for last 4 weeks of treatment. The secondary outcomes were the CAR from week 9 through 52; CAR for weeks 9 to 24 and 7-day point prevalence of tobacco abstinence at weeks 12 (end of drug treatment), 24, and 52. The CAR was higher for varenicline than placebo during weeks 9 through 12 (47.0% versus 13.9%; odds ratio, 6.11; 95% CI, 4.18 to 8.93) and weeks 9 through 52 (19.2% versus 7.2%; odds ratio, 3.14; 95% CI, 1.93 to 5.11). The varenicline and placebo groups did not differ significantly in cardiovascular mortality (0.3% ve rsus 0.6%; difference, _0.3%; 95% CI, _1.3 to 0.7), all-cause mortality (0.6% versus 1.4%; difference, _0.8%; 95% CI, _2.3 to 0.6), cardiovascular events (7.1% versus 5.7%; difference, 1.4%; 95% CI, _2.3 to 5.0) (Rigotti et al., 2010). Nides and his colleagues conducted a multicenter, double-blind, placebo-controlled, trial to evaluate the efficacy and tolerability of three varenicline doses in adult smokers. Bupropion hydrochloride was included as an active control. Participants were randomized to receive varenicline 0.3 mg once daily, varenicline 1 mg once daily, varenicline 1 mg BID, bupropion SR 150 mg BID, or placebo for 7 weeks, with the option of participation in follow-up through week 52. The varenicline groups received active drug for 6 weeks, followed by placebo for 1 week. The primary efficacy outcome in this study was CAR for any 4-week period from baseline through week 7. Secondary efficacy outcomes involved the 4-week CAR for weeks 4 through 7, 4 through 12, 4 through 24, and 4 through 52; cravings and withdrawal symptoms, assessed using the MNWS and the brief Questionnaire of Smoking Urges (QSU-brief); reinforcing effects of smoking, assessed using the mCEQ; and changes in body weight (Nides et al., 2006). The findings of this study presented that the patients treated with varenicline (except of those who received varenicline 0.3 mg once daily) or bupropion SR had significantly higher CARs for any 4 weeks compared with placebo (P < 0.001 and P = 0.002, respectively). The CARs for any 4 weeks were 48.0% for varenicline 1 mg BID (OR = 4.71; P < 0.001), 37.3% for varenicline 1 mg once daily (OR = 2.97; P < 0.001), 33.3% for bupropion SR (OR = 2.53; P=.002), and 17.1% for placebo. No statistical comparison was performed between the varenicline and bupropion SR groups. Only varenicline 1 mg BID was significantly more efficacious than placebo throughout the entire follow-up period (P à ¢Ã¢â‚¬ °Ã‚ ¤ 0.01). Varenicline 0.3 mg once daily and varenicline 1 mg once daily were significantly more efficacious than placebo through week 7 (P à ¢Ã¢â‚¬ °Ã‚ ¤ 0.05), and bupropion SR was significantly more efficacious than placebo through week 12 (P à ¢Ã¢â‚¬ °Ã‚ ¤ 0.05). Scores on the MNWS and QSU-brief indicated reductions from baseline in cravings with varenicline 1 mg BID compared with placebo at each weekly time point during active treatment (week 2: P < 0.01; weeks 1 and 3-6: P < 0.001). Varenicline 1 mg BID was also associated with consistent improvements from baseline (the day before the TQD) to week 1 in scores on several subscales of the mCEQ compared with placebo, including satisfaction (mean change, -4.82; P < 0.05), enjoyment of respiratory tract sensations (mean change, -0.84; P < 0.05), and aversion (mean change, 0.82; P < 0.05). (The mCEQ was not used beyond week 1 of the active-treatment period.) There were no significant differences on any of the mCEQ measures between the lower doses of varenicline and placebo (Nides et al., 2006). Rationale/Justification Few studies examined the prevalence of tobacco use with diabetic patients, information that is critical for targeting prevention efforts. To our knowledge, there is no estimated prevalence for smoking in diabetes mellitus patients in Malaysia. Most people today recognize major health risks from smoking, but this general knowledge does not necessarily translate into a belief that one is personally at high risk of becoming seriously ill as a consequence of smoking. Furthermore, general awareness of health risks does not mean that people are adequately informed about smoking in ways that might influence their smoking behavior. Because the knowledge, beliefs, and preferences of smokers facilitate maximum receptivity to programs, these are important considerations when developing effective cessation interventions. Therefore, we will investigate smokers knowledge about the health risks of smoking and their awareness of nicotine medications. Unfortunately, there is a dearth of information on the efficacy of smoking cessation pharmacotherapies in diabetic patients because large-scale studies involving this group do not report results separately for them. Additionally, there are few direct head to head comparison studies among them in this subgroup population. Objectives General objectives Determine the prevalence of smoking among diabetic patients in outpatient clinic at General Hospital Penang. To investigate diabetic smokers knowledge about the health risks of smoking and their awareness of nicotine medications. To estimate direct head-to-head comparison between varnicline and nicotine patch regarding to their efficacy in smoking cessation. Specific objectives Determine the prevalence of smoking among diabetic patients. To assess the knowledge of diabetic smokers about the health risks of smoking and their awareness of nicotine medications. To compare between varenicline and NRT in the abstinence rate of smoking. To compare between varenicline and NRT in the cravings and withdrawal symptoms, assessed using the MNWS and QSU-brief. To compare between varenicline and NRT in the reinforcing effects of smoking, assessed using the mCEQ. To compare between varenciline and NRT in changes in body weight. Research Methodology Study design This study comprises different types of study design according to the different objectives. For estimating the prevalence of the smoking among DM patients, it will be achieved by review the medical records for all diabetic patients who attend the diabetic outpatient clinic during 2010. Besides assessing the smoking status, we will collect also specific demographic and diabetic-related data. Any medical records does not contain information about smoking status will be excluded. The second objective in investigating knowledge and awareness of diabetic smokers about the health risks of smoking, smoking cessation and smoking cessation pharmacotherapies, the study design it will be cross-sectional survey. All the diabetic smoker patients who attend the outpatient diabetic clinic at General Penang Hospital in 2011 will be invited to participate in the survey. The questionnaire will be either distributed or interviewed by the clinical staff. The questionnaire will be based on another study. More detailed information on how the survey was conducted can be found elsewhere (Cummings et al., 2004). The questionnaire will be divided to two sections involving: socio-demographic, tobacco-related and diabetes-specific health information; knowledge and awareness towards the health risks of smoking and their knowledge of smoking cessation and smoking cessation pharmacotherapies. The sociodemographic information will include (age, sex, race à ¢Ã¢â€š ¬Ã‚ ¦ etc); diabetic-related information, it will contain: type of diabetes, type of diabetic treatment, duration of diabetes; while for smoking related information will involve: number of cigarettes smoking per day, age started smoking, duration of smoking, are there any attempt to stop smoking for any period of time, Are there other smokers in the household. To compare treatment effect of varenicline and nicotine patch in abstinence rate of smoking cessation for diabetic smoker patients and to investigate the impact of the smoking cessation on the diabetic control. The study design will be randomised, open-label, parallel group study. The participants will be randomized in a 1:1 ratio either to varenicline or nicotine patch treatments. Subject who will receive varenicline will administer 0.5 mg/day for 3 days, 0.5 mg twice daily for 4 days, then 1 mg twice daily thereafter. Full dosing was achieved by the target quit date (TQD) and continues up to 12 weeks. Participant who will receive nicotine patch applied transdermal patches each morning starting on the TQD for 10 weeks. Doses of NRT were 21 mg/day for the first 6 weeks, 14 mg/day for 3 weeks, then 7 mg/day for 3 weeks. We choose these two treatments (nicotine patch and varenicline) for several reasons. Nicotine patch is the most commonly used pharmacotherapy for smoking cessation (Burton et al., 2000, Pierce et al., 1995, West et al., 2001). Given that many smokers in general population use this treatment to quit smoking, it is important to determine treatment effect of other agents relative to the patch. Furthermore, recent data suggest that there is decline in the efficacy of nicotine patch over the previous 10 years (Irvin et al., 2003, Jorenby et al., 1999, Pierce and Gilpin, 2002). Varnecline is selected in this study because yet there is limited studies publish about the effectiveness of this treatment in the diabetic smoker population. Also, varnecline was found to be the highest efficacy in the 2008 PHS Guideline meta-analysis (odds ratio 3.1) comparing to placebo (Fiore et al., 2008). Finally, smokers could be encouraged to seek out this prescribed agent, and insurers and health care syste ms could be encouraged to make this treatment more widely available, if it could be demonstrated that varnecline is more efficacious than over-the-counter medication (such as nicotine patch). In this study we will collect three types of end points: efficacy, measuring of craving and withdrawal symptoms, and investigating the impact of smoking cessation on diabetic outcome. The primary outcome for efficacy in the study it will be self-reported CAR, confirm by exhaled CO levels of 6 ppm or below, during the last 4 weeks of treatment (varenicline and NRT, weeks 9-12 after TQD) The secondary is the CAR from the last 4 weeks of each treatment until 6 months. Other secondary outcomes are 7-day point prevalence of tobacco abstinence at weeks end of drug treatment and at 6 months. Continuous abstinence define as self-reported abstinence from any tobacco- or nicotine-containing product during the specific period and it will be verified by carbon monoxide (CO) level à ¢Ã¢â‚¬ °Ã‚ ¤ 10 ppm. If the CO level is more than 10 ppm will be classified as a smoker regardless of self-reported abstinence. Point prevalence abstinence define as self-reported abstinence from any tobacco- or nicotine-containing product in the past 7 days that was not contradicted by expired air CO > 10 ppm. These are traditional standards for assessing efficacy of smoking cessation interventions (Fiore et al., 2008, Hughes et al., 2003). The Minnesota Nicotine Withdrawal Scale (MNWS) (Cappelleri et al., 2005) will be used to assess urge to smoke, depressed mood, irritability, anxiety, poor concentration, restlessness, increased appetite and insomnia. The modified Cigarette Evaluation Questionnaire (mCEQ) (Cappelleri et al., 2007) will be used to assess smoking satisfaction, psychological reward, aversion, enjoyment of respiratory tract sensations and craving reduction. The two previous questionnaires will be administered baseline visit and at each weekly visit through week 6 (after TQD) and at the end of treatment or at termination for participants who discontinued the study before week 6 (TQD). While the MNWS will be administered to all participants, the mCEQ will be administered only to participants who report smoking since their last completed questionnaire. Furthermore, we will assess the level of the nicotine dependence by using the Modified Fagerstrà ¶m Test for Nicotine Dependence (Heatherton et al., 1991) that range to three score ranges: (0-3) score indicate to low dependent, (4-6) score indicate to moderate dependent and (7-10) score indicate highly dependent. It will be administered at the baseline of the study. Schematic presentation of study design: Screening all diabetic patients medical records to estimate prevalence of smoking among them Interviewed structured questionnaire for all diabetic smoker to: To know characteristics of diabetic smoker (sociodemographic, diabetic history and tobacco use history) Investigate the knowledge towards smoking cessation and its pharmacotherapies Patients who attend quit smoking clinic Assessed for eligibility Excluded: Did not meet entry criteria Withdrew consent Randomized at ratio 1:1 Allocated to Varnicline (2mg or 1mg) (For 12 weeks) and arrange for quit date Allocated to nicotine Patch (For 12 weeks) and arrange for quit date Follow up at the end of treatment (12 weeks) and at 6 months to assess: Abstinence rate of smoking cessation the cravings and withdrawal symptoms the reinforcing effects of smoking changes in body weight Analysis Inclusion criteria The inclusion criteria it will be varying among the different objectives: For investigating the knowledge and awareness towards smoking cessation and its pharmacotherapies, smoker and ex-smoker diabetic patients (either type I or II) of both sexes aged à ¢Ã¢â‚¬ °Ã‚ ¥18 years will be included. For the direct comparison between nicotine patch and varenicline, Diabetic smokers of both sexes aged à ¢Ã¢â‚¬ °Ã‚ ¥18 years who smoke à ¢Ã¢â‚¬ °Ã‚ ¥10 cigarettes/day and willing to quit smoking. Exclusion criteria Patient is currently using any form of tobacco other than cigarettes; any form of NRT or other smoking cessation therapy. Significant depression requiring behavioral counseling and those using medications with psychoactive effects (e.g., antidepressants, antianxiety agents). other active psychiatric diseases because of previously identified limitations with delivery of the specific counseling intervention in such subjects. History of skin allergies or evidence of chronic dermatosis. Patient has medical contraindications for any of the study medications. Pregnant, breastfeeding women or at risk of becoming pregnant. Drug abuse or HIV infected patient. Recent (à ¢Ã¢â‚¬ °Ã‚ ¤3 months) history of myocardial infarction, angina pectoris, serious cardiac arrhythmia, or other medical conditions that the healthcare provider deemed incompatible with study participation. Participation within the last 12 months in a formal smoking cessation program.

Conflict in All My Sons Essays -- All My Sons Parent Child Relationshi

Conflict in All My Sons The conflict in the play â€Å"All My Sons† in embodied by two different sets of values. The older generation represented by Joe and Kate strongly believed in family values and Pursue of the American dream at any cost. In contradiction, Joe and Anne express the younger generation’s ethics and ideals clearly shown in the thoughts of idealism that money is not the most important thing in life. Even though the younger generation’s ideals are sometimes thought of as being irrational and in conflict with reality, all throughout the play their validity is greater. Many times in parents-child relationships the parents have a very different view on things than the child they had raised. Most of these gaps are produced as a consequence of the different times they have grown in. In the play â€Å"All My Sons† the diversity between the two generations with two sets of ideals are mostly not a result of generation gap but a result of greediness and age. Many people when they are young see the world from a more optimistic point of view and that is true for Chris and Anne. As people get old and have their own kids they are thought of to be more rational in their actions in order to protect their children. Joe Keller worked his whole life trying to create a better future for his sons, but at what cost? Arthur Miller’s main point in the play is that people should look beyond their inner circle of society. Joe chose to ignore whatever does not concern his little circle. Although optimism is clearly shown in Chris’ words his ideals are not to be mixed with dreams for they could be a reality. All throughout the play Chris is convincing people to believe in his reality. Some of them, the Doctor for example, believe that Chris is right and a life that is not so money centered is possible. Others, the Doctor’s wife for example, on the other hand, do no take Chris seriously because of his young age and poor experience in carrying out his own ideas. She expresses that by saying that Chris should go and work on his own before he preaches others. Her disagreement about her husband working in research is excused with a money issue. This shows the reader once again that the parent generation in this play, who are supposed to be representing the American Dream, chose to give up happiness for money. Do American ideals not include â€Å"pursuit of happiness†? Chri... ...Even though her words express understanding more than agreement for Joe, she expresses no morals or any opinions for that matter. The reader would expect her to have her own tragic ending as well for through out the play she consists on the fact that her life would come to an end if she finds out that Larry did in fact die. Different generation gaps may result in different ideas of curfew or bedtime but should not result in diverse ideas on humanity and morality, for these are universal issues that had always been in effect all through time. That is why Keller’s ideals are no more than an excuse to do bad things and then feel that what he has done was the right thing to do for it was â€Å"all for his sons†. The end of the play and the climax of finding out Keller was guilty in delivering the broken cylinder heads are a push for Chris to practice his ideals and live on his own as appose to with his parents using his parents money. After this tragic moment for Chris when he finds out that everything he had believe in and protected were lies he started doubting his morals but the readers and the audience knows that he knows where the line of morality is and he would never cross it.

The Importance of Childhood Vaccination Essays -- Medicine Vaccination

Since the introduction of vaccinations, medical science has managed to all but eliminate many formerly fatal and debilitating childhood illnesses in countries where the immunization of children is nearly universal. Diseases such as measles, mumps, diphtheria, rubella and polio have been relegated to a marginal status in developed countries with active immunization campaigns; smallpox is actually considered to have been completely eliminated from the earth, without a single case having been reported since roughly 1979 (â€Å"Childhood†). Largely centered around a study published in 1998 in the British medical journal â€Å"The Lancet†, there has been an upsurge in concerns of the safety of vaccinations and a resulting decrease in their usage. This has led to a somewhat anachronistic return of these diseases. In many developed countries, parents are relying on herd immunity to protect their children when they choose to forgo immunization over concerns about their safety. Herd immunity essentially means that when a small percentage of a social group â€Å"can't get certain vaccines for medical reasons, or some children are not able to respond to certain vaccines. For these children, the immunity of people around them is their only protection† (â€Å"Childhood†). While some parents' concerns over the safety of vaccinations are based upon the well-intentioned desire to keep children safe from autism, the act of choosing to not vaccinate their children actually causes far greater damage by exposing them to acquiring potentially life-threatening illnesses and removing a critical link in the chain of herd immunity. Over the last 12 years, a growing population of parents have chosen to avoid immunizing their children with the misguided belief that they are... ...s In Context. Web. 28 Oct. 2010. Deer, Brian. "MMR doctor Andrew Wakefield fixed data on autism." The Sunday Times. Times Newspapers Ltd , 8 Feb. 2009. Web. 28 Oct. 2010. â€Å"Hazlehurst v. Secretary of Health and Human Servs.† 604 F.3d 1343 (2010). Leagle.com. Leagle, Inc. Web. 28 Oct. 2010 "Noncompliance with Mandatory Vaccinations Threatens Community Health." Should Vaccinations be Manditory? Ed. Noà «l Merino. Detroit: Greenhaven Press, 2010. At Issue. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2010. "Vaccine Risks Are Outweighed by the Risks of Not Vaccinating." Should Vaccinations be Manditory? Ed. Noà «l Merino. Detroit: Greenhaven Press, 2010. At Issue. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2010. "Vaccines." Current Issues: Macmillian Social Science Library. Detroit: Gale, 2010. Gale Opposing Viewpoints In Context. Web. 9 Nov. 2010.

Biometrics Security Essay -- Biometric Technology

Biometrics Security Biometrics uses personal characteristics to identify users. When it comes to security, mapping unique patterns and traits in fingerprints, irises or voices is considered light years ahead of forcing employees to memorize combination of letters and numbers -- which are easily compromised and easily forgotten. The technology works by taking measurements -- whether it is the weight and length of bones in the hand or the pattern of blood vessels inside the eye or the pattern of fingerprints -- and then storing the specifics, often called minutiae, in a database. When a user scans a hand or retina, the new mapping is compared with the stored data. Access is either granted or denied based on matching patterns that are unique to each individual. It's that ability to identify someone based on unique physical traits that is driving biometrics into the corporate enterprise. As more high-priced transactions are conducted over the Internet, businesses increasingly need ironclad authentication of someone's identity. Add to that the increasing amount of in"house security breaches and corporate espionage, and you'll find network and security administrators grappling for a better way to secure information from unauthorized eyes. "Somebody who is doing stock trades online wants security that is amazingly accurate," says Michael Thieme, a senior consultant for International Biometric Group in Manhattan, an independent biometrics consulting and integration firm." A lot of recent security incidents are making people aware that they have a lot of data that just isn't as secure as they thought it would be. . . . If biometrics can even be a small part of that, it will be a tremendous market." Costs are dropping Until recen... ...s fingerprint. That all amounts to an unlawful search." And that is bound to make some users uneasy or even unwilling to hand over their fingerprints. Grant Evans, vice president of Identix, calls it a small problem. "The fact is Big Brother has all the information he needs on you without your fingerprints," he says. Gail Koehler, vice president of technology for Purdue Employees Credit Union in West Lafayette, Ind., was worried that members would be upset when she first deployed fingerprint scanners in her automated branch kiosks. Koehler says 12,000 members have registered their fingerprints with the credit union. "We spent the majority of our marketing dollars preparing ourselves to convince members that this was secure and not an invasion of their privacy," she says. "It was wasted dollars. We've basically had no objections. Members prefer the security."

Importance of Ignatius of Loyola Essay

In the year 1491, the future founder of the Jesuits was born in northern Spain. He would soon be known as Saint Ignatius of Loyola. By the time that he was fifteen he was already interested in to religion. When he got older he became a soldier. He would end up crushing his leg in battle by a cannon ball in the battle of Pamplona. Ignatius would soon go to college to be a teacher. And he achieved that goal. He would soon invent the Jesuits who were priests that would teach and go on missionaries. Ignatius’s goals were to become a strong church and to bring people back to Catholicism. He would soon accomplish it. Ignatius in order to become a strong again, you must have education to do that. That is when his spiritual exercises came into affect. He would teach the priests and the priests would teach the students. He would also create a constitution, so that everyone would stay good. And in 1556 he would be laid to rest. Ignatius of Loyola was important because, he founded the Jesuits, that would soon put their focus on education and missionary work. Ignatius founded the Society of Jesus in 1540; these members would soon be known as the Jesuits. The Jesuits were a group of priests that believed education was key to being successful. Ignatius was so high on education that every Jesuit had to be trained to be a scholar and clerics in case someday they would take over the Catholic Church (Simon 105). Ignatius wanted the Jesuits so well educated that he started his own school for the Seminarians since there were no Universities with high enough academic standards (Simon 105). Seminarians are professors that teach students. Ignatius of Loyola taught the Seminarians through his spiritual writings. So Ignatius decided that he would build a college that would meet his standards in grammar and human relations that is when he founded the Roman College in February 1551. He also had as many as 300 students sign up for the college the following year, and in 1552 Loyola also established the German College (Dalmases 355). Loyola does this so that he can show that the Jesuits are a good order of monks. He is trying to get more people to come and join the Jesuits. Ignatius made the Jesuits go to school for ten years before they could go and teach. They also had to go to mass once a day and were required to listen to seminars that were spoken in Latin. Loyola did this so that when they went out to be professors they were equipped with the right knowledge and they would know what they were doing. Ignatius did such a good job of teaching his students that people heard about them around the world. The Jesuits were so well known, that universities and schools recruited them. They ended up taking over the teaching in many universities teaching (Simon 105). The Jesuits liked to teach so much that by the 1600’s they had over eighty percent of the Jesuits being teachers. Therefore, Ignatius is an important man because of his works in education and his beliefs that knowledge is an important aspect in the Catholic Church. Another reason that Ignatius of Loyola is important is through his missionaries. Missionaries are people who are sent out to preach about what they believe in and try to get people to switch to their religion. In order to become a Jesuit you had to be willing to do what you told by your superiors. All the missionaries had to go to class to learn about what they  are to preach about (Broderick 904). â€Å"Part of Ignatius’ inspiration was his vision of the Society as carrying out the mission of Christ to defend and extend his kingdom throughout the world† (Meissner 211). Loyola had the missionaries go to many foreign areas such as Africa, Asia, India and many other countries. On of the best-known missionaries was Francis Xavier who traveled all around the East. Loyola knew so well what he was doing that by 1749 he had 3,276 people out being missionaries teaching about the Jesuits. That is one-seventh of the Jesuits. The Jesuits had such good missionary work that that they spread throughout five continents (Broderick 904). Ignatius and the Jesuits had one of the best orders, he not only sent missionaries around the world but he started orders that stayed in the countries and preached about the Jesuits and converted them over to the Catholic Church. Thus Ignatius of Loyola wanted to create a dominant order that would bring Catholicism back to order. The second point that makes Ignatius of Loyola important are his Spiritual writings, he did this by writing the Spiritual Exercises and Constitution. Loyola started writing the Spiritual Exercises after the battle of Pamplona. He started writing the book in 1521 and ended the book twenty-seven years later in 1548 (Lewis 578). Once the book was finished was printed out and used by all the Jesuits. â€Å"The first week in concentrated on with the sinful condition of man and the three other are taken up with the consideration of the life of Christ: His hidden life and public life, His Passion, Resurrection, and Ascension† (Lewis580). They would be told how to use the Spiritual Exercises. The way that they taught the Exercises were that they needed to give the students a summary explanation on what they were learning about. This would help the students to remember the material easier. Therefore, Ignatius made the Spiritual Exercises so that the Jesuits could learn and improve the knowledge of the Christ. The last reason that makes Ignatius of Loyola important was the Constitution. Ignatius created the Constitution after he founded the Jesuits in 1540. The Constitution is made up of a series of laws that consist of obedience, loyalty and respecting the Pope. When Ignatius set up the Constitution he knew that there would be changes in society and that the laws couldn’t stay  the same. So in 1558 the General Constitution made the law that you can adjust or modify the law, as long as there is no disagreement with Papal law (Ignatius 276). The Constitution ended up traveling allover the world with the missionaries and would set the standard for the Catholic Church. Consequently, Loyola wrote the Constitution so that if you became part of the Catholic Church that you would have to the follow the rules that were set. He also wrote them because if you wanted to be a Jesuit you needed to act in an orderly fashion. Ignatius founded the Jesuits and they would soon put their focus on the education and missionaries. Ignatius also was important through his spiritual writings; he did this by writing the Spiritual Exercises and Constitution. This is why Ignatius of Loyola was important because, he not only founded the Jesuits in 1540 but he emphasized on education. He was so interested in education that he started universities. The Jesuits were a major contribution in education around the world. Ignatius of Loyola thought that they needed to spread Catholicism, which is when he sent Jesuits on Missionaries. He would finally get job done by creating orders of monks around the world. He also has contributed the writings of the Spiritual Exercises and the Constitution. The Jesuits for knowledge and discipline look upon these two books. Works Cited Lewis, J. â€Å"Spiritual Exercises.† New Catholic Encyclopedia. 1967. De Dalmases, C â€Å"Saint Ignatius of Loyola.† New Catholic Encyclopedia. 1967. Meissner, W.W. Ignatius of Loyola. New Haven: Yale University Press 1992. Simon, Edith. The Reformation. New York: Time-Life Books, 1996 Ignatius. Ignatius of Loyola. Trans. George E. Ganass. New York: Paulist Press, 1991.