Kant and the Morality of Anger Essay example -- Philosophy Papers

Kant and the Morality of Anger Introduction This essay does not comprise a defence of retributive punishment, neither does it imply a rejection of deterrent punishment. The writer suggests that one possible reason for the tendency to advocate punishment of offenders with ever increasing severity can be discovered in the concept of the 'morality of anger'. It is this explanation of the phenomenon that forms the principal burden of the arguments used in this essay. The salient characteristics of the two theories of punishment, which find expression in English law, will be found below [1]. In the absence of any definitive public policy an unresolved tension exists, which derives from attempts made to reconcile the two theories, with some degree of balance, in sentencing practice. Actual sentences in the English courts are often a compromise between the demands of retribution and deterrence. Any uncertainty that may exist about which theory is being used, in particular circumstances, leads to actions which cannot be completely justified by either theory [2]. Crime and Punishment in Kant's Civil Society According to Kant's moral theory an exacting principle of respect for humanity, in the form of the person, can be reconciled with the absolute necessity of punishment, because punishment, within a properly constituted civil society, is a legitimate and necessary response to crime — punishment must comply with the moral law as a 'categorical imperative [3]. Kant's theory of retributive punishment is of particular importance, because it is one of the most coherent and consistent of the retributive theories, and has not lost its relevance in contemporary discussions [4]. Kant's civil society rest securely on th... ...Foundation Course The Open University 1986, Units 13-15 pp. 68-76 Feinberg, Joel Harmless Wrong Doing, The Moral Limits of the Criminal Law Oxford 1988, pp. 159-165 Guyer, Paul (Ed.) The Cambridge Companion to Kant Cambridge 1992, Essay 10, 'Autonomy, obligation and virtue: An overview of Kant's moral philosophy', pp.309-341, also Essay 11, 'Politics, freedom and order: Kant's political philosophy,, pp.342-366 Hoffe, Otfried Immanuel Kant New York 1994 Honderich, T Punishment, The Supposed Justifications Oxford 1989, pp. 208-237 Paton, H J The Categorical Imperative London 1947 Rawls, John A Theory of Justice Oxford 1972 pp. 251-257 Singer, Peter A Companion to Ethics Oxford 1993 Essay 32, 'Crime and Punishment', C L Ten pp. 366-372 Sorell, Tom Moral Theory and Capital Punishment Oxford 1987 Walker, Nigel Why Punish? Oxford 1991

What Is Practical Work In Science Education Essay

Practical work is viewed by the huge bulk of scientific discipline instructors, as an indispensable and built-in portion of scientific discipline instruction. In fact, many regard it as an indispensable facet of being a ‘science instructor ‘ ( Donnolly 1998 from reappraisal Practical work effectivity in primary/sec schools Abraham ) . Practical work can embrace many different constituents, which can be divided into two chief groups as described in Woodley E, ( 2009 ) , as follows: 1 ) Core activities: These include ‘hands-on ‘ activities such as different probes, research lab techniques and processs, every bit good as fieldwork. These types of activities can assist heighten the development of pupils ‘ practical research lab accomplishments, every bit good as assisting them to understand cardinal scientific constructs and phenomena. 2 ) Directly related activities: These are closely connected to the above nucleus activities, and include practical presentations performed by the instructor, planning and planing scientific probes and analysis of informations. In add-on, some argue that other activities such as usage of computing machine simulations, modeling, usage of studies, presentations, group treatment and function dramas can besides represent what is meant by the term practical activity ( SCORE, 2008 ) . However, others would differ, and believe these activities would non come under the practical activity ‘umbrella ‘ , and instead that they should be used complementarily alongside other practical activities, instead than be a replacement for them ( Woodley, E ) . Millar described a practical activity as ‘Any scientific discipline instruction and acquisition activity which at some point involves the pupils, working separately or in little groups, in detecting or pull stringsing objects to develop understanding ‘ . ( Millar ( 2009 ) ) . It is described in The National Strategies as: ‘Any activity that enables students to hold direct, frequently hands-on, experience of the phenomena they are analyzing ‘ . ( The National Strategies ( 2008 ) ) . In fact the undermentioned citation from SCORE underpins what many believe about the importance of practical work in scientific discipline: ‘Science without practical is like swimming without H2O ‘ . ( SCORE, 2008 ) . Therefore, irrespective of how practical work is defined, or what activities are thought to represent it, it can be seen as a cardinal portion of how scientific discipline should be taught in schoolsWhat is the Purpose of Practical Work?The chief intents of practical work are to prosecute pupils, helping them to develop many of import accomplishments. In fact, practical work can back up larning in a battalion of ways runing from ‘Personal acquisition and believing accomplishments ‘ to ‘How scientific discipline plants ‘ ( E Woodley ) -See Figure 1. The overruling rule, nevertheless is ‘to make links between the concrete and abstract universes ‘ . ( Reflecting on practical work ) . Figure 1. Different ways practical work can back up acquisition: Figure taken from E.Woodley ( original = Figure 1 How practical work supports scientific discipline ( From Geting practical: a model for practical scientific discipline in schools ( SCORE, 2009a ) p. 7 )From reading the literature, it is clear that the different grounds and principles for transporting out practical work in scientific discipline can be classified into three chief countries ( see below ) , as discussed in ( Practical Work in School Science: Which Way Now? Jerry Wellington ) :Arguments for and against the usage of practical work in scientific discipline:1 ) . Cognitive statements: It is thought that practical activities can associate to knowledge and understanding ( the cognitive sphere ) by assisting to beef up pupils ‘ conceptual apprehension of scientific discipline by enabling them to visualize and do sense of different scientific Torahs and theories, frequently back uping learnt theory work.2 ) . Affectional spheres: This relates to the enjoyment and motivational facets of practical work. Practical work is frequently used to bring forth involvement and enthusiasm amongst pupils, and is thought to help pupils in retrieving thing s ; ‘making things stick ‘ . In fact, reports show that in footings of how pupils rate the enjoyability of school scientific discipline activities, the three top rated were: ‘going on a scientific discipline trip ( 85 % ) , looking at pictures ( 75 % ) and making a scientific discipline experiment ( 71 % ) , back uping the position that practical work is so extremely motivational ( Dillion J ) . 3 ) . Skills statement: The last of the three chief principles for practical work is that it can assist develop many movable accomplishments, as illustrated in Figure 1 above. However, characterizing the existent value and intent of practical work is a really hard undertaking and divides sentiment across the scientific discipline instruction profession. In fact there are many statements and counter statements for and against practical work in scientific discipline. Counter responses to the cognitive statement include the thought that practical work can frequently confound instead than better pupils ‘ apprehension ( particularly if the practical does non travel to program ) . In add-on Scott and Leach propose that practical work is non a good attack to learn theory, proposing that theories comprise abstract thoughts which can non be demonstrated physically: ‘ In the context of the school research lab it is clear that pupils can non develop an apprehension through their ain observations, as the theoretical entities of scientific discipline are non at that place to be seen ‘ . ( Taken from Wellington book- Leach and Scott 1995:48 ) Arguments against the affectional statement include the impression that many pupils are merely turned off at the thought and chance of making practicals. There is besides grounds bespeaking that boys bask practical work more so than misss, and therefore misss can frequently be less enthusiastic and motivated compared to boys making the same practical undertaking. ( Wellington ) . Counter statements to the proposal that practical work can develop many movable accomplishments besides exist. These include the statement that group work within practical scientific discipline frequently does non better cardinal accomplishments such as communicating and interaction, as widely believed, but when studied more closely, frequently consequences in more forceful pupils ‘ ruling the undertaking, ensuing in deficiency of enjoyment and battle for some and the demotion of some pupils to simple median undertakings, such as pulling out tabular arraies or entering consequences without any existent engagement in the practical activity themselves. ( Wellington ) . Many other scientific discipline instruction professionals make claims of the ‘overselling ‘ of the scientific discipline instruction in footings of construct that scientific discipline practical work can develop many movable accomplishments. The thought that these accomplishments can add value to pupils and help them on their chosen calling waies have been discredited by some. In fact, Ausubel in the 1960 ‘s argued that any practical undertaking that can give rise to the application of accomplishments required for many subjects, is merely non specific plenty to turn to the peculiar scientific probe being addressed: ‘Grand schemes of find do non look to be movable across disciplines..it barely seems plausible that a scheme of enquiry, which must needfully be wide adequate to be applicable to a broad scope of subjects and jobs, can of all time hold sufficient peculiar relevancy to be helpful in the solution of the particular job at manus ‘ . ( Wellington, Ausubel 1964:298 ) . Therefore, there is much argument sing the usage of practical work within the instruction and acquisition of scientific discipline in schools. The cardinal inquiry here truly is to make with knowledge and how we get cognition. i.e. : How do we understand the universe and do sense of it in our caputs? ( Miller R, 2004 ) . One important reply to this came from Jean Piaget, who is credited as the innovator of the constructivist theory of cognizing. He argued that we construct of all time more complicated and sophisticated representations of the universe. This is through modifying our bing apprehensions ( or scheme ; a structured bunch of constructs ) through our actions on the universe around us. If Piaget is right, so the usage of practical work in detecting and step ining in the universe must be critical for our apprehension of scientific discipline ( R Miller 2004 ) .The effectivity of practical work in scientific disciplineAs discussed above, many scientific discipline instructors a nd other scientific discipline instruction professionals believe that practical work in the instruction of scientific discipline in schools is critical for assisting pupils learn and retrieve things more clearly. However, as besides noted there are statements proposing that practical work is really non all that effectual at accomplishing these purposes. A outstanding citation from Osborne ( 1998 ) inquiries the effectivity of practical work in the acquisition of scientific discipline, stating that practical work: ‘ has merely a limited function to play in larning scientific discipline and that much of it is of small educational value ‘ ( p. 156. from Miller 2004 reappraisal ) . Much of the decisions of research into the effectivity of practical work remain slightly equivocal. Research carried out in the 1980 ‘s by Hewson and Hewson ( 1983 ) , in which In add-on, others have argued that the manner in which practical work is practised is frequently the cause of its ineffectualness, and possibly, therefore the type of practical work used, and the manner it is used should be analysed, instead than merely stating that all practical work is uneffective. Hence if we are interested in looking at the effectivity of practical work in scientific discipline, the specific practical work used, or planning to be used need to be really carefully planned and thought out. A cardinal consideration here is really what is meant by the term ‘effectiveness ‘ .A model for judging the effectivity of practical workTheobald in the 1960 ‘s argued that scientific theory must ever be taught first and is required in order to visualize: ‘Experience does non give constructs intending, if anything constructs give experience significance ‘ ( J Wellington ) .

Anne Hutchinson- A Puritan Spiritual Adviser - 1260 Words

1. Anne Hutchinson- was a Puritan spiritual adviser and an important contributor in the Antinomian Controversy that shook the entire colony of Massachusetts Bay from 1636 to 1638. 2. Roger Williams- was an English Protestant cleric who was an advocate of religious freedom and the separation of church and state. 3. William Bradford- was an English leader in the Plymouth Colony. He was also a signatory of the Mayflower Compact. 4. Thomas Hooker- was a prominent Puritan colonial leader, who founded Connecticut as a colony after opposing Puritan leaders in Massachusetts. 5. William Penn- was an English real estate entrepreneur, philosopher, early Quaker and the founder of Pennsylvania. He was an early advocate of democracy and religious freedom, known for his good relations with the Lenape Native Americans. 6. John Winthrop- was a wealthy Puritan lawyer and a prominent figure in the founding of the Massachusetts Bay Colony, the first major settlement in New England after Plymouth Colony. 7. King Philip (Metacom)- was a Wampanoag chief also known by his English name King Philip. He used his influence to try to push out the colonists of New England in what came to be known as King Philp’s War. 8. John Cotton- was a clergyman in England and then in American colonies and, he also served as the minister and theologian of the Massachusetts Bay Colony. 9. Sir Edmund Andros- was a colonial administrator in North America. He was the governor of New England during most of its three-yearShow MoreRelatedForced to Choose Between Morals and Society in The Puritan Dilemma by Edmund S. Morgan600 Words   |  3 PagesWithin the book The Puritan Dilemma, Edmund S. Morgan writes about the people who were forced to pick between their morals and their societies. Roger Williams and Anne Hutchinson were banned since they had refused to accept the Puritan rules, and John Winthrop believe he could not continue in a country where the church remained tainted. The Puritan Dilemma indoctrinated the people, claiming we are all sinners other than the puritans. Everyone is sin and Puritans are saintly. Starting with JohnRead MoreAnne Hutchinson And The Puritan Movement1695 Words   |  7 Pages Anne Hutchinson was a religious leader who was born in England in 1951. She was killed in 1643 in an Indian raid killing in the state of New York which wss in the colony of Mid-Atlantic. Anne Hutchinson fought for women’s rights and she gave many girls and women hope that they might have rights again as shown by this quote, â€Å" From the early Christian era, female activism in religious life gave some women high visibility, thus preserving their voices in the historical record. The splinteringRead MoreApush Timeline 1607-17754368 Words   |  18 Pagesfor governor of the colony. 6. (1620-1640) Puritans migrate to Massachusetts Bay colony: They were much more focused on religion rather than money. They were much more organized than the Virginians. This created two separate groups in the New World that later on would change many things such as the Indian interactions. Several beliefs differentiated Puritans from other Christians. The first was their Calvinistic belief in predestination. Puritans believed that belief in Jesus and participationRead MoreEssay about Nathaniel Hawthorne’s Young Goodman Brown3241 Words   |  13 PagesNathaniel Hawthorne’s Young Goodman Brown   Ã‚  Ã‚  Ã‚  Ã‚  Nathaniel Hawthorne’s â€Å"Young Goodman Brown† captivates the reader through a glimpse of the Puritan church. The story also shows the struggle of good versus evil in the main character Goodman Brown. The role of the Puritan church is crucial in shaping Goodman Brown’s personality and helping the reader understand why he was reluctant to continue his journey.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Puritanism, movement arising within the Church of England in the latter part of

What Is the Difference Between Hard and Soft Science

The Science Council gives this definition of science: Science is the pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence.   The council goes on to describe the scientific method as being comprised of the following components: Objective observationEvidenceExperimentInductionRepetitionCritical analysisVerification and testing In some cases, systematic observation using the scientific method is a relatively straightforward process that can be easily replicated by others. In other instances, objective observation and replication can be difficult, if not impossible. In general, those sciences that can easily make use of the scientific method as described above are termed hard sciences, while those for which such observations are difficult are termed soft sciences. The Hard Sciences Sciences that explore the workings of the natural world are usually called hard sciences, or natural sciences. They include: PhysicsChemistryBiologyAstronomyGeologyMeteorology Studies in these hard sciences involve experiments that are relatively easy to set up with controlled variables and in which it is easier to make objective measurements. Results of hard science experiments can be represented mathematically, and the same mathematical tools can be used consistently to measure and calculate outcomes. For example, X quantity of Y mineral can be tested with Z chemical, with a mathematically describable outcome. The same quantity of mineral can be tested over and over again with the same chemical with precisely the same results. There should be no variation in outcome unless the materials used to experiment have changed (for example, the mineral sample or the chemical are impure). The Soft Sciences In general, the soft sciences deal with intangibles and relate to the study of human and animal behaviors, interactions, thoughts, and feelings. Soft sciences apply the scientific method to such intangibles, but because of the nature of living beings, it is almost impossible to recreate a soft science experiment with exactitude. Some examples of the soft sciences, sometimes referred to as the social sciences, are: PsychologySociologyAnthropologyArchaeology (some aspects)   Particularly in sciences dealing with people, it may be difficult to isolate all the variables that can influence an outcome. In some cases, controlling the variable may even alter the results! Simply put, in soft science it is harder to devise an experiment. For example, lets say that a researcher hypothesizes that girls are more likely than boys to experience bullying. The research team selects a cohort of girls and boys in a particular class in a particular school and follows their experience. They find that the boys are more likely to be bullied. Then, the same experiment is repeated using the same number of children and the same methodologies in a different school, and they find the opposite outcome. The reasons for the differences are complicated to determine: They could relate to the teacher, the individual students, the socioeconomics of the school and surrounding community, and so forth.   Is Hard Hard and Soft Easy? The terms hard science and soft science are used less often than they used to be, in part because the terminology is misunderstood and misleading. People perceive hard to mean more difficult, whereas, in truth, it may be much more challenging to devise and interpret an experiment in a so-called soft science than in a hard science. The distinction between the two types of science is a matter of how rigorously a hypothesis can be stated, tested, and then accepted or rejected. As we have come to understand it today, the degree of difficulty is less related to the discipline than it is to the specific question at hand. So, one might say the terms hard science and soft science have become outdated.

Ethiopian School System - 1661 Words

In 2000, the United Nations introduced the Millennium Development Goals (MDGs) as part of the United Nations Millennium Declaration. The MDGs were established to attempt to improve overall well-being for as many people as possible, and targets issues such as poverty, starvation, and disease. This paper will focus on the development goal of achieving universal primary education, specifically focusing on the country of Ethiopia. Achieving universal primary education is important because it acts as a building block towards the development of counties as a whole. Primary education is not only a necessity, but a right to all individuals regardless of gender or class. Over the course of the last decade, Ethiopia has experienced vast improvements†¦show more content†¦This is due to a variety of reasons, the biggest due to the socioeconomic state of Ethiopia. According to a local Ethiopian advisor, the biggest reason most children discontinue school is that their parents simply cann ot afford to pay for their school supplies and transportation. In Ethiopia, children are seen as a resource by their parents, and often times the financial state of the family requires that the child helps work on their farm or provide money for the family by other means (ROOTS Ethiopia). Because the financial stability of the average Ethiopian family is so fragile, a variety of events such as a drought or death of a family member can necessitate a child dropping out of school and working to make up for losses. Ethiopian children commonly drop out of school because of the lack of quality within the school system. Many of the schools in Ethiopia are lacking in resources. There is an insufficient number of qualified teachers, a lack of learning materials such as books and blackboards, and in extreme cases, some schools do not have enough chairs or desks for every student to have a seat. The USAID performed a study on a small sample of Ethiopian schools. Out of their 46 classroom obser vations, all teachers and students were present only 24% of the time, some teachers and students were present 57% of the time, and no teachers were present 20% of the time (DeStefano and Elaheebocus). Due to aShow MoreRelatedThe Case Study Of Ethiopi What About Preservice Teacher Training?934 Words   |  4 PagesEthiopia agreed to implement free, compulsory, universal primary education by 2015. The abolition of school fees for primary schooling in Ethiopia was integrated into the Poverty Reduction Strategy Plan (PRSP) in 2002. This change was viewed as a positive development by various stakeholders, including parents, teachers, and government representatives. However, in Ethiopia, the effects of the abolition of school fees saw a minimal increase in enrolment rates. Thus, the goal of UPE in Ethiopia is especiallyRead MoreEthiopi The Country Of The World1542 Words   |  7 Pages Much of the coffee grown and produced in Ethiopia are considered to be â€Å"speciality coffee† which to consumers in places like North America and Europe means a higher price tag but better quality and taste. Coffee is seen as â€Å"the backbone of the Ethiopian economy, contributing 41 per cent of total foreign exchange earnings in 2005† (Petit, 2007), however, many of those earnings are not going back to the people who work within the coffee industry there. It is reported that the coffee industry in EthiopiaRead MoreBlack Gold : The World Coffee Market And An Ethiopian Fair Trade Cooperative1553 Words   |  7 Pagesworld coffee market and an Ethiopian fair trade cooperative. Ethiopia being the birthplace of coffee is the largest producer of coffee in the world, producing some of the highest quality of coffee beans in the world, like Harar, Yuban and Sidamo types of coffee. The significant problems pointed out in this documentary show what is wrong in the global trading system. Mainly, while most of us continue have our lattes and specialty coffees, the amount p aid to the Ethiopian coffee farmers is so lowRead MoreA Brief Note On The Ethiopian Church Of Egypt991 Words   |  4 Pagesdescendants in the diaspora back to Africa and and Ethiopian Orthodox Christianity. The Ethiopian Orthodox Church is one of the five   monophysite churches, characterised by their rejection of the Council of Chalcedon 451 AD(Ethiopian) This council was convened in an effort to create uniformity in regards to doctrine amongst varying christian sects. One of the many decisions agreed upon was that God had  Ã‚  two distinct natures in Christ. Ethiopian orthodox christianity  vehemently  disagreed with theRead MoreUnderstanding And Applying The Heritage Assessment Tool1441 Words   |  6 Pagesmaintenance, health protection and health restoration. The author will review three different individuals culture heritage using the HAT. The cultures that are being compared for differences in health traditions are Asian Indians, Vietnamese and Ethiopian. The review of HAT results will give insight to compare the differences of health traditions between these different cultured families. Understanding and Applying the Heritage Assessment tool Nurses have to be culturally competent, they need to assessRead MoreMalnutrition Is An Epidemic Caused By Malnutrition1218 Words   |  5 Pagesinadequate agricultural methods affecting the health and daily lives of many Ethiopians. Due to the poor agriculture methods in this third world country, there can be deficient health in children and their mothers during and after the pregnancy. Organizations like UNICEF, World Bank, and Nutriset try to implement a plan to help Ethiopians become less dependent on other countries for food. To do this, a stable agricultural system is needed. Malnutrition became an issue in Ethiopia due to major droughtsRead MoreAfrican Voices : African American1551 Words   |  7 Pagesthrough. We need to bring humanity back to the name of the African Americans. The Reconquista was the main reason why these African Americans were captured and enslaved. The shrine retaking of the Iberian peninsula set the wave of transatlantic slave system. The Portuguese got rid of muslim dictators much sooner than the Spanish. While doing this the Portuguese acquired cannon to their vessels, and established plantation of the coats of western Africa. They then raided African communities for captivesRead MoreImproving Clean Water And Sanitation1651 Words   |  7 Pagesthroughout the country. Agriculture accounts for 93% of Ethiopia’s water withdraw (3). There is also the problem of education, being that most children do not attend school to help out their families by working and collecting water. Two-thirds of Ethiopia’s population is illiterate (1), and only 45% of children attend primary school (4). Affected Population: The poor and people in rural areas and the slums are the most affected population when taking water and sanitation into consideration. A studyRead MoreThe Italian Invasion of Ethiopia and Its Impact on Education3464 Words   |  14 Pagesâ€Å"turning point in the country’s millennium-old history†. In fact it could even be considered the dark ages of Ethiopian education as all existing attempts to modern education came to a complete standstill, in short it was a negative period in the history of Ethiopian education. Overall the educational policies that were instilled during this time had a considerable social impact on the Ethiopian population and in some ways are the foundations of the educational structure we have today. Ever sinceRead MoreHealth Education Systems in Finland, Norway, and Ethiopia1511 Words   |  7 Pages (WHO 2013.) The study of nursing is an education in a profession of health care. Nurses are responsible for giving quality health care for everyone. (Education.com.2013.) In this task I analyse and compare the structure of the health education systems in Finland, Norway and Ethiopia. The main questions are †¢ Who are responsible for planning the curriculum in health care education? †¢ What are the levels, main subjects, and dimensions of professional education? †¢ What is the meaning of national

The human body is a complex, h... free essay sample

The human body is a complex, highly organized structure made up of unique cells that work together to accomplish the specific functions necessary for sustaining life. Our bodies consist of a number of biological systems that are vital to our survival and well-being, each system require support and coordination of other systems to form a living and healthy human body. If any of these systems is damaged, the human body will become unstable and this lack of stability will ultimately lead to death. The instability caused by damage of one system cannot be stabilized by other systems because functions of one system cannot be performed by another. One main system is the Endocrine system which is vital in maintaining homeostasis in the human body. This system influences almost every cellular function in our body; this system plays a role in regulating mood, growth and development, tissue function, metabolism, and sexual function and reproductive processes. Throughout this essay I will be talking about an organ in the endocrine system called the Adrenal gland which main role is to relay chemical messages know as hormones throughout the body.The adrenal gland is one of the major organs in the endocrine system, the adrenal gland is a pair of triangular shaped glands each about 2 inches long and 1 inch wide that sits on top of the kidneys. Dont let their small size fool you; these powerful little adrenal glands manufacture and secrete steroid hormones such as cortisol, estrogen and testosterone that are essential for life, health and vitality. They modulate the functioning of every tissue, organ and gland in your body to maintain homeostasis during stress and keep you alive. They also have important effects on the way you think and feel. The main purpose of your adrenals is to enable your body to deal with stress from every possible source, ranging from injury and disease to work and relationship problems. They largely determine the energ y of your bodys responses to every change in your internal and external environment. Whether they signal attack, retreat or surrender, every cell responds accordingly, and you feel the results. It is through the actions of the adrenal hormones that your body is able to mobilize its resources to escape or fight off danger (stress) and survive. The adrenaline hormone prepares our body to function at maximum efficiency by increasing our heart beats, breathing rate, and blood flowing muscles and causes the liver to put more stored glucose into our blood. All of these actions cause our body to produce a lot of energy rapidly and the energy helps us cope with these different situations.The adrenal gland is made up of two major regions which is the adrenal cortex and the adrenal medulla. These two major regions are encapsulated by connective tissue known as the capsule. The adrenal cortex is the largest gland and is essential to life, it controls the electrolyte and water distribution in the body and maintains proper carbohydrate balance. Its composed of three concentric zones, the zona glomerulosa (outer zone) which secretes mineralocorticoids; it affects mineral levels of sodium and potassium in the blood. The zona fasciculata (middle zone) which secretes glucocorticoids, it suppresses the immune system, and aids in metabolism which helps us generate energy from non-carbohydrate foods and even regulate our blood pressure. Lastly the zona reticularis (inner zone) which secretes dehydroepiandrosterone (DHEA) and androstenedione from cholesterol. These androgens are released into the bloodstream and transported to gonads where they are converted into testosterone or oestrogen. The hormones thats being released in this zone is mainly responsible for the development of sexual characteristics during puberty. The Adrenal medulla is the inner part of the gland and does not perform any vital functions, but just because it doesnt perform functions that you need to live doesnt mean its useless. Its composed of cells called ch romaffin cells, which are organized in clusters around blood vessels. The hormones that are produced in this part of the gland is epinephrine and norepinephrine which prepare the body to fight or flight response by increasing your heart rate, constricting blood vessels, increasing the metabolic rate heightening cognitive awareness and increasing the respiratory rate. Its very important for your body to produce these specific hormones because it can result in certain disorders. A disease that is caused from the failure of the adrenal glands is called Addisons disease, which is a rare uncommon condition in which your adrenal glands produces insufficient levels of cortisol and aldosterone. There are two major classifications for Addisons disease which is primary adrenal insufficiency and secondary adrenal insufficiency. Primary adrenal insufficiency which occurs when your adrenal glands are damaged so severely that they can no longer produce hormones. Its most often caused when your immune system attacks the adrenal glands known as autoimmune disease. I n an autoimmune disease, your bodys immune system mistakes any organ or area of the body for a virus, bacteria, or another outside invader. Secondary adrenal insufficiency which occurs when the pituitary gland located in your brain cant produce adrenocorticotropic hormone which tells the adrenal gland when to release hormones.The endocrine system is unique because its organs are not anatomically related. Hormones are produced in a wide variety of locations and can have wide reaching effects throughout the entire body.

Fascism Nazi Germany and Swing Kids free essay sample

Swing Kids is a movie that reflects fascism and Nazism, following the lives of two students. Taken place in Hamburg, the two students are part of the Hitler youth by day, and swing kids by night. The Hitler youth was an organization of young teenage boys who served and helped the Nazis control the country, while the swing kids were a group of German swing lovers. The Hitler youth is an example of fascism because the governments usually rule their country by using a strong military or police force. Members of the Hitler youth are trained to carry out the law with all their power, showing cruelty and using force.Although this is a group of young teenagers, they are used as an effective police force. A key aspect of fascism is propaganda, which is especially used in Nazism. Propaganda is the influence of opinion in public matters through the use of mass media. We will write a custom essay sample on Fascism: Nazi Germany and Swing Kids or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the move Swing Kids, we see that propaganda is used to make the German army more appealing. Over a large radio broadcast, an announcer is heard saying that the German army has successfully invaded Czechoslovakia, and that the citizens of Czechoslovakia were cheering on the German army. However, this was not the truth.Not a lot of the Czechoslovakians were actually German, so they didn’t want to live under German rules and laws. In this case, the government twisted the truth to make it seem like the Germans were saving the people of Czechoslovakia. The encouragement of nationalism is also present in the movie Swing Kids. Throughout the film, the phrase â€Å"Heil Hitler† is used by many characters in numerous occasions. This is to show their extreme patriotism towards the country’s leader. It reflects the attitude they have towards the Fuhrer, loyalty and respect. It is also used as a scare tactic to everyone else that doesn’t support Hitler.This would impose fear in the citizens and remind them that Hitler is rising in power. In the movie Berlin 36, it retells the story of Gretel Bergmann, a widely known Jewish high jumper. One example of Nazism in this movie is anti-Semitism, shown by the German government. By eliminating the competition from participating in the Olympics, the government was able to show the world that the Aryan race is superior to any other race. In the movie, Gretel is slowly replaced by another German to compete in the event because the government couldn’t risk the humiliation if a Jew beat a German.To do this, the government took control of society. This is another key example of fascism. The Nazis used their power and influence to guarantee that a Jewish athlete will not compete in the competition against Germans. To keep it subtle, they invited Gretel to train in Germany, but despite her efforts, she was denied the participation in the competition. On the other hand, her teammates were told that the reason she could not participate was because of an injury. The actions of the government in this movie show how much control they can simply have over Germany. In the two movies Swing Kids and Berlin 36, clear signs of fascism and Nazism are portrayed, which easily influences the lives of German citizens. It shows the use of propaganda, nationalism, racism against different races, the government having control over society, and the use of teenagers as a police force to control the citizens. Also shown, fascism and Nazism successfully helped Hitler in controlling Germany. The two movies also portrays the lives that Germans might have gone through while under the reign of the Nazi regime.