The events that led to the Great War Essay Example

The events that led to the Great War Essay The First World War which is alternatively known by many names such as the World War 1, the Great War, the Global War, and / or, the War to End All Wars, took place   between 1914- 1918 in Europe. It is estimated that over 40 million people died including both   civilians and the military service. The full throttle of the war is exhibited by the fact that in Europe alone, over 60,000 soldiers were deployed to fight in the war. The cause of this war is explained by the historians as touching on economic and military rivalry between Germany and Britain. It held by the same group that the German economy was growing in leaps and bounds so that it was overtaking the British. This translated into military competition which saw rivalry in the construction and the manufacturing of the powerful naval military ships known then as the Droughnut. However, the war was catapulted into actuality with the Sarajevo Assassination on June 28th   1914, which delivered the death of the Austria Hungarian Archduke, and heir to the throne, Franz Ferdinand. The action had been carried out by a Serbian student. This incidence was then followed by series of reactions in the form of alliances, only to culminate into the World War one. Austria Hungarian government consequently set a set of demands that were to be fulfilled by Serb, two of them being that the Serbian government was to hand over the culprits to Austria Hungary, and that Serbia was to open up her borders to Austria Hungary police to carry out inspections. Failure to observe these elicited a declaration of war against   Serbia on 28th July.   In return, Russia threatened carrying out war against Austria Hungry, should the latter attack Serbia. The affair took a sudden twist when Germany declared war on Russia on condition that Russia attacks Austria Hungary (Ramarque, pp.23 0). The Entente powers (the France and the Britain) also declared war on Germany, and Austria Hungary- an affair which was concluded by the declaration of war on Russia and the Entente forces. This led to the collapse of diplomatic communication and relations in Europe which is always a catalyst two war. We will write a custom essay sample on The events that led to the Great War specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The events that led to the Great War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The events that led to the Great War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Events that made America join the Great War. There are various developments which compelled President Woodrow Wilson who had taken a neutral stand on the war,   to consider joining the war in 1917. Mos t of these factors were raised by the emerging German bullying stance towards the US and other countries. For instance, Germany had extended an olive branch to Mexico, promising to restore the land that Mexicans lost to the US in the Mexican American war, but only on condition that Mexico would fight on the side of the Germans against the Allies. Germanys quest for victory in the war also seemed to interfere with economic interests of the US. For instance, America had been supplying arms to Britain in the course of the war. Germany attempted to curtail these series of activities so as to weaken Britain by closing the supply routes and exchange points. To this end, the Germany army killed many Americans by sinking the Tuscania and the Lusitania. America did not take this very kindly (Ward, pp.34). In addition to the above developments, courtesy of the bullying tactics, Germans had taken to attacking even countries that had embraced neutrality towards the war. Germany attacked Bulgaria which was very neutral for instance. There was no surety on the side of Woodrow Wilson that through neutrality, America was therefore automatically insulated from German attacks. Germans attacks were so severe in the sense that German was the first to use poison gas. German victory also did not seem to carry the prospects that augured well with the American economy. This is because, upon defeat,the Allies (Britain, France and Russia) would suffer financial challenges and imposed responsibility by Germany. America on the other hand had something at stake in this, by the virtue that   she had lent financial assistance to countries like Britain. Paying back the money would be difficult for Britain if she lost the war. Why America hesitated joining the Great War. America took too long to enter the war seemingly because it was a conglomeration of many nations and races. This is because, even before the discovery of the Americas by Christopher Columbus, there were other people who inhabited the land. Most of these people included   the Amerindians. More people began to settle in America from Britannia Island and other parts of Europe. The activities of slave trade also sealed the multiraciality of America as she became populated by the black race. This made it hard for America to take sides against or for other nations since   she was a nation of many nations. It is also held by historians that America considered the prospects of the war as profitable given the fact that Britain and her allies were obtaining arms from America. More reluctance on the side of the US according to the historians, must have been also facilitated by self delusion that by taking a neutral stand, America was bound to lose nothing. As the war proceeded, America was to be surprised into action by the economic and political hemorrhage she was suffering. Factors that led to the high death rates in the War. The casualties in the World War One were statistically and alarmingly high due to the fact that the weapons that were used, unlike those that had been used before, were more technologically sophisticated. For instance, the Germans had already came up with M1913 bombs , the discus bomb and the M1913 dark powdered baller kugel grenade which were all detonated by mere friction. There was also the rifle grenade which was used by both sides. Poison gas were used in the war, having the capacity to kill the victim who merely inhales it. For instance, the Germans used the Chlorine gas which worked against the victim, by attacking the lungs and consequently leaving the victim dead in his own bodily manufactured fluids. The French also invented and used the Phosgene gas. Action rifles with the ability to fire more than 10 rounds/ min. were also used. Some of these were the German 7.92 mm. Gennehr and 98 Mauser rifles which had a lot of accuracy and speed. The Germans were also the first ones to use the snipers in the battle. The maxim gun was also used in the battle for more effectiveness. Starting from 1916, tanks began to be used in the war. In addition to all these, zeppelins were also used to drop bombs while submarines were also used to capsize the enemy ships.   All these, combined with the use of electricity and fire throwers, really caused a lot of unprecedented numbers of deaths, harm and extensive damage of capital (Frank, pp. 77). World War 1 Elements that promoted World War 2. The Worlds War One promoted the World War Two in the sense that it had sparked the need for the stocking of weapons for future display of political and military strength. The more lethal the weapons were, the better it would be for the possessor. In a nutshell, the world war one placed an insatiable thirst for military power. In between the First and the Second World War, there was secret manufacturing of weapons and proliferation of military formulas. This fact is clearly demonstrated by the fact that the World War Two was fought with more advanced weaponry, though they were the same. For instance, the US sunk the Japanese war ships using the sub marines. In addition to this, gun fires and the airfield firing were used- but at an advanced level. The First World War was also fought on issues that were serious such as the military race. Yet, after the conclusion of the Great War, the were no international efforts to deal with weapons and global safety. The League of Nations and president Woodrow Wilsons 14 Points were noble attempts at global peace but these lacked stringent instruments of coercion , and thus leaving loopholes for further manufacturing of weapons. During World War One, America did not appear to have the atomic bomb it used to bomb Hiroshima and Nagasaki since it never used them. Even the tactics that were used to lure or provoke other nations into war in the Great War are the same ones that were used in the Second World War. The Nazi Germany had again provoked the US through cartoons, and by declaring war on US. Japan also attacked China that was neutral, with a high population also being US citizens. Competitive interests were real in the sense that japan and America were both interested in the Pacific (Lesaffer, pp. 400). Factors that led to the collapse of the Post World War 1 Institutions. The institutions of the World War One failed because of the financial constraints that existed in the US ( and other parts of the world), otherwise known as the Great Depression. This is chiefly because the the First World War had huge financial impacts on the US. For instance, the loans worth 22 billion dollars   that were given to the Allies before and during World War 1, was never returned due to the fact that the Allies were also under financial distress. America also involved herself in the war during and after 1917, thereby making the mistake of shifting attention to the manufacturing of the military weapons. In some instances, some factories were transformed from the manufacturing of consumable products to the manufacturing of weapons. After the war was over, there were cases of very high demand for consumables, compared to their distribution. Financial institutions fell after the war because, in order to reverse the financial distress, these institutions gave out high risks loans to the farmers, business men and to the soldiers who had returned from the war. Most of these loans were never recovered, and thus exposing the institutions to bankruptcy. The matters were made worse by the nation wide drought which mostly affected the Mid West farmer. Given that the drought was so severe, the farmers were left with no crops to sell, against debts to pay (the loans). The drought also caused more financial constraints stemming from dearth in food supply. The US government also tried to reverse the situation around by instituting high tariffs to protect businesses. However, the US multinational corporations that specialized in foreign trade were left to suffer more setbacks at the hands of high tariffs. In the same wavelength, Some of these financial firms such as banks and cooperatives were not insured against bad debts- an issue that was further aggravated by the fact that the majority of these loans were not paid back (Ungvary, pp.450). The dangers of Allied Reparations against Germans. The German Reparation Program was carried out in the Inter war period, facilitated by   conferences such as the Paris Peace Conference in 1919, and were branded the Economic Consequences for Peace. The danger of the Allied Reparation against Germany was that it could lead Germany into a massive case of economic doldrums. This is because, the program was too laborious in a financial sense, given the fact that it was to be fulfilled by Germany in three phases, also known as the bonds. The Bond A meant Germany making the restitution for the direct damages that had been caused in the course of the war. Bond B was supposed to facilitate the issuance of financial provision to the allies, while Bond C was to ensure that Germany facilitated rigorously, the economic recovery of the states she considered enemies (Stabler, pp. 200). The glaring fact of this undertaking being so dangerous is seen in the fact that the Allies came up with the Sovereign Debt Theory to ensure that Germany paid in full for the reparations. Otherwise, this concept allowed the imposition of sanctions and embargoes against Germany if she defaulted payment. Therefore, the dangers that the Allied Reparation policy posed against Germany included, the high likelihood that since this bill was too high for Germany, it would therefore cause Germany to undergo economic depression, political instabilities, hunger and the return of militarism. Others who looked into this matter with a cool head saw in this, an artifice to debilitate Germany both economically and militarily. This was especially true by the fact that among the Reparation orders, Inspection orders were also included to monitor the, manufacturing of arms in Germany. To this end, Germany was susceptible to loosing some geographical territories which were very rich in minerals, such as the Alsace Loraine. It is an obvious case that a country with a plummeted territory and inundated budget will definitely be very weak. Another fear a part from the two, was that Germany in defiance to these draconian measures, would resort to another war. However, it is true to state that the overall go al in this affair was to contain the strength of Germany. Realization of the fears of the Reparations. Fears were realized about Germany losing some political and military weight. For instance, Germany had her Ruhr District occupied by Belgium and France, upon having defaulted the payment in 1922. However, this was more temporal than permanent. Therefore, there is lucidity in saying that these fears were realized but not in full. This was because Germany also had immense economics knowledge which was displayed when she chose to disperse these burdens by making credit payment. On the other hand however, Germany experienced internecine communist insurrections, thus, threatening its political cohesion. Albeit, it seems as if the Allies were not so successful in exterminating their fears by trying to debilitate Germany since Germany sill had the military might which it displayed well by being the antagonist to America in the course of Word War Two. Failures of Wilsons Fourteen point. The Fourteen Points were crafted by Woodrow Wilson and delivered in speech to a United States congress joint session on January 8th 1918, with a dominant aim of ensuring that the war in Europe was   fought with a just cause. Although Europe welcomed the Fourteen Points, Woodrows Allied colleagues such as Lloyd George, Clemenceau and Orlando held reservations towards the proposition, citing some loopholes. For instance, Wilsons Freedom of the seas was not going to auger well with many nations given the fact that the World War One was sill in progress. Even after the conclusion of the Great War, there was still acrimony among nations which was evident in some nations wanting to cut down the powers of other nations that were considered as being too strong. It is to this end teat instead of the adoption of the Freedom of the sea concept, nations resorted to the Reparation policies as a way of diffusing diplomatic tension. The concept of the Freedom of the seas, although crafted and proposed out of good will, yet portrayed pitfalls since at that time (1918), any nation that would adapt it, would be very vulnerable to external attacks via the sea. The concept of Free trade also does not auger well with the Least Developed Countries (the LDCs) since it facilitates the global transfer of capital from one country to the other through the open or free market. This leaves the LDCs who are less developed shortchanged since the LDCs compete with the developed economies who due to industrialization, have much superior products. These superior products invade and flood the markets of the LDCs making the products of the LDCs lack market. Consequently this frustrates the industrialization process of the LDCs. However, the Fourteen Points also did well since it catalyzed the conclusion of the Great War when the German imperial, Maximilian of baden in 1918 came across the Fourteen Points and decided to call off the war. It is also out of the Fourteen Points that the League of Nations was formed as the United Nation in embryo. Propositions such as Freedom of the seas and equality of trade have brought about foreign trade, while the concept of open mindedness have also promoted democracy.

Rise of the Superpowers (USA & USSR) from events p Essays

Rise of the Superpowers (USA & USSR) from events p Essays Rise of the Superpowers (USA & USSR) from events prior to and during WWII World War II: the process of superpowerdom It is often wondered how the superpowers achieved their position of dominance. It seems that the maturing of the two superpowers, Russia and the United States, can be traced to World War II. To be a superpower, a nation needs to have a strong economy, an overpowering military, immense international political power and, related to this, a strong national ideology. It was this war, and its results, that caused each of these superpowers to experience such a preponderance of power. Before the war, both nations were fit to be described as great powers, but it would be erroneous to say that they were superpowers at that point. To understand how the second World War impacted these nations so greatly, we must examine the causes of the war. The United States gained its strength in world affairs from its status as an economic power. In the years before the war, America was the worlds largest producer. In the USSR at the same time, Stalin was implementing his five year plans to modernise the Soviet economy. From these situations, similar foreign policies resulted from widely divergent origins. Roosevelts isolationism emerged from the wide and prevalent domestic desire to remain neutral in any international conflicts. It commonly widely believed that Americans entered the first World War simply in order to save industrys capitalist investments in Europe. Whether this is the case or not, Roosevelt was forced to work with an inherently isolationist Congress, only expanding its horizons after the bombing of Pearl Harbour. He signed the Neutrality Act of 1935, making it illegal for the United States to ship arms to the belligerents of any conflict. The act also stated that belligerents could buy only non-armaments from the US, and even these were only to be bought with cash. In contrast, Stalin was by necessity interested in European affairs, but only to the point of concern to the USSR. Russian foreign policy was fundamentally Leninist in its concern to keep the USSR out of war. Stalin wanted to consolidate Communist power and modernise the country's industry. The Soviet Union was committed to collective action for peace, as long as that commitment did not mean that the Soviet Union would take a brunt of a Nazi attack as a result. Examples of this can be seen in the Soviet Unions attempts to achieve a mutual assistance treaty with Britain and France. These treaties, however, were designed more to create security for the West, as opposed to keeping all three signatories from harm. At the same time, Stalin was attempting to polarise both the Anglo-French, and the Axis powers against each other. The important result of this was the Nazi-Soviet non-aggression pact, which partitioned Poland, and allowed Hitler to start the war. Another side-effect of his policy of playing both sides was that it caused incredible distrust towards the Soviets from the Western powers after 1940. This was due in part to the fact that Stalin made several demands for both influence in the Dardanelles, and for Bulgaria to be recognised as a Soviet dependant. The seeds of superpowerdom lie here however, in the late thirties. R.J. Overy has written that stability in Europe might have been achieved through the existence of powers so strong that they could impose their will on the whole of the international system, as has been the case since 1945. At the time, there was no power in the world that could achieve such a feat. Britain and France were in imperial decline, and more concerned about colonial economics than the stability of Europe. Both imperial powers assumed that empire-building would necessarily be an inevitable feature of the world system. German aggression could have been stifled early had the imperial powers had acted in concert. The memories of World War One however, were too powerful, and the general public would not condone a military solution at that point. The aggression of Germany, and to a lesser extent that of Italy, can be explained by this decline of imperial power. They were simply attempting to fill the power vacuum in Europe that Britain and France unwittingly left. After the economic crisis of the 1930s, Britain and France lost much of their former international standingas the world markets plummeted; so did their relative power. The two nations were determined to maintain their status as great powers however, without relying on the US or the USSR for support of any kind.

Cast study- Iron Deficiency Anemia Essay Example | Topics and Well Written Essays - 500 words

Cast study- Iron Deficiency Anemia - Essay Example Mrs. A hemoglobin and hematocrit levels fall below those of a healthy person. Her reticulocyte levels, erythrocyte count and RBC smear are also short of those of a healthy person. In addition to the below healthy values, the low blood pressure, increased temperatures, elevated respiratory rates and heart beat rate noted by the physician points to low oxygen levels in the cells. The low oxygen levels emerge from poor oxygen supply. Based on the cases and values represented, it is convenient for doctors to diagnose the type of anemia such as megaloblastic, pernicious, aplastic and iron deficiency anemia. Mrs. A values shows that she has iron-deficiency anemia. For 10-12 years, Mrs. A has dealt with menorrhagia and dysmenorrhea. Menorrhagia is the excessive losses of blood during the menstrual period while dysmenorrheal refer to the painful cramps that accompany the blood loss. Quite a number of women with bleeding disorders experience the two gynecological complications. Since it has been a long time that Mrs. A has experienced the blood loss, there is develops a high likely hood of developing iron deficiency anemia. Essentially, medical evidence points out that frequent menorrhagia and poor management of blood loss during the menstrual cycle increases the chances of getting iron-deficiency anemia. Iron deficiency anemia in adults, especially women, comes from blood loss (Meselson, 2013). The fact that Mrs. A ingests 1000 milligrams of aspirin after every 3 or 4 hours for six days during her menses increases the chances of further blood loss. Additionally, the ingestion of Aspirin to reduce the stiffness in her joints while playing golf i s dangerous to her well-being. Aspirin is non-steroidal in nature and it can trigger gastrointestinal bleeding. According to Burke and Deakin (1998) adolescent females that engage in endurance training bear higher risks of developing iron-deficiency anemia. Medical studies also identify

Causes and Solutions for Groundwater Pollution in Australia Essay

Causes and Solutions for Groundwater Pollution in Australia - Essay Example However, if salinity is too high as a result of existing salt in the materials around the aquifer, then, it is not usable for consumption. If too much water is extracted from aquifers, then, the viability of a variety of ecosystems is at risk. Groundwater provides hydration for areas such as wetlands, streams and even some lakes. Even though the two intermingle, in Australia, the government has managed surface water and groundwater resources as two separate categories. In the country, there are currently 442 groundwater management units, or GMU’s, designated to manage the groundwater inside their territories. Each of these units was selected because the groundwater goes to areas with environmental sensitivity, or because the groundwater was low in salinity. Each GMU has its own aquifer – typically only one, unless there is a series that is connected. GMU’s end at the state and provincial boundaries since the prevailing authority for groundwater comes at the state /provincial level (Ball). For example, four different GMU’s cover the Great Artesian Basin, because it lies under parts of four different states in Australia. When it comes to sustainable yield, the good news is that Australia’s current groundwater yield is more than adequate for the country’s current needs. ... However, extraction is higher in some parts of the country than others. In Victoria and Queensland, for example, almost two-thirds of the sustainable yield is used on an annual basis. The Great Artesian Basin, with around 500 GL in annual sustainable yield, is the largest source of groundwater in the country, containing 11 different aquifers. However, because 570 GL is extracted each year, the current trend is not sustainable (Ball). At present, the most positive signs are the government's commitment to testing aquifers near the coast rigorously to monitor salinity invasion. Also, the testing of river water can indicate the safety of some groundwater sources. However, many rivers do not have any groundwater as a source, so this is an incomplete method of testing. Current Risks While current use of groundwater is within allowable parameters, given the annual available yield, the only reason that groundwater is necessary for extraction is that surface water is being used to excess. The re are many ways to encourage reductions in water consumption, from rebates on low-flow shower heads to the declaration of different stages in water reduction protocols for municipalities. Water consumption is a by-product of social behaviors that are, by and large, out of the government's hands to control, without instituting layers of usage control. Education is an essential strategy; many people just do not know the number of gallons they let flow down the drain each day, during something as straightforward as a morning shower in addition to activities such as running loads of laundry that are not full but using a full load's worth of water, not fixing a leaky toilet or outdoor spigot as well as letting hot water run constantly while shaving. All these are behaviors that do not

Review of Literature Essay Example for Free

Review of Literature Essay According to the World Health Organization, â€Å"Health promotion is the process of enabling people to increase control over, and to improve, their health† (2014). It is no surprise that a large cause of death in the United States is often a combination of genetic and environmental factors, as well as lifestyle choices (Chiverton, Votava, Tortoretti, 2003). Health promotion has always been apart of the nursing profession, but the push toward health promotion is larger now than ever before. In regards to health promotion, this essay will examine the purpose of health promotion in nursing, the evolving roles nurses will take on and how nurses can effectively implement teaching of health promotion in patients. Purpose of Health Promotion In light of the new health care reforms, preventative care is becoming the new gold standard of health care. Community-based care has much more emphasis than it ever has in the past. As patient acuity continues to rise, the need for better community-based care and health prevention education has never been clearer. Promotion of wellness is one of the main curriculum taught in nursing education and is also built into the job description of the nursing profession. Nurses are able to have more interactions with patients than any other health care discipline, which helps provide the opportunity of forming a trusting relationship with the individual. Creating this type of relationship gives nurses the opportunity to teach patients important health promotion strategies that are tailored to each individuals needs. The main goal of health promotion is to help promote a long healthy life free from preventable diseases. Read more:  Assess Individual in Health Care Essay Nursing Roles and Responsibilities Evolving in Health Promotion Due to many changes in health care over the years, nurses do their best to  keep up with the many demands of their job description. Unfortunately, a lot of the time this means health promotion education does not get the deserved attention it should. New care models must focus on keeping individuals healthy to avoid getting caught up in the vicious cycle of managing and treating illnesses, which leaves no time for health promotion (Chiverton et al., 2003). In the past, nurses have educated patients on how to manage illness once the illness has been diagnosed. The new goal of nursing is to assess patients for risk factors, identify and then educate patients on how to transform their lifestyle to lower their risk of being susceptible to identified illnesses. In order for nurses to become successful in health promotion, they must first become an effective educator. One part of becoming an effective educator is being able to evaluate the retention of information by the individual. If information is not being retained, the nurse then needs to reevaluate teaching methods and create a new plan centered on the patients needs. Making sure patients understand information is a vital part of a nurse’s job, this ensures patients have the knowledge needed to lead a healthy lifestyle and avoid illness. Implementation Methods for Health Promotion When implementing health promotion it is necessary to set objectives through clear communication. Using medical jargon when teaching someone with little health care background knowledge may lead to ineffective teaching and poor patient outcomes. Once the objectives of teaching are clear and information has been taught to the individual, the nurse should then assess if the individual was able to retain the information. Teach-back method is a positive way to evaluate if the individual was able to understand what the nurse has taught. Health promotion teaching should not end with the initial teaching. Follow-up conversations should be had between the nurse and patient to evaluate positive or negative outcomes since first teaching sessions. From there, the nurse can then provide feedback and reinforcement of initial teaching if necessary. Continual monitoring and encouragement may be needed from the nurse in order to reach set health promotion objectives. Levels of Health Promotion Prevention Within the realm of health promotion there are three levels of prevention; primary, secondary and tertiary prevention. Primary prevention is used before there is any disease present in individuals and focuses mainly on health promotion. Examples of primary prevention could be visiting a primary care physician regularly, receiving immunizations and becoming educated about physical activity. The main goal within this level of prevention is to create awareness within individuals and decrease vulnerability to illnesses (Edelman, Kudzma Mandle, 2014, p. 11). Primary prevention is most likely to produce positive outcomes if education is started at a young age (Doering, et al., 2014). Not all illnesses are preventable, and that is where secondary prevention plays a key role. A common example of secondary prevention includes regular health screenings to promote early detection and treatment of illnesses such as breast cancer. Secondary prevention can also be used for those with illnesses th at could have been prevented at the primary level like a heart attack. The goal of this level of prevention is early detection of illnesses to limit the amount of disability the illness may cause (Edelman, et al., 2014, p.15). Secondary prevention is pivotal in the adult population, and for this reason has become highly studied by nurse scientists (Tingen, Andrews, Stevenson, 2009). Finally there is a tertiary level of prevention, which is used when there is permanent disability or damage from an illness. An example of tertiary prevention could be regaining mobility to a livable level of functioning in an individual who has suffered from an amputation secondary to uncontrolled diabetes. The goal at this level of prevention is to rehabilitate a person to a â€Å"useful place in society† (Edelman, et al., 2014, p.15). Tertiary prevention usually includes a combination of self-help and professional help (Quick, Wright, Adkins, Nelson, Quick, 2013). Providing the disabled individual with resources and services is essential to help enable them to reach their highest level of recovery and functioning. Conclusion Health promotion will continue to be an important role in the nursing profession. Being able to effectively educate patients and create individualized plans will help each patient reach optimal outcomes. Finally,  understanding the different levels of health promotion, and starting education at a young age is ideal for positive patient outcomes. References Chiverton, P. A., Votava, K., Tortoretti, D. M. (2003). The future role of nursing in health promotion. American Journal Of Health Promotion, 18(2), 192-194. Doering, N., Hansson, L. M., Andersson, E., Bohman, B., Westin, M., Magnusson, M., Rasmussen, F. (2014). Primary prevention of childhood obesity through counseling sessions at Swedish child health centres: design, methods and baseline sample characteristics of the PRIMROSE cluster-randomised tri. BMC Public Health, 14(1), 1-24. doi:10.1186/1471-2458-14-335 Edelman, C., Kudzma, E., Mandle, C. (2014). Health Promotion Throughout the Life Span, 8th Edition [VitalSource Bookshelf version]. Retrieved from http://pageburstls.elsevier.com/books/978-0-323-09141-1 Quick, J., Wright, T. A., Adkins, J. A., Nelson, D. L., Quick, J. D. (2013). Tertiary prevention for individuals: Healing the wounds. Preventive stress management in organizations (2nd ed.). Washington, DC US: American Psychological Association. doi:10.1037/13942-012 Tingen, M., Andrews, J., Stevenson, A. (2009). Primary and secondary tobacco prevention in youth. Annual Review Of Nursing Research, 27171-193. doi:10.1891/0739-6686.27.171 World Health Organization. (2014). Health promotion. Retrieved from http://www.who.int/topics/health_promotion/en/

Styles of Teaching: Banking Concept vs. Problem Posing Essay -- resea

Education is defined as, â€Å"The act or process of educating or being educated, the knowledge or skill obtained or developed by a learning process, a program of instruction of a specified kind or level, the field of study that is concerned with the pedagogy of teaching and learning, as well as an instructive or enlightening experience† (No author). People begin their education from day one till the day they die. Every day we learn new things in different ways. Whether someone is just telling us some random fact or you are sitting in a classroom being lectured by a professor. The main focus of this classical argument involves the learning that is done in the classroom or lecture hall in the schools of America today. The question arose as to which style of teaching is most effective in sparking the minds of the receivers to make them become transformers of their education? Would the â€Å"banking concept† of teaching be more effective, where â€Å"the scope of the act ion allowed to the students extends only as far as receiving, filing, and storing the deposits† (pg. 260). Or would the â€Å"problem posing† style of teaching be the most effective, where by â€Å"responding to the essence of consciousness—intentionally—rejects communiquà ©s and embodies communications. It epitomizes the special characteristic of consciousness† (pg. 265). In this essay I intend persuade you the audience to take in my experiences and the experience of two other authors, whom I will be showing you later, and take a look from my point of view.   Ã‚  Ã‚  Ã‚  Ã‚  Through this essay I am going to try and show the advantages of â€Å"problem posing† style to education. In my opinion this style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge. I cannot only speak this opinion from my own experiences, but also others who share in the same view sculpted by their experiences. The two authors whom I used for a base of my point of view are Paulo Freire and Richard Rodriguez. Freire wrote the essay called â€Å"The Banking Concept of Education,† in which Freire shows how â€Å"problem posing† education is the most effective way to teach and be taught at the same time. Rodriguez wrote the essay call... ... all, everyone is different in their own respective way and some people might have the ability to simply comprehend all they hear, unlike myself I feel like I teach myself more on my own or with others than if I were sitting down and taking notes. The only problem with just listening during a lecture is that people don’t retain all that information over a long period of time. Most of the information is stored in the brain until that test comes and all the information leaves when you hand in the test.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In conclusion the problem-posing style to education is not only the most effective way in helping a student retain the information, but it also sets everyone, whether it be the teacher or the students, at equilibrium. I am not just speaking from my point of view, but also from Freire. We both came to the same conclusion and based our opinions off our own experiences. This style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge.

Information Age & its Impact on United States Essay

number of propositions. It implies that there is more information now than ever before an indisputable claim. The concept also implies that more people spend more time producing and using more information than ever before another indisputable assertion. Beyond that, the Information Age also suggests that the role of information is more important in the economy than ever before, and that information is replacing some earlier â€Å"fuel† of the American economy (Duncan 1994). These days the primary problem for most organizations and their employees is not the shortage of data but being able to evaluate what is useful and what is not, where to find the good stuff, and then how to use it effectively (Computer Weekly 2005). During the past 25 years, the industry has changed from simple data processing techniques high profile information technology. The challenges of data quality, regulation, access and exploitation are rapidly increasing in urgency (Computer Weekly 2005). For any organization effective information management will make the difference between coping with a dreary burden or using information to gain clarity and build new opportunities. The extended theory founded on this core belief divides U. S. economic history into different eras, depending on the primary economic activity during the period (Duncan 1994). From colonial times until late in the 19th century, the American economy was agrarian. Then, roughly from the dawn of the 20th century through the end of the Second World War, it was preeminently a manufacturing economy. Industry especially heavy industry was the motor that drove the entire economic engine. After World War II, the American economy increasingly came to be dominated by its service sector. By the mid-1950s, more than one-half of all U. S. employment was devoted to providing services rather than to fabricating goods (Duncan 1994). The Pre-Information Age business office was supported by the hierarchical managerial system to keep track of employees and the work they produced (Dmytrenko 1992). Office equipment included information producing tools, such as typewriters and adding machines. Most of the equipment was simple, manual in operation, bulky, and noisy. Clerical staff primarily used this equipment, as they were the appointed information processors of the time. Early efforts to improve office efficiency used industrial engineering techniques, employing time and motion studies to standardize the work tasks of office support staff, and maximize the workflow through effective office design. Information management was categorized as an intensely manual recordkeeping process (Dmytrenko 1992). Filing systems (alpha and/or numeric), and cross-referenced indexes were the prevailing records management techniques employed, and to be on the safe side, offices maintained multiple copies of the same document for back-up purposes. These practices resulted in increasing demands for office space dedicated to files. One source of confusion is the fact that the movements from manufacturing to services, and then to information, were of a different character than in earlier transitions. In the first place, while the transition from an agricultural to a manufacturing-based economy was marked by a decline in the number of jobs in agriculture, there has been no such diminution in the number of manufacturing jobs after the shift to a service economy. Moreover, American manufacturing currently accounts for roughly the same percentage of U. S. Gross Domestic Product (GDP) as three decades ago (Duncan 1994). As a further complication, many argue that the services sector of the economy simply cannot be seen as a separate segment or an economic subsystem. These observers instead insist that it â€Å"serves† precisely the manufacturing sector it is supposed to have replaced and remains dependent even parasitic on manufacturing (Duncan 1994). Moreover, coming up with clear definitions and boundaries for the information industry is, on reflection, a highly complicated undertaking. The Pre-Information Age home was supported by very basic home appliances. These appliances were either on or off, and the home-user manually directed the status. Outside of some minor kitchen improvements, and the advent of television, the average person saw home advancements limited to seasonal color changes, such as â€Å"avocado green† stoves (Dmytrenko 1992). Ongoing changes prevailed in the automobile industry, but slowly. Overall the era was devoid of any electronic â€Å"intelligence. † Business and the home were very separate and different worlds. The predominant orientation was that working people went to work to work, and the home was a place not to work. The telephone was the only information technology common to both the office and home.