RIPA-G2 Diagnostic Test Evaluation Essay Example

RIPA-G:2 Diagnostic Test Evaluation Paper Ross Information Processing Assessment Geriatric: Second Edition (RIPA G:2) Diagnostic Test Critique General Information Ross-swain, D. , Fogle, P. T. , (2012). Ross Information Processing Assessment- Geriatric. (2nd ed. ). Austin, TX: Pro-Ed. No reference was given as to what revisions/changes occurred in the production of the RIPA-G:2 from its previous edition. Purpose of Test The purpose of the Ross Information Processing Assessment-Geriatric: Second Edition (RIPA-G:2) is to provide a comprehensive and norm-referenced cognitive- inguistic assessment instrument that is designed to identify, describe, and quantify cognitive-linguistic deficits in individuals ages 55 years and older. Test Composition The RIPA-G:2 is composed of examiner record booklets and the manual. We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The booklets are organized into seven subtests (immediate memory, temporal orientation, spatial orientation, general information, situational knowledge, categorical vocabulary, and listening comprehension) that evaluate the different aspects of geriatric cognitive-linguistic skills/functioning. The manual is straightforward and easy to follow. Split into six chapters, the first three cover general information about the test, administration and interpretation. Whereas, chapters four through six focus on the normative sample, the tests reliability and the tests validity. Appendixes A-C are used to convert the subtest raw scores to scaled scores, the subtest raw scores to percentile ranks, and to convert the sums ot the scaled scores to indexes and percentile ranks, respectively. Appendix D consists of an example of a scored RIPA-G:2 subtest that is helpful to the examiners understanding of the test. Administration of Test The RIPA-G:2 is an easy to administer test where the only material required during the assessment is the Examiner Record Booklet (a recording device is recommended in the case of an examinee who produces rapid responses). The test itself only takes 25-35 minutes to administer, however if the examinee appears fatigued or to lose interest at any point, it is suggested that the test be extended into another session at a later date. It is also suggested that the examiner be thoroughly familiar with the manual and procedures, as well as having a good rapport with the examinee. The examiner would first fill out Section 1 of the Examiner Record Booklet with the examinees identifying information then begin the assessment with: Subtest 1: Immediate Memory which requires the examinee to repeat numbers, words, and sentences of increasing length and complexity after the examiner. Subtest 2: Temporal Orientation requires the examinee to answer questions relating to the concept of time. Subtest 3: Spatial Orientation requires the examinee to answer questions relating to the concept of locations or places. Subtest 4: General Information assesses the examinees ability to recall general information that is erceived as common knowledge. Subtest 5: Situational Knowledge requires the examinee to answer questions that involve problem-solving and reasoning. Subtext 6: Categorical Vocabulary assesses the examinees ability to list items in several categories as well as providing a name of a category per list of items. Subtest 7: Listening Comprehension requires the examinee to listen to the examiner read a short narrative paragraph and answer the questions that follow it. For each subtest the examiner would write each of the examinees responses in the space provided, ecord their score, and circle the corresponding diacritical response(s). The diacritical notations are used to record the examinees behavior and are as follows (complete definitions can be found in chapter two of the manual): e- error response p- perseveration r repetition of stimulus for completion of the task d- denial or refusal dl- delayed response c confabulation pc- partially correct or incomplete response i- irrelevant information contained in response t- tangential information provided with response sc- self-corrected response a reference box can be found at the end of each subtest for reference. Scoring For every subtest (except for part A of Subtest 6) each response is given a score of 3 when the response is correct, 2 when the response is partially correct, self- corrected, or correct but accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated, or contabulated, or O when the response is denied or unintelligible, or no response is elicited. These scores are in conjunction with the diacritical notations so as to better describe the examinees performance. For Subtest 6 part A, the examiner should make a note of what strategies the xaminee employs and tally the number of correct objects named. For this part of Subtest 6 the rubric follows the same 3-0 scale, however the criteria is different. A score of 3 is given when all items are correct and the total tally of responses is 15 or more, 2 when all responses are self-corrected or the total tally of responses is 10-14, 1 when there are error responses, perseverations, or denials, or the total tally of responses is 9 or less, and O when the response is unintelligible or no response is elicited. The RIPA-G:2 produces three types of scores: raw scores, scaled scores, and ercentile ranks. The percentile rank can be converted to a corresponding severity rating that provides a general indication of the examinees performance in comparison to others. The raw score is calculated for each subtest by summing up all the item scores per that subtest. These scores are taken from all seven subtests and transcribed to Section 2 of the Examiner Record Booklet where they are then converted to scaled scores and percentile ranks via the age-based tables located in Appendixes A and B, respectively. The degree of severity can be interpreted using section 3 of the booklet. The Composite Index of Section 2 is derived by taking the total sum of the scaled scores and finding the corresponding terms using Appendix C in the manual. Section 4 of the Examiner Record Booklet is used to describe the examinees behavior. The total number of diacritical notations used within the subtests should be calculated and divided by total possible occurrences (these numbers are provided in Section 4) and rounded to the nearest whole number in order to portray the overall percentage of occurrence. Interpretation The results of this test should not be used to diagnose, however, they do give a ood idea as to a selection of long-term therapy goals. It helps to identify cognitive- linguistic deficits in the elderly population, in research that focuses on cognitive processing in the elderly population, as well as in the determination of the degree of severity of any cognitive-linguistic problems in those examinees who perform poorly on the test. By examining the subtests that are generated to assess organizational skills, temporal concepts, special concepts, memory, categorization, sequencing, general information, awareness of reality, semantic organization bases, word finding bilities, auditory sequential memory, receptive vocabulary, and processing speed, one can take the examinees results and facilitate small therapy tasks in accordance. Evaluation of Test Adequacy The RIPA-G:2 data was collected from 229 individuals, 106 of which were normally functioning and 123 who were diagnosed with a specified cognitive-linguistic impairment. Data was collected from ten different states, 54/46 female to male ratio, their ages ranged from 55-97 years with a predominantly white and economically stable demographic. Testing took place from the spring of 2008-the summer of 2010. There were a total of seven examiners selected based on their purchase of the RIPA- G within the previous two years. The data presented suggests t 2 is a highly reliable and valid measure of cognitive-linguistic processing in the geriatric population. The reliability is shown to be consistently high across all three types of reliability studied; content, time and scorer differences. Coefficient alphas, test-retest, and scorer difference methods were used. Of the 56 different alphas reported, 28 met or exceeded . 90, and 45 exceeded or met . 80. All information Processing Indexes exceeded or round to . 0 within the subgroups as well. The test-retest method took 32 individuals and had them take the test twice, the second time a week or more later. All but one of the mean standard scores, the standard deviations, and the correlation coefficients showed the relationships between the test sessions to round to or exceed . 80 which suggests reliability. Validity shows the RIPA-G:2 to be a highly effective and valid assessment tool via the data presented. The content-description validity involving the systematic examination of the test content to determining whether it covers a representative ample of the behavior domain to be measured is highly descriptive. The conventional and differential item functioning analyses fully supported the validity of the items. The criterion-prediction validity the effectiveness of a test in predicting an individuals performance in specified activities supported this tests validity by the results of two samples of adults who underwent selected criterion measure review and binary classification analysis pertaining to the tests sensitivity, specificity, and positive predictive value with positive correlations. Construct-identification validity is elated to the degree to which certain traits of a test can be identified and the extent to which these will reflect the assumption on which the test is based and results suggested that these traits be examined via differences among groups, exploratory factor analysis, confirmatory factor analysis, and item validity. The traits were all found to consistently underlying and thus further supports the conclusion that the RIPA-G:2 is a valid measure of cognitive-linguistic abilities. Summary I think that this test is easy to administer and understand. The context and anguage of the manual is easy to comprehend, however, the organization of the administrative instructions is not sequential and thus a little bit hard to locate at first. The manual specifies that one shouldnt stray from its specified scoring, but it leaves a lot of room for clinical Judgment as well. However, I like how one does not need the manual in the actual assessment, all one needs is the Examiner Record Booklet the manual is only necessary in the translation of scores. The results of the test are easy to comprehend, not only for an SLP but for caregivers as well. Overall, I would definitely use it.

How to Pronounce the French Words Au and Eau

How to Pronounce the French Words Au and Eau Many languages, including French, have words that are spelled differently yet pronounced the same way. Two of the most common of these words in French are  eau  and  au. Eau  is a noun meaning water in English, and  au  is the definite article the. These letters also function as a common vowel combination, producing the same phonetic sound. Pronunciation Guide The French vowel combinations in eau (singular) and eaux (plural) are pronounced like the closed  O sound, similar to the English pronunciation of eau in eau de cologne but more elongated. The French letter combinations ​au  (singular) and aux (plural)  are pronounced exactly the same way. Its important to master this sound because it appears in so many French words. When pronouncing the sound, the lips are pursed to actually form the shape of an o. This physical component is key to correct French pronunciation. Remember, to speak in French, you have to open your mouth- much more than we do in English. So allez-y. (Go ahead.) Click on the links below to hear the words pronounced in French:   Ã‚  Ã‚  eau  Ã‚   (water)  Ã‚  Ã‚  beau  Ã‚   (handsome, beautiful)  Ã‚  Ã‚  cadeau  Ã‚   (gift)  Ã‚  Ã‚  agneau  Ã‚   (lamb) Listen closely: The g is not pronounced, so you must say ah-nyo.)  Ã‚  Ã‚  beaucoup  Ã‚   (a lot)  Ã‚  Ã‚  bureau  Ã‚   (office, desk)  Ã‚  Ã‚  chapeau  Ã‚     (hat) Expand Your Vocabulary The vowel combinations eau, eaux, au, and aux in the words below  are pronounced exactly the same as in the words above. Click on any of the links above to remind yourself exactly how these letter combinations are pronounced. As  you recall, they are all pronounced exactly the same. gà ¢teau (cake)bateau (boat)chà ¢teaux (castles)auto (car)mauvais (bad)chaud (hot)cauchemar (nightmare)restaurant (restaurant)chevaux (horses)journaux (newspapers) Examples: Je vais  au  restaurant.   Im going to the restaurant.Je mets mon beau chapeau sur le bateau qui flotte sur leau et qui part au Portugal oà ¹ il fait chaud. I put my beautiful hat on the boat which floats on the water and which is leaving for Portugal where it is hot.

!9th Century Europe and Rizal

Rizal and The 19th Century Europe The 19th Century Europe gave rise to different spectacular developments around the world. It was at this period in history when nationalism grew to every abused heart especially the Frenches which gave rise to French revolution. It was at this juncture that Spain had political instability which paved way to the freedom of some of its colonies. The Enlightentment Period has truly enlightened the thoughts of people for this century gave birth to the new direction of thought.Traditional mentality was said to be its first reaction, followed by the advancement of science. Another spectacular development in this era was the dispersion of brilliant thoughts from influential philosophers which made a path for freedom from traditionalism to different countries such as France and USA. True enough, this century is the century of revolution and the Enlightentment Period which served the background of thoughts in the mind of our national hero, Rizal. Rizal as a dedicated citizen who had great hopes to gain independence to our country observed Europe and its whole events including the revolutions inside and outside the continent and its advancement. As an exceptional thinker, Rizal took the opportunity to learn and to understand the conspiracies around him and his observations made him visualize the desire of the oppressed people which he related it to his aggrieved countrymen.He witnessed the cruelties in the 19th Century Europe and saw the hearts of the people on fire. Through these, he valued freedom of thought, equality of men, he inherited nationalism. This period really made tremendous effects to Rizal and to his works such as his famous novels and the Propaganda movement which latter granted our motherland the freedom and independence after his death. Truly, 19th Century Europe served his mind right and he was able to inherit the spirit of this age.

BUSINESS LAW Essay Example | Topics and Well Written Essays - 1750 words - 1

BUSINESS LAW - Essay Example Colins Computers (CC) made an offer to the general public that sought to invite them to subscribe to their computer maintenance services. It made this offer in writing through an advertisement that was placed in the local newspaper and on their website. Geoffs Gym (GG) is the offeree in this case owing to the fact that is spotted the advertisement and was interested in the services that Colin had to offer. It was in desperate need of the maintenance services that Colins Computers had to offer. The terms of the agreement were also clearly stated in the advertisement where they offered to service computers at a very competitive price of $1000.00 per month for 12 months. And if the new customers were to accept the offer promptly then they would reduce this monthly amount by $50. The terms of the offer also stated that in the event that a party was interested in their offer then they should communicate to the company directly through post, email or text before 8th June. These terms were put in place so that Colin Computers could schedule their plan of activities in advance. The reason for these terms was also very well stated. An offer will only be valid if it is not vague and it is not an invitation to treat. An offer must be made in a very clear manner with certainty before it can be enforced by the courts. Vagueness is established when the terms that have been expressed in the offer are too vague. An invitation to treat is realized in the case of display of goods in a shop and advertisements. These needs to be distinguished from offers being that the courts will not regard them are valid. In the case of Pharmaceutical Society of Great Britain v Boots [1953] where the goods are displayed in a shop and it is intended that customers will enter the shop willingly and decide on what they want to buy. The contract in this case is not considered complete until the customer has indicated the

The increasing use of computers in schools Essay

The increasing use of computers in schools - Essay Example Hence, schools have introduced the use of computers not only to improve students' academic performance but also to increase students' familiarity with new technologies as well as make learning fun and effective for students. The introduction of computers in schools aimed first to improve students' performance in their academic subjects. Educators believe that the computers facilitate ease and convenience especially when these are used by the young people to write papers or do research. Studies done by researchers at Boston College state that regular use of computers in order to do research and write paper can improve students' writing abilities. These students are said to perform better in schools than those who don't use the computers on the same undertakings (O' Dwyer et al, 2005). Researchers also found out that the students' constant use of the computer results to higher score in standardized writing tests as a consequence of their learning from producing drafts, editing to correct errors and writing the final copy. In addition, computers have made the access to information swifter as students do not have to browse through books in the library in order to search to gain access for hard to find data.

The Original Wason Card Selection Problem Essay Example for Free

The Original Wason Card Selection Problem Essay For many years, the Wason card selection problem has proved useful for psychologists and other experts in the study of human reasoning and logical ability (Kahneman Tversky 1982; Almor Sloman 1996; Yama 2001; Fiddick, Cosmides, Tooby 2000). One of the most popularly used tools in the assessment of the cognitive architecture of humans, the Wason card selection task tests the participants’ logical intuitions based on conditional implications (Almor Sloman 1996). The task likewise proves whether the human mind â€Å"implements rules of logical inference† (Fiddick, Cosmides, Tooby, 2000) by the subjects’ demonstrated ability â€Å"to endorse a statement of a general rule† or an argument to counter the rule. (Kahneman Tversky 1982) In the original version of the Wason card selection, the participants of the experiment were shown four cards showing A, T, 4, and 7 by the experimenter. They are then asked to choose which card/s they would turn-over to test the rule â€Å"if a card has a vowel on one side, it has an even number on the other† (Wason 1966) or the probability of the relationship â€Å"if p then q† within the four cards. The Wason selection task is structured so that the four cards are limited to display the instances of a true antecedent (TA) or a false antecedent (FA) on the side shown to the subjects, and a true consequent (TC) or a false consequent (FC) on the other. (Yama 2000) Alternatively, the first side shows instances of ‘p’ and ‘not p’ and ‘q’ and ‘not q’ on the side not shown to the subjects. (Dawson, Gilovich, Regan 2002) What has interested many psychologists and experts is the fact that the typical success rate for solving Wason’s problem in experiments conducted is only around twenty percent (20%). (Dawson, Gilovich, Regan 2002) The most common mistake committed by the participants in the card selection process is choosing the cards with A and 4 or A only instead of the correct response that should have been the cards with A or the p-card and 7 or the not-q card because â€Å"an observation of an odd number on the first card (A) or a vowel on the second card (7) would refute the rule.† (Kahneman Tversky 1982). Researchers suggest that this failure from the part of the subjects to provide the correct answers despite the latent simplicity of the problem may be due to the fact that the problem is not represented in its simple logical form (Fiddick, Cosmides, Tooby 2000), confusing many subjects. On the other hand, a growing number of scholars point out to the role of confirmation bias—or the way that human beings systematically seek for instances that would confirm a theory rather than for instances to refute a theory—as a major hindrance to the effective use of logic and reasoning skills of humans (Klayman Ha 1987; Dawson, Gilovich, Regan 2002) which may also explain why majority of the participants fail in the Wason card selection. Other variations to the task have since been developed. For instance, the task is now being used to test not only the human ability for abstract reasoning but also in deontic reasoning. A variation of the Wason card experiment, one that involves only the number sequence 2-4-6 has also been used to study the process of hypotheses-formation among human beings (Cherubini, Castelvecchio, Cherubini 2005). However, the debate on the way that humans approach problems—whether they indeed express problems in logical form—has yet to be settled. (Fiddick, Cosmides, Tooby 2000) This study therefore aims to replicate Wason’s original experiment of the four-card selection problem to test whether the same results would be achieved as in the original experiment and to examine whether confirmation bias remained a major problem in answering the tasks for many of the participants. Works Cited: Kahneman, D. A. Tversky. (1982). On the study of statistical intuitions. Cognition, 11: 123-141 Dawson, E., Gilovich, T., D.T. Regan (2002). Motivated reasoning and performance on the Wason selection task. Personality and Social Psychology Bulletin, 28:1379. Almor, A. S.A. Sloman (1996). Is deontic reasoning special? Psychological Review, 103: 374-380. Yama, H. (2001). Matching versus optimal data selection in the Wason selection task. Thinking and Reasoning, 7(3): 295-311. Fiddick, L., Cosmides, L., J. Tooby. (2000). No interpretation without representation: The role of domain-specific representations and inferences in the Wason selection task. Cognition, 77: 1-79. Wason, P.C. (1966). Reasoning. In B.M. Foss (Ed.), New horizons in psychology. Harmondsworth: Penguin. Klayman, J. Y. Ha (1987). Confirmation, disconfirmation, and information in hypothesis testing. Psychological Review, 94(2): 211-228. Cherubini, P., Castelvecchio, E., A. M. Cherubini. (2005). Generation of hypotheses in Wason’s 2-4-6 task: An information theory approach. The Quarterly Journal of Experimental Psychology, 58A(2): 309-332

Reflection Essay :: Reflection Essay

Much like Benjamin Franklin believed, I feel that a person should take advantage of the time the person has in life with activities a person wants to do or needs to do. A person should not spend much time on activities the person does not want to do. Life is way too short to concern oneself with work or other activities one wants nothing to do with all the time. When possible, I try to forget about my responsibility and just let go of the ‘things’ that do not matter to me. I think a person should try to occupy oneself with something productive, worthwhile, or necessary at all times. Even though a person’s life is left up to a person to live, I cannot imagine thinking that I owe my time to society through working a job that I simply despise. I am a compassionate person, but I do not owe anyone anything regarding my time.   Ã‚  Ã‚  Ã‚  Ã‚  Taking advantage of life, what could that possibly mean? Well, there are certain activities I would like to take part in before I can no longer do them. I very seldom make idle promises, and I even more seldom tell hollow promises to myself. I am going to have the best possible time I can in accordance to my desires and no one else’s. I have already made up my mind that I want to work towards starting a musical band; therefore, one can be sure I am going to take advantage of the chance and opportunity I have to accomplish it. I also have certain places I want to go or perhaps activities I want to do before my time is up. I have made it up in my mind that I am going to travel to different parts of the world to see places most people will not, or perhaps some places that most people do not even know exist. I am going to make an attempt to do some extreme activities in an attempt to experience life from another angle. Again, an angle most people just do not se e, an angle hopefully a little too far off a tangent the average person. To experience life and take advantage of it, one needs to make promises to oneself. A person may wonder, â€Å"How am I supposed to do this? How can I possibly accomplish anything I want to do?

Knowledge is Power Essay

With more than nine out of ten Americans believing God (Larson 278), one must speculate the philosophical reasoning behind confidence in something that is unable to been seen, felt, or heard. The Puritan philosopher Francis Bacon (1561-1626) said, Small amounts of philosophy lead to Atheism, but larger amounts bring us back to God. When thinking in terms of ideals and values, it is equally relevant to ponder the significance between fact and faith. Faith is defined as a belief that does not rest on logical proof or material evidence. On the other hand, fact is something that actually exists and is a truth known by concrete experience or observation. For the purpose of clarification, science can be described as an image of truth and religion as an element of faith. And since existence does indeed extend beyond Americas front and backyard, its imperative to note that the three most popular sects in the world include two billion people that practice Christianity, one billion that follow Islam and one billion that are non-religious (National and World Statistics). With the amount of religious groups totaling over four thousand, its safe to say there is a religion tailored to the needs of each person but does religion equal faith?Francis Bacons school of philosophy is empiricism, which describes a theory that emphasizes the role of sensory experience in the development of ideas. In the philosophy of science, empiricism is a theory of knowledge which emphasizes those aspects of scientific knowledge that are closely related to experience, specially as formed through deliberate experimental arrangements. Very practical and utilitarian in nature, Bacon argued for a total separation of reason from personal interest, social conventions, human passions, etc. This reason versus revelation idea would eventually assist in the expansion of science and furthermore the separation of church and state and religion and morality. Although Bacon was seemingly loyal to Christianity and even said, Atheism is rather in the lip than in the heart of a man (Koth), his philosophical work is important footing for modern skepticism. Because of his empiricism views, Bacon would describe fact as having to be proven through the scientific method; all hypotheses and theories must be tested against observations of the natural world, rather than developed only on reasoning, intuition, or faith. Bacons definition of fact is parallel to the one in Websters unabridged  dictionary. Both definitions distinctly differ from that of faith; faith is not based on logical proof whereas fact is based solely on material evidence. Although its important to acknowledge and understand this separation, both definitions are able to coincide as Albert Einstein declared, Science without religion is lame; religion without science is blind. Einstein was remarking that taking one side in order demonize those who take the other, leads to misrepresenting the work of those on the opposing side and prevents us from exploring the issue further (Tannen 497). Science is the knowledge of facts or principles gained by systematic study whereas philosophy is the investigation of these principles. Studying philosophy is essential in order for one to broaden their views and comprehend, if not embrace, thinking beyond superficial ideals. Ethics, metaphysics, logic, and epistemology are all topics that one should study in order to form their own opinions rather than letting their environment shape what they believe. Without understanding our meaning of thought behind particular things, we are bound to follow rather than lead; without leaders, a democracy crumbles. At the heart of evolutionary theory is the basic idea that life has existed for billions of years and has changed over time. Although a doctrine going back as far as ancient Greece, the theory of evolution was advanced extensively in the ninetieth century. The most important development that made the theory the top topic of the world of science was the book of Charles Darwin titled The Origin of Species published in 1859. According to Darwin, all living beings had a common ancestor and they diversified over time through small changes. Overwhelming evidence supports this fact. Scientists continue to argue about details of evolution, but the question of whether life has a long history or not was answered in the affirmative at least two centuries ago. The history of living things is documented through multiple lines of evidence that converge to tell the story of life through time. These lines of confirmation include fossil evidence, homologies, distribution time and space, and evidence by example. A popular target for creationists is the hoax known as Piltdown Man which was a forged skull discovered in 1912 that was thought to be that of an early human. The lie was exposed in 1953 when it was found to be the lower jawbone of an  orangutan combined with the skull of a fully developed, modern man. Although Piltdown Man didnt fit into the known evolutionary lines of primitive man, it does not mean that those lines do not exist and havent been proved with other evidence such as fossils. Understanding the distinction between fact and faith as well as science and philosophy is important for academic study. The difference in fact and faith is significant for a student to understand so they are able to grasp what is real and what is imaginary. The concept of science and philosophy helps a pupil to understand what is absolute in the world and how to think vitally about living life accordingly. It is critical not only for academia but for those in a democratic society where the power is vested in the people. In order for a culture to make informed decisions, they need to acknowledge this distinction, especially concerning Americas educational system. In terms of evolution, it is of the utmost magnitude for schoolchildren to receive accurate answers regarding where humans originated from and how the earth changed. It is not necessarily meaningful for youth to conceive original ideas of an intelligent designer but rather well rounded ideas that have a scientific basis. After all, science has taken Heaven from the skies, hell from the Earth, and angels from the air. If parents wish their children to understand the Earth in religious terms, it should be taught in the home rather than a setting where other children are subjected to ideas based on faith. Millions of American Christians and members of other religious traditions accept the theory of evolution (Larson 276) which is a step towards commonality in the classroom. The progression of knowledge and education teach us not only that ancient texts arent meant to be taken in literal, modern terms but also that with no exploration of original thought, we are doomed to continue thinking the way of our ancestors. If history is not scrutinized and applied, it will be repeated as Kansas recently demonstrated with its embarrassing examination of science and religions place in public education. What a shame to repeat the 1925 trial of William Jennings Bryan against Clarence Darrow in Dayton, Tennessee, which continues to echo through the century. Religious philosophy has its place, which is a Sunday morning and unfortunately for  Fundamentalists, not in a biology classroom. Evolutionary philosophy on the other hand, is composed of supportive scientific date. In summary, social evolution, rather than revealing truth, develops religious ideas. Even detached scholars have come to realize that a vast number of Americans still believe in the Bible and accept it as authoritative on matters of science. Moreover, if people accept the biblical account of special creation over the scientific theory of evolution, which is, after all, one of the core theories of modern biology, then they most likely defer to biblical authority on other matters. For Americans who do not share this religious viewpoint and who fear that Fundamentalists comprise the majority in some places, concerns about the defense of individual liberty under a government by the people seem all too familiar. Modernists can only hope that scientific intelligence prevails in the educational system. After all, Francis Bacon did assure us that knowledge is power. Works Cited Dictionary.com Unabridged (v1.1). New York: Random House, Inc. 15 June 2007. Jardine, Lisa, and Alan Stewart. Hostage to Fortune: The Troubled Life of Francis Bacon. New York: Hill & Wang, 2000. Kirschner, Marc and John Gerhart. The Plausability of Life: Resolving Darwins Dilemma. Connecticut: Yale University Press, 2006. Koth, Amit. Francis Bacon Quotes. 2002. 15 June 2007. National and World Statistics. 2007. 15 June 2007. Millar, Ronald. The Piltdown Mystery: the Story behind the Worlds Greatest Archaeological Hoax. East Sussex: S.B. Publications, 1998. Larson, Edward J. Summer for the Gods. New York: Basic Books, 2006. Tannen, Deborah. The Argument Culture: Moving from Debate to Dialogue. Argument in America, p. 486-500. United States: Penguin Academics, 2004.

Iran Country Assessment

The Islamic Republic of Iran is a country governed by a regime that began with a revolution headed by Ayatollah Khomeini over two decades ago. Khomeini was the first to label the United States as the ‘Great Satan. ’ Although the Iranian government denies it, terrorism has been actively supported, both materially and morally, for years by Iran and Iran supports efforts damaging to the U. S. If the more extreme elements in Iran continue to hold power and arm themselves with nuclear weapons, the international repercussions would be far-reaching.Understanding of Iran is important for members of the U. S. Armed Forces in order to comprehend the scope of Iran’s extremist’s leanings. On the other hand, many of Iran’s citizens love the United States and are resentful of Iran’s oppressive regime. The anti democracy and hindrance of personal liberty have taken a large toll on the Iranian youth. Iran’s younger generation has put forth a lot of res istance against this oppressive regime. Over two thirds of Iran’s population is under the age of 30, which is good from an operational standpoint.This massive amount of young people generally feels that there is hope to moderate if not remove the oppressive regime. Recently a few young Iranians have been frustrated to the point of actively demonstrating against the regime. It is also important to mention many younger Iranians want improved relations with the United States. Most urban Iranians have access to the Internet and satellite television and are able to compare their standard of living with that of the United States and Western Europe.The Kurdish people believe that they are a nation in itself that are deserving of a sovereign homeland. After the formation of the Islamic Republic of Iran, many Kurdish sided with the Iranian leftist and protested against Ayatollah Khomeini and his regime. In 1979, the Kurdish formed a rebellion, which ended with thousands of Kurdish dea d. Shortly after this, Khomeini centered his power and banded Kurds from serving in government office and greatly enforced freedom of expression.The Party of Free Life of Kurdistan is a militant group that is based out of Iraq but has been consistently performing operations in Iran. Iran has prepared to conduct military action against the group and has moved a large portion of Iran’s military to Kurdistan to hinder the uprising of the militant group. The Party of Free Life of Kurdistan would be a great asset to possible future operation in Kurdistan. The party is semi supportive of the United States but will most likely be more than willing to help in U.S operations in Iran due to their long-term goal of destroying the regime. Iran is a tough operational problem set due to their advanced military and technical power. Operations in Iran should be focused on using the people of Iran to include the youth and Kurdish people. Intelligence operations would be better suited for usin g Iran’s youth because they are more supportive of the Untied States and have the ability to work in Iran’s government and military. The Kurdish are not trusted in the government and would not be able to provide accurate intelligence.Operations should be held out of North East Iraq due to the likelihood of Iraq cooperating with the United States during operations. Iraq has a large portion of Kurdistan and it would be easy to work with the Kurds right out of Iraq. Iran and Iraq have a long history of war which only furthers Iraqs likelihood of helping the U. S. Iran is a very dynamic and technologically advanced country, which presents many intelligence issues. The help of Kurdistan, Iranian youth and Iraq would greatly increase the likelihood of operational success in Iran.

Economic Loses & Policy of Economic Boycott essays

Economic Loses & Policy of Economic Boycott essays The fragile and juvenile nation of the United states suffered economic losses duration of European warfare. The U.S. wanted and had to keep their commercial economic relations with Britain and France because they did not want to economically crumble and fail as a new nation. However, a U.S. ship trading either with Britain or France could be seized by the other. To destroy and corrupt Englands economy, Napoleon had begun a system, the Continental System where France set up blockheads and took over ships and vessels in European parts if they first stopped in Great Britain. Britain was very unpleased by this and retaliated by setting a series of blockheads on Napoleons ports and seize cargo intended on going to Europe. Unfortunately for France and Britain neither had enough power to actually to destroy or shut down every major port, so the blockheads were mainly used to capture U.S. ships. These two nations ended up capturing 1500 American ships between 1803 and 1812. Also, Britain started to seize more vessels than the French because they won the battle of Trafalgar in 1805. With all this going on President Thomas Jefferson initially attempted to win respect for American neutrality by an economy boycott, a policy that banned trade with Europe. This affected the newly established nation of America in the years 1807-1812. This policy was of course anti-federalist. Jefferson urged the U.S. Congress to pass an act called the Embargo Act of 1807. This act prohibited ultimately all U.S. commerce and trade within European borders. During 1808-1809 also prohibited overland trade with British and Spanish possessions in Canada and Florida. Fortunately this act did stop the seizer of U.S. ships, but it had drastic side effects on American economy in 1807-1812. With all this in mind the Non-Intercourse Act was passed in 1809. This act only restricted trade with France and Britain, but Macons Bill No.2 turned the tables arou...

The Impact of Outdoor Air Pollution Research Proposal

The Impact of Outdoor Air Pollution - Research Proposal Example When inhaled, they lead to throat irritation, digestive problems, chest complications as well as dizziness and fever. Chronic respiratory problems such as asthma also arise from the same (Brebbia & James 276). The research intends to analyze outdoor air pollution impact, which is a menace presently showing an upward trend. The health of human beings is at risk; hence seeking adequate and effective solutions is quite commendable. The audience that this research seeks to reach includes those who conduct human activities such as burning wood that contribute to air pollution. In addition, it tries to reach those affected by the same to offer help find solution to their problem. The government too is a target audience since they have to put strict measures to prevent avoidable pollution from occurring. The project will first begin by defining various forms of pollutions before focusing on outdoor air pollution (Frumkin 388). Then it will explore varied causes of outdoor air pollution (Ahmed & Triana 84). Some causes of outdoor air pollution are beyond control. In the case of pollen for example, pollination is natural process that cannot be controlled. Wind is also a natural process and is responsible for transporting the pollutants from one atmospheric environment to another. Survey also will encompass seeking information regarding neighboring factories to evaluate how they dispose their wastes and their effects to the immediate populace. This is especially varied particles deposited in the atmosphere. This project will go a long way into protecting the lives and health of people who are at risk of inhaling the contaminants. I request permission to proceed with this proposal to prove that outdoor air pollution is a call for concern and that there are possible remedies to the same. Appendix: Images displaying the causes of outdoor air pollution, charts, and tables indicating the impact of outdoor air pollution, as well as statistical data

Peter the Great's Reformation Essay Example | Topics and Well Written Essays - 500 words

Peter the Great's Reformation - Essay Example Peter instituted state wide reformation from military ranks to beard taxation, all of which helped Westernize Russia. These westernizing reformations forced Russia modernize, and adoption of European culture whether the people liked it or not. Peter the Great's most significant changes to the state were the improvements to the Russian military and also the expansion of the Russian industry. Throughout his reign, Peter the Great's ambitious westernizing reformation of the Russian military and industry transformed Russian into a strong and well respected European power at the expense of the countries laboring serfs. After the crushing defeat against the Swedish at the Battle of Narva, Peter the Great realized he had to reform the Russian military they wanted to stand a chance against the European powers. Although Peter's army was very large the soldiers were in sufficiently trained and inadequately equipped (Hosking). Peters officers and soldiers were not accustomed to fighting the European style battles involving open field. Peter knew that if he wanted match the European powers he needed to teach his officers western military tactics, modernize the weaponry for the soldiers, and raise funds to apply these changes. Peter also adopted European style uniforms for his army to express formality and contention to the Western powers. With this large, formal, advanced, and educated army, Russia could safely protect its newly acquired lands, contest European powers such as Sweden.