Foreign Reserves Essay Example for Free

Foreign Reserves Essay According to the article entitled â€Å"UNDP urges prudent use of excess crude funds, foreign reserves† by Saxone Akhaine, Kaduna on April 24, 2008, the Nigeria and other African nations are having several problems when it comes to socio-economic aspects. One of the best examples in this context is the country of Nigeria. Based on research, it has been said if Nigeria utilized their crude resources in a good position, they will have an economic stability. The problem in this country is that there are no source of guidance and help from other sectors so that they can use their resources properly. The Nigerian government looses its capability to obtain greater perspectives in the issue of natural resources especially crude oil that costs billions during these times. Based on my own interpretation of this article, the author discusses all the details in simple form. The author used descriptive elements to illustrate the happenings or situations in the Nigeria as well as the issues that they experience during this day aside from poverty. However, there is no concrete resolution with the problem that the author discussed because these are sensitive issues that should not be taken for granted by the authority. It is the right of the whole Nigeria to know the real situation in their society and not only within their personal lives for the reason that it manifests their everyday living. Work Cited Saxone Akhaine, Kaduna. (2008). â€Å"UNDP Urges Prudent Use of Excess Crude Funds, Foreign Reserves† http://www. guardiannewsngr. com/news/article03//indexn2_html? pdate=240408ptitle=UNDP%20urges%20prudent%20use%20of%20excess%20crude%20funds,%20foreign%20reserves

What Love & Logic Means to Effective Parenting Essay Example for Free

What Love Logic Means to Effective Parenting Essay What parents want is to cherish their kids, have fun with them, and enjoy a less stressful family life. There is never a shortage of advice from friends, family and even well-meaning strangers when becoming a parent. Nothing can ever truly prepare parents for the actual experience of raising children. We all want to be great parents and we all want to do the right thing, but in addition to balancing all the advice we’re given against our own upbringing and instincts, we still struggle. As parents we set the rules and expect our children to obey them†¦. In other words: What I say goes-or else. Previous generations took a much more punitive and fear-based approach to parenting, which feeds the illusion that our parents and grandparents didn’t have to do much to earn respect; it was simply an automatic response by their children. The truth is much of that discipline was rooted in corporal punishment or fear –inducing experiences that made their children appear to have respect and did indeed impact their behavior. Love and Logic Parenting offers an affective and beneficial way to parenting without resorting to corporal punishment, spanking or hitting our children. It is no longer considered healthy or socially acceptable to paddle children in school, slap children in the face or spank them with a belt when they do something wrong. In fact, those actions are now typically considered child abuse. Respect nowadays needs to be earned through appropriate discipline techniques not fear. By setting clear rules and expectations, explaining the consequences of their actions, and following through and enforcing those consequences fairly and consistently. Modeling, showing a good example, has been proven to affect children positively in every area of life: academic achievement, employment, health habits, peer and romantic relationships, coping, as well as communication and conflict resolution. And just as modeling good behavior is important, it’s also important for a parent to admit when they have made a mistake, particularly when it comes to their kids. If they see an adult own up to having done something wrong, they, too, will learn to take responsibility when they do something wrong. It may be desirable of parents to hang out with their children or teenagers and be more like friends than parent/child. Being a child’s friend can’t be a priority, our job is to be a good parent! This doesn’t mean that parents can’t enjoy activities and good times with their children, but it does mean that rules need to be made, boundaries set, and consequences enforced. At times, parents may not be the most popular person in the house! Sometimes, what’s right for your child and/or family isn’t what your child wants. When it comes to a parent/child relationship, there is an automatic hierarchy: the parent is in charge. In an actual friendship , both parties ideally get equal say. But parent‘s aren’t exactly a friend. Parents are guides, leader, instructors and disciplinarians†¦ and when the work is done, and then they can hang out with their children. All parents want a close, good relationship with their children and to enjoy time with them. As parent’s we get to say when, how and what happens. There may come a point, if parents have been dealing with their child’s serious problems for a prolonged period of time, at which they simply give up hope that things can change for the better. If parents are coping with serious issues like substance abuse, mental illness, eating disorders, truancy, aggression or even rebellion, parents may feel like anything and everything in their power to change the situation has been tried. At no time in history have parents been unsure of their parental role, even the best aren’t sure about whether they are using the best techniques. Society has changed; therefore the children of this genera tion compared to the children of previous generations have changed. Through the years, parenting styles have changed however, one newer parenting program, parenting with Love Logic offers parent’s simple and practical techniques that aren’t as easily found with other parenting programs such as Total Transformation or The Incredible Years Parenting Program. Parenting with Love Logic helps parents and teachers have more fun and less stress while raising children. Most parents do not understand how the techniques our parents and grandparents used so effectively just don’t seem to work with kids today. A lot of parents today are wondering what to do with their kids and frustrated that the old techniques just don’t seem to get the job done anymore. Many conflicting philosophies and books have been written and many of them sound good, but they haven’t seemed to be able to do the job of helping children become respectful, responsible and a joy to be around. Although, many ideas are offered with the best intensions, they center on making sure our kids are comfortable and feeling good about themselves in order to have self-concept. However, through Love Logic parents have discovered that self -confidence is achieved through struggle and achievement, not through someone telling kids that they are number one. Raising children, who are self-confident, motivated, and ready for the real world, can be a win-win approach to parenting. Children will win because they will have learned to solve problems while gaining the confidence they need to meet life’s challenges. Parents will win by establishing healthy control without resorting to anger, threats, nagging or exhausting power struggles. Love Logic teaches parents to â€Å"lock in â€Å"empathy, love, and understanding prior to telling kids what the consequences of their actions are. It teaches parents to hold their kids accountable for their mistakes. When a child is talking back or yelling at you, instead of yelling back or match wits with the child try something new and unexpected, don’t waste energy simply try telling them â€Å"I love you too much to argue, or â€Å"I will talk to you when you when you can talk in a normal tone of voice;† and see what happens. This will surprise the child when they aren’t getting a rise out of you. Children need to be given the opportunity to make choices even if the choices they make are not always right ones, it is a choice that they made, therefore, they have to face the consequences and be held accountable. Provide choices by avoiding power struggles, letting the child make decisions, and help them learn from their mistakes. This helps improve parent/child relationships and builds the child’s self -confidence. Love Logic offers parents the skills required to feel more relaxed, hopeful and positive with their children. Parents will discover that parenting doesn ’t have to be as hard as it seems to be and parents can teach personal responsibility and respect without losing their child’s love. As parent’s, many only have a few years left to prepare our children for a world that requires responsibility and maturity for endurance. Many parents are continually amazed how Love Logic changes lives and how the principles work not only with children, but also parents and adults. It has converted many people’s parenting philosophies. With Parenting with Love Logic parents have a place in guiding their children to healthy and successful lives. Parents are expected to be experts, but parenting is a learning process, especially appropriate and effective parenting. There is a way through parent training that has been shown to be effective at reducing child behavior problems including rebelliousness. Parent programs may seem like common sense but many needs to learn techniques and implement them consistently. The instructions given are important in determining compliance; the way in which a command is given can often greatly influence the child’s understanding of the command. Parents often give orders that are not specific or clear enough to be truly understood by the child and parents often do not give children sufficient time to act in accordance with requests. Techniques that work with Love Logic are forcible statements, choices, compassion, then consequences, diffusing arguments and guiding children to solve their own problems. Enforceable statements are no threats, anger, frustration and no warnings. Parenting programs are offered to help parents in helping raise our children effectively. Love Logic primarily teaches character. The formula is the child makes a mistake, and the adult responds with compassion instead of anger, the child learns from the consequences of their actions. The rules of Love Logic are adults set firm limits in loving ways, without anger, lecture or threats. When a child causes a problem, the adult hands it back in a loving and consistent way. There are three different styles of parenting. Helicopter parenting, where the parent hovers over children and try to save them from the hostile world in which we live. Drill Sergeant parenting, where the parent commands and directs the lives of the children. The Consultant Parent provides the guidance and consultant services for their children. The helicopter parent never allows their children to suffer the natural consequences of their mistakes and choices, constantly bailing them out. This type of parent requires or expects nothing from their child and does not instill accountability in their child. The drill sergeant parent demands that things be done now and tells the child how to think, feel and handle all responsibilities. The consultant parent uses Love Logic techniques, they give messages of personal worth and strength, provide and help explore alternatives and then allows the child to ma ke his or her own decision, provides time frames in which the child may complete responsibilities. Consultant parents model doing a good job, finishing, cleaning up and feeling good about it. They use many actions but very few words, and allow the child to experience life’s natural consequences. Family values were considerably different than those of previous decades, and to a great extent, this was the intention of previous generations. Other than the fact that teenagers have more technology and more material things nowadays, there is no difference in teenagers now as opposed to teenagers in my generation. Teens have been rebellious, prone to experimentation, impulsive, and in great need of acceptance from their peers. This has led them to teenagers making some not so wise choices, both in the previous generations as well as in the current generation. Every generation of parents has worried and wondered if there is any hope for the next generation. Kids and teenagers also have been enthusiastic, generous, energetic, and creative to their schools and communities. Give our children a chance to do something worthwhile, and most of them will step up. All they need is a little guidance and a sense of meaning in their lives. The driving societal changes in the 80’s and 90’s women’s liberation movements, high divorce rates, and the need for mothers to enter the work force played into the hands of those starting families early in the previous decades of the 20th century. All of these influences directly impacted the families we grew up in, and how the next generation would be raised. More often, than not children are growing up in broken homes. The reality is that more children are born to unwed or teenage mothers. I think that the Love Logic program should be offered as a mandatory program for all parents. Through Parenting with Love Logic introspection gives our children the values they deserve, it guides our children to solve their problems; it helps in making our children responsible for their own actions; and our children will love us for holding them accountable; and it offers parents ways to teach our children. Cline, Foster W. Fay, Jim Rev. ed. of: Parenting teens with love logic. c1992. Fay, Jim. Teaching with Love Logic. Golden, CO: The Love and Logic Press, Inc., 1995 School Discipline, Classroom Management Ginott, Haim G. Between parent and teenager. [New York] Macmillan [1969 Glasser, Howard. Transforming the difficult child: the nurtured heart approach. Tucson, Ariz.: Center for the Difficult Child Publications, c1998. Grandin, Temple. Developing talents: Careers for individuals with Asperger syndrome and high-functioning autism. Shawnee Mission, KS: Autism Asperger Pub., 2004. Grundfast, Kenneth. Ear infections in your child. Hollywood, Fla.: Compact Books, c1987. Haddon, Mark. The curious incident of the dog in the night-time. 1st Vintage Contemporaries ed. New York: Vintage Contemporaries, 2004. Despite his overwhelming fear of interacting with people, Christopher, a mathematically-gifted, autistic fifteen-year-old boy, decides to investigate the murder of a neighbors dog and uncovers secret information about his mother. Hallowell, Edward M. Driven to distraction: recognizing and coping with attention deficit disorder from childhood through adulthood. 1st Touchstone ed. New York: Simon Schuster, 1995. Hamersky, Jean, 1953-. Cartoon cut-ups: teaching figurative language humor. Eau Claire, Wis. : Thinking Publications, c1995. Navigating the Social World. Kajander, Rebecca. Living with ADHD: a practical guide to coping with attention deficit hyperactivity disorder: for parents, teachers, physicians, and all those who care for children with ADHD. Minneapolis, Minn. : The Foundation, c1995. Kurcinka, Mary Sheedy, 1953-. Raising your spirited child: a guide for parents whose child is more #intense, sensitive, perceptive, persistent, and energetic. Rev. Ed. New York: Harper, 2006. Kurcinka, Mary Sheedy, 1953-. Raising your spirited child workbook. 1st Ed. New York, NY: Harper to The Effects of the Becoming Perennial, c1998. Leftin, Howard I. The family contract: a blueprint for successful parenting. Washington, D.C. : PIA Press, c1990.

Neurological Disorders In Celiac Patients

Neurological Disorders In Celiac Patients Daniel Mortensen Neurological Disorders In Celiac Patients Introduction Opening: With grains as America’s main food staple, it is no surprise to walk down the aisles of a grocery store and see the numerous amounts of cheaply made processed foods containing grains. Grain gluten is not only contained in the foods we consume, but it is also put in the most not so obvious products. Makeup, teas, yogurt, gum, and the list goes on. This expanse of gluten additives have caused a body of individuals to have Celiac Disease ( CD), an immune disorder that is associated with range of negative health problems. Some of these include gluten ataxia, malabsorption, fatigue,anxiety, migraine and irritable bowel syndrome (IBS). For the sake of this argument, we will assume grains( wheat, rye,refined, unrefined, white, ect) as modern modified and will incorporate gluten in its structures. We will be focusing on the symptoms in celiac disease, but it will also pertain to gluten sensitivity (GS) and healthy individuals. This is because some gluten-sensitive or â€Å"h ealthy† individuals may not have gluten intolerance symptoms, therefore they do not think its necessary to get checked. This causes a problem identifying the exact pin point of these gluten related immune problems. Regardless if there is no presence of symptoms, individuals are still a risk for potential autoimmune related problems. As stated, there is a spectrum of health issues related to the ingestion of gluten in this article, and this article will be focusing on the neurological aspect in Celiac patients when eating grains. 1) Gluten and neurological disorders have been studied for over 40 years (Psychiatr) 2) Celiac disease is approximately 4X greater diagnosed than it was 50 years ago, when CD was underdiagnosed (Rubio-Tapia, 2009) Proposition: Consuming wheat gluten leads to neurological effects in Celiac patients Define Terms: Celiac Disease: â€Å"an inborn error of metabolism characterized by the inability to hydrolyze peptides contained in gluten. Gluten is found in wheat, oats and barley. This disease affects adults and young children, who suffer from abdominal distension, vomiting, diarrhea, muscle wasting, extreme lethargy. A characteristic sign is a pale , foul-smelling stool that floats in water because of its high fat content. There may be a secondary lactose intolerance, and it may become necessary to eliminate all milk products form the diet. Most patients respond well to a high-protein, high-calorie, gluten-free diet. Rice and corn are good substitutes for wheat, and any vitamin or mineral deficiencies can be correct with oral preparations. Prognosis is excellent (celiac disease)† Ataxia: â€Å"an impaired ability to coordinate movement, often characterized by a staggering gait and postural imbalance. It can have many causes including lesions in the spinal cord or cerebellum that may be the seuelae of birth trauma, congetnial disorder ,infection, degenerative disorder, neoplasm, toxic substance, stroke or head injury (ataxia† Gluten: â€Å"the insoluble protein constituent of wheat and other grains (rye,oats, and barley(Gluten) Recent research shows the correlation between autoimmune diseases and grains ( Visser, 2009). This paper will further address its controversies. Background: The U.S. Department of Agriculture (USDA) advertises the importance of consuming grains as the base of American diets ( ChooseMyPlate.gov) (1) Modern grains are modified and it is inconsistent with our plant based diets. Humans have not evolved to have grain as the bases of their. There was a possibility of consuming ancient grains with no side effects, but the genetic modification of present grain consist of many gluten particles. These modern grains can lead to negative health effects ( Cordian 1999) Argument I. The controversy being argued is that celiac patients are more likely to develop neurological disorders when eating gluten. Some of these include: 1)gluten onset ataxias;2). schizophrenia; 3) migraines/ severe headaches Gluten increases gluten induced ataxias Many studies have showed a correlation between gluten and gluten induced ataxias in celiac patients. Recent brain scans shed light on why there is a significant difference in the brain formation of CD patients compared to their GFD counterparts. These findings are important because they show evidence of white matter lesions, implicating that gluten particles can travel through the bloodstream, therefore it can affect nearly every part of the body. The findings conclude that the formation of white matter lesions is a result of inflammation in the cerebellum. This inflammation produces antibodies that target purkinje cells. Therefore attacking purkinje cells leads to permanent cell loss, which can only be seen in gluten ataxia patients. These neurons are vital for a healthy functioning nervous system. (citation) Without healthy functioning neurons, this dilemma causes misinterpretation or unreceived messages to the brain. As a result, gluten onset ataxic individuals cannot have full motor control. A gluten free diet has been proven to reduce the incidence of gluten onset ataxia and eliminated white matter lesions in the cerebellum A recent study backed up the The Helsinki claim which proved that there was an overall higher average of ataxia in celiac patients compared to their control group of non -celiac patients. This recent study compared a before and after response of ataxic patients pre and prior to a GFD. Remarkably, they found that just after a year on a GFD, their ataxic patients were symptom free. (Psychiatr Q. 93) Along with axiata,there are other neurological effects that will be further discussed Schizophrenia in CD patients is more likely to increase with in grain consumption One of the first patterns linking the effects of wheat and schizophrenia was noticed during World War II. Psychiatrist F. Curtis Dohan noticed the rate of schizophrenia gradually decreased when there was a food shortage, making American’s main food staple, grains, unavailable, and an increase of schizophrenia when the war ended. Ultimately, grains made their way back into the mainstream diets. Doohans cause-and -effect theory was established when he conducted another test by removing all wheat products from the schizophrenic patient’s meals, without their knowledge( before consent was needed for studies). Four weeks later, he saw that there were fewer schizophrenic symptoms. He then invited wheat back to their diets, and soon the symptoms came back. The table to your upper right shows the dramatic change of schizophrenic symptoms when grains were scarce. Another study done to show the effects of gliadin was in rats. The rats were injected with gliadin in high doses and observed the results. The injection resulted in seizures and unusual behaviors. In my assumption I would conclude that as schizophrenia in rats as a direct result of gluten. (dohan) A recent study conducted by the Clinical Antipsychotic Trials of Intervention Effectiveness (CATIE) showed that the percentage of schezhprehnnia patients with anti-gliadin antibodies is significantly higher than the overall population of schizophrenic samples. This means that these autoimmune schizophrenics were not diagnosed, but their blood sample contained gluten polypeptides, evidence for GS or CD. Also, those who had a recent onset of symptoms had greater levels of antigliadin antibodies compared to non recent onset group. Studies show CD patients with schizophrenia symptoms are let go 2X as fast when on a GFD (citation) This can bee seen in a 1997 study, where a woman showed signs of schizophrenia and was later diagnosed with CD. She had hallucinations and thought she could fly. Her brain scan showed abnormalities in her left frontal cortex. She was put on a GFD and after six months, there were no traces of abnormalities. This women discontinued her antipsychotics, maintained a GFD and is still symptom free one year after her followup. gluten related disorders could be masked under more subtle symptoms Gluten can increase the rate of migraine/headaches As stated in my previous claim, those who had gluten ataxia has a higher increase of white matter lesions, this also holds true for celiac patients who have frequent migraines/headaches In a study conducted by the ___________ We are aware that current medications or lifestyle must be taken in account before studies begin Some of these medications include nonsteroidal anti-inflammatory drugs (NSAIDS), alcohol consumption, caffeine intake, and contraceptives. These are known to contribute to migraine/ headaches. Medical history is also taken into account, such as recent surgery head, spinal, or neck injuries/surgery. Without proper precaution, results of the studies could be skewed. (citation) A approved research approved by the Animal Ethics Community showed no significant difference of cerebellar change when injecting mice with high doses of glaidian For the first few weeks of the mice life, they were put in a toxic free environment and feed a GFD. The mice were both sexes, and through random selection, 10 mice were injected with a variety gladian in high does ( different gladwin could have different results) while the rest were injected with a saline solution. The mice were tested 1/week with a pass or fail test on coordination and accuracy of stride lengths. By the end of the 25 week study, the rats were put down and their brains were looked. The findings showed no significant difference in the weekly pass/fail test and no significant change in the brain formation of these rats III. Though I concede that there is another influential factor in the prevalence of neurological disorders, I still insist that most of these disorders spawn from eating wheat. Therefore, this is why in many cases, neurological disorders is more prevalent in celiac diagnosed patients. The rat test conducted by Dohan and ______ provided different results,but __ claims are vague. Biologically, rats differ from human beings and therefore they will react different. Like humans, each rat is unique from another and therefore may have different reaction. There could be some bias in the test depending on what the motives are and what major institution was funding these findings. Facts show that 57% of those who have a form of neurological problem will test for the presence of anti-gliadin antibodies, this statement is clearly shown in the tests mentioned above. (Psychiatr) All the claims for the argument stems out of bigger central theme, that gluten in celiac patients can affect the functions and layout of the brain. Whether it is ataxia, schizophrenia, or migraines, gluten particles are capable of traveling through our bloodstream and leaving behind traces of its unwanted presence. Conclusion In conclusion, there has been numerous studies confirming the neurological effects of gluten in Celiac patients. By consuming grains as a CD individual, scientists and psychiatrists have seen an increased risk for axatxia, migrains and schecprhnic symptoms. The symptoms mentioned in this argument can manifest itself into dangerous health conditions if left untreated. It is best for individuals who think they have celiac disease or a gluten sensitivity or even healthy individuals to get tested. Although there will always be studies that back up or deny that neurological symptoms in celiac patients are a result of gluten, one fact is true: celiac disease is not just a â€Å"fad† and therefore one innocent looking muffin cause more harm that you would’ve ever thought. Bibliography vocabulary: â€Å"Gluten.† Mosby’s Medical Dictionary. 8th edition. 2009. Print â€Å"Celiac Disease† Mosby’s Medical Dictionary. 8th edition. 2009. Print â€Å"ataxia† Mosby’s Medical Dictionary. 8th edition. 2009. Print In text Citations: (Psychiatr): Jackson, Jessica R., William W. Eaton, Nicola G. Cascella, Alessio Fasano, and Deanna L. Kelly. Neurologic and Psychiatric Manifestations of Celiac Disease and Gluten Sensitivity. Psychiatric Quarterly 83.1 (2012): 91-102. MEDLINE with Full Text. Web. Sept.-Oct. 214. Psychiatr :Jackson, Jessica R., William W. Eaton, Nicola G. Cascella, Alessio Fasano, and Deanna L. Kelly. Neurologic and Psychiatric Manifestations of Celiac Disease and Gluten Sensitivity. Psychiatric Quarterly 83.1 (2012): 91-102. MEDLINE with Full Text. Web. Sept.-Oct. 214. (Psychiatr, 93): Jackson, Jessica R., William W. Eaton, Nicola G. Cascella, Alessio Fasano, and Deanna L. Kelly. Neurologic and Psychiatric Manifestations of Celiac Disease and Gluten Sensitivity. Psychiatric Quarterly 83.1 (2012): 91-102. MEDLINE with Full Text. Web. Sept.-Oct. 214. 3 4 Dohan FC. Wheat â€Å"consumption† and hospital admissions for schizophrenia during World War LL. A preliminary report. 1996 Jan;18(1):7-10 Dohan FC. Celiac disease and schizophrenia. Brit Med J 1973 July 7;51-52 authors, date, page # ( only cite evidence)

The Zone Diet Versus the Atkins Diet Essay -- Health Nutrition Diet Ex

The Zone and Atkins diets aim to achieve lower levels of insulin in the bloodstream. The Zone diet reduces carbohydrates by structuring calorie intake to a 40% carbohydrate, 30% protein, 30% fat ratio. The ratio decreases the amount of carbohydrates consumed, inturn lowering overall insulin levels. The Atkins diet also lowers insulin levels by lowering the quantity of carbohydrates ingested. This four phase diet begins with extreme limitation and gradually allows small amounts of carbohydrates. Though these diets implement different approaches they both reduce the insulin levels in the bloodstream. The Zone diet’s main concern is a lifelong optimization of the body’s metabolic function by regulation of levels of insulin in the bloodstream. These insulin levels are largely affected by the types of food consumed. Studies have shown that the consumption of foods high in carbohydrates lead to an increased level of insulin in the bloodstream. This increase in insulin levels is believed to lead to increased hunger and possibly obesity. In order to decrease the levels of insulin in the bloodstream, the Zone diet follows a strict formula of types and amount of food ingested. This one phase diet follows the notion that a diet should have a balance and avoid ketosis, or causing the body to think it is starving. This balance limits meals to a 40-30-30 composition. 40-30-30 means that 40 percent of a meal’s calories should be fiber rich carbohydrates, 30 percent should be low-fat protein, and 30 percent should be fats. Contrary to the Food Pyramid, the Z one diet decreases the amount of carbohydrates and increases the amount of protein. This decrease in carbohydrates lowers the levels of insulin and alth... ... The Zone and Atkins diets share the same main goal to regulate insulin levels in the bloodstream. Each has a unique way of achieving this goal. The Zone diet focuses on a strict calorie intake breakdown of 40% carbohydrates, 30% protein, and 30% fats. This structure of calorie consumption causes a decrease in the amount of carbohydrates ingested. The diet is not only strict in the proportions of the types of food consumed but also requires six precisely spaced Zone meals throughout the day. The Zone diet requires close adherence to guidelines, but the Atkins diet is in ways more flexible. The Atkins diet begins with an extreme limitation of carbohydrates and gradually allows small quantities, but has no other restrictions. Through balance or severe limitation of carbohydrates, the Zone and Atkins diets aim to reduce large insulin levels in the bloodstream.

Essay on the Myths of the African American Woman in Song of Solomon :: Song Solomon essays

Defying the Myths of the African American Woman in Song of Solomon    Throughout slavery, myths were created that tainted the image of the African American woman. These myths promote the misconceptions that African American women are promiscuous and are virtually useless. These myths caused these women to be degraded in the eyes of others as well as themselves. In Toni Morrison's Song of Solomon womanhood is defined in ways that have destroyed these myths. Womanhood is defined according to one's sexuality, spirituality, beauty, identity, relationships, and motherhood.    Song of Solomon begins with one of the most arresting scenes in our century''s literature: a dreamlike tableau depicting a man poised on a roof, about to fly into the air, while cloth rose petals swirl above the snow-covered ground and, in the astonished crowd below, one woman sings as another enters premature labor. The child born of that labor, Macon (Milkman) Dead, will eventually come to discover, through his complicated progress to maturity, the meaning of the drama that marked his birth. Toni Morrison''s novel is a romance of self-discovery, a retelling of the black experience in America that uncovers the inalienable poetry of that experience, and a family saga luminous in its depth, imaginative generosity, and universality. It is also a tribute to the ways in which, in the hands of a master, the ancient art of storytelling can be used to make the mysterious and invisible aspects of human life apparent, real, and firm to the touch.    Milkman's independent aunt, Pilate, serves as the best but not the only example of the retention and use of African ways and culture. Pilate is seen as a conjure woman and this fact is made evident by her unnatural birth and the distinguishing feature of being born without a navel. This sets her apart from the rest of the community giving her almost immediate supernatural status. Not only can she be seen as a conjure women she should also be seen as a keeper of African cultural ways. She proves to be the the strength and preservation of her heritage and culture. Pilate in keeping with the African Spiritual culture seeks to repair the relationship of Macon and Ruth at Ruth's request. So with this knowledge gained from what seems, another world source, Pilate gives to Macon's wife Ruth a greenish powder to put in Macon's food to induce him to become sexually active with Ruth again.

Love and Emily Dickinson Essay example -- Biography Biographies Essays

Love and Emily Dickinson I am going out on the doorstep, to get you some new—green grass—I shall pick it down in the corner, where you and I used to sit, and have long fancies. And perhaps the dear little grasses were growing all the while—and perhaps they heard what we said, but they can't tell! – Emily Dickinson to Susan Gilbert Dickinson (L 85, 1852) Seventy-five years after the 1890s publication of the premier volumes of Emily Dickinson's poetry, critics still squabble about the poet's possibly lesbian relationship with her sister-in-law, Susan Huntington Gilbert Dickinson. Indeed, the specifics of Dickinson's relationship to Susan are ambiguous at best. All of the critical attention that her mysterious sexuality receives reflects our culture's urge to sectionalize great literary icons into our own personal niches, thereby absorbing them as our â€Å"group's† own voice. The poet, not the poetry, assumes the center of the discussion. The critics, whether arguing for or against a lesbian interpretation of the famed couple, are like two disgruntled neighbors arguing over a tree known for its particularly incendiary wood. They no longer focus on this evergreen's innate beauty but, rather, on whose property it resides and who has the right to cut it down to ignite their cause. In all actuality, we will never know the tr uth about the pair's physical relationship; the evidence is too ethereal to assume a definable substance. And, in part, this predictable public response motivated Susan Gilbert's reluctance to release Dickinson's poems and letters after the poet's death. Emily Dickinson's life has been thoroughly explored by scholars and critics. Her extensive correspondence with all of her family and frien... ... longing for another, which transcend physical intimacy. Emily Dickinson's eloquent, overwhelming, consuming desire for a true companion is expressed as intensely in her words as it is felt in our souls. Works Cited Hart, Ellen Louise. â€Å"The Encoding of Homoerotic Desire: Emily Dickinson's Letters and Poems to Susan Dickinson, 1850-1886.† Tulsa Studies in Women's Literature 9 (1990): 251-72. Koski, Lena. â€Å"Sexual Metaphors in Emily Dickinson's Letters to Susan Gilbert.†The Emily Dickinson Journal 5.2 (1996): 26-31. Sewall, Richard. The Life of Emily Dickinson. 2 vols. New York: Farrar, 1974. Smith, Martha Nell. â€Å"The Belle of the Belle of Amherst.† Harvard Gay & Lesbian Review 3.1 (1996): 25-27. â€Å"Susan and Emily Dickinson: Their Lives, in Letters.† The Cambridge Companion to Emily Dickinson. Ed. Wendy Martin. Cambridge: Cambridge UP, 2002. 51-73.

Philosophy Behind the Leadership Position in a Learning Organization

Imagine this. You have served for years as an assistant to the Principal at a local high school. Recently, the school has become plagued with administrative problems affecting the day to day operations of the school, the quality of education for students, and teacher development. As someone with long-standing experience in that school, you have been promoted to the highest leadership position at that school. Part of your role in the leadership of a learning organization includes policy development, decision making, professional development, and the monitoring of organizational progress. This paper will identify and examine the relevant leadership skills and strategies necessary to develop a successful, thriving learning organization. The philosophy behind the leadership position in a learning organization has emerged in recent years as a concern for parents, teachers and policy-makers alike. Changes must be implemented in the current supervisory process, as the role of leadership in a school setting has progressed from the principal as an instructional leader, to the principal as a transactional leader and, most recently, to the role of transformational leader. High performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community (Anonymous author, 2001). Numerous studies on the topic have revealed the importance of leadership skills and strategies of the school leader. These studies clearly indicate that improved education for students requires improved leadership and supervisory skills. The leader in a learning organization must develop and administer policies that provide a safe school environment and establish operational plans and processes to accomplish strategic goals. Research indicates that a necessary aspect of policy development is the intertwining of the daily operations of the school to school and student learning goals (Anonymous author, 2001). Additionally, the major sources of fiscal and nonphysical resources for the school including business and community resources must be analyzed and identified (Anonymous author, 2001). The financial and material assets must be managed, as well as capital goods and services, allocating resources according to district or school priorities (Anonymous author, 2001). Policy development includes an efficient budget planning process that is driven by district and school priorities and involves the staff and community. A strong leadership quality is the ability to identify and organize resources to achieve curricular and instructional goals (Anonymous author, 2001). Research indicates that the process of planning, developing, implementing, and evaluating a district budget must be analyzed, and techniques and organizational skills necessary to lead and manage a complex and diverse organization must be demonstrated (Anonymous author, 2001). Furthermore, policy development includes the planning and scheduling of one's own and others' work so that resources are used appropriately, and short- and long-term priorities and goals are met (Anonymous author, 2001). Policy development lies at the basis for a successful learning institution where the needs and goals of students, teachers and the community are met. Research indicates that the decision a leader in a learning organization makes has a strong influence on what will or will not occur in classrooms throughout the country. The leader must take a results oriented approach, and frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills (Anonymous author, 2001). In this way, good decisions can be made by viewing events and problems from multiple perspectives, and through the use of multiple sources of data to inform decisions. Additionally, decisions must be made based on the moral and ethical implications of policy options and political strategies (Anonymous author, 2001). Research indicates that the leader must recognize situations that require forcefulness and self-confidence in making decisions and delegate authority and responsibility clearly and appropriately to accomplish organization goals (Anonymous author, 2001). Finally, logical conclusions and making high quality, timely decisions must be based on the best available information. According to Marks and Printy (2003), the decision making tasks to be accomplished encompass those of supervision and evaluation of instruction, of staff development activities, of curriculum development knowledge and activities, of group development knowledge and activities, of action research, of development of a positive school climate, and of the creation of links between school and community. Technical skills include goal setting, assessment and planning, instructional observation, research and evaluation; whereas, interpersonal skills are those of communication, motivation, decision making, problem solving, and conflict management (Marks & Printy, 2003). In order to meet the rapidly changing needs of our students, teachers must be given the authority to make appropriate instructional decisions. Therefore, the basis for school leadership must include teachers and parents, as well as the principal, in the role of problem finding and problem identification (Marks & Printy, 2003). Youngs and King (2002) state that a prominent way in which leaders shape school conditions and teaching practices is through their beliefs and actions regarding teacher professional development. Individual teacher competence is necessary for effective classroom practice, and that teachers must be able to integrate knowledge of students, subject matter, and teaching context in planning out units and lessons and assessing student work (Youngs & King, 2002). The studies discussed by Youngs and King examine the relationship of capacity to instructional quality and student achievement, finding that effective school leaders can sustain high levels of capacity by building trust, creating structures that promote teacher learning, assist in the implementation of general reforms. Their study results also suggest that during transitions in school leadership, incoming leaders must be cognizant of shared norms and values among their faculties before initiating new practices into the curriculum, instruction, or school organization (Youngs & King, 2002). Other research on the topic indicates that speaking with teachers in and outside of instructional conferences was the cornerstone of effective leadership (Blase, 1999). Organizational leaders in a school setting use five primary talking strategies with teachers to promote reflection: 1) making suggestions; 2) giving feedback; 3) modeling; 4) using inquiry and soliciting advice and opinions; and 5) giving praise (Blase, 1999). Another important aspect of effective leadership is the promotion of teachers' professional growth with respect to teaching methods and collegial interaction about teaching and learning (Blase, 1999). According the to Blase study, effective instructional leaders used six teacher development strategies: 1) emphasizing the study of teaching and learning; 2) supporting collaboration efforts among educators; 3) developing coaching relationships among educators; 4) encouraging and supporting redesign of programs; 5) applying the principles of adult learning, growth, and development to all phases of staff development; and 6) implementing action research to inform instructional decision making. The study results found that school leaders that were effective provided former staff development opportunities to address emergent instructional needs. These opportunities resulted in innovation and creativity, variety in teaching, risk taking and positive responses to student diversity as well as effects on motivation, efficacy and self-esteem (Blase, 1999). Monitoring of Organizational Progress Finally, a core leadership skill of a learning organization is the continual monitoring of the school's progress. The studies discussed by Youngs and King (2002) reach the conclusion that school leaders can affect achievement indirectly by establishing a mission or set of goals and building school-wide commitment to them. As a result, higher student achievement can be associated with higher levels of school professional community and program coherence (Youngs & King, 2002). Along with monitoring the school's goals and mission, leaders must continue to facilitate the development and implementation of a shared vision and strategic plan for the school that places student and faculty learning at the center (Anonymous author, 2001). The leader of a learning organization must align instructional objectives and curricular goals with the shared vision and articulate the district's or school's vision, mission and priorities to the community (Anonymous author, 2001). The learning organization must be understood as a political system, relating the vision, mission, and goals to the welfare of students, and its' leader must articulate and reinforce that vision in written and spoken communications. In this way, a positive school culture for learning is created, along with conditions that enhance the staff's desire and willingness to focus energy on achieving educational excellence (Anonymous author, 2001). Finally, the leader must model professionalism, collaboration and continuous learning in order to successfully monitor the organizations progress. Learning to become a leader of an learning organization is a complex, multidimensional task. If school leaders believe that growth in student learning is the primary goal of schooling, then it is a task worth learning. In today's rapidly changing world that means becoming a leader of leaders by learning and working with teachers, students, and parents to improve instructional quality. Goal setting and problem solving become site-based, collective collaborative activities. The leadership of the principal is pivotal in ensuring that the process is informed of all school issues, especially those that relate to student instruction. As indicated by the literature available, policy development, decision making, professional development and progress monitoring are all key areas for leadership. If these areas are enhanced by strong leadership qualities, the future of the educational system will remain very bright. Additional studies on the leadership skills and strategies necessary to effectively lead a learning organization will assist in determining the next steps of our future leaders.