Compare and Contrast: Judith Ortiz Cofer’s “Catch the Moon” and W.D. Wetherell’s “the Bass, the River, and Sheila Mant” Essay

Compare and Contrast Essay Love is an emotion that deeply alters a person’s thought-process. This emotion can bring out the best of people or even make them question who they are and what they’re willing to give up for the person they love. In Judith Ortiz Cofer’s short story â€Å"Catch the Moon†, she suggests that love can change a person for the better by making them want to improve themselves. However, in W.D. Wetherell’s short story â€Å"The Bass, The River, and Sheila Mant†, he suggests that love can make a person try to be someone they are not, ultimately leading in disappointment and regret. Although both authors center their stories on the topic of love, they differ greatly from their character conflicts, character changes, conflict resolutions, and their themes. In â€Å"Catching the Moon†, Luis Cintron and his father constantly argue and never get along very well. However, when Luis meets this girl named Naomi, he experiences an emotion that reconnects him with his dad. Meeting Naomi causes Luis to experience love—an emotion he hasn’t felt since the death of his mother—and causes him to want to develop better character because he knows that his mother would want him to be happy. In order to prove his improved character to both Naomi and his dad, Luis searches all night for a hubcap that will match the one that Naomi is looking for. After hours of searching, Luis finally finds the hub cap and rushes to bring it to Naomi. Cofer states that Luis, â€Å"†¦waited to give her [Naomi] the first good thing he had given any one in a long time† (Cofer, pg. 240). This quote demonstrates that because of his new love, Luis was ready to change his personality for the better and that love can truly reconnect old fla mes from within oneself. â€Å"The Bass, The River, and Sheila Mant† portrays a different message than that of â€Å"Catching the Moon†. In this short story, the narrator faces an internal conflict between choosing over his two passions—Sheila Mant and fishing. The narrator has always dreamed about impressing Sheila Mant, but he wavers when Sheila criticizes fishing for being dumb and boring. Regardless of her opinion, the narrator continues his mission of impressing Sheila by taking her on a boat ride and going to a popular party. On the way to the party, a fish gets caught on the fishing line the narrator left out  on the boat, and by the struggle the fish puts up, he knows that it’s the bass he’s been waiting all summer to catch. Emotions rush through his head, and even though the narrator has waited all summer for this fish, he chooses Sheila instead. The narrator cuts the line, goes to the party with Sheila, and has his heart broken when she chooses to ditch him for another guy. From this experience, the narrator learns that there are plenty of fish in the sea and that he shouldn’t have changed himself just to get a girl to like him. He even goes on to say that, â€Å"There would be other Sheila Mants in my life, other fish, and though I came close once or twice, it was those secret, hidden tugging in the night that claimed me, and I never made the same mistake again† (Wetherell, pg. 150). This quote demonstrates the story’s theme of not changing who you are for love because it will only result in regret and disappointment. Love is a very complex emotion. There are a lot of rules and regulations to love, as well as a lot of exceptions to these rules. All in all, in order to have a happy relationship, one must do want makes oneself happy. If someone’s happiness is put in jeopardy just because of a relationship, then the relationship was definitely not meant to be. In other words, when entering a relationship, don’t choose the better boy or girl; choose the boy or girl that will make you a better person. Works Cited Cofer, Judith Ortiz. â€Å"Catch the Moon.† 2003. Holt Literature and Language Arts. 4th ed. Austin, Texas: Holt, Rinehart and Winston, 2003. 234-40. Print. W.D. Wetherell. â€Å"The Bass, The River, and Sheila Mant.† 2003. Holt Literature and Language Arts. 4th ed. Austin, Texas: Holt, Rinehart and Winston, 2003. 245-50. Print.

My Philosophy of Education

I believe that we are all active learners, constantly absorbing new data from our environments, using our minds to merge the creative with the actual, and the fundamental with the ideal. Active learning is defined as learning by being physically and mentally engaged in activities. As the teacher, my goal is to actively teach the children while maintaining a positive yet helpful attitude, in a low pressure and respectful atmosphere. Personally, I think of the relationship between the teacher and the student as a bow and arrow, with the teacher [bow] gently steadying and providing the stable structure to guide the student [arrow] along on its path, gracefully arcing through the air. For my classroom, I would like to create a warm and educational environment that provides intellectual as well as emotional support for the child and their family, while demonstrating the sound skills absorbed in class. Ideally I would aim to balance the â€Å"old school† and the â€Å"new school† theories of education. To achieve this atmosphere, I would incorporate aspects of the High/Scope Method, Erikson’s theory of Psychosocial Development, Maslow’s Multiple Intelligences, and sensory materials prevalent in the Montessori School. Classroom Environment Geared towards the current stages of development of the child, my program would utilize the broad and realistic educational experiences that are designed to promote a constructive process of learning. Theme-related material will serve to peak their interest and establish the link between the core aspects of the lesson and real-life applications. A â€Å"center† based classroom set up encourages children to interact with others in developmentally appropriate play and inspires creativity. Maintaining a daily schedule allows for children to get accustomed to routine and also for teachers to correctly determine the children’s individual schedules and learning processes. Focusing on the child’s key experiences will serve to foster development of important skills and abilities. Incorporating work time, recall time and cleanup time further fosters the development of routine-based practices and will help teach the importance of self accountability. Acting out the routines of adults, the children will learn how to manage their time as well as take care of their surroundings. Interactions with classmates will provide the necessary social skills and establish methods of early conflict resolution practices. In order to properly engage the child’s mind, the classroom must be appropriate, safe, interactive, organized, and embracing to the different cultures and ethnicities present in today’s society. Erikson’s Theory of Psychosocial Development According to Erik Erikson, â€Å"Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. † Erikson’s theory of psychosocial development occurs in stages, and takes the child’s entire social interactions and life experiences into account. According to Erikson, our personality is shaped not only by our natural disposition, but more so by the society that we live in. Erikson’s theory centers around the concept of ego identity, the sense of ourselves that we develop based upon our social interactions, and the concept of ego strength or ego quality, which is the sense of mastery or inadequacy that we feel after a certain stage in our life. Each stage is like a series of mini-tests, and our ability to pass or fail these tests either strengthens our resolve and personal confidence, or forces us to withdraw and evaluate ourselves more intensely. Erikson believed each stage was tied to a certain part of our development, and conflicts encountered would serve as training to help us develop and hone our psychological quality. Preschoolers fall into Erikson’s third stage of development, â€Å"Initiative versus Guilt. † During this stage, children attempt to control their world through social play and other childhood games, asserting dominance and taking on leadership roles. It is during these early school years, children begin to feel pride and accomplishment, especially in peer-measured tasks. Parents who are involved with their child’s school activities and interested in their early academics help enforce these feelings of pride, and establish a bond based on encouragement and positive reinforcement. Conversely, children who receive little or no encouragement from parents, teachers, or peers will instead doubt their ability to be successful. Howard Gardener’s Multiple Intelligences Howard Gardener believed that people are smart in multiple ways, utilizing intelligences in eight specific areas. The eight areas are visual/spatial, verbal/linguistic, math/logical, body/kinesthic, musical/rhythmic, intrapersonal, interpersonal and naturalistic. Visual/spatial skills relate to the visual realm and how things are perceived or seen. I will focus on arts and crafts that appeal to the visual aspect of learning, and how the visual perception relates to the actual reality. Verbal/linguistic skills cover the languages, including speaking, writing and listening. My activities for enforcing these skills could be creative story writing, listening to foreign languages, reading story relating to concept material, doing word searches, crosswords, or practicing handwriting. Math/logical skills cover the problem solving and logical thought processes, so my planning will include activities such as board games, matching or card games, word or number puzzles, bingo and pattern associations. Body/kinesthic skills involve movement of the body, which I will enforce through exercise, dance or sports activities, as well as recess and certain games. Musical/rhythmic skills tie in nicely with body movement, so I will incorporate singing, dancing or playing an instrument. Intrapersonal skills are associated with our feelings, values and attitudes, both intrinsic and learned, and teachers can create activities where children can discuss differences in background, family structure and culture that may influence these skills. Interpersonal skills, how we use our feelings during interaction with others, can be honed with group activities like dramatic role play and class projects. Finally, to focus on naturalistic skills, the logical process of classification and hierarchy of things, my assignments will include tasks such as putting things in order by category, pattern identification or sorting objects with their type and purpose. Montessori’s Sensory Materials Founded on the ideas and practices of Maria Montessori, I would utilize the core principles of her methods in my daily routine. Keeping my promises and staying on schedule will help to create a respectful atmosphere, and keeping the lesson plans fresh and interactive will encourage learning through nvironment. The prepared and organized centers and related lesson activities will serve to support children in their self-education (a. k. a. auto-education) phase, and allow children freedom and choice of activity. By teaching skills related to everyday life, such as walking in an orderly fashion or carrying objects to the table, the children will be able to practice self care skills. I will provide s ensory materials that are designed to promote learning through the five senses, thus creating an awareness of the body and its ability to learn from real life. By encouraging role play, the children can prepare for adult occupation and construct their own version of the world around them. Furthermore, I will address the demands of diversity and disabiltilty in the classroom by using mixed age groups, promoting individual play within a supportive classroom, repetition of skills and acknowledging sensory perceptions and abilities. The Montessori influence will also be evident in my classroom setup, as I desire child-sized furniture with bright and coordinated colors to promote aesthetic awareness of the child’s environment. Identity of a Preschooler A preschooler is a most usually a child between the ages of three to five, and has not yet entered kindergarten. During this stage, children are egocentric, preoperational, and unable to properly manage their time or self regulatory skills. Most theorists stress the emphasis of play during this stage as the most effective method of implementing solid learning practices and skill awareness. According to Piaget, play promotes cognitive schemes and enhances cognitive development. By maintaining a daily schedule, the preschooler can adjust to the naturally occurring activities and still maintain their individual learning pace. Montessori believed that play was the equivalent of a child’s work and their preschool was equal to an adult’s place of work. Play provides for unintentional yet effective learning. Free play (a. k. a. informal play) helps broaden the child’s creative aspects, and allows for development of personal interests. Symbolic (pretend) and constructive play help children build and test theories, while functional and outdoor play enforce muscular activities. Children in this age group are open to learning, and are constantly questioning the elements of their surroundings. Assessments – Formal versus Informal My major concern with assessment methods is that the spectrum for what is acceptable seems to vary from state to state or center to center. My goal is to streamline the assessment process and incorporate both informal and formal methods. Since assessment goes hand in hand with observation, I will encourage the active participation of the child in their own education, incorporating my own version of evaluating the child. My daily planning of activities and structured curriculum will allow for careful and accurate observation of the child. In my experience with teaching preschool, children learn best when given a project or activity that reinforces the concepts learned that day. I would make every attempt to keep daily notes on each child’s behavior, attitude and progress in the classroom. By noting individual interests and preferences, I can identify the methods that best suit each child’s learning curve. As for formal assessments, standardized testing is one of the most relied upon methods for assessing a child and interpreting their skill levels to determine if the child is ready to proceed or be held back. Additionally, it is important for me to consider not only the regulated standards, but also each child’s individual background. I feel that this consideration for the child’s individual situation will allow for a more accurate assessment. Although I feel that portfolio assessment can sometimes be too broad and open to interpretation, I do think that keeping artistic evidence of the child’s skill achievements can serve not only to pinpoint the progress of the child, but also as a confidence and self-esteem builder for the child. Children are proud to show off their accomplishments and by displaying projects the child will learn to trust in their own natural abilities. Standards and Goals / Ideal Environment Appropriate goals that I would like each child to successfully master or at least become relatively proficient in are self-help skills, an awareness of healthy habits, a desire to learn, evident language and literacy development, and mostly a strong sense of character. I would like them to be able to express different areas of interest, including music and the arts, methods of learning, and interactive games. Children that are not able to grasp the major content areas will be assessed more in-depth, and a conference with the parent(s) will be scheduled. Ideally, I will create a healthy, respectful, supportive and challenging environment that also maintains the developmentally appropriate practices and incorporates all children into the classroom learning environment. I would like for the parents to be involved and aware of their children’s learning practices. I will assign occasional homework, both to emphasize content covered in class and also to provide parents the opportunity to help their children learn. I believe that parents who take an active role in their child’s education have a more positive and lasting impression on their child. Because of this, I will work to include the parents whenever possible, and keep them imformed of their child’s progress, no matter the speed of progression. Finally, and perhaps most importantly, I desire to implement a program that is easy for parents to replicate within their home life, thus creating a unified method of child learning that can only serve to ease the learning process for the child. My Philosophy of Education I believe that we are all active learners, constantly absorbing new data from our environments, using our minds to merge the creative with the actual, and the fundamental with the ideal. Active learning is defined as learning by being physically and mentally engaged in activities. As the teacher, my goal is to actively teach the children while maintaining a positive yet helpful attitude, in a low pressure and respectful atmosphere. Personally, I think of the relationship between the teacher and the student as a bow and arrow, with the teacher [bow] gently steadying and providing the stable structure to guide the student [arrow] along on its path, gracefully arcing through the air. For my classroom, I would like to create a warm and educational environment that provides intellectual as well as emotional support for the child and their family, while demonstrating the sound skills absorbed in class. Ideally I would aim to balance the â€Å"old school† and the â€Å"new school† theories of education. To achieve this atmosphere, I would incorporate aspects of the High/Scope Method, Erikson’s theory of Psychosocial Development, Maslow’s Multiple Intelligences, and sensory materials prevalent in the Montessori School. Classroom Environment Geared towards the current stages of development of the child, my program would utilize the broad and realistic educational experiences that are designed to promote a constructive process of learning. Theme-related material will serve to peak their interest and establish the link between the core aspects of the lesson and real-life applications. A â€Å"center† based classroom set up encourages children to interact with others in developmentally appropriate play and inspires creativity. Maintaining a daily schedule allows for children to get accustomed to routine and also for teachers to correctly determine the children’s individual schedules and learning processes. Focusing on the child’s key experiences will serve to foster development of important skills and abilities. Incorporating work time, recall time and cleanup time further fosters the development of routine-based practices and will help teach the importance of self accountability. Acting out the routines of adults, the children will learn how to manage their time as well as take care of their surroundings. Interactions with classmates will provide the necessary social skills and establish methods of early conflict resolution practices. In order to properly engage the child’s mind, the classroom must be appropriate, safe, interactive, organized, and embracing to the different cultures and ethnicities present in today’s society. Erikson’s Theory of Psychosocial Development According to Erik Erikson, â€Å"Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. † Erikson’s theory of psychosocial development occurs in stages, and takes the child’s entire social interactions and life experiences into account. According to Erikson, our personality is shaped not only by our natural disposition, but more so by the society that we live in. Erikson’s theory centers around the concept of ego identity, the sense of ourselves that we develop based upon our social interactions, and the concept of ego strength or ego quality, which is the sense of mastery or inadequacy that we feel after a certain stage in our life. Each stage is like a series of mini-tests, and our ability to pass or fail these tests either strengthens our resolve and personal confidence, or forces us to withdraw and evaluate ourselves more intensely. Erikson believed each stage was tied to a certain part of our development, and conflicts encountered would serve as training to help us develop and hone our psychological quality. Preschoolers fall into Erikson’s third stage of development, â€Å"Initiative versus Guilt. † During this stage, children attempt to control their world through social play and other childhood games, asserting dominance and taking on leadership roles. It is during these early school years, children begin to feel pride and accomplishment, especially in peer-measured tasks. Parents who are involved with their child’s school activities and interested in their early academics help enforce these feelings of pride, and establish a bond based on encouragement and positive reinforcement. Conversely, children who receive little or no encouragement from parents, teachers, or peers will instead doubt their ability to be successful. Howard Gardener’s Multiple Intelligences Howard Gardener believed that people are smart in multiple ways, utilizing intelligences in eight specific areas. The eight areas are visual/spatial, verbal/linguistic, math/logical, body/kinesthic, musical/rhythmic, intrapersonal, interpersonal and naturalistic. Visual/spatial skills relate to the visual realm and how things are perceived or seen. I will focus on arts and crafts that appeal to the visual aspect of learning, and how the visual perception relates to the actual reality. Verbal/linguistic skills cover the languages, including speaking, writing and listening. My activities for enforcing these skills could be creative story writing, listening to foreign languages, reading story relating to concept material, doing word searches, crosswords, or practicing handwriting. Math/logical skills cover the problem solving and logical thought processes, so my planning will include activities such as board games, matching or card games, word or number puzzles, bingo and pattern associations. Body/kinesthic skills involve movement of the body, which I will enforce through exercise, dance or sports activities, as well as recess and certain games. Musical/rhythmic skills tie in nicely with body movement, so I will incorporate singing, dancing or playing an instrument. Intrapersonal skills are associated with our feelings, values and attitudes, both intrinsic and learned, and teachers can create activities where children can discuss differences in background, family structure and culture that may influence these skills. Interpersonal skills, how we use our feelings during interaction with others, can be honed with group activities like dramatic role play and class projects. Finally, to focus on naturalistic skills, the logical process of classification and hierarchy of things, my assignments will include tasks such as putting things in order by category, pattern identification or sorting objects with their type and purpose. Montessori’s Sensory Materials Founded on the ideas and practices of Maria Montessori, I would utilize the core principles of her methods in my daily routine. Keeping my promises and staying on schedule will help to create a respectful atmosphere, and keeping the lesson plans fresh and interactive will encourage learning through nvironment. The prepared and organized centers and related lesson activities will serve to support children in their self-education (a. k. a. auto-education) phase, and allow children freedom and choice of activity. By teaching skills related to everyday life, such as walking in an orderly fashion or carrying objects to the table, the children will be able to practice self care skills. I will provide s ensory materials that are designed to promote learning through the five senses, thus creating an awareness of the body and its ability to learn from real life. By encouraging role play, the children can prepare for adult occupation and construct their own version of the world around them. Furthermore, I will address the demands of diversity and disabiltilty in the classroom by using mixed age groups, promoting individual play within a supportive classroom, repetition of skills and acknowledging sensory perceptions and abilities. The Montessori influence will also be evident in my classroom setup, as I desire child-sized furniture with bright and coordinated colors to promote aesthetic awareness of the child’s environment. Identity of a Preschooler A preschooler is a most usually a child between the ages of three to five, and has not yet entered kindergarten. During this stage, children are egocentric, preoperational, and unable to properly manage their time or self regulatory skills. Most theorists stress the emphasis of play during this stage as the most effective method of implementing solid learning practices and skill awareness. According to Piaget, play promotes cognitive schemes and enhances cognitive development. By maintaining a daily schedule, the preschooler can adjust to the naturally occurring activities and still maintain their individual learning pace. Montessori believed that play was the equivalent of a child’s work and their preschool was equal to an adult’s place of work. Play provides for unintentional yet effective learning. Free play (a. k. a. informal play) helps broaden the child’s creative aspects, and allows for development of personal interests. Symbolic (pretend) and constructive play help children build and test theories, while functional and outdoor play enforce muscular activities. Children in this age group are open to learning, and are constantly questioning the elements of their surroundings. Assessments – Formal versus Informal My major concern with assessment methods is that the spectrum for what is acceptable seems to vary from state to state or center to center. My goal is to streamline the assessment process and incorporate both informal and formal methods. Since assessment goes hand in hand with observation, I will encourage the active participation of the child in their own education, incorporating my own version of evaluating the child. My daily planning of activities and structured curriculum will allow for careful and accurate observation of the child. In my experience with teaching preschool, children learn best when given a project or activity that reinforces the concepts learned that day. I would make every attempt to keep daily notes on each child’s behavior, attitude and progress in the classroom. By noting individual interests and preferences, I can identify the methods that best suit each child’s learning curve. As for formal assessments, standardized testing is one of the most relied upon methods for assessing a child and interpreting their skill levels to determine if the child is ready to proceed or be held back. Additionally, it is important for me to consider not only the regulated standards, but also each child’s individual background. I feel that this consideration for the child’s individual situation will allow for a more accurate assessment. Although I feel that portfolio assessment can sometimes be too broad and open to interpretation, I do think that keeping artistic evidence of the child’s skill achievements can serve not only to pinpoint the progress of the child, but also as a confidence and self-esteem builder for the child. Children are proud to show off their accomplishments and by displaying projects the child will learn to trust in their own natural abilities. Standards and Goals / Ideal Environment Appropriate goals that I would like each child to successfully master or at least become relatively proficient in are self-help skills, an awareness of healthy habits, a desire to learn, evident language and literacy development, and mostly a strong sense of character. I would like them to be able to express different areas of interest, including music and the arts, methods of learning, and interactive games. Children that are not able to grasp the major content areas will be assessed more in-depth, and a conference with the parent(s) will be scheduled. Ideally, I will create a healthy, respectful, supportive and challenging environment that also maintains the developmentally appropriate practices and incorporates all children into the classroom learning environment. I would like for the parents to be involved and aware of their children’s learning practices. I will assign occasional homework, both to emphasize content covered in class and also to provide parents the opportunity to help their children learn. I believe that parents who take an active role in their child’s education have a more positive and lasting impression on their child. Because of this, I will work to include the parents whenever possible, and keep them imformed of their child’s progress, no matter the speed of progression. Finally, and perhaps most importantly, I desire to implement a program that is easy for parents to replicate within their home life, thus creating a unified method of child learning that can only serve to ease the learning process for the child.

Arts & Visual Literacy Essay Example | Topics and Well Written Essays - 1000 words

Arts & Visual Literacy - Essay Example As it can be seen from the image above, the sculpture is a giant concave mirror that reflects the sky. It is made of stainless steel materials that reflect the open sky from its concave part. It sits on white granite that is designed with precision to finish its beauty. This image is a photograph of the sculpture that was installed at the entrance of Oceanographic Museum in Monaco in 2003. However, there are other similar displays that have been installed in the vicinity of most phenomenal monuments, museums and historical public places in various countries. For instance, one similar sculpture was installed at the entrance of Channel Gardens at Rockefeller in 2006. Sky mirror is a symbol of creativity that dominates the design, engineering as well as the science of artworks. The contemporary society is ever changing. The same changes are significantly reflected in the art world as well. For this reason, the design of the mirror is an indication that the aesthetic landscape painting of the 18th century is shifting with the modern waves of change. One element of change in the modern day society is technology. The implication of technology in Sky mirror is evident. Anish Kapoor is a British-Indian. He was born in Mumbai in 1954. He moved to London in the early 1970s. He moved to England to study art and design at Hornsey College of Art and Chelsea School of Art and Design (Allen 1). For the last two decades, the sculpture has developed some of the magnificent artworks. He has also widely exhibited his artworks both in London and internationally. Being of the latest invention of art, Anish Kapoor’s Sky Mirror has not been extensively researched to elaborate. That implies that though the technology driven sculpture is popular in the art world, as the most recognizable and ambitious artwork, the sculpture has not been extensively researched. However, this does not mean the work has not been reviewed. The stripes and the shiny stainless steel

Food labeling Essay Example | Topics and Well Written Essays - 1500 words

Food labeling - Essay Example Even while conceding to the fact that most consumers probably do not read food labels and labels add to the cost of foods, there is a strong rationale for labelling. Food labelling provides consumers with a breakdown of the primary ingredients and composites contained in a food product and, of course, its calorific value. More recently, and as a result of growing health awareness, carbohydrate value was added to food labels (Charles, 2001). There are several reasons for the mandatory labelling of food products, the majority of which derive from the notion of the right to know and from health issues. As regards the first, consumers have a right to know the composition of the food products they are purchasing so that they can make an informed purchase decision. As regards the second, food labelling information is imperative for the millions who suffer allergies, have health issues or are required to adhere to a certain diet. In other words, the value and importance of labelling can har dly be overstated, especially when considering that allergies can be fatal. Therefore, there is a strong reason and specific purpose for mandatory food labelling but the question is whether or not the purpose of food labelling is satisfied. Although most all countries have f... According to Weirich (2007) some countries do not have national laws mandating food labelling while others have made the comprehensive listing of all ingredients and composites, a non-negotiable imperative. In the Middle East, and in compliance with both national laws and international standards, the nutritional information of foods is clearly stated on labels printed onto, and not stuck on, food packages. The mandated information is calorific value, nutritional value, ingredients and additives (Weirich, 2007). Laws in the United States have made the listing of all ingredients, additives, nutritional values and calorific value imperative. Again, labels are printed onto and not stuck on the packages for the purposes of avoiding any possibility of tampering with the labels (Weirich, 2007). The European Union has, by far, the most stringent of the food labelling policies. According to Summers (2007), EU food labelling policies mandate the inclusion of all information related to nutritional and calorific value, ingredients and additives and, importantly, a clear indication of whether any GM ingredients had entered into the making of the product in question (Summers, 2007). While much of the information printed onto these labels tends to escape the understanding of consumers as it is highly scientific, it is still important. Its importance stems from the fact that consumers who suffer from specific allergies will be able to, when reading the label, determine whether the food is safe for their consumption or not. Its importance is also due to the fact that food labelling provides diabetics and obese consumers with the information they need for the limitation of their intake of

SECONDARY AMENORRHEA Assignment Example | Topics and Well Written Essays - 500 words

SECONDARY AMENORRHEA - Assignment Example Pregnancy has been shown to be the primary factor leading to the development of secondary amenorrhea (Newson, 2013). The paper will discuss the possible causes of secondary amenorrhea in a female patient 20 and 45 years of age. It will also give a brief overview of each diagnosis with signs and symptoms. There are various causes of secondary amenorrhea; however, there are six major causes for the condition. The first major cause is psychogenic stress (Gindoff & Jewelewicz, 2015). Various forms of stress are said to lead to the development of amenorrhea. Stress is said to lead to increased production of a corticotropin-releasing hormone (CRH) (Gindoff & Jewelewicz, 2015). This alters the hormones responsible for menses. The cause has no particular diagnostic test. However, women with stress as a cause show increased basal plasma cortisol (Gindoff & Jewelewicz, 2015). The second significant cause for this condition is loss of weight. Those women that experience loss of weight may fail to menstruate. Lack of menstruation in this scenario is due to changes in hypothalamia (Gindoff & Jewelewicz, 2015). The condition may return to normal when one gains weight. Exercise is also a cause for secondary amenorrhea. Those women that involve themselves in sports have a higher chance of acquiring the condition (Gindoff & Jewelewicz, 2015). In this case, physical, hormonal, nutritional, psychological, and environmental factors exert a significant influence in developing the condition (Gindoff & Jewelewicz, 2015). In amenorrheic athletes, the cause is associated with high cortisol levels. Moreover, discontinuation of pill is associated with the development of the condition. Those women that stop taking contraceptives are most likely to develop amenorrhea (Gindoff & Jewelewicz, 2015). Also, some drugs are responsible for development of the condition. The hypothalamic or central nervous system effects of drugs leads to the development of the syndrome (Gindoff &

Explain how Germany has sought to have both some security and Essay

Explain how Germany has sought to have both some security and flexibility in its labour markets. Have these approaches been su - Essay Example Social security represents the employment security and social security. The purpose of this paper is to understand the concept of â€Å"flexicurity†. This concept relates to a positive relationship between the two aspects of labour market security and flexibility (Sauert, 2009). However, there are opposing views regarding the concept of flexicurity as well. According to authors like, Stanford and Vosco, increasing flexibility in labour markets is synonymous to decreasing flexibility (Rodgers, 2012). The aim of this paper is to study the context of labour market security and flexibility in Germany and the impact of it on the workforce, especially young workers. This paper also analyses the scenario of wage stagnation and mini jobs in Germany, owing to the labour market conditions. Flexibility and Security of Labour markets: Germany One of the key challenges of the member countries in the European Union is to strike the perfect balance between the flexibility and security of the labour market. The main action of policy makers in this regard has been to pass on the responsibility to the social partners. The underlying assumption in this case is that a well-balanced social dialogue leads to a well-balanced social market (Wilthagen, n.d.). ... In particular regard to Germany, the academic literature is more of a divided nature. One section of the academic fraternity believes that the labour flexibility in the German markets must increase as a precursor to reduce the high level of unemployment in the country. However, the emphasis of the government has been more on increasing the income and job security (Wilthagen, Tros and Lieshout, 2003). Regarding the flexibility status, Germany maintains a vision of internal numerical flexibility. Flexibility of working hours and reduction of overtime continues to be one of the most important policy considerations for the future. Over the recent years, the German Labour market has undergone a great degree of transformation, after suffering great levels of unemployment, both structural and long-term, for decades. The level of difficulty was higher for the unemployed workers as they found it difficult to enter the labour market. Since 2000, the introduction of reforms in the labour market s had widely changed the employment structure in the German labour market. Germany had mainly structured its policy around flexicurity, which aimed at less generous benefit system and lower level of protection against dismissal. The flexicurity model employed by Germany mainly relied on developing a well-built social security system, which structured the labour market policies in a way that would employ the people without jobs. The successful reform package of Germany can be traced to the introduction of reforms by Hartz in between 2002-2005 (Federal Republic of Germany, 2004) and Agenda 2010. The key feature has been to employ the job seekers and enhance the flexibility of labour markets. The main recommendations of the Hartz commission have been

Gaps in Talent Assignment Example | Topics and Well Written Essays - 750 words

Gaps in Talent - Assignment Example Two of these include the use of skills testing or audit and training and development. Skills audit or testing basically involves the act of engaging employees in an organized formal test that mostly comes in a pencil and paper format. This is done to test the cognitive abilities of the workers in specific areas of the work that they are supposed to do. Basing on the outcome of such skills audit or test, it is possible to identify major gaps as represented by areas where employees scored lowest marks. With the gaps known, the right steps in terms of filling them through recruitment is then taken. Training and development has also been noted to be a highly preferred technique of identifying gaps in talent when the ambition of the manager is to double the effort of identifying the gaps with the development of lapses (Davenport, Harris & Shapiro, 2010). This is because training and development is used with the original intention of equipping the existing skills and talents of employees. However whiles doing this, it could be seen that there are employees who constantly fail to adapt to specific concepts of human capital development or training. Once such areas of deficiencies are identified, they can be itemized as part of the core gaps in talent that need to be replaced with more suitable candidates. In recent times, another technique that has been used independent of the first two discussed is multisource assessment. This is done by combining the ratings received from supervisors, peers and employees to find areas of strengths and weaknesses associated with the overall output of work and delivery of specific employees. Once this is used, it is aimed at receiving variety of opinions and ideas about a specific aspect of the human resource so as to know if there are gaps in these areas (Silzer & Dowell, 2010). The use of multisource assessment when compared to the first two techniques reveals different lines of strengths or merits. As far as the multisource

Writing Female Heroism Essay Example | Topics and Well Written Essays - 1250 words

Writing Female Heroism - Essay Example Based on various textual evidences in the above narratives, they claim that Indians were a bunch of inhuman creatures. In as much as I would like to agree with both Kinnan’s and Rowlandson’s perspective on the animosity portrayed by the Indians, I believe beyond reasonable doubt that the Indians were forced to behave inhumanly based on their earlier advances by Whites. Kinnan and Rowlandson provide a first-hand account of the experiences which they underwent when in captivity by the Native Indians. From my perspective, any person who would face such an ordeal and heartening experience among the Indians would basically call them savages. Kannan for instance had her husband and child killed by the Indians, while Rowlandson had her beloved daughter die while she was in captivity by the Indians (Rowlandson 108). From the perspective of a mother, seeing one losing beloved ones is a hurtful experience that can manifest as post-traumatic stress resulting in fixed hatred towards the murderers. Any reader, mother or wife who reads this part in the narrative written by Mary Kinnan, â€Å"My child, scalped and slaughtered, smiled even then; my husband, scalped and weltering in his blood, fixed on me his dying eye†¦Ã¢â‚¬  would develop hatred towards the perpetrators as it touched deeply into family (Rowlandson 108). In Mary Rowlandson narrative, †Å"There was one who was chopped into the head with a hatchet and stripped naked, and yet was crawling up and down†¦Ã¢â‚¬  (Kinnan 4). Such a narrative and description of the event that conspired on that fateful night would totally describe the Indians as inhuman. Both Kinnan and Rowlandson are biased while they give the accounts of their narratives as they were siding with the colonialists. However, from my perspective, I believe the Indians were not inhuman creatures as Kinnan and Rowlandson portrayed them. The Native Indians had their reason why they waged such violent wars on the white colonialists. During the same

Final ex - short answer questions Assignment Example | Topics and Well Written Essays - 750 words

Final ex - short answer questions - Assignment Example 2) Budget deficits lead to high interest in the, which in turn reduces the net foreign investment. The reduction in the net foreign investment increases the demand of dollars due to reduction in dollar supply. This makes the E to appreciate in value and reducing the value of NX. 2) The Fed should conduct a policy to stabilize the production of goods and services. In this case the fiscal policy should have aimed at stabilizing the production. The policies should ensure that the prices dont adjust immediately. For an economy in recession, the Keynesian takes the cation of stabilizing output by the use monetary policies and fiscal policies. They believe that the government should take the place of restoring the economic order, but not the private sector. They believe that expansive monetary policies will create employment and fiscal policies will avail more money for lending hence investments and economic order. The classicalists advocate for keeping in order the supply factors to bring economic growth. They emphasize on improving the supply side of production so as to achieve economic growth. In this case the factors of production such as labor and capital should be increased, hence increasing the level of output. They emphasize on the use of market sources to stabilize the economy. Increase in domestic production will lead to large exports, hence export earnings and a favorable balance of payments. The monetarists advocate of growing the supply of money at a low constant rate, in order to maintain the price relatively constant. Emphasize that fiscal policies such as increasing the spending by the government will lead to increased interest rates. The fractional reserve banking was to be blamed for the Great Depression of 1929-1933. The high reserve requirement ratio leads to very minimal withdrawals by the account holders. This in turn made them to have a very minimal amount to

MIS Assignment Example | Topics and Well Written Essays - 250 words - 2

MIS - Assignment Example Thus, I would suggest they used real people with real instances or situations. 2. The site www.lie-nielsen.com shares its social capital by linking mw with a variety of other social media and network users all over the world. The several links tend to connect me to other people of similar interest as me. On my art, I also share my social capital by giving the site an avenue and linkage to their other users. In principle, it is a principal of reciprocity and mutual benefit in terms of social capital. 3. British Broadcasting Corporation has a restrictive social media policy since it limits the bare freedoms of how their employees could use the social media platforms and services. I find it a positive thing because the employees or staff of BBC are the agents and ambassadors of the company. It would be a disaster for instance for staff to offer contradictory stances and positions to that of the corporation and send wrong signals to the

Target (TGT) and J.C. Penny (JCP) Research Essay Example for Free

Target (TGT) and J.C. Penny (JCP) Research Essay Over the next couple of months, I will be conducting research on Target (TGT) and J.C. Penny (JCP). The reason for this is so that I may give my insight on which company I feel will be the most desirable one for Celash, Byrne Moovon (CBM). Using detailed financial statements on file with the Securities and Exchange Commission as well as data available on each of the companies web sites, Foundations of Financial Management With Time Value of Money, course book, Interpretation of Financial Statements, and The Value Line Investment Survey, make a recommendation as to which of the two is the most desirable acquisition and at what price. Company Profiles Target has: †¢1,797 stores in the United States †¢124 stores in Canada †¢37 distribution centers †¢361,000 team members worldwide †¢online business at target.com †¢global locations in India and Canada As a publicly-owned, U.S.-based company, Target has a global presence with a headquarters location in India and sourcing offices around the world. In addition, the company operates a credit card segment that offers branded proprietary credit card products and rewards programs. (Corporate Information) 1) Overview: Company Overview | | Headquarters: | Minneapolis | NYSE Trade Symbol: | TGT | 2012 Revenue: $73,301Million| Number of Stores: | 1,755 | Number of Associates: | 350,000 | To link to view Target’s 2012 10k annual report is: https://corporate.target.com/_media/TargetCorp/annualreports/content/download/ pdf/Annual-Report.pdf?ext=.pdf . On the report you will be able to see the growth in revenue that Target has obtained within the past 5 years. Below is a copy of the chart. The annual book value per share from 2008-2012 are as follows: The current annual ratios as well as the past years are as follows: The profit margin on sales from 2008-2012 for Target are as follows: J.C. Penny â€Å"J. C. Penney (JCP) is one of the nations major clothing and home furnishing retailers. The company is experiencing a revival towards becoming Americas preferred retail destination for unmatched style, quality and value. Across 1,100 stores and at their web site jcp.com, customers will discover an inspirational shopping environment that features the most sought after collections of private, national and exclusive brands and attractions.†(4) To be America’s shopping destination for discovering great styles at compelling prices is the vision of J.C. Penny. The goals of the company include: To win with their * Customers Build deeper, more enduring customer relationships * Associates Increase associate engagement and retention * Shareholders Deliver industry-leading financial performance Company Overview | | Headquarters: | Plano, TX | NYSE Trade Symbol: | JCP | 2012 Revenue: | 17.26billion | Number of Stores: | 1,108 | Number of Associates: | 150,000 | To link to view J.C. Penny 2012 10k annual report is: http://www.sec.gov/Archives/edgar/data/1166126/000116612613000016/jcp-20130202x10k.htm The annual book value per share from 2008-2012 are as follows: The current annual ratios as well as the past years are as follows: The profit margin on sales from 2008-2012 for J.C. Penny are as follows: 20082009201020112012 5.59%3.09%1.43%2.19%-0.88% Here you can also follow this link, http://target.knoji.com/compare-vs/jcpenney/ , to see a comparison chart between target and J.C. Penny. Both Target and J.C. Pennies have similar goals. Throughout the next couple of months I will research these two companies to provide evidence on which company will be the best one to go with. REFERENCES PAGE 1.Stanley B. Block, Geoffrey A. Hirt and Bartley R. Danielson (2011), Foundations of Financial Management With Time Value of Money, McGraw-Hill Irwin, 14th edition. 2.Benjamin Graham and Spencer Meredith. (1998). Interpretation of Financial Statements, Harper Business. 3.http://pressroom.target.com/corporate 4.http://www.jcpenney.net/about-us.aspx 5.http://www.wikinvest.com/stock/Target_(TGT)/Data/Book_Value_Per_Share/2008 6.http://www.wikinvest.com/stock/Target_(TGT)/Data/Current_Ratio 7.http://www.wikinvest.com/stock/Target_(TGT)/Data/Net_Margin/2008?ref=chart 8.http://www.wikinvest.com/stock/J.C._Penney_(JCP)/Data/Book_Value_Per_Share 9.http://www.wikinvest.com/stock/J.C._Penney_(JCP)/Data/Current_Ratio 10.http://financials.morningstar.com/ratios/r.html?t=JCP

Comparative Study of Methods of Fetal Weight Estimation

Comparative Study of Methods of Fetal Weight Estimation INTRODUCTION: Knowledge of fetal weight in utero is important for the obstetrician to decide whether or not to deliver the fetus and also to decide the mode of delivery. Both low birth weight and excessive fetal weight at delivery are associated with increased risk of newborn complications during labor and the puerperium. Various clinical formulae like Johnson’s formula and Dawn’s formula have come into usage for fetal weight estimation. Another formula is the product of symphysiofundal height with abdominal girth in centimeters which gives a fairly good estimate of fetal weight. METHODS: It is a prospective observational study of 200 women at term pregnancy at a hospital.  Patients within 15 days from their Expected Date of Delivery were included in the study. The formulas used in this study are: JOHNSON’S FORMULA SYMPHYSIOFUNDAL HEIGHT X ABDOMINAL GIRTH (AG X SFH) DAWN’S FORMULA HADLOCK’S FORMULA USING ULTRASOUND. RESUTLS: There have been differing results about accuracy of various methods of estimating fetal weight. This study showed that AG X SFH was the best indicator among all other methods assessed followed by Hadlock’s formula by ultrasonographic method. CONCLUSION: Fundal height assessment is an inexpensive method for screening for fetal growth restriction. SFH measurement continues to be used in many countries on large scale because of its low cost, ease of use, and need for little training as the setup for ultrasonographic evaluation is not readily available in rural setups. KEYWORDS: Fetal Weight, At Term Pregnancy, Symphysiofundal Height, Ultrasonography, Newborn Complications INTRODUCTION Knowledge of fetal weight in utero is important for the obstetrician to decide whether or not to deliver the fetus and also to decide the mode of delivery. Both low birth weight and excessive fetal weight at delivery are associated with an increased risk of newborn complications during labor and the puerperium. The perinatal complications associated with low birth weight are attributable to preterm delivery, intrauterine growth restriction (IUGR), or both. For excessively large fetuses, the potential complications associated with delivery include shoulder dystocia, brachial plexus injuries, bony injuries, and intrapartum asphyxia. The maternal risks associated with the delivery of an excessively large fetus include birth canal and pelvic floor injuries and postpartum hemorrhage. The occurrence of cephalopelvic disproportion is more prevalent with increasing fetal size and contributes to both an increased rate of operative vaginal delivery and cesarean delivery for macrosomic fetuses compared with fetuses of normal weight. Estimation of fetal weight being done clinically has received much criticism for less accuracy due to observer variation. Various clinical formulae like Johnson’s formula and Dawn’s formula have come into usage for fetal weight estimation. Another formula is the product of symphysiofundal height with abdominal girth in centimeters which gives a fairly good estimate of fetal weight. AIMS AND OBJECTIVES The aim of this study was to assess the fetal weight in term pregnancies by various methods- abdominal girth (cms) X symphysiofundal height (cms) AG X SFH, Johnson’s formula, Dawn’s formula and Hadlock’s formula using ultrasound, and to compare the methods after knowing the actual weight of the baby after birth. MATERIALS AND METHODS It is a prospective observational study of 200 women at term pregnancy at Dhiraj General Hospital, Vadodara from 1st June 2010 to 31st May 2011. Patients within 15 days from their Expected Date of Delivery were included in the study. Cases of MULTIPLE PREGNANCIES, OLIGO/POLYHYDRAMNIOS, MALPRESENTATIONS AND FIBROID OR ADNEXAL MASSES were excluded THE METHODS JOHNSON’S FORMULA SYMPHYSIOFUNDAL HEIGHT X ABDOMINAL GIRTH. DAWN’S FORMULA HADLOCK’S FORMULA USING ULTRASOUND. JOHNSON’S FORMULA: WEIGHT IN GRAMS = (SYMPHYSIOFUNDAL HEIGHT – x) X 155. Here symphysiofundal height is taken after correcting the dextrorotation, from the upper border of symphysis to the height of the fundus. station of the head was noted: x = 12 when head was at or above the level of the ischial spines x = 11 when head was below the level of ischial spines. AG X SFH: Weight in grams = abdominal girth (AG) x symphysiofundal height (SFH) (AG X SFH) Abdominal girth was measured at the level of umbilicus and symphysiofundal height as described earlier. DAWN’S FORMULA: WEIGHT IN GRAMS = Longitudinal diameter of the uterus x (transverse diameter of the uterus)2 x 1.44 2 HADLOCK’S FORMULA: After head circumference, abdominal circumference and femur length were measured in centimeters, the sonography machine calculated the fetal weight. Fetal weight estimated by the above four methods was compared with the actual weight of the baby after birth. A comparative analysis of the four methods was done. OBSERVATION AND RESULTS TABLE I: WEIGHT WISE DISTRIBUTION TABLE II : AVERAGE ERROR IN CALCULATION OF FETAL WEIGHT IN VARIOUS GROUPS Average error in all fetal weight groups except in >3500 gms was least with AG X SFH closely followed by Hadlock’s ultrasound method. Average error in > 3500 gms group was least with Johnson’s formula. TABLE III : NUMBER OF CASES UNDERESTIMATED AND OVERESTIMATED IN VARIOUS FORMULAS Number of over and under-estimations in all fetal weight groups was calculated. AG X SFH and Dawn’s formula had a tendency to underestimate. The other 2 methods overestimated. In > 3500 gms group, all methods underestimated. TABLE IV : MAXIMUM ERROR IN ALL FETAL WEIGHT GROUPS Most marked with Dawn’s and least with AG X SFH. By both these methods maximum error was in the 3001- 3500 gms group. By Johnson’s formula, maximum error was in the TABLE V: PERCENTAGE ERROR IN VARIOUS METHODS Percentage error was calculated using: x/y x 100 x= error in grams y= birth weight in grams As seen in the table, 85.5% cases came within 15% of actual birth weight by both Hadlock’s and AG X SFH methods. As compared to only 50% and 63.5% by Dawn’s and Johnson’s formula, respectively. TABLE VI: STANDARD DEVIATION OF PREDICTION ERROR The standard deviation of prediction error was least with Hadlock’s formula, closely followed by AG X SFH. It is much higher with Dawn’s and Johnson’s formulae. The variance between the four methods was statistically different. p value DISCUSSION Birth weight is a key variable affecting fetal and neonatal morbidity, particu- larly in preterm and small-for-dates babies. In addition, it is of value in the management of breech presentations, diabetes mellitus, trial of labour, macrosomic fetuses and multiple births. Clinicians’ estimates of birth weight in term pregnancy were as accurate as routine ultrasound estimation in the week before delivery. Furthermore, parous women’s estimates of birth weight were more accurate than either clinical or ultrasound estimation. There have been differing results about the accuracy of the various methods of estimating fetal weight. This study showed that AG X SFH was the best indicator among all of the other methods assessed followed by Hadlock’s formula by ultrasonographic method. Other studies have reported limited accuracy of ultrasound EFW at term, particularly in macrosomic fetuses but over all accuracy of this formula is same for all infants. Equipped with information about the fetal weight the obstetrician managing labour is able to pursue sound obstetric management, reducing perinatal morbidity and mortality. Symphysiofundal height is one of the important clinical parameters taken for fetal weight estimation by AG X SFH, Johnson’s formula, Dawn’s formula. According to my study, Hadlock’s ultrasonographic method was the most accurate for estimating fetal weight. Of the three clinical methods, AG X SFH has better predictable results than the other 2 methods. AG X SFH, a clinical formula can be of great value in a developing country like ours where ultrasound is not available at many health care delivery centres. It is easy and simple, can be used even by midwives. With less errors AG X SFH is easier to apply by paramedical workers for the evaluation of fetal weight even in the rural setup as like our area of this study. By this study the results are suggesting that Hadlock’s formula has least standard deviation but it requires ultrasonographic evaluation. So after it, AG X SFH is the second most formula for estimation of featl weight which is clinically applicable and most reliable method in the absence of sonologic setup. CONCLUSION Fundal height assessment is an inexpensive method for screening for fetal growth restriction.1 Clinicians are biased in their fundal height measurements by knowledge of gestational age and use of a marked measuring tape. This tendency increases with higher patient BMI and with less provider experience.2 While we have yet to establish reliable tests to predict which pregnancies are at risk of developing IUGR, surveillance of fetal growth in the third trimester of pregnancy continues to be the mainstay for the assessment of fetal well-being. Such surveillance is done by regular fundal height assessment, ultrasound biometry or a combination of both methods.3 Relative growth of the SF height seems to be independent of fetal sex, maternal obesity and parity.4 There is disagreement in SFH measurement between observers regarding the ability to separate small fundal heights from those that are not small (Bailey 1989). This becomes an issue especially in a clinical setting where the pregnant woman sees more than one clinician during the course of her pregnancy. Despite this, SFH measurement continues to be used in many countries on a large scale simply because of its low cost, ease of use, and need for very little training.5 Ultrasound evaluation of fetal growth, behavior, and measurement of impedance to blood flow in fetal arterial and venous vessels form the cornerstone of evaluation of fetal condition and decision making.6 REFERENCES 1).Morse K, Williams A, Gardosi J (December 2009). â€Å" Fetal growth screening by fundal height measurment†. 2).Jelks A, Cifuentes R, Ross MG (October 2007) Clinician bias in fundal height measurement. 3).Gardosi Francis 1999, Morse et al 2009.  «Standardised protocol for measurment of symphysio fundal height » 4).Bergman E, Axelsson O, Kieler H, Sonesson C, Petzold M. Relative growth for estimation of intrauterine growth retardation. . Submitted. 2010. 5).Robert Peter J, Ho J, Valliapan J, Sivasangari S. Symphysial fundal measurement (SFH) in pregnancy for detecting abnormal fetal growth (Protocol). The Cochrane Library. 2009(Issue 4). 6).Resnik R. Intrauterine growth restriction. Obstet Gynecol. 2002 March.

Skin Diseases Affect On Peoples Health

Skin Diseases Affect On Peoples Health In modern society, more and more people are attacked by a variety of diseases. In medicine, relevant skin diseases seriously affect peoples health. As one of the common diseases, skin diseases such as leprosy, scabies, fungal disease, bacterial skin infections appear frequently. With the form, structure and functions changing, skin (including hair and armor) is influenced by external and internal factors, which produce the pathological process, and the corresponding produce all sorts of clinical successively performance. This is the cause of skin diseases. They have a high incidence of dermatitis, but relatively the symptoms are not serious, they often do not affect health, but a few heavier are even life-threatening. As a typical kind of skin diseases, photodermatoses are among the most common skin disorders in the world. Some of them acquired a particular importance in some regions because of their high frequency, severity, and also beÂÂ ­cause of their different diagnostic and therapeutic apÂÂ ­proaches. Photo medicine is a rapidly developing subspeÂÂ ­cialty of dermatology concerned with skin diseases caused by radiation in the UV and visible spectra. Initiation or exacerbation of a rash after sun exposure that occurs in typical light-exÂÂ ­posed areas is features that point toward a sunÂÂ ­light-induced condition. The diagnosis of photosenÂÂ ­sitive conditions may be difficult, and the use of investigations such as light, patch, and photopatch testing may be necessary to confirm the diagnosis. [1] Background and history With the development of modern medicine, every Teaching Hospital Department is in treatÂÂ ­ment development dilemmas. For becoming involved in a new therapy, they still need to promise to be at the speculative stage. In the early 1990s, the problem about whether to actively become involved in the development of PDT for skin cancers was discussed by the Photobiology Unit within the Department of Dermatology in Dundee. As a new invest significant reÂÂ ­sources, its so difficult for PDT to have a fairly certain outcome. By 1998, with the position changed and enough good quality data existed, treatment outcomes justiÂÂ ­fied become involved in the development of both PDT and photodiagnosis (PD) for pre-malignant and malignant skin lesions. From a clinical reÂÂ ­search and therapeutic point of view, the skin has two huge advantages. Firstly, it can be easily exÂÂ ­amined with the naked eye, and secondly, it is the most accessible organ for investigation, biopsy an d treatment. Although PDT firmly has its roots at the beginning of the last century, it is only over the last 15 years that it has gained considerate popularity as a topical treatment of great promise for the treatment of skin cancers.[2] In 1900 a German medical student Oscar Raab famously reported the concept of cell-induced death subsequent to light interacting with chemicals. In subsequent experÂÂ ­iments he demonstrated that this effect was greater that with alcidine red alone, light alone or alcidine red exposed to light and then added to the paramecium. He postulated that in vitro toxicity occurred as a result of fluorescence caused by the transfer of energy from the light to the chemÂÂ ­ical. Professor von Tappeiner soon after predicted the future of fluorescent substances in medicine. In 1904 von Tappeiner and Jodlbauer identified that oxyÂÂ ­gen was integral component in photosensitisation reactions and termed the phrase photodynamic action in 1907. Since its incidental discovery in 1900 photodynamic therÂÂ ­apy (PDT) and all aspects relating to it from mechanism of action, differing photosensitisers through to clinically based applications have been studied. Three components are required for PDT to occur; a photosensitiser, oxygen and a light source. [3] The Photobiology Unit (photobiology = the study of tight on living systems) has the purpose in Scotland of diagnosing tight sensitive skin disease (the photodermatoses) and the development of new forms of tight therapy (phototherapy). This Centre, which has been in existence since 1973, has always combined clinical skills (photodermatology) with a strong scientific base (photophysics) and laboratory biology (photobiology). This combination of applied science and clinical service in the same unit has proÂÂ ­vided exciting research opportunities. Applied photo physics, through the Medical Physics Department, has dedicated members of staff whose only rote is optical physics. The necessary expertise in tight de-tivery and measurement is essential for predictable PDT and PD. Basic knowledge of sun and the skin Nm 254 290 320 360 X-rays UVC UVB UVA Visible light Figure 1 the place of ultraviolet radiation in the electromagnetic spectrum Figure 1 illustrates the relationship between ultraviolet radiation and the other types of non-ionizing radiation, such su natural light an infra-red radiation. It will be seen that ultraviolet radiation from the sun is divided into three different wavelengths-UVA, UVB, and UVC. The UVA waves are the longest and the UVC the shortest. At present, UVC is prevented from reaching the earths surface by the ozone layer, and is not therefore a natural hazard. There is, however, concern that the loss of the protective layer of ozone above the earths atmosphere will continue, and that in future more UVB might reach the earth. The main ultraviolet component of travel of natural that does each the earths surface is UVB. This penetrates the epidermis and reaches the more superficial layer of the dermisthe papillary dermis. UVA is also present in sunlight and ,in the early spring, a high proportion of natural sunlight in countries at latitudes 50 degrees or more north of south of the equator is composed of UVA. As the summer develops the proportion of UVA falls. UVA is the main, but not the only, wavelength found in the long tubes in UVA sunbeds. The effects of UVA go deeper into the skin than those of UVB. A very simple rule of thumb is that chronic over-exposure to UVB causes wrinkles, chronic over-exposure UVA causes saggi ng, and chronic over-exposure to both increases the risk of developing skin cancer. One of the important points of difference between UVB and UVA exposure is that acute over-exposure to UVB causes the redness and soreness recognized as sunburn. This is maximal 12-24 hours after the exposure has taken place, and is a useful warning that the skin should be protected for a few days until the redness has disappeared. The chemicals in sun-screens that protect against UVA and UVB can be divided into those that absorb ultraviolet radiation and those that reflect it away. The absorbing chemicals include para-aminobenzoic acid-PAMA- cinnamates, and salicylates, which protect against UVB alone. Benzophenones protect against both UVB and UVA and are also chemical sun-screeners.[4] Photosensitivity The skin is our main defense against light, and in particular against ultraviolet (UV) radiation. Sometimes the skin reacts abnormally to light by becoming inflamed. This is called photosensitivity. There are many causes of photosensitivity. Some of the most important are below: Acute parts like Sunburn Xeroderma pigmentosum, Porphyria, Solar urticaria, Pellagra, and Photosensitivity disorders like Polymorphic light eruption, Juvenile spring eruption, Hydroa vacciniforme, actinic prurigo. Disorders exacerbated by light include Drug reactions, Lupus erythematosus, Rosacea Dariers disease Eczema (including actinic dermatitis and photo contact dermatitis Psoriasis Lichen planus. These reactions are either a direct toxic effect of light, or have an immunological component, either provoked by light alone or in conjunction with something else such as a drug. Diagnosis and treatment of common causes of photosensitivity The acute effects of sun on the skin are all too familiar. They are caused largely by medium wavelength UV radiation (UVB), but the dose required producing sunburn depends on: (1)An individuals skin type (2)The intensity of the radiation (greatest near the equator and around midday) (3)The length of exposure to UVB Mild sunburn causes erythema: more severe damage leads to extensive blistering and epidermal boss. Treatment makes little difference to the acute changes, but symptomatic relief can be obtained with soothing lotions, such as calamine. These include avoiding the midday sun, seeking shade, wearing appropriate clothing and eyewear, and using sunscreens, this is more important for those with skin type I and II than for those with a more radiation skin. There are several special examples which are listed and explained: (1) Porphyria: Some forms of porphyria are associated with photosensitivity. In a European child the most common is erythropoietic protoporphyria, whereas an adult presenting for the first time probably has porphyria cutanea tarda. The latter is often associated with alcoholic liver disease. Screening tests involve blood ,urine and stool samples and are best undertaken in a specialist setting. (2)Solar Urticaria: Rarely, exposure to light leads to urticarial weals. (3)Pellagra: In western societies, nicotinic acid deficiency is seen most commonly in alcoholics. It presents a triad of changes: Diarrhoea Dementia Dermatitis, which is light sensitive. (4)Polymorphic light eruption This is perhaps the most important, and certainly the commonest of the primary photosensitivity disorders. Patients often refer to their skin changes asprickly heat, but true prickly heat (or miliaria rubra)is quite different. Polymorphic light eruption presents a day or two after sun exposure, with changes on light exposed areas, for example the forearms, legs the V of the neck and the face. The lesions are itchy and morphologically variable (hence polymorphic). There may be papules, plaques, and blisters of areas resembling eczema. They increase in intensity over a week or so before subsiding. Treatment with topical steroids provides some relief, but some patients require systemic steroids to control an acute attack. Prevention is a better approach. Unfortunately, sunscreens are often not effective, but pre-season PUVA works well and can last for a whole summer. An alternative is the use of antimalarial medication (notably hydroxychloroquine) taken during sunny periods, or while abroad. A variety of polymorphic light eruption occurs almost exclusively in boys. Clusters of small blisters appear on the topes of the ears, especially in early spring. The condition settles spontaneously with age. Clinics in Photodermatosis Actinic Prurigo Actinic prurigo (AP) is a dermatosis that belongs to the group of idiopathic photodermatoses. Many names have been given to it, such as: solar dermatitis, GuaÂÂ ­temalan cutaneous syndrome, solar prurigo, light-sensitive eruption in American Indians,familial actinic prurigo, polymorphous light eruption, (prurigo type) solar prurigo of high plateaus, and hereditary polyÂÂ ­morphic light eruption of American Indians; howÂÂ ­ever, it is the term actinic prurigo, coined by Lon-dono11 in 1968, which is preferred and used by most authors today. Actinic prurigo is a chronic photodermatosis that has frequently been confused with polymorphic light erupÂÂ ­tion (PLE). However, there are now enough clinical, histologic, epidemiological, and immunogenetic data to suggest that they are two different diseases. AP begins in the first decade of life usually around ages 4 to 5, affects females more than males (ratio 2:1). The lesions are symmetrical in the sun-exposed areas of the face (eyebrows, dorsum of the nose, malar reÂÂ ­gions, upper and lower lips), V-area of the neck, dor-sum of hands and forearms. The primary lesions are erythematous papules although excoriaÂÂ ­tions, crusts, and lichenified plaques are commonly seen. Pruritus is a rule and usually very intense. One of the clinical features which distinguish this disease from PLE is the absence of vesicles as primary lesions in AP. Of course, whenever a secondary dermatosis such as eczema, impetigo, or contact dermatitis ensues, vesiÂÂ ­cles may be seen. Two other differences between AP and PLE are lip and conjunctival affection in AP. CheiÂÂ ­litis of actinic prurigo affects 84% of patients. AlÂÂ ­though lesions are usually seen in both lips, the lower one being more exposed to sun rays is affected first an d more intensely; severe cases show edema, crusts, fisÂÂ ­sures, shallow ulcerations, and hyperpigmentation, while in mild cases only dry lips with scaling may be found. Atopic dermatitis with photosensitivity where the key findings are a familial incidence, an early infancy onset, the presence of xerosis, the sparing of the tip of the nose, and a good response to topical cortico-steroids and emollients. Chronic actinic dermatitis which is quite infrequent, starts much later in life has a reduced UVB minimal erythema dose induction, and/or positive photo-patch testing. Persistent light reactors and actinic reticuloid show histologically dense lymphocytic inÂÂ ­filtrates, which especially in the latter may resemble true lymphomas. [5] Phytophotodermatitis Phytophotodermatitis is a very common skin disease in some countries. It is an acute phototoxic reaction where a substance containing psoralens comes in conÂÂ ­tact with the skin which is then exposed to UVA light. The clinical picture is that of sunburn ranging from mild erythema to severe blistering; it is usually accomÂÂ ­panied by stinging or burning sensations. A residual hyperpigmented macule is the final stage of the disease and usually persists for weeks to months; some dark-skinned individuals (skin types IV to VI) may only present with this hyperpigmentation without any preÂÂ ­vious signs or symptoms of sunburn. The most common phototoxic compounds are the furocoumarins which contained in a wide variety of plants, especially of the Umbelliferae, Rutaceae, and Moracea families. Commonly occurring photosensitizÂÂ ­ing plants include citrus fruits such as limes and orÂÂ ­anges, figs, and many vegetables such as celery, parsÂÂ ­nip, parsley, carrots, and dill32; furocoumarins in lime pulp are 13 to 182 times less concentrated than those in the peel. Treatment is only symptomatic. Topical corticoste-roids help alleviate the burning sensations but do not seem to improve skin healing. Sunscreen use helps the resolution of the hyperpigmentation, and is the most important prophylactic measure for high-risk people. Melasma Melasma (chloasma) is characterized by light or dark brown hyperchromic macules with undefined borders, affecting mainly and symmetrically, the sunlight-exÂÂ ­posed areas of the face. Melasma predominates in women, although it also affects men and has been reÂÂ ­lated to sunlight exposure as well as hormonal, racial, and hereditary factors. Melanocytes are well known to be stimulated by estrogen and other sex-related hormones. Pregnancy and the ingestion of oral contraceptives can produce or exacerbate melasma, with an increase of melanogenesis and the presence of large melanocytes. Facial melano-cytes appear to be especially sensitive to hormonal inÂÂ ­fluences but sunlight is always necessary for melasma to occur. Melasma has been reported to have a greater inciÂÂ ­dence in tan or dark-skinned persons, especially in skin types III, IV, and V, but also depends, as stated before, on sunlight exposure (including UVA and visiÂÂ ­ble light). Piquero-Martin has observed that pigment dispoÂÂ ­sition (as seen with woods light), tends to occur more superficially in lighter skins and deeper in darker skins, the latter being more difficult to treat and eradicate. In some dark-skinned patients with clinically evident melasma, under woods light, the hyperpigmentation disappears. Apparently, this can be related to melanic pigment located deep in the dermis. Differential diagnoses include Rhiel melanosis, Ashy dermatosis, Addison disease, pigmented lichen planus, and postinflammatory hyperpigmentation. Many treatment modalities have been used, such as mercury compounds, vitamin C, tretinoin, topical steÂÂ ­roids, glycolic acid, azelaic acid, and hydroquinone. Pytiriasis Alba Pytiriasis alba is a chronic asymptomatic dermatosis of unknown ethiology, characterized by hypochromic macules, 1 to 5 cm in diameter, covered by a very fine scale, with an ill-defined and occasionally hyperpig-mented border. The macules are mainly located on the sun-exposed areas of the face (malar areas, forehead, around the nasal and moth orifices) and extremities. The cause of this dermatosis is unknown, but many factors have been attributed to it. The main cause is sunlight exposure on a tan or dark skin, and it has been described as a reactive dermatosis to a distant staphy-loccocal or streptoccocal upper respiratory tract infection. The lesions have been attributed to postinflamma-tory hypopigmentation, with a decrease in melanosome number and size, low keratinocyte melanin uptake, and light refraction from a hyperkeratotic and parakeratotic stratum corneum. The histopathology shows an epiÂÂ ­dermis with hyperkeratosis and parakeratosis, acantho-sis, and mild spongiosis. In the papillary dermis, vaso-dilation and mild perivascular inflammatory infiltrate and occasional pigment incontinence can be seen. Sunlight radiation (UVA, UVB, and visible light) in atopic patients with tan or dark skin are the most commonly affected. Treatment of pytiriasis alba must include sunlight protection, sun filters, low potency corticosteroids with a topical antibiotic (mupirocin, vioform). If an upper respiratory tract infection is detected, specific treatment should be given. Pellagra Also named Gaspar Casals disease, pellagra is a nutriÂÂ ­tional disorder due to nicotinic acid deficiency, a B complex vitamin. Niacin is a nonessential vitamin and can be synthesized from the aminoacid tryptophan via the kynurenine pathway. It is mainly expressed on the skin, gastrointestinal and central nervous system. Pellagra is a bilateral and symÂÂ ­metrical dermatosis affecting sun-exposed areas. The avitaminosis can be caused by drugs, such as isoniazid, 6-mercaptopurine, 5-fluouracil, and chloram-fenicol. Phenytoin and sodium valproate51 have also been related to nicotinamide deficiency. Clinical findings in pellagra include dermatitis, diarÂÂ ­rhea, and dementia (the 3Ds). Pellagra is characterized by a intense red, scaly and hyperpigmented plaques on areas exposed to sun, heat, friction, or pressure. The lesions can be edematous with a burning sensation and occasional vesicules and des-quamation. In chronic lesions, the skin is thickened, hyperpig-mented with a dark brown hue. A typical finding is Casals necklace, a scaling collarette around the neck which extends down toward the sternum. Flexural fold may be macerated, and on seborrheic areas, follicular hyperkeratotic plugs are freÂÂ ­quently present. Frequently, angular cheilitis, glossitis with papillary atrophy with a tender beefy red tongue, and esophagitis are seen. Manifestations in adÂÂ ­vanced disease cases are vomiting, diarrhea, and weight loss with secondary anemia or amenorrea. CenÂÂ ­tral nervous system symptoms include irritability, headaches, insomnia, amnesia, and anxiety. Later on, patients develop tremor, movement disorders, numbÂÂ ­ness, encephalopathy, paralysis, and psycosis.[5] PDT in dermatology Photodynamic therapy (PDT) harnesses the power of light and oxygen to enact biologic change. In its infancy, the use of PDT in the treatment of dermatologic disease was limited due to the prolonged and pronounced photosensitivity resulting from systemic photosensitizing agents. HowÂÂ ­ever, in the early 1990s Kennedy and Pottier described the use of topical 5-aminolevulinic acid (ALA) to create endogÂÂ ­enous protoporphyrin IX (PpIX) from which came a limited, localized, photodynamic response. With this development, many of the early limitations of PDT were alleviated, and the treatment became much more convenient. Early application focused primarily on the treatment of dysplastic and neoplastic disease; however, during the past few years, the versatility of PDT has been more fully realized, and it is now also being used to treat a wide variety of inflammatory and infectious processes. The effectiveness of PDT depends on the photosensitizer used, its ability to selectively penetrate diseased tissue, and the duration of application; the activating light source, its ability to penetrate to the desired target, and its duration of exposure; and the type of target cells and their oxygenation status. To be effective, the damage resulting from PDT must surpass cellular repair mechanisms, a feature referred to as the minimum photodynamic dose. [6] Summary According to the lecture the Professor Moseley gave us and the materials I get from relative books and papers. We can know that the photodermatology is a huge branch of skin disease. First I give the introduction and a review of background and history, it can clear explain what is photodermatology especially photodermatosis in clinic use. Next I focus on Photosensitivity, PDT in dermatology and Clinics in Photodermatosis, which explain different parts of the whole photodermatology. In Clinics of photodermatosis, there are many kinds of photodermatosis listed and illustrated, including the principles, treatment and prevention. As new to dermatology, PDT is an effective therapy to cure dermatosis by penetrating diseased tissue.

What Bush Really Means Essay -- Essays Papers

What Bush Really Means In light of the destruction of the World Trade Centers in New York, President George W. Bush delivered a speech to the nation on September 20, 2001. He spoke of our losses, our fears, our hope, and our plans for the future. We can use Sam Hamill's "The Necessity to Speak" to better interpret some of our President's ideas. Hamill states, "Nothing will change until we demolish the 'we-and-they' mentality. We are human, and therefore all human concerns are ours" (463). In his speech, President Bush clearly defines who the "we-and-they" are. This war is not Islam vs. the United States of America; it is the entire world, even civilization as we know it, vs. terrorism. In the beginning, Bush recognizes how this great tragedy has, in many ways, brought our country closer together as a whole. People everywhere are coming to the aid of those in need. Jews are working side by side with Christians. Millions are selflessly donating blood to save the lives of others. Men and women of every tongue congregate to offer up prayers of mercy and comfort. "We will not forget South Korean children gathering to pray outside our embassy in Seoul, or the prayers of sympathy offered at a mosque in Cairo. We will not forget moments of silence and days of mourning in Australia and Africa and Latin America" (Bush par. 9). This horrible act of terrorism has even broken the "unbreakable" bond between opposing political parties. "All of America was touched on the evening of the tragedy to see Republicans and Democrats joined together on the steps of this Capitol, singing 'God Bless America'" (Bush par. 6). Our country suffered a tremendous loss on September 20th, but we have grown more as a nation this past mont... ...d disgust that the people who did this to our world must feel towards us. The incredible evil is hard to comprehend. But it is very real, and the fact remains that we must band together as a whole to win this battle. "Perhaps the NATO Charter reflects best the attitude of the world: An attack on one is an attack on all" (Bush par. 36). We, the human race, can overcome this and we will prevail. WORKS CITED Bush, Pres. George W. "President Bush's Speech to the Nation." International Television. The House of Congress. 20 September 2001. Hamill, Sam. "The Necessity to Speak." Writing As Re-Vision: A Student's Anthology. Eds. Beth Alvarado and Barbara Cully. Massachusetts: Simon & Schuster. 1998. 457-464. "Who is Osama Bin Laden?" BBC News 18 September 2001. 15 October 2001 .

stuff :: essays research papers

Why I should be the Supreme Ruler of the Universe   Ã‚  Ã‚  Ã‚  Ã‚  In these five paragraphs, I will be discussing why I should be the supreme rule of the universe. I will explain my strong points in ruling such as my ability to converse with people on a down to earth basis. My ability to help the people of the world by giving them not just what they want, but what they need. Also I will be able to save the world by setting stricter laws prevent damage to the earth. To get deeper into the subject everyone will have a say in what I do to help the world and it's inhabitants. My people skills will help my ability to rule because then I would be able to talk to my people of the world by discussing key topics like the earth and it's atmosphere. My way with people will also help to show how I treat my co-workers and fellow countrymen. I will really test my people skills when I go to my other countries and discuss trade and life in that part of the world. I would really want show the people that I am not afraid of what the world throws at. I am afraid of only one thing and that's whether the people of earth are content in how I am running it. Hopefully I will show that my skills are adequate and that I am capable of putting them to work in a useful way. In some way I believe that you will all make the right decision in placing me as supreme ruler of the universe. I hope all the people of earth will be satisfied with what I give them and what show them. Surely I will give them what they want but I do hope I will be able to give them what they need. That being, that all will have food shelter and adequate money resources. There will be no ghettos or gangs or drugs. I will give the world the chance to live in a happy place where there is no violence or drugs because that is how I see the world should and will be. Everybody will get his or her share because everyone is equal. Not one person should feel that they are not getting their piece of the pie because I hope to make sure that no one is left out.

Violent Females and Restorative Justice Essay -- Violence, Women

2. Introduction As of the early 20th century, there has been a rise in violent crime committed by women. This is due to a change in gender roles that result in women having a lack of informal control, giving women the mindset that they are more assertive (Kruttschnitt, et. al, 2008). It has been found that women as a whole are less likely to reoffend after attending a restorative justice conference (Hayes, 2005). Due to the female violent offenders only being a minority offender group (Bonta, et.al, 1995), there are gaps in research in terms of the effectiveness of restorative justice on their recidivism rates (Latimer et.al, 2005). This research proposal will aim to address the gaps in this research by outlining the theoretical framework that backs the ideology that restorative justice may potentially be more beneficial and have a more positive outcome for females than males. Firstly this paper will discuss the current literature, outlining the effectiveness of restorative justice, the research su rrounding the rise in female violent offenders, and the potential success of the two variables in reducing future recidivism. And finally, a research question and hypotheses will be outlined in order to potentially influence future policy change. 3. Literature Review Restorative Justice conferencing has been seen to be successful in reducing recidivism. This method of justice involves the offender(s), victim(s) and/or stakeholders of an offence to meet in a professionally mediated environment to discuss the offence and negotiate an outcome (Tuddenham, 2001). The term â€Å"Restorative Justice† is referred to as practices that are aimed at making the offender aware of the material and psychological damage or harm that has been caused t... .... (2001). Evaluating Restorative Justice. Probation Journal, 48(4), 296. doi:10.1177/026455050104800411 Umbreit, M. S. (1995). Holding Juvenile Offenders Accountable: A Restorative Justice Perspective. Juvenile and Family Court Journal, 46(2), 31. doi:10.1111/j.1755- 6988.1995.tb00815.x Umbreit, M. S., & Armour, M. P. (2011). Restorative Justice and Dialogue: Impact, Opportunities, and Challenges in the Global Community. Journal of Law and Policy, 36(65), 65-89. Verrecchia, P. J. (2009). Female Delinquents and Restorative Justice. Women & Criminal Justice, 19(1), 80. doi:10.1080/08974450802586992 Walgrave, L. (2011). Investigating the Potentials of Restorative Justice Practice.Washington University Journal of Law & Policy, 36(1), 91. Wortley, R. (2011). Development. In Psychological criminology: An integrative approach (pp. 36). New York, USA: Routledge.

Native American Headdresses

Headdresses are a great symbol of the American traditional attire. They are a representative of the beautiful American art work. Most of the headdresses in the American art history have been associated with the Indians and South Americans . The history of the headdresses can be traced back in the sixteenth century. Since then the Americans have had a variety of headdresses all which are made in different styles and decorations. The headdresses also had various means and were worn during specific occasions (Beamer,23).The paper discusses a collection of the native American head dresses, how they were made, when they were worn , the ethnic groups associated with them as well as the differences between the headdresses. One of the headdresses in the native American history is the Feather war bonnet. The war bonnets were made of feather and were very common in the western movies and television shows. This war bonnets remain the best among the Indian headdresses in America. They were worn by most of the Indian tribes in the Great Plains who included the Cheyenne, Plains Cree, Black feet,Crow and the Sioux.The bonnets were worn during formal events. The bonnets were made of three types which included the Trailer war bonnet, Halo Warbonnet and the strait-up warbonnets. All the three types were made from tail feathers of the Golden eagle. Every single feather used in the artwork had to be worn from very brave actions. some of the feathers were painted red in colour to commemorate certain events or deeds. Other decorations added to the feathers included the ermine skin and also beautiful bead work. The war bonnets were very crucial regalia worn by the chiefs and the warriors during ceremonies.This war bonnet was exclusively a masculine headdress and was not worn worn by the women even if they went to war or they were chiefs (Taylor,113). The Indian men wore this bonnet sometimes when they were fighting although it was usually reserved for the formal occasions. In the 18t h century, the native American men started to were the warbonnets to boost the American tourist industry. As the native American tribes divided, Indian tribes assumed different territories and they attached different means to the traditional regalia. The new tribes that were formed adopted the warbonnet as fashion and a general regalia that symbolized authority.As for the traditional plains Indians they referred to the feather warbonnet as a holy symbol of men's courage and honor. Each of the feathers in the bonnet had it own different tale. Today, the Eagle feathers are still honored by the plains Indians and they are awarded to those who work in the armies and also those who perform very brave actions (James, 67) The Roach Headdresses which are also referred to as the porcupine Roaches were also very famous headdresses among the Indians in the United States. It was common among the tribes that lived in the east side of the Rocky Mountains.This type of headdresses were made from ve ry stiff animal hair mostly from the porcupine guard hair, the deer's tail hair and the moose hair. The hair was designed to stand up straight from the head and this was made possible by attaching the hair to a leather base or bone hair ornaments. The hair was normally dyed to enhance its with bright colours. Other decorations that were attached to the regalia were feathers and shells. The roach headdress was worn differently depending on the tribes of the men wearing it. It was normally worn by the dancers and the traditional warriors.They were also masculine headdresses and they were therefore not worn by women. Different tribes attached different meanings to the Roach Headdress. Most of the tribes wore the headdress during war or battle. Other tribes wore the roaches as traditional dancing regalia and also as a sports gear. Today the roaches are important dancing regalia for males in most Indian tribes (Beamer,27). In the west of the rocky mountains, there was another common head dress commonly known as the basket hats among the native Americans. The hats were made of different shapes and styles by the different native tribes.The Indian tribes from California made small rounded hats that were usually made from tight coiled sumac (James, 69). The coastal tribes, the Haida and the Salish made large hats which were more round from spruce root or cedar bark fibers. This regalia was generally feminine and was worn by women and girls. The hats were made in very decorative styles to enhance their beauty. The regalia was worn during ceremonies and also as a dancing regalia. This baskets had a special symbol of giving information about the person s clan, status and also ones achievements in the tribe(Taylor,118).Another popular regalia by the native Americans was the feather headbands. This was a headdress that was common among very few communities in the northeast woodlands of America. The head band was made from finger woven and also beaded skin from the deer . The woven band would then be tied around one or two feathers. They used a variety of feathers from the eagles, hawk, turkey, crane feathers and also egret feathers. The headband was unisex and could be worn by both men and women. Unlike most regalia's , the headband was not associated with war or battles.The feathers that were used to make the band were not attached to any special meaning although the eagle feathers were always associated with the warriors. They were worn for their beauty and they were therefore very decorated using different patterns, beads and also quill work (Creighton, 98). Buffalo headdress is also another traditional regalia associated with the warriors from the plains Indians. They were kind of helmets made from the buffalo hides and had a pair of buffalo horns attached to them. The headdress was also containing shaggy fur from the buffalo skin and a tail was attached behind.Just like the warbonnets, the horned headdresses signified the tribes spiritual believes and was also worn during ceremonies. The regalia was worn by very distinguished male warriors. It was less common than the war bonnet because only a few communities used it and it was also meant for very few persons who had certain specific brave actions (Milia, 57). The Otter fur turbans were also among the traditional regalia worn during ceremonies. They were made of fur and with a hanging tail. They were usually decorated with beads. They were formal headdresses with great symbolic significance.They were worn during formal events by the warriors who were not entering battle. To date, the otter caps are worn during formal events by the men from the southern Plains Indians (Beamer,54). The Mexican, central and also the South Americans had their own headdresses which were made from feathers. This headdresses were very different from the war bonnets which were also made from feathers. The Aztecs and the Mayans who made this head dresses used to sew together many feathers which were then attached at the back of their heads using straps. The eagle feathers were not used to make this regalia.They used the feathers from the macaw, parrot and the Quetzal feathers. The head dress was also unisex and could be worn by both men and women. They were not associated with the war but they were used to signify nobility in the Aztec empire. Today they are worn by the dancers form Guatemala and also from Mexico (Taylor,221). Another famous headdresses worn by the native Americans were the masks. The most famous mask is the American Indian mask. The masks were used for religious functions. The masks were made in different types in respective to the different communities making them.Most of the Masks were made of the head and also skulls of very crucial animals. This included animals such as the buffalo bull, the wolf and also the bear. Other masks were curved from wood and were then decorated using fur and leather. The masks were normally worn by men as a dancing regalia (Beam er,72). Other Traditional head dresses include the Iroquois gustoweh cap, the Hupa Flicker headdress, the Seminole cloth turban and the Pueblo headband. This were all masculine head dresses. The feathers that made the Gustoweh symbolize the specific tribe an individual came from.For example, three feathers attached to the gustoweh showed that the specific individual came from the Mohawk tribe. The flicker head dresses were worn by men from the northern California as a dancing regalia(Milia, 88). It was made from very wide leather strips which were decorated with the woodpecker's red scalps. The cloth turban was common during the eighteenth century. They were also decorated using feathers and were very common among the different native American tribes. The other head dresses which were common among the women include the Cayuga beaded tiara, peaked hood, the Eskimo dance headdress and the Wishram bridal headdress.The tiara was normally worn during formal events while the Wishram was w orn during wedding ceremonies (James, 86). In conclusion the native Americans had a variety of the traditional headdresses. They are still present today and they are sold in most headdress shops. They are very important to the Americans since they preserve their culture especially to the Indian-Americans. They are also a tourist attraction for both the domestic and the international tourists who are interested in the history of the native American art work. Work cited Arlene B.Hirschfelder, Yvonne Beamer. Native Americans Today: Resources and Activities for Educators, Grades 4-8. Published by Libraries Unlimited, 2000,p 23-76 Colin F. Taylor. The American Indian: The Indigenous People Of North America. Courage Books, 2002, p112-223 Davenport, Milia. The Book of Costume. New York, Crown Publishers, 1948, p 54-97 Gilbert, Creighton. History of Renaissance Art throughout Europe. New York, Harry N. Abrams, 1973, p65-105 Laver, James. Costume and Fashion. A Concise History. New York, Tha mes and Hudson, 1985, p 67-89