God and Philosophy Essay Example for Free

God and Philosophy Essay Many philosophers will say that God plays an important role in a persons mental being. Others will argue that he doesnt and that we decide by our own mentality. The three thinkers that will be discussed in this paper made a large impact in the philosophical world with their theories and reasons. Descartes, Kant, and Hume are all important players in the world of philosophy, but according to other philosophers, so is God. Rene Descartes, a noted French philosopher, scientist, and mathematician, coined the Latin phrase Cogito ergo sum (I think, therefore I am). He refused to accept the scholastic and Aristotelian traditions that had dominated philosophical thought throughout the medieval period (www. iep. utm. edu). He frequently contrasted his views with those of his predecessors. In his theology, he insists on the absolute freedom of Gods act of creation. In 1641, he wrote Mediations on First Philosophy, which he employed a method called methodological skepticism; where he doubts any idea that can be doubted. God, in Descartes metaphysics, is the bridge from the subjective world of thought to the objective world of scientific truth. The mind, owing its existence to God, is innately programmed with certain ideas that correspond to reality; hence the importance, in Descartes system, of proving the existence of God, the perfect guarantor of our ideas, so that the mediator can move from isolated flashes of cognition to systematic knowledge of the nature of reality (Cottingham, 31). In Meditations, he mentions the idea of a benevolent God. Because God is benevolent, he can have some faith in the account of reality his senses provide with a working mind and sensory system and does not desire to deceive him; however, this is a continuous argument, as his very notion of a benevolent God from which he developed this argument is easily subject to the same kind of doubt as his perceptions (www. wikipedia. com). Descartes sought to retain the belief in the existence of innate ideas together with an acceptance of the values of data and ideas derived from an experience. Next up is Immanuel Kant, a German philosopher that held that there is an objective moral law. Most philosophers view morality very differently. Some think there is an objective moral law, but that it depends on Gods will. Others thought morality was to do with reason, but that the reasoning was all about how to promote some objective, like ones own happiness of welfare of society (Walker, 5). Kant rejected these ideas, because morality is depending on something outside itself- Gods will. Kant inquired whether it could be possible to ground synthetic ? a priori knowledge for a study of metaphysics, because most of the principles of metaphysics from Plato through Kants immediate predecessors made assertions about the world or about God or about the soul. Kants works of 1755 reveal more of his originality and his enduring themes. Universal Natural History, deriving the present state of the planets from postulated initial conditions by reiterated applications of the laws of Newtonian mechanics, manifests not only Kants commitment to those laws, for which he was subsequently to seek philosophical foundations, but also his commitment to thoroughly naturalistic explanations in science, in which God can be the initial source of natural laws but never intervenes within the sequence of physical causes. Kant still holds that the existence of God can be proved as a condition of the possibility of any reality. Finally, Kant further develops his argument that scientific explanation cannot allow divine intervention in the sequence of events, and that God must be seen only as the original ground of the laws of nature. The existence of God is therefore to Kant a necessary assumption for what he sees to be an objectively valid morality. Lastly, David Hume, British philosopher, is considered one of the most influential religious philosophers. Hume questioned the process of inductive thinking, which had been the hallmark of science. He criticized the standard proofs for Gods existence, traditional notions of Gods nature and divine governance, the connection between morality and religion, and the rationality of belief in miracles. He also advanced theories on the origin of popular religious beliefs, grounding such notions in human psychology rather than in rational argument or divine revelation. For Hume, all objects of human reason are divided into two kinds: Relations of Ideas and Matters of fact. All reasoning of matters of fact is founded on Cause and Effect. Cause and Effect play a big role in Humes philosophy. Hume wrote The Natural History of Religion in 1757. Its main theme is the causes and consequences of the religious development of mankind from polytheism to monotheism. Belief in a god or gods is not natural like belief in an external world, since there are races in which it is not to be found (Quinton, 52). Contrary to many critiques Hume does believe that there is a God, however he does not believe that God is all greatness like society commonly assumes and accepts. Hume argues that because one sees an effect that doesnt mean that we can automatically know or assume its cause. This argument can be used to explain the creation of the world. As influential as Hume was, he remains an academic skeptic, making the reasonable judgments of an ordinary life, regardless of lack of academic knowledge. God played an important role in every philosophers thinking. They either tried to provide proof that he does or does not exist, or tried to decipher why so many people followed a man whom they have never even met. Nevertheless, God played an important role in Kants, Descartes, and Humes philosophical thinking. Works Cited Burnham, Douglas and James Fieser. Rene Descartes (1596-1650). The Internet Encyclopedia of Philosophy. 2005. http://www. iep. utm. edu/d/descarte. htm. Cottingham, John. Descartes. New York, Rutledge: 1999. Quinton, Anthony. Hume. New York, Rutledge: 1999. Rene Descartes. http://en. wikipedia. org/wiki/Descartes. Walker, Ralph. Kant. New York, Rutledge: 1999.

Louis Armstrong Essay -- essays research papers fc

Louis Armstrong's Influential Career Louis Armstrong’s Influential Career Louis Armstrong was the most successful and talented jazz musician in history. His influence and expansive career continues to make waves in the jazz world. That is what made him become what he is to many today – a legend. Born on August 4, 1901, in the poorest section of New Orleans, Armstrong grew up with his grandparents due to his parents’ separation. On January 1, 1913 he made a mistake which turned out to be the best thing that ever happened to him. At a New Year’s celebration in downtown New Orleans, Louis Armstrong, also known as â€Å"Satchmo† and â€Å"Satch†, fired a pistol into the air and was placed in the Colored Waifs’ Home. It was there that he was introduced to Peter Davis – the brass band leader who taught him how to play the cornet (Brown 17). Soon after he began playing, Armstrong was made leader of the band – something he was extremely proud of. In June of 1914, Ar mstrong was free to leave the Waifs’ Home. He was hired by various cabarets throughout the city, as well as for picnics, dances, and funerals. It was at one of these places that he was spotted by the famous Joe ‘King’ Oliver. King Oliver found Armstrong stand-in slots at orchestras and other venues. In 1918, he was offered the vacant seat left by Oliver in the band the Brown Skinned Babies. Kid Ory, leader of the band, once said that after Louis joined them he, â€Å"†¦improved so fast it was amazing. He had a wonderful ear and a wonderful memory. All you had to do was hum or whistle a new tune to him and he’d know it right away† (Boujut 21). At the end of 1918 Armstrong married Daisy Parker, a prostitute he had met at a dance hall that he played on Saturday nights. The marriage ended only four years later due to her beating him regularly (Bergreen 87). Louis Armstrong was hired in May of 1919 to play on a riverboat that traveled the Mississipp i River from New Orleans to St. Louis. Armstrong soon became very popular in St. Louis and was in high demand (Collier 124). Two and a half years later, he was thrown off the riverboat and fired due to a fight. After returning to New Orleans, he received a telegram from King Oliver in Chicago. It was an invitation to join The Creole Jazz Band – an offer Armstrong couldn’t refuse. The Jazz Band cut it’s first record in the spring of 1923 and toured throughout Illinois, Ohio,... ...s he starred in which shared the same title. For the next seven years of his life he was in and out of the hospital due to heart and kidney problems. On July 6th, 1971, Louis Armstrong died of a lung infection and heart complications. His last wish, that his trumpet be buried with him, was granted. Louis Armstrong influenced almost all aspects of jazz technique and style. He was the first to improvise and elaborate on a given melody. This technique has since been attempted and copied time and time again. Armstrong introduced a freedom to music that continues to impact popular music (Sadie 601). Without this American genius music would not be what it is today. Bibliography Works Cited Bergreen, Lawrence. Louis Armstrong: An Extravagant Life. New York: Broadway, 1997. Boujut, Michel. Louis Armstrong. New York: Rizzoli, 1998. Brown, Sandford. Louis Armstrong. New York: Watts, 1993. Collier, James Lincoln. Louis Armstrong: An American Genius. New York: Oxford, 1983. Crouch, Stanley. â€Å"Louis Armstrong.† Time 8 Aug. 1998: 170. Sadie, Stanley. ed. â€Å"Louis Armstrong.† The New Grove Dictionary of Music and Musicians. 6th ed. Vol. 1. New York: Macmillan, 1995. Word Count: 1246

Explain the Biological Mechanisms by Which Stress Can Induce Depressive Behaviour

Explain the biological mechanisms by which stress can induce depressive behaviour. Introduction Depressive behaviour is a core feature of several major psychological disorders, most obviously major depression (MD) and depressive episodes of bipolar depression (BP). Depression is also frequently found to be co-morbid with psychotic disorders such as schizophrenia and with anxiety-related disorders (e. g. social phobia or OCD). Depression is the biggest major risk factor for self-harm and suicide, thus posing a real clinical problem to try to understand and reverse the mechanisms involved.Traditional anti-depressant treatment has only shown a modest benefit to placebos in treating the disorder; therefore, more effective drugs that target the right biological mechanisms are imminently needed. The majority of experimental research in the area has used rodents to test medication and model known psychopathological aspects of depression in humans, such as learned helplessness, cognitive def icits and increased co-morbidity with anxiety-related behaviours. There are many factors that may explain why some people (around 16% of the population) will experience a depressive episode in their lifetime and others won’t.Genetic vulnerability and epigenetic changes, psychosocial support, socioeconomic status or even climate-related factors all have to be considered in considering the right treatment for individual cases. Whilst the causal link between many of these and the onset of depression is somewhat inconclusive, the strong association between chronic mild stress (CMS) and depressive behaviour is now a huge area of research, resulting in the stress-induced model of depression.Even where there is evidence for the role of genes in depression, such as allele variants for the 5-HTT promoter region, it is shown to vary as a function of exposure to stressful life events. The mechanisms by which environmental stressors can lead to depressive behaviour have been explored tho roughly, with a strong focus on the role of the Hypothalamus-Pituitary-Adrenal (HPA) axis and its dysfunction in depression. The consequent rise in levels of the glucocorticoid hormone cortisol, following HPA activation, has been shown to become chronic increased in depressed patients.This is thought to be due to the development of glucocorticoid resistance, whereby high levels of cortisol are present in the bloodstream and peripheral tissue but negative feedback to shut down the HPA axis no longer works. Due to the numerous roles of cortisol within the body, several biological processes may be affected as a consequence of CMS that may lead to depressive behaviour. Direct and indirect effects of HPA dysfunction include changes in immune response, neuronal damage, decreased rates of neurogenesis and the serotonin pathways.These processes tend to interact and exacerbate one another; therefore, understanding each proposed biological mechanism of stress-induced depression and their impa ct upon each other is likely to lead to a better treatment outcome. Acute Stress and the HPA Axis The experience of acute mild stress is a normal and adaptive process, triggered by an environmental ‘stressor’ deemed to be potentially harmful. From an evolutionary perspective, this serves to protect the individual from danger via activation of the sympathetic nervous system, preparing the individual for ‘fight or flight’ mode.Stress, as well as input from the amygdala, hippocampus and midbrain, directly activates the ‘stress response’ via the Hypothalamic-Pituitary-Adrenal (HPA) axis. The first immediate response is the release of corticotrophin releasing hormone (CRH) from the hypothalamus, which travels to the pituitary where it binds to CRH Receptor 1 (CRHR1). CRH can also act directly on other brain regions, e. g. the amygdala at this early stage. CRH1 activation stimulates the release of adrenocorticotrophin release hormone (ACTH), which tr avels via the bloodstream to the kidneys, stimulating the delayed release of the glucocorticoid (steroid) cortisol.Cortisol acts throughout the body in all cells, via binding to cytoplasmic glucocorticoid and mineralocorticoid receptors (GR and MR) (see Figure 1). Figure 1: Cortisol can pass through the cell membrane due to its lipophillic properties. Binding of cortisol to the GR complex in the cytoplasm causes dissociation of GR from the complex, resulting in an active GR monomer. Two GRs then dimerise to form a GR dimer. This can act as a transcription factor in itself by attaching to Glucocorticoid Binding Elements (GBE), or it can interact with other Hormone Binding Elements and transcription factors to initiate gene transcription. http://jimlund. org/blog/? m=200910] A rise in cortisol levels, alongside CRH, leads to adaptive changes in behaviour, cognition and immune function. Importantly, this rise is followed by a negative feedback loop of cortisol and CRH acting upon its o wn receptors (NC3R1 and CHR2, respectively) to shut down the HPA axis once the ‘threat’ has been resolved. This homeostatic mechanism terminates the production of any more CRH and therefore brings cortisol levels back to baseline (pre-stressor), vital for returning the individual back to a normal ‘resting’ state.It is this negative feedback mechanism which has been shown to be disrupted in patients with depression. Chronic Stress and Glucocorticoid Resistance In a situation of CMS, the prolonged activation of the HPA axis leads to abnormally elevated cortisol levels. However, chronically elevated cortisol can be dangerous, due to its role in suppressing the immune system and increasing vulnerability to infection. It is possible that in order to counteract the constant influx of circulating cortisol causing potentially unwanted downstream effects, GRs in lymphocytes become unresponsive or resistant to glucocorticoids.This dysfunction of GRs is typically seen in depressed patients and has been shown numerous times using the dexamethasone suppression test (DST). Dexamethasone (a synthetic glucocorticoid) mimics cortisol by binding to GRs and shutting down HPA activity in healthy controls. Therefore, dexamethasone-treated individuals have almost no detectable cortisol over the course of the following day. On the other hand, in depressed patients, the DST doesn’t show any significant repression of HPA activity.Whilst they already show significantly higher overall levels of cortisol, they also show reduced suppression of dexamethasone during the DST. This shows that the GRs are unresponsive to glucocorticoids, leading to the typical feature of glucocorticoid resistance in depressed patients. The Inflammation/Cytokine Hypothesis Glucocorticoid resistance has important implications for immune system function. Under normal acute stress, cortisol suppresses lymphocytes in peripheral tissue from producing pro-inflammatory cytokines by act ivating intracellular GRs and leading to transcription of downstream regulatory genes.Key targets of GR-mediated transcription related to immune function include the upregulation of anti-inflammatory genes annexin-1, IL-10 and I? B? (inhibits NF-? B) and down-regulation of pro-inflammatory cytokine genes, such as IL1-6, 9, 11-13, 16-18 and TNF-?. However, glucocorticoid resistance following chronic stress can mean that lymphocytes stop responding to cortisol, so there is an increase in the proliferation of leukocytes and production of pro-inflammatory cytokines.The proposed mechanism for how these peripherally-generated cytokines are able to affect the central nervous system (CNS) involves several pathways. These cytokines (IL-1? , TNF-? and IL-6) cannot typically diffuse across the blood-brain-barrier, but they can enter the CNS in regions of high BBB permeability or be actively transported across the BBB by endothelial cell transporters. Additionally, without crossing the BBB, cyt okines are able to activate endothelial cells to produce soluble factors (e. g.PG-E2) to indirectly activate neurons, as well as activating certain afferent neurons (e. g. the vagus nerve) that carry information to the CNS about the inflammation. In these ways, peripheral inflammation can cause typical changes in the CNS and ‘sickness behaviour’ seen in depressed patients: lethargy, anhedonia, reduced locomotor activity and sleep and weight disturbances. Support for this proposed mechanism comes from findings that clinically depressed patients show an abnormally high production of pro-inflammatory cytokines (IL-1? IL-6 and TNF-? ), cytokine-based immunotherapy often causes depression in cancer or hepatitis C patients and cytokine administration causes depressive behaviour in animal models. Reversal of this depressive behaviour can be seen by administration of anti-depressants, which target and reduce the inflammatory response in both patients and animal models. In a sim ilar fashion, anti-inflammatories such as cyclooxygenase (COX)-2 inhibitors or omega-3 have strong anti-depressant effects on behaviour. Inflammation-Induced NeurodegenerationAnother approach to modelling stress-induced depression has focused on the controversial findings of clinically depressed patients show changes in volume of structural brain regions, including the hippocampus, amygdala, anterior cingulated, prefrontal cortex and basal ganglia. The mechanisms by which some brain regions, in particular the hippocampus as implicated in stress-induced depression, might decrease in volume appear to be a combination of both neurodegeneration (increased apoptosis of neurons) and a decrease in adult neurogenesis in the subgranular zone of the dentate gyrus (DG).Stress-induced HPA hyper-activity may explain the atrophy seen in some brain regions of clinically depressed patients. Glucocorticoids stimulate the breakdown of tissue into glucose for the quick release of energy; therefore, ch ronically increased levels may result in brain tissue loss in regions where cortisol acts, such as the hippocampus. Furthermore, the link between stress, inflammation and an increase in oxidative stress may also explain a large portion of the neurodegeneration apparent in depression.Inflammation has been shown to increase oxidation and the fact that the CNS has no proper defence against oxidative damage makes it very vulnerable to oxidative stress (OS). This has been demonstrated as a key feature in neurodegenerative diseases and depression, implicating a causal role of stress-induced inflammation in triggering degeneration. The damage caused by OS can lead to mitochondrial dysfunction, which can lead to further intracellular build up of damaging oxidised proteins.The only way for cells to cope in this situation is to activate programmed cell death (apoptosis), or in less controlled circumstances, necrosis can occur, leading to a decline in cell numbers and lateral effects on the ne ural network. This mechanism of oxidative stress-induced neurodegeneration can be slowed down and treated by the application of antioxidant enzymes, which serve a neuro-protective role. These enzymes eradicate free radical oxidising particles and also suppress pro-inflammatory cytokine action.A further damaging feature seen in neurodegeneration and depression is nitrosative stress (NS), which may contribute to neurotoxicity and therefore cell death. An increase in the production of cortisol after acute stress will temporarily cause a suppression of neurogenesis in the DG. Neurogenesis in the DG has been demonstrated to be vital for healthy cognition and memory, impacting mood, the sleep-wake cycle and appetite; all affected in depression. Therefore, CMS leads to prolonged suppression of neurogenesis and may explain the behavioural outcomes typical of depression.The decrease in neurogenesis following exposure to stress may possibly involve the neurotrophin Brain Derived Neurotrophic Factor (BDNF), shown to be greatly reduced in regions that also show a decrease in neurogenesis and related to brain regions typically affected in depression. Animal models exposed to CMS show decreased neurogenesis and BDNF levels in overlapping brain regions and elicit depressive behaviours associated with dysfunction of these regions. Furthermore, anti-depressant treatment that successfully increases BDNF levels also leads to recovery from depressive behavioural symptoms.However, the causation here is not clear; whether the BDNF levels dropping are a result of other stress-induced mechanisms or whether it is partly the cause of the behaviour. Some evidence suggests that anti-depressants can work independently of BDNF restoration. Hagen and colleagues set out to control for possible variables such as age, time of cortisol readings and overall brain volume. Whilst there has been no robust evidence for a link between baseline cortisol levels and hippocampal volume, this study did fi nd that hippocampal volume was negatively correlated with length of depressive episode pre-hospitalisation.Furthermore, better responsiveness (lowering of cortisol levels) after treatment was predicted by greater hippocampal volume (relative to overall brain volume). b) antineurogenic effects and reduced brain-derived neurotrophic factor (BDNF) levels; and c) apoptosis with reduced levels of Bcl-2 and BAG1 (Bcl-2 associated athanogene 1), and increased levels of caspase-3. Stress-induced inflammation, e. g. increased IL-1? , but not reduced neurogenesis, is sufficient to cause depression. Antidepressants a) reduce peripheral and central inflammatory pathways by decreasing IL-1? TNF? and IL-6 levels; b) stimulate neuronal differentiation, synaptic plasticity, axonal growth and regeneration through stimulatory effects on the expression of different neurotrophic factors, e. g. trkB, the receptor for brain-derived neurotrophic factor; and c) attenuate apoptotic pathways by activating Bc l-2 and Bcl-xl proteins, and suppressing caspase-3. It is concluded that external stressors may provoke depression-like behaviours through activation of inflammatory, oxidative, apoptotic and antineurogenic mechanisms.The clinical efficacy of antidepressants may be ascribed to their ability to reverse these different pathways. Neuronal damage and apoptosis Activation of the Kynurenine Pathway (KP) 5-HT Accumulated evidence indicates a role of the hippocampal 5-hydroxy-tryptamine (5-HT) and neuropeptide Y (NPY) in the response to stress and modulation of depression, but it is unclear whether and how the hippocampal 5-HT and NPY systems make contributions to chronic unpredicted mild stress (CUMS)-induced depression.Here we observed that rats receiving a variety of chronic unpredictable mild stressors for 3 weeks showed a variety of depression-like behavioral changes, including a significant reduction in body weight, sucrose preference, and locomotion, rearing and grooming in open fiel d test, and a significant increase in immobility time in forced swimming test. These CUMS-induced behavioral changes were suppressed or blocked by intra-hippocampal injection of 5-HT (31. 25 microg/microl) or NPY (10 microg/microl). These data suggest a critical role of reduced hippocampal 5-HT and NPY neurotransmission in CUMS-induced depression.

A Detective With Whoville Police Department - 805 Words

I am a Detective with Whoville Police Department. I have full police powers and investigate all cases within the city of Whoville. I investigate all crimes and have county and state recourses available for assistance. The first step in the investigation took place when the general manager of the D M food store called the police department to speak with someone in reference to possible employee theft. On February 2, 2016 at 1330 hours, I met with Hugh Downs. He explained to me that he suspected his part time assistant manager, Lowraine James of theft. As the detective assigned to the case, I immediately began an investigation. I asked if the food store had cameras that I could view to see if anything can be seen. I also inquired as to whether the computer history could be checked by appropriate IT personnel. On February 3, 2016, I began reviewing video footage of L. James’s work shift. While viewing the footage, I noticed over the course of James work shift, she would stash cash on the side of the cash register after ringing up several purchases from customers. At the end of her work shift while James was counting monies in the cash drawer, she would separate the money and place some of the money in a bank deposit bag and place the previously stashed cash in a brown paper bag. On several occasions, I also noticed when L. James worked an evening shift, she would carry a medium size box and place it in the trunk of her vehicle prior to the end of her work shift. This took

Robinson Jeffers Life and Poetry - 1089 Words

Robinson Jeffers: Life and Poetry â€Å"Poetry is more primitive than prose. It existed before prose and will exist afterward, it is not domesticated, it is wilder and more natural† (qtd. in Hunt, â€Å"Prose†). Robinson Jeffers said this about poetry, and a reader can feel this in his poems. Jeffers lived an interesting and fulfilling life. He enjoyed the solitude of his home on Carmel Point, and spending time with his family. He wrote during the Modern Era, but he didn’t write like a modernist. Jeffers wrote as if he was speaking with the reader. â€Å"Hurt Hawks† was criticized by Tim Hunt. Hunt said that it was one of Jeffers’s greatest poems. Another appreciated poem, â€Å"Oh Lovely Rock†, has been analyzed as well. His descriptive setting makes it feel real to a reader. Robinson Jeffers was a prominent, award winning, American poet in the Modern Era who changed the format of poetry with his prophetic and enlightening writings including â€Å"Hurt Hawks† and â₠¬Å"Oh Lovely Rock†. Robinson Jeffers was born on January 10, 1887 in Pittsburgh, Pennsylvania. His parents were Dr. William Hamilton Jeffers and Annie Robinson Tuttle Jeffers. His father was a Presbyterian minister and a biblical scholar. Jeffers never had any siblings. His family traveled to Europe quite often and they would stay for a long periods of time. Jeffers’ education occurred mostly in Germany and Switzerland over the years 1898-1902. He learned German and French and could also converse in Italian. Before his family returned toShow MoreRelated Robinson Jeffers Essay2378 Words   |  10 Pages The Nature of Man by Robinson Jeffers Robinson Jeffers is one of the twentieth centuries most important and controversial poets. He, like others in history, has tried to give his opinion about life. Many poets in the twentieth century focused on issues affecting mankind, Jeffers is no exception. Most of his work was inspired by his surroundings. One’s environment is great source for poetic inspiration. Poets come and go, but their ideas are kept alive through their poems. Whether they are a hundredRead More Arguing for Authenticity: A Comparison and Contrast of Two American Modern Poets, Robert Frost and Langston Hughes2163 Words   |  9 Pagesâ€Å"[F]uture commentators on American poetry and political issues will not be able to ignore the †¦ authentic voice of the region,† argues Barry Ahearn, author of the article Poetry: 1900 to the 1940s, which discusses the importance of the author writing about his or her region of choice in their poetry and how it affects their writing (Ahearn 373). Ahearn d iscusses writers such as Sterling A. Brown, Langston Hughes, H.D. (Hilda Doolittle), Robert Frost, Robinson Jeffers, Edna St. Vincent Millay, LorineRead MoreNative Queer Identity By San Francisco1936 Words   |  8 Pagesambiguous enough, general readership doesn’t catch Whitman’s subtle allusions; however, those attuned to these veiled innuendos understand that the relationships being described in the poetry are homoerotic. For these reasons and many more, California and San Francisco were characterized as ‘queer’ very early on. Queer Life in the Early 20th Century Largely because of bar culture, early 20th century San Francisco began to test the limits of sexual and gender expression. Because San Francisco was and

Effects Of Poverty On Children - 1554 Words

Effects of Poverty on Children Makayla Ray University of Alabama in Birmingham Abstract This literature review of twelve previously published research articles has focused on summarizing some of the effects of poverty on children. The selected articles all focused on the major effect of poverty on children, and were sorted into four sub-categories or themes based upon a specific focus areas of this complex and not yet fully understood issue. These themes included developmental, educational outcomes, health, and parenting effects, and how they were impacted by children living in poverty. Impact on Development The developmental theme included reviews of four articles, each with a slightly different focus. In a paper†¦show more content†¦that a significantly stronger effect of the persistence of poverty on child problems was noted in Caucasians than for Hispanics, and for Hispanics more so than African American children). Impact on Education The educational outcome theme included reviews of three articles, again each with a slightly different focus. In a paper discussing the effects of antipoverty programs on children’s cumulative levels of poverty-related risk (Gassman-Pines and Yoshikawa, 2006), the conclusion reached was that overall reduction in the cumulative effects of poverty was much more important than any individual risk factor. This paper acknowledged much previous research in presenting analytical statistics, based upon New Hope and MFIP samples, confirming that the greater the cumulative effects of poverty on children, the worse socio-emotional and cognitive development impacts that occur. The effects of child care quality on children’ development while living in poverty (Votruba-Drzal, Coley, and Chase-Lansdale, 2004) discussed the drastic increase in the overall number and percentage of children in child care since 1996 events, concluding that high quality care and nurturing environments mediated the negative effects of poverty, especially in relation to internalizingShow MoreRelatedEffects Of Poverty On Children1553 Words   |  7 PagesHow Poverty Effects Children Makayla Ray University of Alabama in Birmingham Abstract This literature review of twelve previously published research articles has focused on summarizing some of the effects of poverty on children. The selected articles all focused on the major effect of poverty on children, and were sorted into four sub-categories or themes based upon a specific focus areas of this complex and not yet fully understood issue. These themes included developmental, educationalRead MorePoverty And Its Effects On Children Essay1111 Words   |  5 PagesEdgar Perez Mrs. Prince ENG 1113 16 November 2016 Poverty in America As of 2013 approximately 45 million people in America lived below the poverty line. In an average three-person household, an annual income of $20,090 is federally considered to be at poverty level. In the year of 2014, 44 percent of children under the age of 18 were living at or below the poverty level. Coming from a low economic standing can be detrimental for children’s physical and mental states. Pursuing a higher educationRead MorePoverty And Its Effects On Children1377 Words   |  6 PagesPoverty Poverty is a chronic issue not just within the United States but throughout the whole world, but one thing that people tend to overlook is the effect that poverty has on childhood. Many children grow up in poverty and the effects can last for a life time. For many of these kids who grow up in these conditions the effects include poor health, a high risk for teen pregnancy, and the lack of an education. Poor health is a direct of effect of poverty, children with families with no money orRead MorePoverty And Its Effects On Children859 Words   |  4 PagesPoverty is existing worldwide epidemic and it is affecting millions of adults and children mentally, physically and emotionally .Poverty is the inability to purchase or have access to the basic human needs. This includes food, shelter, education, clean water and proper sanitation .It depends not only on income but also on access to services. In 1998 a UN Statement on poverty, signed by the heads of all UN agencies stated: defines poverty as â€Å"the denial of choices and opportunities, violation of humanRead MorePoverty And Its Effects On Children985 Words   |  4 PagesPoverty doesn’t have preferences, it doesn’t choose people by race, religion, or age. Many people don’t see the effects poverty has on people or sometimes they don’t care but you should. What if you were put in the situation where you lost everything and weren’t able to recover. Now imagine this is your child. Many people put a generic face upon poverty. Usually they see the poor African American person, or the old man who looks dirty, or even the woman who is selling her body just to buy a biteRead MorePoverty And Its Effects On Children1771 Words   |  8 Pages What is poverty? For people who do not know what poverty is, the Merriam- Webster dictionary defines it as â€Å"the state of one who lacks a usual or socially acceptable amount of money or material possessions† (Poverty). To make it even easier it is basically the state of being extremely poor. Poverty is a huge global issue and it can affect anyone. Whether the person is young or old, male or female. Poverty does not discriminate against people, which is why people should not sit back and ignoreRead MorePoverty And Its Effects On Children2452 Words   |  10 Pagespeople living in poverty out of the 316.5 million inhabitants of the United States of America. That means about 14.5% of people live below the poverty line, which is an extremely large amount for such a lucrative world dominating country. Poverty is a very serious issue in the United States and has devastating effects, yet it continues to effect massive amounts of people. It is essential that Americans make the ne cessary changes to combat poverty because those living in poverty often experience aRead MorePoverty And Its Effects On Children945 Words   |  4 PagesPOVERTY MALNOURISHMENT Childhood and adolescence are expected to be the times of great functioning and physical health, yet poverty provokes this from occurring and children face poor health. Children living in poverty are at immense risk for their development, health and overall well-being. According to Komro, 2011, the absolute rate of poverty among children is higher in the United States than in other industrialized nations. Nationally, One in five children are living in poverty (Raphel,Read MorePoverty And Its Effects On Children942 Words   |  4 Pagesand physical health, yet poverty provokes this from occurring and children face poor health. Children living in poverty are at immense risk for their development, health and overall well-being. According to Komro, 2011, the absolute rate of poverty among children is higher in the United States than in other industrialized nations. Nationally, One in five children are living in poverty (Raphel, 2014). Malnourishment is one of the numerous outcomes fr om poverty; children are suffering each day inRead MoreThe Effects of Poverty on Children Essay1217 Words   |  5 Pages When analyzing children growing up in poverty a lot of factors come into play such as their physical, psychological and emotional development. To grow up in poverty can have long term effect on a child. What should be emphasized in analyzing the effects of poverty on children is how it has caused many children around the world to suffer from physical disorders, malnutrition, and even diminishes their capacities to function in society. Poverty has played a major role in the functioning of families

Chess †the game for everyone Free Essays

Chess is a board game for everyone. Chess is played on a square board of eight rows and eight columns. The color of the sixty-four squares alternate and is referred to as light squares and dark squares. We will write a custom essay sample on Chess – the game for everyone or any similar topic only for you Order Now The light squares are at the right hand of the rank nearest to each player, and the pieces are set out as shown in the diagram, with each queen on its own color. The pieces are divided by convention, into white and black sets. The game starts with 2 kings, 2 queens, 4 rooks, 4 bishops, 4 knights and 16 pawns. Chess demands you to think about which way to go to win against another side. In this writing I want to discuss the passages on the chessboard that players consider and calculate to win and when we consider life in the universe people do their best to obtain the same goals. Life is life. The specialness of the game is played by large numbers of ordinary and not so-ordinary people. Chess may even provide unusually clear examples of these various aspects of life. Because chess is an arena in which the tasks are entirely mental, where complete information is available to both players and their moves it can be recorded accurately. In this sense, chess may even illuminate aspects of life. When you play chess, all moves are up to you like life, you will find out your own limitations. A passionate claim without any evidence or argument can never support more than a statement of faith, but if it too is insistent it may betray a doubt about the real value of the game. Chess is quite reflective of the dimensions. The board, a finite realm of two dimensions, is similar to a finite view of the universe. Chess has two basic types of movements on this field: the finite players and the infinite players. The finites are the king, the pawn and the horse; who move in single bounds of a pre-established length. The infinites are the queen, the bishop and the rooks; who move in bound at any length, theoretically able to escape the two-dimensional limits imposed by the board. In life the queen is a good manager who always finds out the best way to achieve her key targets lead to checkmate. We’ll now examine the directions in which they may move. A pawn is biased. The fawn may only go straight unless altered in course by removing another piece at either of ts’ forward diagonals. The pawn starts out with the option of a two-square move, as if running out into battle, but then continues at a single square pace. In life the pawn is staff or employees who are loyal and dedicated to help the manager achieve his or her goal. A rook moves infinitely either forwards or sideways; the bishop is similar in movement to the rook, but is offset by 45 degrees. The queen is a precise super im position of the rook and the bishop. The king is a queen with a single square limit, or, simply put, a ring around itself. In fact, life is like a chessboard. People can justify their moves all they want, but they will be concerned and checkmated if they do not checkmate their opponent first. People live in a community and have to know how to exist in it. For example, to have a good life, an employee works hard and has the good relationship with colleagues. He or she has to follow the rules of a company as well as a society, and he or she also desires to have a better position in the workplace. As a result of this, he or she is a good player. Chess also has rich symbolism which the imaginative may develop, and it has often been used for the purpose of authors of improving essays. Chess moralities of this sort were abundant in the medieval era, but one feels that people are normally reading into chess the values they already possess. In life, there is no bad staff in the good manager’s eyes, he or she understands and grasps the employee’s ability to lay work properly. A slightly stronger claim is to say that chess is not just another part of life, but is a particularly worthy, rewarding or exemplary part. All chess players know its rewards, and its best players are more enthusiastic like Tarrasch’s famous quote: â€Å"Chess is a form of intellectual productiveness and intellectual productiveness is one of the greatest joys of human existence. † Because chess presents complex but unambiguous problems, psychological researchers have been very interested in chess. Chess is a key field for research in psychology, although chess players have not yet felt the benefit of many insights. The game of chess is not merely an idle amusement. Circumspection which surveys the whole chessboard, or scene of action; the relations of the several pieces and situations, the dangers they are respectively exposed to the several possibilities of their aiding each other. Caution is not to make our moves too hastily. This habit is best acquired by observing strictly the law of the game. For example, if you touch a piece, you must move it somewhere, if you set it down, you must let it stand. And it is therefore, best that these rules should be observed as the game. Look at chess, and you may find their truths about life: â€Å"The chess-board is the world, The pieces are the phenomena of the Universe, The rules of the game are what we call the laws of Nature, The player on the other side is hidden from us. † Thomas Huxley(1825-1895). The statements of Thomas Huxley and the illustrations of life above are as the powerful weapons/techniques to conquer this game of life, so cunningly complex, yet , my movement is centered, flowing and letting go. Without a doubt, it is my turn to move. I am the chess player not the chess piece. I have myself as my sole opponent in this chess of life. I am the sole barrier to my success if I will not do anything. How to cite Chess – the game for everyone, Essay examples