Epistemology and Research Essay Example | Topics and Well Written Essays - 2500 words

Epistemology and Research - Essay Example Steup (2011) defines it as the study of knowledge and the justified believes, and importantly about the issues related to â€Å"the creation and dissemination of knowledge in particular areas of inquiry†. Grix (2002) validates this perspective of epistemology by defining it has the theory of knowledge, especially in regard to its methods, validation and the possible ways of gaining knowledge of social reality. Willig (2001, p.8) on the other hand provides additional perspectives by stating how epistemology also involves thinking about the â€Å"validity and reliability of claims to knowledge.† The paths through which the knowledge can be accessed and collected are the various research methods. There are correlations between epistemology and the research methods, as the researcher can take an epistemological position for setting the objectives of a research project process. There is a view that a researcher’s epistemological position could significantly affect the ir choice of research methods. So, this paper will first discus how researchers could take an epistemological position and allow that position to impact their choice of research methods for some favorable results, but that may not be the case all the time, as avoiding that impact of that epistemological position could be helpful for the researchers to carry out a pragmatic research. Researchers need to adopt appropriate and effective research methods, as those methods can only provide the researchers the apt ways to answer the research questions, by aiding in the acquisition of relevant knowledge. As Willig (2001, p.8) states â€Å"research methods can be described as ‘the way to the goal’†. However, to accomplish that, researchers need to first identify the goals or objectives of the research project, then able to justify those objectives and also have a concrete or even an approximate idea of what they need to find out to fulfill those research objectives. â₠¬Å"We need to be clear about the objectives of our research and we need to have a sense of what kinds of things it is possible for us to find out.† (Willig 2001, p.8). Reaching or actualizing this state is only known as adopting or taking an epistemological position. In a way, epistemological position describes the process through which a researcher could see the entity of knowledge in a particular perspective, particularly how it is created and shared. When this position is viewed from the perspective of research methods, it would help the researchers understand their own views, which they have or hold on the various topics, or in particular on the research objectives and consequently, how they can interpret the research. As Bukvova (2010) states choosing – or better realising – one’s â€Å"epistemological position helps to explicate views and opinions on things like truth, knowledge, and reality.† Thus, it can be implied that adopting an epistemol ogical position is a key thing to do on the part of the researchers, in the very beginning of their research work. Taking an epistemological position and allowing it to make an impact on the research methods is welcomed by certain sections of the experts. â€Å"We have seen that for some, the type of method to be used for research is largely determined by one's commitment to a particular epistemological position, and as it assumes a correspondence between epistemological position and research method†

Contemporary Dance Assesment :: essays research papers

Our year 11 contemporary dance assessment for semester 1 consisted of dance exercises taught by Rachel. Due to a dance injury I sustained 14 weeks ago I was unable to participate in the assessment but, instead was asked to asses my peers and write corrections and strengths they demonstrated throughout the class. In this class I really feel, as a group, they lacked an effective dance vocabulary. In answer to the question ‘What do you feel you need to work on in this exercise?’ there was only really the basic terminology used, basic things said that did not show a very thorough grasp on dance language. I feel that the use and understanding of communication in verbal modes was poor and at a low standard. For this age they should be able to effectively converse appropriate dance vocabulary. Although that said, this conclusion is targeted at the group as a whole; there were certain individuals who came up with some valuable answers. In this task I feel that the demonstration of appropriate dance technique to the contemporary genre was at a satisfactory standard. The correct contemporary technique was evident in a number of students, while others, I feel require more effort. The group, in general lacked physical competencies. Strength and flexibility was not a strong highlight, although they did demonstrate good coordination skills. The drop swings exercise proved to be their strongest asset. The Grande Battement exercise required work, turn out and alignment seemed to be, overall the thing that most people had difficulties in mastering. The identification and application of correct posture and alignment was evident, more often than not throughout the class. In general I feel that my peers have improved over the weeks but still demands a lot more work in order to strengthen their technique. Presenting dance sequences, I feel was a positive feature in the contemporary assessment to some extent. My fellow peers, generally had a thorough grasp on all exercises demonstrated. They understood and carried out dance combinations with great awareness to what they were doing. This said I feel that although my peers know and can demonstrate the exercises, they have no real approach or presentation to their work. Style has a great impact on dance. The way a dancer approaches an exercise or dance piece can change one’s technique, body stance and physical ability. Julie and Stephanie showed a great display of this in all exercises, but particularly the jump exercise.

Experience Of Facilitating Cpbl Tutorials Education Essay

I am asked to ease PBL and CPBL at St. George ‘s ( SGUL ) on a regular footing. Consequently, I selected this learning experience as the subject of this assignment, in order to let an chance to see the function of these tutorials within undergraduate medical instruction and how to maximize the acquisition experience for the pupils. When I was a medical pupil, PBL was comparatively new and merely comprised a really little proportion of the course of study. Since so, PBL has been progressively used in the UK and some medical schools now offer classs which about entirely employ PBL as the acquisition method. This has stimulated me to believe about the theory underlying PBL and how it compares to traditional undergraduate medical instruction. SGUL runs three separate undergraduate classs. One of these is the traditional five-year class, which accepts both school departers and alumnuss. In this assignment, I shall mention to this class as MBBS5. The other class that is relevant to this assignment is the four-year class, which is merely unfastened to alumnuss. I shall mention to this class as MBBS4.The experience of easing CPBL tutorialsI shall be depicting my most recent experience of easing a series of five hebdomadal CPBL tutorials with a group of seven pupils in the next-to-last twelvemonth of the MBBS4 class. I have chosen to concentrate on the 2nd tutorial in the series, as I felt that this was a peculiarly successful larning experience. As usual, the tutorial started with one of the pupils showing a patient that they had seen. Once the instance had been presented, the other pupils asked inquiries, easing a treatment about diagnosing, direction program and any other issues that the instance generated. The pupils identified subjects that they would wish to read more about and put larning aims consequently. They so researched these larning aims for treatment at the following tutorial. Once the pupils felt they had exhausted the treatment about the instance, we moved on to discoursing the larning aims set the old hebdomad. In the first tutorial, the pupils had identified the mental province scrutiny ( MSE ) as a subject that they would wish to read more about. In the tutorial, the pupils discussed each country of the MSE, with peculiar focal point on what inquiries to inquire to arouse symptoms from a patient. This stimulated an interesting conversation about the different ways each pupil had learnt to arouse the symptoms. I besides shared the inquiries that I use to analyze a patient ‘s mental province. The pupils reached the decision that there was no individual right manner to inquire the inquiries and that they needed to develop their ain manner that they felt comfy with. We so used function drama, during which I acted as a patient and the pupils were given an chance to pattern executing a MSE. The pupils reported that they found this highly utile, as it helped them to get down to develop their ain method for MSE and improved their assurance for executing the scrutiny on a existent patient.Critical contemplation on the experienceI frequently feel dying prior to learning Sessionss. My specific anxiousnesss around PBL tutorials include actuating the pupils, as I have found it hard in old tutorials to promote MBBS5 pupils to originate a treatment ; staying within the boundaries of my function as a facilitator, instead than supplying a didactic instruction session ; and a fright that the pupils will inquire inquiries that I am unable to reply. I exhaustively enjoyed easing this set of tutorials. This was my first experience of tutorials with the MBBS4 pupils. I found them to be much more occupied with the tutorials than their equals on the MBBS5 class. They were able to bring forth first-class treatments without motivating from me. I found it easier to stay within my function as a facilitator, instead than supplying active instruction. The pupils discussed complicated psychological constructs at a high degree, which I found peculiarly exciting. This highlighted the deepness of cognition that can be gained from others and reminded me how of import it is for physicians to pull upon this cognition as they progress through their callings, instead than dismissing their juniors as pedagogues. The MBBS4 pupils come from a huge assortment of backgrounds, so each was able to convey a different set of accomplishments and cognition to the tutorials. For illustration, one of the pupils had a background in catering and she was able to raise of import issues about a patient ‘s nutritionary position that I would non hold considered. In the past, I have found myself learning instead than easing in CPBL and PBL. However, during this set of tutorials, I found that I was better at inquiring inquiries to motivate the pupils to believe about the right replies, instead than stating them the reply. I felt that this was besides what the pupils wanted, whereas in my old experiences with MBBS5 pupil groups, the pupils frequently seem acute to be ‘spoon-fed ‘ the replies, instead than utilizing treatment to obtain cognition from their equals. This may be because the MBBS4 class uses PBL as its chief acquisition method from the start of the class, so the MBBS4 pupils are more familiar with the format and anticipate to larn by autonomous acquisition and sharing of cognition. On the contrary, the MBBS5 pupils have a batch more traditional talks and are accustomed to being taught in this mode. I did non see in anxiousness during this set of tutorials. We successfully created a safe, relaxed environment and the pupils seemed to experience comfy inquiring inquiries and discoursing hard feelings that they had experienced. This may hold been because all the pupils in the group knew each other and were used to working with each in PBL scenes. Again this is different to easing tutorials with MBBS5 pupils, who frequently are non well-acquainted with the other members of the group because until now the MBBS5 class has had a much larger cohort than the MBBS4 class. However, the Numberss accepted onto the MBBS4 class are increasing and I wondered whether this will impact on the group kineticss in MBBS4 PBL tutorials. In footings of countries for betterment, I think it would hold been helpful if I had besides researched the larning aims each hebdomad. I was surprised by the deepness and comprehensiveness of reading by the pupils. At times, they discussed really complex topics and I was non ever able to reply their inquiries. For me, this highlighted the abrasion of my cognition since finishing my postgraduate scrutinies two old ages ago and encouraged me to set about more professional reading and alteration. On a positive note, I think the pupils found it helpful to see that I was able to work aptly as a senior physician despite being unable to remember everything I have learnt. Students can experience overwhelmed by how much they have to larn and retain. I felt that I was able to reassure them that it is acceptable non to be able to remember everything you have learnt and that you can mention to text books. I received positive feedback through verbal remarks from the pupils and written feedback to the class organizers. The pupils seemed to bask the tutorials and found them of educational value. Equally good as discoursing the instances and larning aims, we discussed a calling in psychopathology, as a figure of the pupils expressed an involvement in this field. I think I was able to give the pupils a realistic and enthusiastic penetration into my profession. My hope is that, even if the pupils do non prosecute a calling in psychopathology, they will hold a positive position of mental wellness professionals, assisting to decrease stigmatization of the profession.Key pointsWhat is the grounds behind the development of PBL course of study? Does holding an adept facilitating PBL impact on pupil acquisition? Are graduates better suited to PBL?Literature reappraisalMy literature hunt revealed really minimum literature on CPBL. Therefore, I have decided to concentrate my cardinal points and literature reappraisal on the broader subject of PBL.The theoretical footing of PBLOriginally, PBL was based on the theory of contextual acquisition. The basic rule is that when stuff is learnt in the context of how it will be used, it supports acquisition and capacity to utilize the information. PBL uses this rule by supplying a instance in the real-life context of a patient sing a physician. Colliver ( 2000 ) undertook a reappraisal of the literature and concluded that the contextual acquisition statement was based on a weak research determination. Albanese ( 2000 ) concurred with Colliver ‘s unfavorable judgment of contextual larning theory as an statement for PBL and proposed four new theories for understanding how and why PBL works, specifically information-processing theory, concerted acquisition, self-government theory and control theory. Schmidt ( 1983 ) claimed that information-processing theory underpinned PBL. This theory involves three major elements, viz. anterior cognition activation, encoding specificity and amplification of cognition. Prior cognition activation is the procedure of pupils utilizing previously-gained cognition to understand and organize new information. Encoding specificity is similar to contextual acquisition theory, i.e. acquisition is promoted when the environment in which something is learned resembles the environment in which it will be applied. Amplification of cognition describes how information will be better understood and easier to remember when there is an chance for amplification in the signifier of treatment and replying inquiries. This theory incorporates contextual larning theory but provides a more comprehensive theory for understanding PBL. I will now briefly discuss each of the other three larning theories of PBL proposed by Albanese ( 2000 ) and reflect on my experience of easing PBL with regard to these theories. First, concerted larning refers to an person ‘s perceptual experience that they can merely carry through their ends if the other group members besides do so. Qin et Al ( 1995 ) conducted a meta-analysis of surveies measuring the consequence of concerted versus competitory acquisition on job work outing. They defined cooperation as the presence of joint ends, common wagess, shared resources, and complementary functions among members of a group. In competitory acquisition state of affairss, persons perceived that they could merely make their ends if the other group members could non. They found that members of concerted squads outperformed persons viing with each other with regard to job work outing. These consequences held for persons of all ages and for surveies of high, medium, and low quality. The high quality of cooperation, nevertheless, was greater on non-linguistic than on lingual jobs. I observed concerted acquisition in action during the set of CPBL tutorials that I have described in this assignment. The pupils were acute to portion the cognition that they had reaped from autonomous acquisition and support all group members to achieve the same degree of understanding. I felt that the pupils were better able to place the beginnings of misconstruing if a fellow pupil was fighting to understand a construct than I was as an adept facilitator. Self-determination theory may underlie affairs of motive and behavior relevant to PBL. Williams et Al ( 1999 ) argue that self-government theory has the possible to significantly better instruction. The theory differentiates between two types of actuating conditions, controlled and independent. Controlled incentives are thought to be maladaptive and include external demands every bit good as â€Å" introjected ordinance † , which are internalized beliefs about what one â€Å" should † make. These are all associated with either explicit or inexplicit wagess or penalties. Under controlled signifiers of motive, persons act with a sense of force per unit area and anxiousness. In educational footings, this refers to ephemeral, rote acquisition, which pupils do non incorporate into their long-run values and accomplishments. Albanese ( 2000 ) inferred that traditional course of study tended to affect controlled signifiers of motive. Albanese ( 2000 ) described independent incentives as â€Å" those which are personally endorsed by the scholar and reflect what the single finds interesting and of import † . In comparing to the external wagess and penalties associated with controlled motivation conditions, independent motive allows the person to act with a sense of will, bureau, and pick. PBL promotes independent incentives by sing the positions of the pupils and encouraging pupils to accept more duty for their ain acquisition. I felt that I was able to back up this by inquiring the pupils what they wanted to accomplish from the tutorials, easing their treatments by inquiring motivating inquiries and seeking the sentiments and feelings of pupils in a non-judgemental mode. As I discussed in my contemplation, we were able to make a safe, relaxed environment, which minimised force per unit area and control and encouraged a high degree of public presentation and collaborative acquisition. The concluding theory of PBL proposed by Albanese ( 2000 ) was control theory. This theory was foremost introduced by Glasser ( 1986 ) , who conjectured that all behaviors, including acquisition is intended to fulfill one or more of the undermentioned five internal demands: 1 ) To last ; 2 ) To belong and be loved by others ; 3 ) To hold power and importance ; 4 ) To hold freedom and independency ; and 5 ) To hold merriment. Albanese felt that PBL satisfies all five demands. It allows freedom because the pupils are able to construction their clip and take what to discourse. It satisfies the demand for power, as pupils have the power to put their ain acquisition aims. PBL promotes love and belonging because it allows pupils and facilitators to go more personally involved with one another than in talks. The literature ( Albanese and Mitchell, 1993 ) foreground how both pupils and module enjoy PBL, thereby fulfilling the demand for merriment. PBL promotes survival through pupils assisting pupils. These claims by Albanese ( 2000 ) are in harmony with what I experienced as the facilitator of the CPBL tutorials. To reason, although Colliver ( 2000 ) found the theoretical development of PBL to hold been weak, there is an array of theory that can be applied to PBL. I have described four theories but there may be others. Further research is required to look into how theory can be transformed into effectual PBL.Comparison of PBL-based and traditional course of studyIn the early 1990s, four separate systematic reappraisals comparing PBL to traditional course of study were published. I shall summarize these reappraisals before traveling on to discourse the more recent literature. The first reappraisal was published in 1992 by Norman and Schmidt, who examined the psychological footing for PBL. They found no grounds that PBL brought about betterment in â€Å" general, content-free problem-solving accomplishments † . However, they felt that there was some preliminary grounds to propose that PBL may â€Å" heighten both transportation of constructs to new jobs and integrating of basic scientific discipline constructs into clinical jobs † . Their other decisions were, â€Å" acquisition in a PBL format may ab initio cut down degrees of larning but may further, over periods up to several old ages, increased keeping of cognition † ; â€Å" PBL enhances intrinsic involvement in the capable affair † ; and â€Å" PBL appears to heighten autonomous acquisition accomplishments, and this sweetening may be maintained † . Albanese and Mitchell ( 1993 ) conducted a systematic reappraisal and meta-analysis of literature on the results and execution issues of PBL. They concluded from their findings that, compared with conventional medical instruction, PBL is more nurturing and gratifying ; PBL graduates perform every bit good, and sometimes better, on clinical scrutinies ; and they are more likely to come in household medical specialty. However, they besides found that PBL graduates tended to prosecute in backward concluding instead than the forward concluding experts engage in, and at that place appeared to be spreads in their cognitive cognition base that could impact pattern results. Vernon and Blake ( 1993 ) published a really similar meta-analysis of the literature, which supported â€Å" the high quality of the PBL attack over more traditional methods † . They found that pupil attitudes, category attending and temper were all systematically more positive for PBL than for traditional classs. In footings of clinical operation, PBL pupils performed better than traditional pupils. However, there was no important difference between the two groups on steps of clinical cognition. The decisions of a literature reappraisal by Berkson ( 1993 ) were much less positive, saying, â€Å" the alumnus of PBL is non distinguishable from his or her traditional opposite number. The experience of PBL can be nerve-racking for pupil and module. And execution of PBL may be unrealistically dearly-won. † In 2000, Colliver reviewed the medical instruction literature from 1992 to 1998, including the four chief reappraisals of PBL from the early 1990s, and produced a critical overview of PBL, its effectivity for cognition acquisition and clinical public presentation, and the implicit in educational theory. Colliver concluded, â€Å" the reappraisal of the literature revealed no converting grounds that PBL improves knowledge base and clinical public presentation, at least non of the magnitude that would be expected given the resources required for a PBL course of study † . Unlike old reappraisals, Colliver ‘s reappraisal challenged believing about the educational effectivity of PBL. Colliver suggested that farther research was required to clear up both theory and pattern. Subsequently in 2000, Norman and Schmidt responded to Colliver ‘s paper with their ain reading of the research grounds. They did non believe its was sufficient to trust on randomized controlled tests and argued for the usage of a wide scope of research designs and variables. Albanese ( 2000 ) besides produced a paper as a rejoinder to the reappraisal by Colliver. Albanese used consequences of pupils from differing course of study on the United States Medical Licensing Examination ( USMLE ) to propose that PBL produced higher tonss than traditional talks. Albanese concluded that the positive consequence that PBL has on the acquisition environment is â€Å" a worthwhile addition in, and of, itself † , despite the absence of a thorough apprehension of its consequence on cognition. Since 2000, PBL has been used progressively in undergraduate medical instruction in the UK. During this clip the educational theory behind PBL has continued to develop and several new reappraisals and surveies have been published. A reappraisal was conducted by Newman ( 2003 ) , which included merely randomised controlled tests and quasi-experimental surveies in which pupil public presentation or other results were objectively measured. They concluded that results for pupils in the PBL groups were less favorable than those in the â€Å" control group † . However, there was no consensus in the surveies that they reviewed on what constituted a control group. Dochy et Al ( 2003 ) were responsible for another recent meta-analysis of the effects of PBL, which showed that PBL had a positive consequence on cognition application of pupils. However, no consequence on cognition was found. A figure of surveies including that by Prince et Al ( 2005 ) ( look into ref ) have used self-report questionnaires to compare the sentiments and competences of alumnuss from PBL and non-PBL schools. The consequences suggest that PBL alumnuss are better prepared with regard to several of the competences. Antepohl et Al ( 2003 ) conducted a questionnaire survey of all alumnuss of the new PBL medical course of study at the Faculty of Health Sciences, Linkoping University, Sweden. They found that â€Å" alumnuss of the new medical course of study showed a high grade of satisfaction with their undergraduate instruction and how it prepared them for medical pattern † . However, this survey had some restrictions. The usage of postal questionnaires introduces response prejudice. They had a good response rate of 77 % but it is possible that the 23 % who did non react may non hold a positive position of their medical instruction. This survey raised inquiries sing the grade to which alumnuss ‘ subjective retrospective rating of their ain undergraduate instruction can supply relevant information refering the quality of the class. Schmidt and van der Molen ( 2001 ) overcame this issue when comparing PBL alumnuss to traditional alumnuss. They identified and corrected self-overestimation among PBL alumnuss by mentioning to self-ratings consequences in countries in which a difference between PBL and traditional pupils was non expected. If differences did occur, they were used to quantify self-overestimation and to rectify for it. Tiwari et Al ( 2006 ) conducted a randomised controlled test aimed at comparing the effects of PBL and talking attacks on the development of pupils ‘ critical thought. Their consequences revealed that PBL pupils had â€Å" significantly higher critical thought temperament tonss on completion of PBL compared with talk pupils † . â€Å" They besides continued to hold higher tonss, albeit to a lesser grade, than the talk pupils for two old ages afterwards. † This survey involved little Numberss of pupils and relied upon self-report by pupils, which can present recall prejudice. Despite these restrictions, this survey highlights the demand for farther research to find whether the differences in critical thought are maintained in subsequent old ages. Besides in 2006, Schmidt et al conducted a big, robust survey comparing professional competences of PBL alumnuss to traditional alumnuss in the Netherlands. Participants were asked to finish a questionnaire, evaluation themselves on 18 professional competences derived from the literature. They concluded, â€Å" PBL non merely affects the typical PBL-related competences in the interpersonal and cognitive spheres, but besides the more general work-related accomplishments that are deemed of import for success in professional pattern † . More late, Koh and co-workers ( 2008 ) performed a systematic reappraisal of how PBL during medical school affected the competency of physicians after graduation. The writers merely included publications that incorporated a control group of alumnuss from a â€Å" traditional † course of study. This high quality study employed a thorough methodological analysis, whereby physicians ‘ ego appraisals of their competences and appraisals by independent perceivers were considered individually. Small correlativity was seen between self-assessed and observer-assessed competence. Self-assessment showed a strong degree of grounds against PBL for ownership of medical cognition, but this was non confirmed by independent observation. The writers concluded that PBL has positive effects on alumnus competences in of import societal and cognitive spheres. Again, one of the jobs with this reappraisal was the absence of a definition of the control â€Å" traditional † course of study . In 2009, Macallan et Al evaluated which constituents of CPBL contributed most to the success of the theoretical account utilizing semi-structured questionnaires, focal point groups and a consensus method. They showed that pupils found CPBL a â€Å" positive acquisition experience † . They found that successful CPBL was supported by â€Å" the coach ‘s degree of expertness and a non-threatening acquisition environment, contributing to student oppugning † . This survey verified the thought that CPBL is â€Å" a parallel instruction attack that helps construction the instruction hebdomad, but does non replace traditional bedside instruction † .AndragogyUpon contemplation, I noted important differences in the manner in which the MBBS 4 pupils interacted in the CPBL tutorials and their ability to utilize these tutorials as a larning tool compared to pupils on the MBBS 5 class. I wondered whether this may reflect how learning manners change as we become grownups and mature. McCrorie ( 2002 ) described graduate-entry pupils as â€Å" extremely motivated and committed † and â€Å" much more autonomous, ambitious, demanding, oppugning † . â€Å" Alumnuss have already larn how to analyze and how to ration the other enticements of pupil life in order to maintain up with their surveies. This makes them better able to manage a autonomous acquisition attack † ( Rushforth, 2004 ) . Taylor et al stated, â€Å" the major difference between grownups and younger scholars is the wealth of their experience † ( Taylor, Marienau, & A ; Fiddler, 2000, p.7 ) . This is something that I reflected on following the CPBL tutorials, as the pupils in the group came from a assortment of backgrounds. Each pupil was able to convey a different position and cognition to the group, leting for a richer acquisition environment. On the other manus, pupils on the MBBS 5 class who have started their medical grade heterosexual from school tend to hold a similar educational background and experiences. In the 1950s, Malcolm Knowles developed the theory of andragogical acquisition, contrasting the larning methods of grownups with those of kids, pedagogical acquisition. Knowles claimed that one of the chief differences between these two signifiers of acquisition was that the function of the pedagogue was minimised in grownup acquisition. Andragogy is based on the undermentioned five premises about how grownups learn and their attitude towards and motive for larning ( Kaufman, 2003 ) : Adults are independent and self directing ; They have accumulated a great trade of experience, which is a rich resource for acquisition ; They value larning that integrates with the demands of their mundane life ; They are more interested in immediate, job centred attacks than in capable centred 1s ; and They are more motivated to larn by internal thrusts than by external 1s. Learner-centeredness is described in the literature as a separating feature of grownup instruction. Traditional medical course of study reflect inform pupils as to what they should larn and what sorts of cognition are considered of import ( Sheared & A ; Sissel, 2001 ) ( Titmus, 1999 ) . In contrast, PBL places scholars at the Centre of their learning experience and promotes flexibleness and individualization for autonomous, sceptered grownups ( Manusco, 2000 ) . However, andragogy has been criticised, as grownups do non automatically go autonomous upon accomplishing maturity. They may non be psychologically equipped for it and may prefer or necessitate way from others ( Beitler, 1997 ) ( Titmus, 1999 ) ( Courtney, Vasa, Luo, & A ; Muggy, 1999 ) . Kaufman ( 2003 ) suggested that alumnuss may hold some restrictions to their acquisition, including fixed learning attacks, greater fiscal concerns and a limited scientific background at registration. Survey of the literature reveals a deficiency of empirical grounds to back up the distinction between childhood and grownup acquisition. Nonetheless, many instruction methods that are frequently used in higher instruction, including experiential acquisition, pupil liberty and autonomous acquisition, root from andragogy.Analysis of literature and treatmentWhat is the grounds behind the development of PBL course of study?In the early 1990s, four systematic reappraisals of undergraduate medical instruction carefully supported the short-run and long-run results of PBL compared with traditional acquisition ( Albanese & A ; Mitchell, 1993 ; Vernon & A ; Blake, 1993 ; Berkson, 1993 ; Norman & A ; Schmidt, 1992 ) . There were restrictions to the reappraisals, as highlighted by Albanese and Mitchell ( 1993 ) , including failings in the standards used to measure the results of PBL ; general failings in survey design ; a limited research base, with surveies of PBL course of study coming from merely a smattering of medical schools ; and diverseness in what different persons call PBL. Furthermore, these surveies were conducted at a clip when PBL was a comparatively new and advanced manner of medical instruction. Therefore, studies of negative experiences may non hold been submitted or accepted for publication. There was besides a hazard of confusing, as it is really hard to randomly assign pupils to different learning methods for big sections of their preparation. These restrictions lessen the assurance one can give decisions drawn from the literature sing the results of PBL at that clip. On the whole, recent research mostly supports the findings of the earlier reappraisals, which suggested that alumnuss of PBL course of study are better able to use cognition and map clinically. However, the literature does non show differences in the cognition base of alumnuss from the two different course of study. Albanese ( 2000 ) argued that PBL improves clinical competency by doing pupils more confident and self-conscious as professional scholars, thereby bring forthing more efficient and enthusiastic physicians. However, non all the literature is consistent with this position. Rolfe et Al ( 1995 ) demonstrated that alumnuss from a traditional course of study were rated higher for instruction, diagnostic accomplishments and apprehension of basic mechanisms compared to those from a PBL course of study. There is a wealth of grounds to back up the claim that PBL consequences in greater participant enjoyment and enthusiasm for larning than traditional medical instruction. For illustration, Colliver ( 2000 ) found that pupils value the interpersonal accomplishments that PBL encourages and that are besides cardinal to effectual clinical pattern. Research into this field continues to be debatable. A batch of the recent surveies used questionnaires to compare the results of different course of study, which introduce callback and response prejudice. When measuring some PBL quantitative surveies, I noticed that the surveies were non based on any learning theory or were non proving anticipations from a larning theory and, therefore does non offer better apprehension of why or why non PBL might work. A challenge for future research is to utilize larning theory to plan quantitative PBL surveies and use the information from surveies to back up theory. Macallan et Al ( 2009 ) considered CPBL from the pupils ‘ point of view. They acknowledge that this is a common restriction of PBL research, as â€Å" pupils may non right perceive those factors that truly heighten their acquisition † . However, I agree with their remark that more nonsubjective steps are hard to use in this context. Another of the failings of the surveies that I have encountered is that comparings are frequently made between pupils or alumnuss from different medical schools. Consequently, it is hard to cognize whether any differences observed are the consequence of course of study design or the overall context of the school. Although randomised controlled tests have non been able to turn out statistical effectivity of PBL, there is considerable practical grounds from the 1993 reappraisals that pupils and module enjoy PBL more than traditional instruction methods. There are a assortment of statements for believing that it is excessively early to accept the negative findings of the literature. It seems that more refined research methods and a wider scope of research designs and variables are required to place educational alterations in a complex, larning environment. Bligh ( 2000, page ) stated, â€Å" deficiency of difficult `scientific ‘ grounds for the effectivity of PBL is non a ground for detaining execution of PBL in course of study † . There is chance for more UK-based surveies following the debut of PBL-based course of study at many UK medical schools over the past 10 old ages. The literature sing CPBL is really thin, so this could be a cardinal focal point of future research.Does holding an adept facilitating PBL impact on pupil acquisition?There is much contention in the literature as to whether an adept PBL facilitator promotes larning or non. Barrows ( 1985 ) suggested that non-directive facilitation was more of import than subject-matter expertness when he described the function of PBL coach as follows: â€Å" Alternatively of giving pupils the information and facts they need through talks and readings, they must larn to ease and indirectly guide pupil larning. They must let pupils to find on their ain what they need to cognize and to larn through the survey of varied resources. Alternatively of stating pupils precisely that they should larn and in what sequence they should larn it, the coach must assist pupils find this for themselves. † Hendry et Al ( 2003 ) claimed that some PBL coachs are excessively dominant. They reported that â€Å" a dominant coach causes tenseness and struggle in groups which leads to miss of committedness, cynicism or pupil absenteeism † . However, it has besides been shown that excessively small ordinance by the facilitator besides causes jobs. Silver and Wilkerson ( 1991 ) demonstrated that adept coachs impede student-to-student treatment by taking a more directing function in the tutorials, talking more frequently, supplying direct replies to pupils ‘ inquiries and proposing more points for treatment. However, other surveies have found the opposite consequence. A survey by Eagle et Al ( 1992 ) found that in tutorials facilitated by an adept coach, pupils generated twice every bit many larning issues and spent about twice the sum of clip on autonomous survey than pupils go toing tutorials facilitated by non-experts. Macallan et Al ( 2009 ) found that pupils â€Å" greatly appreciated it when adept clinicians demonstrated how clinical logical thinking applied to the instance † . As a consequence of these contradictory findings, some research workers began to look into the relationship between coach features and differential contextual fortunes ( Dolmanset al, 2002 ) . These surveies were based on the impression that â€Å" PBL is a complex acquisition environment in which different variables influence each other reciprocally † ( Dolmans et al, 2005 ) . Schmidt examined the consequence of coach expertness on trial tonss under conditions of PBL classs with low or high construction and curricular stuffs that match ill or good to pupils ‘ degree of anterior cognition ( Schmidt, 1994 ) . He found that when the construction of a class is low and/or pupils lack anterior cognition, the coach ‘s expertness has a greater impact on pupil public presentations. Dolmans et Al ( 1999 ) demonstrated that tutorial groups with comparatively low degrees of productiveness require much more input from a coach than extremely productive groups. As discussed in my contemplation, this is consistent with my experience. The MBBS4 pupils were extremely productive and my function in the tutorials was minimum. On the other manus, my old experience of PBL and CPBL with MBBS5 pupils has been that the pupils did non prosecute in the procedure or bring forth sufficient treatment or larning aims. In these tutorials, I found myself taking a much more cardinal function. Bochner et Al ( 2002 ) identified one contributory factor to the inconsistent findings is as the fact that there are no established criterions by which to find expertness. Although there has been debate as to whether the facilitator needs to be an â€Å" expert † , the consensus position seems to be that expertness in group kineticss together with supportive enthusiasm is more valuable than deep capable cognition. I found that, for the most portion in this series of tutorials, my function was entirely as a facilitator. However, the pupils on occasion discussed complex clinical issues, which were non easy to to the full understand from reading a text edition. This was when I would step in to explicate the construct in the clinical context.DecisionHelped to understand how PBL should run to be effectual – attempt to utilize motivating inquiries instead than give direct replies Use ice surfs at first tutorial to assist with group kineticss The accomplishment of PBL facilitation is that of cognizing when to supply aid to the group, be it proposing utile resources they might wish to see or come ining with thought arousing remarks to steer the comprehensiveness and deepness of acquisition, without needfully leaving facts.4a† Ã‚ µ4Maudsley G. Roles and duties of the problem-based acquisition coach in the undergraduate medical course of study. BMJ1999 ; 318:657-61.

Ancient Persia and the Persian Empire

The Ancient Persians (modern Iran) are more familiar to us than the other empire builders of Mesopotamia or the Ancient Near East, the  Sumerians,  Babylonians, and  Assyrians, not only because the Persians were more recent, but because they were amply described by the Greeks. Just as one man, Alexander of Macedon (Alexander the Great), ultimately wore the Persians down quickly (in about three years), so the Persian Empire rose to power quickly under the leadership of  Cyrus the Great. The extent of Persia varied, but at its height, it extended southwards to the Persian Gulf and Indian Ocean; to the east and northeast, the Indus and Oxus rivers; to the north, the Caspian Sea and Mt. Caucasus; and to the west, the Euphrates River. This territory includes desert, mountains, valleys, and pastures. At the time of the ancient Persian Wars, the Ionian Greeks and Egypt were under Persian dominion. Western Cultural Identity and the Persian Army We in the West are accustomed to seeing the Persians as the them to a Greek us. There was no Athenian-style democracy for the Persians, but an absolute monarchy that denied the individual, common man his say in political life. The most important part of the Persian army was a seemingly fearless elite fighting group of 10,000, known as The Immortals because when one was killed another would be promoted to take his place. Since all men were eligible for combat until age 50, manpower was not an obstacle, although to ensure loyalty, the original members of this immortal fighting machine were Persians or Medes. Cyrus the Great Cyrus the Great, a religious man and adherent of Zoroastrianism, first came to power in Iran by overcoming his in-laws, the Medes (c. 550 B.C.)—the conquest made easy by many defectors, becoming the first ruler of the Achaemenid Empire (the first of the Persian Empires). Cyrus then made peace with the Medes and cemented the alliance by creating not just Persian, but Median sub-kings with the Persian title khshathrapavan (known as satraps) to rule the provinces. He also respected area religions. Cyrus conquered the Lydians, the Greek colonies on the Aegean coast, the Parthians, and Hyrcanians. He conquered Phrygia on the south shore of the Black Sea. Cyrus set up a fortified border along the Jaxartes River in the Steppes, and in 540 B.C., he conquered the Babylonian Empire. He established his capital in a cold area, Pasargadae (the Greeks called it Persepolis), contrary to the wishes of the Persian aristocracy. He was killed in battle in 530. The successors of Cyrus conquered Egypt, Thrace, Macedonia, and spread the Persian Empire east to the Indus River. Seleucids, Parthians, and Sassanids Alexander the Great put an end to the Achaemenid rulers of Persia. His successors ruled the area as the Seleucids, intermarrying with native populations and covering a large, fretful area that soon broke up into divisions. The Parthians gradually emerged as the next major Persian power ruling in the area. The Sassanids or Sassanians overcame the Parthians after a few hundred years and ruled with almost constant trouble on their eastern borders as well as to the west, where the Romans contested the territory sometimes through to the fertile area of Mesopotamia (modern Iraq) until the Muslim Arabs conquered the area.

The Short and Tragic History of Rwanda - 592 Words

The death toll in the Rwandan Civil War claimed 800,000 lives. The British historian Robert Hallet said â€Å"Seldom in history has a once-dominant group suffered so terrible a reversal of fortune as the Tutsi of Rwanda.† This quote describes what happened to the Hutu people throughout the civil war. The countless amount of deaths throughout the war resulted in Rwanda being a torn country. Rwanda has not recovered from the atrocities that occurred throughout that dark period in Rwanda’s history. The Rwandan genocide ended the civil war in Rwanda because of the large amount of Hutu deaths, the assassination of President Habyarimana, and the inability to recreate their society. The country of Rwanda has had a short and tragic history. Rwanda was heavily colonized by Europeans. Belgium was primarily in control of Rwanda for a long time. At around 1958-1959, decolonization of Europeans occurred. The large waves of decolonization led to the independence of Rwanda in 1962. Th is was the start of a long and brutal resentment of two groups known as the Hutu’s and Tutsi’s. The Hutu people were peasants for a long time, while the Tutsi people were worked in farms. Tutsi’s were more wealthy, had more power, and were the majority until mid-late 1959. A sudden uprising with Hutu people resulted in thousands of Tutsi’s forced into exile in the neighboring country, Uganda. The everlasting struggle for power in Rwanda seemed to be leaning toward the once poor, Hutu people. For years theShow MoreRelatedEssay on The Mass Slaughter: The Rwandan Genocide881 Words   |  4 Pagesoutside of the United States made such a big impact on the world. A genocide similar to the Holocaust took place in a small african country. Rwanda, is a small landlocked state in central and east Africa. Located a few degrees south of the Equator. Rwanda is bordered by Uganda, Tanzania, Burundi and the Democratic Republic of the Congo. On April 6, 1994 in Rwanda Africa, the beginning of a massive slaughter began. The mass murdering took place on the same day the Habyarimana president’s plane got shotRead MoreAnalysis Of Amis s Pages By Alistair Brown863 Words   |  4 Pagesgrappling novel forces you to question your understanding of these events. Once their order finally becomes clear does the reader make sense of the novel’s purpose, â€Å"That only in its unraveling, in its utter and total annihilation of itself, does history seem at all benevolent, or a person humane.† (De Haven, 1991). Upon nearing its end, the novel arrives at its predestined objective through which the natural order of things is gradually restored and Odilo discovers his terrible secret, which is MenkeRead MoreAs the twenty year anniversary of the genocide in Rwanda arrives, it is important to recognize the3000 Words   |  12 PagesAs the twenty year anniversary of the genocide in Rwanda arrives, it is important to r ecognize the lack of action on the part of the international community, and to look toward a future where people have learned from the mistakes of the past. In some ways, each individual could ask themselves whether, if they saw a murder taking place, they would intervene. Would it depend on whether they had a weapon big enough, and whether they felt they knew the person being victimized? The Rwandan genocide reportedRead MoreInternational Governance: The United Nations Essays1690 Words   |  7 PagesIt is often argued that the single consistent, unifying factor of governance throughout the history of mankind has been war. In our contemporary society and nearly every civilization that has preceded it, warfare has pertained to governance as governance has pertained to warfare—whether as a diplomatic last resort, or as a means for implementing imperial, territorial expansion. Yet, when applied on the international level, the question arises: by what authority is the right to govern granted? IfRead MoreEssay On Poor Labour896 Words   |  4 Pagesparty into an election which is now only six weeks away. A succession of humiliatingly low poll results released over the previous couple of weeks only confirmed what has been obvious to me for some time: that Little failed to take off. He suffered tragic engine failure. He crashed and he burned in an attempt to connect with voters in any meaningful way. Ardern’s rise has been long foretold. Young, exciting and progressive - like a female Justin Trudeau - she has continually seemed the only plausibleRead MoreThe Issue Of International Politics1846 Words   |  8 Pageshaving the intent to destroy a particular group of people and the other being the physical element which includes killing or causing serious bodily harm to the members of a group. An example is the genocide that took place in Rwanda in 1994. Leading up to the event, there was a history of tensions between two ethnic groups in the country, the Tutsi minority and the Hutus. It all started when the President of the country belonging to a Hutu tribe was assassinated. Shortly after, the Hutus began killingRead MoreThe Rwandan Genocide And The Genocide4492 Words   |  18 Pages â€Å"Always Regret that Rwanda thing† The Rwandan Genocide, triggered by the murder of Rwandan President Habyarimana on April 9, 1994, was the fastest, if not most barbarous bloodbath in human history, and was carried out with little to no intervention or aid force from any of the many capable Western governments, such as the United States. Though these administration s may claim that they were unable to intervene due to lack of warning signs and insufficient information; those statementsRead MoreClimate Change And Resource Scarcity1914 Words   |  8 Pagesstates, â€Å"the main components of the systems are the atmosphere (the air we breathe), hydrosphere (the planet’s water), cryosphere (the ice sheet and glaciers), and the biosphere (the planet’s plants and animals† (36). Throughout the course of human history, humans and the Earth have lived in mutual harmony. Humans didn’t alter the Earth’s natural systems and cycles, and, as a result, humans have had a fairly consistent climate. However, in the middle of the Green Revolution in 1960, the world startedRead MoreHuman Rights And Its Impact On Society Essay2311 Words   |  10 Pagesinternational humanitarian law committed in the territory of Rwanda and neighbouring States, between 1 January 1994 and 31 December 1994.(United Nations Mechanism) The location of the tribunal was in Arusha, Tanzania and had offices in many other places as well. After the opening in 1995 the tribunal â€Å" indicted 93 individuals whom it considered responsible for serious violations of international humanitarian law committed in Rwanda in 1994.†(United Nations Mechanism) â€Å" Those indicted includeRead MoreGeoncide Against Native Americans2048 Words   |  9 Pagesin effort to create a society which members hold the same beliefs or are alike much like the Jewish Holocaust. Next is Retributive genocide used to eliminate the risk of a potential threat. The 1994 Rwanda riot demonstrates this type of genocide. The Hutu group wanted to maintain control of the Rwanda government by destroying the Tutsi rebels. Developmental genocide is one used against people in the area for economic gain. In the late 1960s Paraguay government forced the relocation and execution

The Effects Of Domestic Violence On Children And Children

Abstract My field study took place at shelter for Abused women, a safe house for battered woman, the house accommodate their client for 30days while they find other resources to help them move on with their life. Domestic abused affect women and children. Lots of women are more at risk in their own home. Spouse abuses happen when one person in the marriage chooses to control the other party by using fair intimidation physical, emotional abuse. Domestic violence displaced many families because they are trying to get away from their abuser. Abuse can range from physical, mentally, emotional or psychological. One of every 5 woman are said to have experience an abuse from their partner. The effect of Domestic violence is not just on the mother it affect the children too. Shelter is the safe haven for just a little period for the victim to stay. Most of the abuse woman still ends up going back to their abuser. Domestic violence aggressive behavior in home, involving abuse of a spouse The effect of Domestic violence is not just on the mother also on the children, so many children has been exposed to the violence. Domestic violence is more common than people actually know; it’s been a long standing problem in the world. Domestic violence can happen with heterosexual couples or partner of the same sex, even within young ones that are still dating. It happen within poor, rich white, Black, immigrant and more .We have seen it among ourShow MoreRelatedThe Effects of Domestic Violence on Children1529 Words   |  7 PagesProject: The Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. The audience that needs to be aware of domestic abuse’s effects on children is adults that care for children; such as pediatricians, teachers, counselors, and parents. The issue that needs to be addressed is the negative effects on children involved in a domestic violence situationRead MoreThe Effects Of Domestic Violence On Children1387 Words   |  6 Pages Literature Review: The Effects of Domestic Violence on Children By Taralyn Dean SW 8570 March 11, 2015 Introduction Today this paper will be exploring the affects of intimate partner domestic violence and how this impacts the children. The children of theses situations are the bystanders of these physical and emotional events. This paper will review in depth what other professionals are saying about the children of the domestic violence relationships and also the findings andRead MoreThe Effects Of Domestic Violence On Children Essay1383 Words   |  6 PagesIn a similar study by Ybarra, Wilkens, Lieberman (2007) the goal was to determine if domestic violence leads to functioning shortfalls, and what its effects it has on a child’s behavioral and cognitive functioning. In homes where domestic violence happens, young children are more likely to witness violence than older children. It was hypothesized that children who witnessed violence at home had lower verbal capabilities, and would display greater internalizing and externalizing behaviors. ParticipantsRead MoreDomestic Violence And Its Effects On Children1445 Words   |  6 PagesWhat is domestic Violence? Domestic Violence is described as violent or aggressive behavior within the home, typically involving the violent abuse of a spouse or partner. Many children end up being the victims to seeing domestic violence in the home which is very unhealthy to their development. Some children may development resentment toward both parents- one for not leaving and the other for causing the abuse. Depression, aggressive behavior, emotional distress and suicide depending on the severityRead MoreEffect of Domestic Violence on Children692 Words   |  3 PagesASSIGNMENT 1 DOMESTIC VIOLENCE ID: S99003183; URIAM ROBATI ABSTRACT Domestic Violence has a great effect on children. Domestic violence also known as domestic abuse, spousal abuse or child abuse is recognized as a pattern of abusive behavior by one or both partners especially those in marriage. This coercive behavior is used against another person to obtain power and control over the other party in a relationship. Domestic violence takes many forms such as physical violence which includesRead MoreEffects of Domestic Violence on Children908 Words   |  4 PagesEffects of Domestic Violence on Children by Mary Pelham English 1010-19 5 October 2011 Pelham i Outline I. Effects on younger children A. Feelings of deprivation Read MoreThe Effects Of Domestic Violence On Children1456 Words   |  6 PagesDomestic violence has a very devastating on the children raised in such partnerships. During their formative years, children internalize what goes on in their environments, including both positive and negative things; and that is how they form their social interactions in life. The parents exact the most influence on their children among everybody in the social cadar that they have to deal with growing up. Children always perpetuate the pathology of their family line, and that is because of the influenceRead MoreDomestic Violence And Its Effects On Children1694 Words   |  7 PagesDomestic violence involves and affects all the family women in general including pregnant women, men, children, including children with special needs, adolescents, teenagers, and even the animals are abused by humans. There is no way to stop or control domestic violence. It involves physical abuse by both men and women, hitting with objects and even when you push someone is an act of violence or abuse, when you hit your child is an act of abuse. The most affected in the family are the children becauseRead MoreThe Effects Of Domestic Violence On Children1444 Words   |  6 PagesWhen it comes to domestic abuse there are signs to watch for and if caught early enough one can stop it before it begins. In violent relationships the ultimate goal of the abuser is to have complete control over the abused. According to Shattered Lives magazine, â€Å"One out of every four households experience a form of domestic violence† (1). When one feels they have nowhere to go they become more attached and often have children with their perpetrator. The children also play a part in the family membersRead MoreEffects of Domestic Violence on Children1124 Words   |  5 PagesThe biggest victims of domestic violence are the littlest. The home is a suppose to be a safe and secure environmen t for children with loving parents and free from violence. Children need a secure environment where they can come home to when the outside world is unsafe. However, every year there are millions of children who’s homes are not a safe haven. Millions of children are exposed to a parent being violently assaulted. Domestic violence is a prevalent social issue in America today. First, who

Com/156 Assignment 6 Week 1 Free Essays

Week 6 Assignment 1 COM/156, Lindy Hatten There are several instances of naturally occurring substances that have positive medicinal benefits, which easily outweigh the negative effects of the drugs. Parts of the Cannabis plants are a very obvious example; there are currently seventeen states that have legalized medicinal marijuana for use by patients with a qualifying medical condition that has been evaluated by a physician. Cannabis is safe and effective at treating peripheral neuropathy, which causes great suffering to HIV/AIDS patients. We will write a custom essay sample on Com/156 Assignment 6 Week 1 or any similar topic only for you Order Now Cannabis is also very effective in alleviating the pain and nausea caused from many other medical conditions and/or the treatments, such as chemotherapy, which is used to treat many forms of cancer. Recently, the use of cannabis in treatment of hepatitis C also has shown to have alleviating abilities for underlying conditions. According to a study conducted in 2006 by a research group in northern California, marijuana-using patients were three times more likely to clear the deadly virus from their bodies. Another naturally occurring substance that has shown medicinal benefits in recent clinical trials, conducted in the UK in 2006, is psilocybin, which is found in several types of mushrooms, but most notably the Psilocybe genus. Mushrooms containing the psychoactive alkaloids are often referred to as â€Å"magic mushrooms† due to their hallucinogenic properties. Researchers have found that the active chemical in these mushrooms can have curative properties for those who suffer with a very painful form of headaches known as cluster headaches, or as they are sometimes known suicide headaches, due to the number of suicides amongst sufferers from the high level of pain. The study concluded with the observation, â€Å"Our observations suggest that psilocybin and LSD may be effective in treating cluster attacks, possibly by a mechanism that is unrelated to their hallucinogenic properties. This report should not be misinterpreted as an endorsement of the use of illegal substances for self-treatment of cluster headaches. † A more recent study lead by Dr. Robert Carhart-Harris concluded that previous results are consistent, and also that psilocybin helped to reduce the amount of activity from the mPFC neurotransmitter, which plays a significant role in depression. The medicinal effects of psilocybin are very similar to several depression treatments available. While the promise of psilocybin treating these headaches is still a long way away from any sort of legal medical use, this is a step in the right direction. As well as the positive medicinal benefits of several natural drugs, there are positive spiritual aspects of natural drug use. Natural drugs have been used for millennia to alleviated what ancient people believed to be spiritual corruption, as cleansing agents, and as well as a sacrament. Ayahuasca and peyote have been used for thousands of years by hundreds, if not thousands, of different cultures. Ayahuasca is a psychoactive tea that is made by infusing the plant matter of two or more psychoactive plants. One ingredient contains 5-MeO-DMT (a substance similar to LSD), and the other ingredient contains an MAOI that allows the DMT to be absorbed into the bloodstream. The Quechua people of South America have been known to use it and have used it for thousands of years. They use it as a sacrament in order to become more in tune with nature and their gods, and believe that it gives the user supernatural abilities of insight and wisdom. Peyote is another substance that indigenous people of the Americas, more specifically the Navajos, used as a sacrament, and still to this day members of certain Native American tribes use peyote in their religious ceremonies. Responsible, safe, and moderate use can reduce one’s risk of addiction and can reduce the debilitating effects of certain drugs. Obviously if you smoke two packs of cigarettes a day, and you were to cut back down to five cigarettes a day, then your risk of heart attack and stroke would decrease. The same is true for other drugs. While no drug is safe and all are addictive to some extent, moderate and responsible use can greatly reduce the inherit risks that come with some drugs. Responsible drug use also involves knowing about the drugs and what parts of your body they affect, inhibit, and degrade. Responsible users do not use heroin, due to the inherit risks that come with it. It is a highly addictive substance with little medicinal value in the shadow of its volatility. Safety for drug users is ignored and addicts go untreated and persecuted as criminals rather than people with an illness. In parts of the UK, and other countries in Europe, there are what is known as SISs (Safe Injection Sites), where addicts are given access to clean needles and other sterile equipment in order to decrease the transfer of disease from people sharing needles. This is productive towards the main problem, and the U. S. should take note of this. These people are going to get their hands on these drugs regardless of their legal status, it is the government’s responsibility to protect these people and provide them with safe equipment in order to protect them from disease. Despite the positive medicinal values and spiritual uses of many natural drugs, society has wrongly demonized several natural drugs due to a lack of understanding and misinformation. Anti-marijuana activists and certain government agencies would have you believe that marijuana is a highly addictive substance with no medicinal value, and that the users of the drug are to be considered criminals and addicts. Harry Anslinger of the Bureau of Narcotics and Dangerous Drugs, which eventually evolved into the Drug Enforcement Agency (DEA), created the â€Å"Reefer madness† campaign in the 1930s. The use of the Mexican name of the cannabis plant, marijuana, was popularized by the Hearst newspaper chain to scare the public into believing that there was a new and dangerous drug being introduced to American youth by black musicians and Mexicans. The result of this media blitz was the passage of the Marijuana Tax Act of 1937, which was the beginning of marijuana’s prohibition. Since its prohibition, numerous studies have been conducted to determine marijuana’s toxicity level: the conclusion of the studies was that it would take 20,000 to 40,000 times the normal dose to induce death. Another way of stating this would be that a person would have to ingest 1,500 pounds in 15 minutes. In 1972, after studying all the evidence, Judge Francis Young of the DEA found marijuana to be â€Å"one of the safest therapeutically active substances known to man. He also added that, â€Å"One must reasonably conclude that there is accepted safety for use of marijuana under medical supervision. To conclude otherwise, on the record, would be unreasonable, arbitrary and capricious. † His decision in the case was overruled by the Court of Appeals and medicinal marijuana was still denied even to seriously ill patients, until decades later when states began legalizing medicinal marijuana themselves. How to cite Com/156 Assignment 6 Week 1, Essay examples