Discrimination Against Homosexuals in the Military Essay

Since 1993 more than 14,500 service members were fired under the law of †Don’t Ask, Don’t Tell† (sldn. org). In 1950, President Harry S. signed the Uniform Code of Military Justice, which set up the discharge rules for homosexual service members. People wanting to serve their country were being discriminated and discharged because of their sexuality. Then in 1982, Ronald Reagan proposed a defense directive that states â€Å"Homosexuality is incompatible with military service† and people who engaged in homosexual acts or stated that they were homosexual or bisexual were discharged. In 1992, Bill Clinton, as a presidential candidate, promised to lift the ban. Finally in 1993, when Bill Clinton was elected president, he proposed a compromise that he named â€Å"Don’t Ask, Don’t Tell†. This law issued a defense directive that military applicants should not be able to be asked about their sexual orientation (Washington Post). Homosexuals being discriminated in the military have grabbed the attention of people all around the world. The question on whether or not homosexuals should have the right to serve in the military was a hotly debated topic in politics for the past few years. Even after the repeal of Don’t Ask Don’t Tell, will our society be ready to accept others? The research started with searching â€Å"Homosexuals in the military†. Then â€Å"Don’t Ask Don’t Tell† and personal stories of gays in the military was found. Unfortunately, no books could be found on this topic, but articles from top newspapers became a valid choice. Documentaries and podcasts were also looked at. Good sources were easy to find because the topic was so controversial in the US, so the news articles came in handy. The repeal of â€Å"Don’t Ask Don’t Tell† was all over US news websites, and news clips from YouTube were found. Last fall, a pentagon study was released that said a majority of the US forces, more than 70%, said that serving with homosexuals would have no negative effect on them. Forces fighting in Iraq and Afghanistan had a different response. 58% of combat marines said that they would prefer not to serve with homosexuals. Since the repeal in late September, the effect has been positive on quite a lot of people. The main people who are opposed to the repeal are the military chaplains. The majority of the 3,000 active chaplains are conservative Christians. A retired chaplain, named Brigadier General Douglas Lee, is one of the 66 retired chaplains that wrote a letter to President Obama, urging him to not go through with the repeal. In a video showing the effects (positive and negative) of the repeal, shows Brigadier General Douglas Lee talking about â€Å"Don’t ask, Don’t Tell†. He says, â€Å"Homosexuality is one of a multitude of sins. Chaplains help people wrestle with the sins that bisect them and their lives. The problem with this repeal is that this particular sin is being legitimized as being normal and okay†. The problem with the non acceptance of the chaplains is that many and most conservative Christians believe that homosexuality, like all of the other sins in the bible, is a lifestyle choice (Pbs. org). According to another Pentagon Study, thirty-five other countries allow homosexuals to serve openly with no negative effect (Sldn.  org). Consider two men, both wanting to serve their country, one is gay and one is straight. They get all of the same test scores, and pass, yet only the straight guy is let in, not because of anything else other than his sexuality. If the same circumstances had happened, instead with a man and a woman, it would be sexist. If one was white and the other was black, it would be racist. All of the victims of these situations would have protection under the law and could sue, except for the homosexual. The homosexual has no legal protection from the government (Library in a book: Gay Rights). The repeal could be the first step to changing this. September 20th 2011, Obama stated, â€Å"As of today, our armed forces will no longer lose the extraordinary skills and combat experience of so many gay and lesbian service members. And today, as Commander in Chief, I want those who were discharged under this law to know that your country deeply values your service†(UStoday. com). Military bases around the US have been holding sessions for service members to educate them on the repeal of â€Å"Don’t Ask, Don’t Tell†. They say, â€Å"You are not expected to change your religious or moral beliefs, however you are obligated to treat all others with dignity and respect† (Pbs. org). It seems as though that our society has been coping positively since the repeal. There are always going to be some people who will not stray from their views, but the percentages are going up and more and more people are willing to except homosexuals serving freely in the US.

Professional practice

Further Professional Practice and CreativityPart 1Teaching Fileo Session 1* PDP 6 Teaching Logo Session 2* PDP 10 The Work Based Experience Report Formo Session 3* 10 Lessons taught ( lesson programs, resources, written contemplations included ) – 1. 01/02/2010 – 2. 04/02/2010 – 3. 09/02/2010 – 4. 11/02/2010 ( PDP 8 / 9 ) – 5. 11/02/2010 – 6. 22/02/2010 – 7. 25/02/2010 ( PDP 7 / 9 ) – 8. 01/03/2010 ( PDP 7 / 9 ) – 9. 16/03/2010 ( PDP 7 / 9 ) – 10. 25/03/2010 ( PDP 7 / 9 )Part 2Advancing your professional pattern( 1 ) Advancing your professional pattern ( detecting other instructors )I observed one of the beauty lessons, City & A ; Guild Beauty Therapy Level 3, on 01/02/2010. This was a medium group with 15 scholars and the schoolroom layout was a normal U-shape puting where was displayed a scope of silent persons about Anatomy & A ; Physiotherapy and besides plentifulness of postings on the wall about Health & A ; Safety and its statute laws. This room normally is arranged for theory lesson and tutorial so that the four closets were full of workbooks related. There is a set of computing machine and projector which are largely used for power point presentation. The coach used power point presentation during the whole lesson, utilizing the flipchart and white board on occasion if she asked the scholars for pulling the images or adding the excess information. The coach did the enrollment on clip but there was 2 late scholars came after enrollment. The coach did non take any farther action on the late scholars as I thought they might non truly be excessively late at all. She was directly frontward to recap the subject of the last lesson within the first 10 proceedingss after presenting purposes and aims with power point. I found she explained the purposes and aims were rather clear. Everyone knew what would go on during the 3 hours lesson. I besides found the coach was good prepared some ready to hand notes for recapping. This was a good thought to click the key points out. She moved each activity swimmingly and asked the scholars inquiries before traveling on. When she gave the undertakings for each scholar, some of them showed deficiency of assurance. She encouraged them and explained how to make in add-on to utilizing the Q & A ; A skills to actuate the scholars to try. Reece, I and Walker, S ( 2007 ) explained that communicating was th e most of import factor of instruction and acquisition. Developing effectual communicating accomplishment was to see how instructors select the instruction and larning schemes to the scholars. Before stoping the lesson, she recapped the cardinal countries and put some inquiries with the power point presentation. Then she asked the scholars one by one by utilizing the elephantine mike. She explained to me the elephantine mike was a signal to reply and besides gave everyone had a opportunity to show their thought, particular for introvert scholars. It was because some of extravert scholars would reply the inquiries often. I thought the ‘giant mike ‘ was another good tool for Q & A ; A which supplying an equal chance to everyone reply the inquiries as Hillier ( 2002 p.216 ) mentioned that we are non seeking to handle people otherwise, or measure them otherwise ; we are doing certain that the conditions under which we set an appraisal do non except person. This was a lesson of Lymphatic System ; the scholars were given a individual inquiry and fix the reply within few proceedingss. Another two of them asked for pulling the images on the whiteboard. As Wilson ( 2009 ) described runing lessons in relation to supplying larning inclusive, instructors will attest in a assortment of ways in general. But one scholar resisted making because she was absence in the last lesson. She did non cognize how to pull. Then the coach showed her some images related and encouraged her to seek. The inquiries were designed as a flow of lymphatic system taken topographic point, from one topographic point to another, so that the scholars answered every bit like as the system works. On the other manus, the coach would compose down their reply on the flipchart as good. I found some of the scholars truly concentrated at undertaking, merely one or two were non, and so the coach would come near to them and assist separately. Most of them showed positive attitude, t hey used the text edition to happen out the replies or discussed the inquiries with the equals next to them. I found some of them felt nerve-racking when they answered the inquiries prepared because they passed the elephantine mike to the following really fast, two or three scholars passed it straight off because they could non happen the replies by themselves or non certain the replies. I besides spotted they loved to hear when would be the break clip or wait farther notice about what they would make in the last hr of the lesson. I thought they wished to be off the lesson earlier. Harmonizing to the first 2 hours lesson, I found they were the same degree scholars because some of them might non reply the simple inquiries, even the inquiries might be ‘single word ‘ replies. I besides found the coach gave different undertakings to the scholars which were good thoughts ; even two scholars were absence in the last session who could reexamine what went on as good. The coach considered inclusive acquisition and made them occupied all the manner. I could non happen any peculiar resource which the coach used in the procedure of distinction. However she used a batch of Q & A ; A session to incorporate the professional cognition. I could non happen any obstruction for the scholars ‘ engagement and apprehension. There were non a batch of scholars to originate inquiries during the lesson because of different undertakings occupied. I merely noticed one scholar asked the specific term of lymphatic system, and so the coach asked her to seek online. That was another good thought during the lesson to heighten the ICT accomplishment or seeking accomplishment. In decision, I found the coach was good prepared, organized the lesson and really knowing. She did non utilize large words, in contrast, utilizing simple stages and accounts so that the scholars would be easy to acquire the point. Wilson ( 2009 ) Practical Teaching stated that instructors need to sort the 3 basic types of inquiries: closed ; unfastened and linked, at different ability degrees. Effective oppugning requires instructors to see the degree of oppugning in relation to the scholars ‘ abilities and anterior acquisition, degree of acquisition and the lesson aims. I found she good used the inquiring accomplishment and besides provided an appropriate illustration to explicate what lymphatic fluid is, therefore the scholars would calculate out what it is. Alternatively, I thought if the coach might utilize some images to demo the system or more lively examples how and what the system works in our day-to-day life or explained some illustrations in relevant to the work in beauty therapy. That might be more utile and adaptable to the scholars.( 2 ) Advancing your professional pattern ( detecting other instructors )The lesson observed on 15/03 is Diploma degree 1 Brick Build with 6 scholars, the schoolroom is good organized and orderly, practical and good allocated on the land floor due to the hard-wearing resources such as bricks and metallic instruments. The schoolroom sets up with projector, whiteboard and some usual equipment related, and besides the coach desk put behind the schoolroom which is a good thought to avoid the barrier in between scholars and coach. On the other manus, the schoolroom is set following to another practical room so that there was a spot distractive and noisy during the lesson in advancement. The enrollment was done before the first half practical session ; therefore the coach started recapping the old lesson with a batch of inquiries to reenforce their cognition. He named the scholars if they were inactive or introvert. However, I could non happen the clear account of purposes and aims before get downing the theory session. When the coach finished recapping, he moved on 20 to 25 proceedingss theory session. Following the presentation how to utilize the measurement instrument, they split into two groups because two different types of mensurating instrument were used. Tutor asked them to group in 3 and tried to rehearse on each instrument. During the pattern, coach asked them to put up the equipments measure by measure and commented which instrument was practical and accurate by comparing the reading, and so inquiring them to show how to set the grade on the wall, etc. I found one of the scholars resisted to rehearse, the coach checked his physical position foremost and le t him to acquire some fresh air for a short piece. He besides encouraged him to utilize the nearest instrument and place the benefit of the instrument used below ruddy. Harmonizing Motivation Theory, described by Abraham Maslow ( 1970 ) , focuses on demands, reasoning that basic demands must be met before a scholar can come in a province of head in which to larn. I found the coach was good used his organic structure linguistic communication and patient to actuate this scholar every bit good as demoing his empathy. At the terminal of the lesson, he used some cardinal words to heighten their memories. But I could non happen the coach said anything about following lesson. It might non be really clear. The scholars learnt from the presentation of picture cartridge holder, rehearsing utilizing the measurement instrument and making the workbook. The coach moved on the following session by utilizing different cartridge holder shown on the screen, so some scholars followed the same process, but some of them sat still and waited until the coach asked them to work with each other. I realized that the scholars were most active in practical session instead than theory session ; I besides spotted one of them demoing his tired face all the manner during the theory session. Wilson ( 2009 ) explained that appropriate instruction and larning methods depend on what instructors want to acquire out of the Sessionss ; what stuffs and resources are available to the instructors. I found the coach made usage of video cartridge holders and asked the appropriate inquiries in this session, so that they would concentrate the treatment by utilizing different cartridge holders whether they felt tired or los s of focal point. Meanwhile, I recognized that 6 scholars learnt in different manner, two of them were most active in both theory and practical session and besides they normally asked the inquiries most of the clip ; the others two were rather inactive and needed to be motivated, therefore the coach would give them more support and single presentation ; another two were introvert, that was why the coach named them straight to reply the inquiries. As Reece, I and Walker, S ( 2007 ) explained that communicating was the most of import factor of instruction and acquisition. Developing effectual communicating accomplishment was to see how instructors select the instruction and larning schemes to the scholars. Due to the different acquisition manner, the coach accessed the lesson by utilizing Q & A ; A, presentation, rehearsing on the existent objects or single support to incorporate the active acquisition and learning distinction. By the manner I could non happen there was any obstruction to engagement and apprehension. Fisher and Webb ( 2006 ) described the capable specializer as a combination of deep topic cognition and a scope of appropriate instruction and acquisition techniques which make for the most powerful interactions between instructors and scholars. Thus the coach used a batch of Q & A ; A session to advance the acquisition environment every bit good as explicating the different status with his ain experiences and utilizing unfastened treatment with video cartridge holder.( 3 ) Advancing your professional pattern ( detecting other instructors )This was a particular lesson observed by Ofsted every bit good as the instruction section of College on 22/03/2010. It is little group of 9, C & A ; G Level 2 Beauty Therapy scholars. They sat in a theory room where posed with batch of postings of Health and Safety statute laws and Anatomy and Physiotherapy silent persons in both corners of the room, four general resources were found in the room which are a set of computing machine, projector, whiteboard and flipchart. There are besides a few closets full of different topics ‘ press releases and workbooks. On top of the closets are some mention books displayed. I found it a good prepared theory lesson because the room was already set up in 3 little group. Nice, bright and airy do non do the scholars experiencing sleepy ; fundamentally, theory lesson is taking topographic point every Monday forenoon for 3? hours long. The coach has set up the room before get downing the lesson. Following the enrollment, she explained clearly the purposes and aims straight forwards and besides emphasised this lesson would concentrate on reexamining the BT4, Facial and BT6, Waxing unit towards the scrutiny in May. She besides outlined the lesson was planned to utilize different undertakings, games or activities to incorporate and heighten their cognition. I thought that was an first-class pattern because the scholars might non acquire bored nor would wait for something different happen. Get downing with three little undertakings of reexamining the codifications of moralss, skin constructions and hair constructions, which were precise and prosecuting as we supposed the scholars knew the three countries really good. Cotton ( 1995 p.18 ) , assessment can garner the information offering initial counsel and advice, so diagnostic appraisal can take topographic point at different phases of the acquisition procedure. Therefore I found the undertakings could measure their old cognition every bit good as actuating their assurance. The 4th undertaking was a facial matching game, it is one of the merchandises of my creativeness and invention undertaking. Werthiemer ( 1922 ) , the Gestalt theory was the thought of â€Å"grouping† , the primary factors that determine grouping were – propinquity ; similarity ; closing and simpleness. It helped to increase the interaction in between coach and scholars, I found they used the cards discoursing with each other every bit good as happening the right description to each facial musculus. There was no mark of opposition even promoting them to inquire inquiries. Before the terminal of the lesson was a large Domino game, coach tried to utilize half of the room to play the game which was a merriment and piquant game because it made the scholars traveling about. I highly liked this game. Learners non simply recapped all the cognition towards the scrutiny, but besides their job resolution and communicating accomplishment in footings of other cardinal accomplishments. Tutor spoke on the gait, really confident and good voice controlled. If she spoke loud, I recognised she was in whole group discoursing ; in contrast, she scaled down her voice that I recognized every bit 1 to 1 back uping or little group treatment. I found most of the scholars were prosecuting and proactive, they did non demo the amusing face or refusal. Furthermore, they were high participated and showed positive attitude. I found the undertakings were considered the larning distinction, one of them was fall ining line ; one was circling the image ; one was fiting ; one was happening the missing words ; one was ladder game and the other was â€Å"big domino† , whether the scholars were behind or would be challenged more, all the activity were considered the larning distinction. They could besides back up to each other in the little group. Petty ( 2009 ) stated pupils want blessing from their equals, or at least enjoy being successful in mensurating themselves against their equals. I found to boot the ladder game had the same consequence and helped heightening the common and professional cognition really efficient. I observed the game merely ran a half hr, they could about retrieve 80 % of the inquiries and replies. I could non happen any obstruction to engagement and apprehension. However, the coach gave the victor a small surprise if person finished the game foremost. As Petty ( 2009 ) stated that motive is important for larning ; it provided in portion by perennial success and by prompt support for this success. The overall lesson was an piquant lesson, I found the consistence of the coach is really of import to keep a originative and quality instruction and acquisition environment. I thought I could truly larn from this lesson what are interaction, inclusion and distinction every bit good as acquisition manners. As Wilson ( 2009 ) outlined the facilitative instructors will pass much clip for fixing, be aftering and planing the lessons. Operating lessons in relation to supplying larning inclusive, instructors will attest in a assortment of ways in general, such as, * Organizing the procedure in progress with planning * Connecting with their bing cognition and apprehension * Using stuffs and resources that relate to scholars to enable them to utilize bing cognition to construct on * Supplying diverse instruction schemes for assorted acquisition mannersPart 3Creativity and Innovation ProjectCreativity and Innovation ProjectIntroductionAs a beauty therapy coach, there is a batch of countries considered. Developing work within our work topographic point is one of the of import countries we should be cognizant of incorporating the professional cognition ; encouraging and actuating scholars ; presenting appropriate instruction and acquisition ; turn toing resources or stuffs creatively and innovatively etc. As Craft et Al ( 2001 p.23 ) stated ‘creative activity is possible in all topic at school and in all countries of life. ‘ Therefore the creativeness are the intimate coherence of the above countries mentioned. The Creativity and Innovation Project brings up a proposal and a rationale how the originative resources help learning and larning in the facial unit, every bit good as demoing how I discussed my thoughts and the finished resources with my wise man in the arrangement. This critically study on my undertaking besides finds the action program to explicate how the resources are able to implement in my arrangement. When I shadowed my wise man ‘s lesson in the terminal of December, I spotted one of the facial massage modus operandi press release. I was shocked by its presentation which was non to the full presented and non professional every bit good as non demoing the motion way clearly. Following the few more lessons of ‘client session ‘ , I discovered the scholars could non truly incorporate the professional cognition into patterns such as placing the tegument features ; advancing the extra services and merchandises and saying the benefits of different facial techniques, etc. Ogunleye ( 2002 ) stated the ground of grownup scholars ‘ underachievement rates in their acquisition were lacks in learning manners ( Longhurst 1999 ) ; and instructional schemes ( Druckenfield 1999 ) because of less encouraging, inaugural and active acquisition. It is decidedly true why my initial vision came up to modify their press release. Craft et Al ( 2001 p.18 ) mentioned the definition of Creativity, ‘imaginative activity fashioned so as to bring forth results that are both original and of value ( NACCCE, 1999 p.29 ) . ‘ NACCCE embedded 5 cardinal constructs of creativeness ( Craft et al 2001 ) * Using imaginativeness, it is a thought procedure that will set up a new thought or conceive of something which is non bing before. * A devising procedure, it is a active procedure and assist developing one ‘s creativeness or edifice up one ‘s accomplishment of job resolution. * Being original, there are 3 countries mentioned the originality: historic, comparative and single. ‘NACCCE ( p.30 ) suggests that exceeding historic endowment will boom when single and comparative originality is nurtured ( Craft et al 2001 ) . ‘ * Prosecuting intent, it is a fertiliser which can alter thoughts into world and bring forth touchable results. It may make a new theory, scientific expression or new art work. * Judging value, it is really hard to judge the value, nevertheless, the importance is doing usage of equal reappraisal and self-evaluation by scholars. It may happen different value opinions. The above key constructs as guidelines covered the waies how I produce the resources for learning and larning in facial unit. As Brookfield ( 2006 ) stated one of the grounds for learning creatively is ‘to encourage scholars ‘ involvement in a subject ( p.73 ) . ‘ It means that scholars can be inspired by the coachs ‘ personal life and passion or can be helped to develop the connexion between the subject and their cognition, On the other manus, Best and Thomas ( 2007 ) outlined a ‘creative rhythm ‘ whether we create any teaching resources, stuffs or activities, they are come from our vision or intent. Brookfield ( 1990 ) mentioned an forming vision will assist to let go of the feeling of uncertainness, steering us the clear way in instruction and acquisition. I have come up some thoughts before get downing this new assignment. Since I knew the creativeness and invention undertaking as a portion of the assignment, I was pleased to discourse my thoughts with my wise man at one time. Our first conversation in the terminal of January, focused on how to better the scholars ‘ professional cognition in the unit BT4, better and keep facial skin status. She explained to me there was a deficiency of support to regenerate and update the resources from the professional administration, HABIA. It costs ?400-?450 for the basic facial intervention learning tool kit. Sing Ogunleye ( 2002 p.175 ) describ ed ‘learners ‘ underachievement at the terminal of a class programme will ensue in a corresponding loss of support. Besides the direct loss of FEFC support, there might be an chance cost of misapplied instruction clip and college resources ( Fielding et al 1998 ) . ‘ That is why she is merely utilizing the bing resources and stuffs such as power point presentations, press releases, text edition, workbooks and presentations. With mention to Petty ( 1996 ) , the originative procedure of this undertaking consists of six working stages. * The inspiration stage happened in the 1st hebdomad of February, Petty ( 1996 ) described this was non a stage in which to be negative or disquieted. As my wise man ‘s descriptions, I came up some basic waies. When I proposed the thoughts to my wise man, she advised me to believe about the facial unit every bit good as set uping the professionalism. * The elucidation stage, I tried to modify the facial massage press release before screening out pulling the facial massage images. Meanwhile, I besides thought what I want to accomplish if I merely modify the press release. What are the internal and unseeable jobs in college? What do the scholars need to larn? What would I like the finished work to be like, functional, flexible, lively, animated or professional looking? Brookfield ( 1990 ) explained that we have to be clear about why we choose to talk. From the first lesson of beauty therapy, I thought to promote scholars ‘ involvement in a subject. This is a chief intent and way to travel in the following phase. * Distillation stage, this is a self-critical stage ( Petty 1996 ) . The thoughts I have had were merely thoughts, may non finish solutions. Therefore I brought the layout of facial images in the 2nd meeting and discussed with my wise man. Due to her accounts, support job, traditional instruction methods, non prosecuting and actuating. The concrete thoughts would be come out in the following meeting hopefully. * Perspiration stage, I generated the thoughts and proposed 3 resources ab initio to my wise man in this phase. They are 1. Flexible facial massage modus operandi press release ( Appendix 1 ) 2. A2 size manual ‘smarter board ‘ ( Appendix 2 ) 3. Facial musculuss game cards ( fiting, snarling or sticking†¦ ) ( Appendix 3 ) Harmonizing to the originative procedure, ‘icedip ‘ stages ( Petty 1996 ) , the last 2 stages of rating and incubation finally will be taken topographic point in the following 2 meetings ; nevertheless, my wise man is busy fixing for the external voucher hebdomad and the observation by Ofsted. I am traveling in front to bring forth the 3 resources. When I produced the 3rd resource, I was stuck on happening the images I wanted. I looked for the presentable, professional looking images but my wise man suggested utilizing the images in the workbook. I did non wholly agree with her. Though, I did the cards with two different images which will be used in the lesson on 22nd of March, the ascertained lesson by Ofsted. Therefore my wise man and I can measure the effectivity. As Petty ( 1996 ) stated ‘many people dislike the rating stage at first. ‘ ‘Highly originative people are about ever chronic revisors. ‘ We shall inquire for the feedback from the scho lars. In footings of the construct of creativeness and betterment of accomplishment in grownup acquisition, originative course of study, instruction and instructional instruction are of import facets for back uping accomplishment in grownup acquisition ( Ogunleye 2002 ) . In contrast, there are besides some concerns if ‘the topics of the course of study promote originative thought, behavior and action, we need to pay attending at least two booby traps ( Craft 2005 P. 79 ) . ‘ First, is avoiding to confound the topic of school course of study with spheres or subjects ; 2nd, is incorporating course of study demands to hold ‘clear understanding ends in footings of the topics that it brings together ( p.80 ) . ‘ As the statement mentioned the construct of creativeness will assist to better the accomplishment in grownup acquisition, it means that learning creatively will ease in learning and larning more synergistic every bit good as motivation and encouraging. Equally good as two reminders of booby traps, I came up more concrete thoughts to make one more new extra resource continually which can assist the scholars understanding the cognition in relevant to facial motions. Although the phase of thought coevals ( Best and Thomas 2007 ) seemed to complete and I have produced two resources ( image board and facial massage routine press release ) , Ogunleye ( 2002 ) stated publicity of instruction could assist the scholars ‘ accomplishment rates, therefore learning and larning should be more originative to do the impact in their accomplishment. I outlined these two resources and discussed with my wise man. She so explained to me how the scholars remembered the names of facial musculuss. I thought the method used was inactive and non fun. Then I came up another thought to polish the 3rd resource ( facial musculuss game cards ) . IDP Survey 2 described ‘the demand for creativeness in larning procedure is informed besides by the world in occupation market where cognition and accomplishment adaptability, transferability, problem-solving accomplishments and creativeness. ‘ Therefore, the 4th resource is created, a facial brochure ( Appendix 4 ) to reenforce their professional cognition by placing skin features and advancing the extra services and merchandises. I thought the 4th resource will assist them more effectual and work commercially. As Abbott and Ryan ( 2000 ) described, ‘mastery of basic accomplishments such as literacy accomplishments ; the ability to work with others ( communicating accomplishments ) ; being able to cover with changeless distractions ; working at different degrees across different subjects ; utilizing chiefly verbal accomplishments ; problem-solving and decision-making ( Ginnis 2002 p.7 ) . ‘ In this phase, I found to portion principle with my wise man is of import non merely for development of creativeness, but besides the development of professional strength among coa chs ( Brookfield 1990 ) . Therefore, I can understand further what skill do the scholars need to reenforce. Basically there were some proficient jobs of pulling a facial massage image by utilizing the computing machine foremost if I wanted to demo my wise man the physical bill of exchange or layout during our treatment before the meeting of 2nd hebdomad in February, so that we could discourse farther action point. I have to screen out the job in 3 yearss. After few yearss, when I showed her the layout of new press release, she was highly pleased with the professional looking press release and suggested a farther thought as go forthing some of the images blanked. Then the scholars can pull the motions by themselves during the facial lessons either in theory or practical session. She was right because it would make the interaction between coach and scholars every bit good as advancing deep acquisition and ‘whole encephalon ‘ larning farther ( Petty 2006 ) . The first 2 meetings were really constructive, we focused on what the scholars needed to larn, how they can larn? How we can assist them to reenforce the professional cognition and retrieve the professional footings every bit good as sing the production cost of all resources and stuffs. As Petty ( 2006 ) stated the 20-80 regulations, ‘Twenty per cent of what we do makes 80 per cent of the difference ( p.3 ) . ‘ I thought by following the initial thought of modifying facial press release until making a new facial image and other resources which can wholly back up the scholars ‘ understanding easy every bit good as constructing up the professional image of the college and the class. The regulation besides mentioned that allow us ‘work smarter, non harder, by concentrating on the factors that make the difference ( p.3 ) . ‘ When my wise man and I brainstormed the thoughts and the layout in February ; our concerns were about at easiness such as the costing ( approximative ?40 for 4 resources ) , clip consuming, inputting and showing the new resources in different group. We have to wait and see the feedback after utilizing the new resources in the undermentioned lessons. Creativity in the schoolroom, it will promote both instructors and scholars to concentrate on the aims of each lesson ( Craft 2006 ) . In footings of a professional looking press release, associating the images in a manner is related to relevant theory and creates intending and understanding ( Junior-grade 2006 ) , the facial musculuss game cards will wholly back up the press release. As my wise man mentioned how the scholars remembered the names of facial musculuss, which was inactive, surface acquisition in add-on to deficiency of motive, encouragement and less prosecuting. Petty ( 2006 ) explained ‘the scholars must cognize the conditions when thoughts are relevant or utile to do the learning functional ( p.8 ) ‘ . He besides described if ‘the scholars could interpret the linguistic communication of direction into the linguistic communication of significance and apprehension: mentalese, they would acquire something from it as the ‘penny dropping ‘ or ‘I acquire it ‘ feeling ( p.9 ) . ‘ Therefore the resources I created were ocular AIDSs, ‘this provides another channel through which scholars can construe my thoughts, and it will be particularly appealing to those who think visually ( Brookfield 1999 p.82 ) . ‘ Craft ( 2005 ) explained that determining a new cognition can affect a scope of degrees of battle and support ; holding some apprehension of what the scholars has already known. The game cards were designed for playing different degree from lower ( fiting ) to higher ( snarling or lodging ) every bit good as considerating of larning distinction. As Petty ( 2006 ) mentioned ‘Bloom ‘s taxonomy ‘ , low cognitive demand is a phase of reproducing ; scholars simply recalled or reproduced the cognition from instructor talk. What the instructor has presented, they could province the information every bit same as the instructor. Matching the cards by utilizing the musculuss ‘ names and the musculuss ‘ images will supply to the scholars in degree 2 in the early acquisition phase, so that they can be encouraged to achieve the undertaking easy and place which is which. After a month acquisition, the cards will be used once more for saying the characteristics of each musculus by utilizing other cards with descriptions. This phase in ‘Bloom ‘s taxonomy ‘ called the comprehension and application. Learners still stick on reproducing phase. After a few months, by utilizing the same cards and playing like as ‘snap cards ‘ , this is a ‘reasoning ‘ phase, scholars can analyse and react creatively or give more item descriptions or characteristics about each facial musculus. They can besides explicate how to handle certain jobs during facial massage such as saying the facial massage techniques to better the musculus tone. This shows how to utilize the facial musculuss game card to better the scholars ‘ concluding accomplishments and develop their acquisition from low cognitive demand ( surface larning ) to high cognitive demand ( deep acquisition ) . They can besides incorporate the professional cognition into their work commercially. Furthermore, the press release and the cards are considered the larning theories ( Reece and Walker 2007 ) , Behaviourists like memorising ( fiting / snarling cards ) ; Cognitivists like thought ( lodging the cards or pulling the facial motions ) ; Humanists like making ( pulling and rehearsing the motions ) . In order to larning theories, the cards are designed playing with different methods in different phases and the press release is called ‘flexible ‘ facial massage modus operandi press release because some of hard motions have been drawn and some images are blanked. Even though, the thought of the game cards can utilize the extent to other topics such as castanetss, hair, nails, etc. The first two resources are finally supportive and prosecuting in learning and larning. However the College does non supply an excess proficient support to tutor except the power point presentation. There is merely one Smart board in the library so that coach can non utilize it often. Supporting the facial unit to the full, the 3rd resource, A2 size manual smart board, calendar looking board laminated, so that coach and scholars can pull anything on the top of the facial images. Best and Thomas ( 2007 ) stated ‘effective instruction sits within the creativeness rhythm ‘ , ‘teachers need to utilize creativeness to choose the most appropriate instruction and larning methods to accomplish the coveted acquisition results ( p.42 ) . ‘ That is why I think the A2 seventh cranial nerve pictured board will give the excess support to the other two resources wholly. I besides think ‘the attacks are holistic ( Junior-grade 2006 p.19 ) . ‘ It means whether or n on the facial lesson is taking topographic point in a theory and practical room ; the coach can convey and show these extra resources anyplace every bit good as commixture and fiting with other bing resources and installations. Petty ( 2006 ) described which learning methods are most constructivist, I agree with this statement, ‘fun learning methods create engagement and so help deep acquisition ( p.27 ) . ‘ The image shown on the boards is an hypertrophied image every bit same as the new facial massage modus operandi press release. With mention to Gestalt theory ( Reece and Walker 2007 ) , showing the similar kind of images in the Sessionss will be helpful so that they can easy to place and retrieve the motions. ‘Gestalt is highly acute on the nature and accent a relationship with the environment which is a utile attack within researching creativeness and to be originative ( Beadle, no day of the month ) . ‘ We normally use presentation to demo scholars how to make the motions, in malice of this is inactive, less interaction and hapless larning distinction. I think about utilizing the pictured board which can assist to make the interaction between coach and scholars in add-on to bac k uping the acquisition distinction further. Petty ( 2006 ) stated presentation is a ‘present ‘ method every bit good as being a hapless method, therefore, learning via the pictured board will be encouraging and making more merriment and edifice metaphors. Best and Thomas ( 2007 ) explained ‘metaphors are powerful symbols which demand that our subconscious discoveries intending ( p.128 ) . ‘ The new created facial image will be a metaphor to associate with the facial motions, facial musculuss and other appropriate countries. Since I learnt the acquisition theories and different acquisition manners ( ocular, audile and kinesthetic ) , I ever consider and plan my lessons suitably and adaptable for different scholars. However, Petty ( 2006 ) described Coffield ‘s advices to advance ‘whole encephalon ‘ acquisition. It means that make non type scholars or fit their manners ; incorporating different methods for all scholars ; ‘encouraging scholars to utilize unfamiliar manners ( p.30 ) , the intent is assisting the scholars to develop ‘deep ‘ attacks to larn. Developing the ‘whole encephalon ‘ acquisition, Herrmann developed the ‘whole encephalon ‘ theoretical account ( Petty 2006 ) who outlined four acquisition manners related right-brain and left-brain manners. Dr. Dew ( 1996 p.91-93 ) mentioned ‘the genuinely originative professionals will happen ways to integrate the endowments of both encephalon hemispheres to maximise people ‘s perso nal effectivity. ‘ Herrmann worked out the 4 acquisition manners as theoretician ( like utilizing text edition and bibliographies ) ; organizers ( like treatment and text edition ) ; pioneers ( like gaiety, making ocular treatment ) and do-gooders ( like group treatment, group interaction ) . The chief intent of Herrmann ‘s work is ‘working with antonyms helps scholars to go more originative, encouraging alteration and growing positively and stating us non to sterotype scholars but to promote everyone to utilize all manners ( Junior-grade 2006 p.33 ) ‘ . As left-brain thought procedure is really systematic stairss in developing a solution to a job and right-brain minds come up to root-cause analysis ( Dr. Dew 1996 ) . I think each scholar has his or her ain potency and endowment in larning if the coach identifies the 4 acquisition manners mentioned as complementary ways to understand a subject or topic, non in alternate attacks, so that the method used will b e more effectual to construct up the ‘whole encephalon ‘ acquisition. It may besides assist the scholars learn in holistic attacks. As Theall ( 2007 ) mentioned an apprehension of creativeness allows to transform anterior acquisition and to unite it with the cognition and accomplishments to organize alone construct or merchandises. My perceptual experience is a scholar of beauty therapy who does non wish to read or compose, utilizing visualized methods are the best instruction attacks, nevertheless, beauty healers besides need the professional cognition to back up their work. Sing Herrmann ‘s ‘whole encephalon ‘ theoretical account, a brochure of skin feature is designed to assist heightening their professional cognition in order to assisting them communicate with the client professionally. NACCCE ( 1999 p.13 ) described ‘people who can accommodate, see connexions, innovate, communicate and work with others. ‘ The content of the brochure shows the information in relevant to the parts of face individually ; associating the facial images where they can pull and place the jobs, so utili zing the extent to advance the add-on services and merchandises to the clients. It will assist the scholars ‘ believing loosely. Best and Thomas ( 2007 ) outlined ‘Alistair Smith ‘s Accelerated Learning Cycle ( 2004 ) ‘ , the cardinal facets of the rhythm shown is to construct up ‘the right larning clime and besides closely fit the worlds of classroom-based acquisition ( p.165 ) . ‘ The rhythm described ( 1. ) ‘Connect ‘ relates to linking to the scholars themselves as the information shown in the brochure is related non merely their clients but besides their tegument jobs every bit good. ( 2. ) ‘Activate ‘ involves scholars being exposed to new thoughts, thought-provoking with the stimulations such as images or some descriptions shown on the brochure. ( 3. ) ‘Demonstrate ‘ involves scholars holding an chance to demo what they have learned such as inquiring inquiries ; group discussing ; rehearsing with equals o r clients or having feedback from coach for betterment. ( 4. ) ‘Consolidate ‘ stage is supplying an chance for the scholars to utilizing the cognition for long-run, seeking the ways in which the acquisition can be extended in other country. Furthermore, the best manner to assist people to maximise their originative potency is to let them to make something they love ( Amabile 1996 ; Runco & A ; Chand 1995 ; Torrance 1995 ) . As we say beauty therapy class is a construct of art of beauty, a higher degree of beauty healer should be like an creative person to execute enthusiastically and professionally. A beauty healer may hold altered creativeness in beauty every bit good. Teachers may integrate the above statement and learning rhythm into schoolroom by utilizing a kind of resources to heighten their possible. Therefore the brochure will originate their apprehension in deepness. As Craft et Al ( 2001 ) stated the appropriate usage of temper is farther originative properties that should be encouraged and developed in larning taken topographic point. That is why the mentality of the brochure will be designed more merriment instead than a formal press release. It may besides plan a quiz indoors so that the scholars can utiliz e the extent to their clients. Craft ( 2005 ) stated a theoretical account ‘learning to growing ‘ , offering chances for scholars to research in their ain clip and infinite, avoiding models that could travel scholars into placing inquiries or replies before they may be ready. The brochure may make the manner how the scholars develop ‘learning to growing ‘ every bit good.DecisionCraft et Al ( 2001 ) described, ‘Roger claims that learning can merely be a meaningful and valuable activity in that it provides an environment in which acquisition can be taken topographic point ( p.106 ) . ‘ It is perfectly true as instructors provide an appropriate resource and stuff every bit good as incorporating the scholars ‘ originative thought. The originative attack of humanistic theoretical account ( Craft et al 2001 ) mentioned a student-centred acquisition which are placing the acquisition needs ; acknowledging the demands as incentives in acquisition ; u tilizing the demands as the footing for easing acquisition ; sharing feelings and ideas with the larning group. Harmonizing to the feedback from C & A ; G Beauty Therapy degree 2 scholars, the facial musculuss game cards, are easy to understanding and assist them to larn. That is why I think the resources in creativeness and invention undertaking are adaptable, gratifying and knowing, in add-on to the economic standards ; they can be massively produced at college ‘s printing room. Basically, they are supportive, prosecuting and synergistic in both scholars and coachs.Part 4Brooding DecisionBrooding Decision As Kolb ( 1984 ) suggested that without contemplation, people would go on to reiterate their error. Since the faculty started I struggled to the words ‘teaching creatively ‘ and ‘teaching for creativeness ‘ . I thought they seemed to transport the same significance but they were non. I was confused ab initio when I started my written work. I tried to understand the words and seek the mentions, there was a book called ‘Handbook of Creativity ‘ from Sternberg which stopped me to read. I found it could non turn my involvement because of the words used, they are little, large words and excessively academic. Meanwhile I thought if I created something like this, the consequence was the scholars would non be encouraged or non understand. That was why I refined my 4th resource. As Brookfield ( 2006 ) stated one of the grounds for learning creatively is ‘to encourage scholars ‘ involvement in a subject ( p.73 ) . ‘ In contrast, I found the faculty would be the most interesting one compared with other faculties as making some physical groundss ( resources ) , which would assist to heighten my learning files every bit good as being originative. Ogunleye ( 2002 ) stated betterment of accomplishment in grownup acquisition ; originative course of study, instruction and instructional instruction are of import facets for back uping accomplishment in grownup acquisition. I found that was truly true as I examined the feedback from one of the originative resources where the scholars commented the facial musculuss cards ‘ activity could assist to reenforce their professional cognition in add-on to incorporate their apprehension. However they suggested polishing the descriptions of the musculuss characteristics, they said there were a spot confounding in some descriptive characteristics. I thought I might come back to my perceptual experience that the scholars still stayed with their comfort zone, â €˜the low cognitive demand ( Junior-grade 2006 ) ‘ . I went back to look into all the descriptions and asked my wise man for remark. There was nil incorrect but they were non the same statements as their usual text book. I thought the scholars might simply be familiar with their text edition and would non travel further to research excess descriptions from other mention books. Sometimes I thought the cards could whether assist them to advance high cognitive demand ( Junior-grade 2006 ) or they would non desire to spread out their professional cognition. In malice of this, I was assured that the cards could make the inclusive and prosecuting larning. As I observed the lesson, I realized they enjoyed to play a portion of the activity and discussed with the others. With mention to the Kolb ‘s learning rhythm ( 1984 ) , brooding observation, I learnt from this was to happen the first individual to polish the job if there was something needed to modify. In another phase, abstract conceptualisation, I have to believe about how the cards be presented for the following clip. I have to utilize the prepared musculus names together so that the scholars would non be confused which is which. Apart from the scholars ‘ feedback, I found other utile feedback from the detecting coachs. They could assist me to travel frontward every bit good as pull offing the ulterior comer, how to cover with their unacceptable attitude, their assessment public presentations, etc. I realized I was more unfastened and positive to cover with the above aspects since one of the scholars who could non accomplish the demands during being assessed. I thought if I did non discourse with her public presentation in deepness, I could non assist her to go through the appraisal. Ecclestone ( 2005 p.15 ) explained that feedback can assist scholars to place their acquisition ‘s advancement and accomplishment relating to the summational standards for appraisal. I recognized that she gained a batch of betterment in her following appraisal after giving constructive feedback. As Ecclestone ( 2005 p.2-3 ) stated that the thought of appraisal is built-in to effectual acquisition and motive underpin e fforts to maximise the educational benefits of appraisal. She was non the lone individual I had to discourse with, there were besides two scholars I tried to discourse with their practical accomplishments. I found their active battle with feedback is all built-in to its effectivity ( Ecclestone 2005 ) . I obtained reasonably much benefit from detecting other instructors where I recognised their common instruction manner as they facilitated the lessons were prosecuting, inclusive, synergistic, utilizing appropriate instruction methods and resources. I found there was a batch of thing to larn. I have to utilize some extent to my future lesson such as a elephantine Domino game and a elephantine mike, particularly, one of coach demonstrated his empathy on the scholar.MentionAmabile, T. M. ( 1996 ) Creativity in Context: Update to the Social Psychology of Creativity. Boulder, CO: Westview in Sternberg, R J ( erectile dysfunction ) ( 1999 ) Handbook of Creativity. Cambridge: Cambridge University Press Beadle. R ( no day of the month ) The Creative Process [ online ] hypertext transfer protocol: //www.therapytoday.net/articla/show/1639/print/ assessed on 02/02/2010 Best, B, & A ; Thomas, W, ( 2007 ) The Creative Teaching and Learning Toolkit, London: Continuum, Brookfield, S ( 2006 ) The Adept Teacher: On Technique, Trust and Responsiveness in the Classroom. New York: Jossey Bass Wiley. Craft. A ( 2006 ) Fostering Creativity with Wisdom, Cambridge Journal of Education, Vol. 36, No. 3, pp. 337-350, Milton Keynes: The Open University Craft, A. ( 2005 ) Creativity in Schools, Tensions and Dilemmas London: Routledge Craft, A. Jeffrey, B. and Leibling, M. ( 2001 ) Creativity in Education London: Continuum Dr. Dew J. R. ( 1996 ) Are you a Right-Brain or Left-Brain Thinker? pp. 91-93, Quality Progress Magazine Druckenfield, M. ( 1999 ) The Performance of At-Risk Youths and Tutors ( National Dropout Prevention Centre, Clemson University, South Carolina, USA ) in Ogunleye. J ( 2002 ) Creative Approaches to Raising Achievement of Adult Learners in English Further Education, Journal of Further and Higher Education, Vol. 26, No. 2, Greenwich: University of Greenwich Fielding et Al ( 1998 ) The Consequences of Dropouts on the Cost-effectiveness of 16-19 colleges, Oxford Review of Education, 24 ( 4 ) , pp. 487-511 in Ogunleye. J ( 2002 ) Creative Approaches to Raising Achievement of Adult Learners in English Further Education, Journal of Further and Higher Education, Vol. 26, No. 2, Greenwich: University of Greenwich Ginnis, P ( 2002 ) The Teacher ‘s Toolkit: rise schoolroom accomplishment with schemes for every scholar. Carmarthen: Crown House Publishing. IPD Survey 2 ( 1998 ) Recruitment ( Institute of Personnel and Development, London ) . Jeffrey. B and Craft. A ( 2004 ) Teaching creativeness and instruction for creativeness: differentiations and relationships, Educational Studies, Vol. 30, No. 1, Milton Keynes: The Open University Longhurst, J.R. ( 1999 ) Why Are n't they here? Student absenteeism in a farther instruction college, Journal of Further and Higher Education, 23 ( 1 ) , pp. 61-80 in Ogunleye. J ( 2002 ) Creative Approaches to Raising Achievement of Adult Learners in English Further Education, Journal of Further and Higher Education, Vol. 26, No. 2, Greenwich: University of Greenwich Morris. W ( no day of the month ) Creativity-its topographic point in instruction [ online ] hypertext transfer protocol: //www.jpb.com/creative/Creativity_in_education.pdf. accessed on 21/02/2010 NACCCE ( 1999 ) All our hereafters: creativeness, civilization and instruction ( London DfEE ) Ogunleye. J ( 2002 ) Creative Approaches to Raising Achievement of Adult Learners in English Further Education, Journal of Further and Higher Education, Vol. 26, No. 2, Greenwich: University of Greenwich Petty. G ( 1996 ) The Creative Process, â€Å"How to be Better at Creativity† Kogan Page, press release from University of Huddersfield Petty, G ( 2009 ) Evidence Based Teaching: A Practical Approach 2nd erectile dysfunction. Cheltenham: Nelson Thornes. Reece, I. and Walker, S. ( 2007 ) Teaching, Training and Learning ; a practical usher. 6th ed rpm. Sunderland: Business Education Publishers. Runco, M.A. & A ; Chand, I. ( 1995 ) Cognition and Creativity. Educational Psychology Review, 7, 243-267 in Sternberg, R J ( erectile dysfunction ) ( 1999 ) Handbook of Creativity. Cambridge: Cambridge University Press Smith, A, Lovatt, M & A ; Wise, D ( 2004 ) Accelerated Learning: a user ‘s usher. London: Network Educational Press in Best, B, & A ; Thomas, W, ( 2007 ) The Creative Teaching and Learning Toolkit, London: Continuum, Sternberg, R J ( erectile dysfunction ) ( 1999 ) Handbook of Creativity. Cambridge: Cambridge University Press Theall. M ( 2007 ) Developing originative capacities ( composing, contriving, planing, executing in art, music, play, etc. ) [ on-line ] hypertext transfer protocol: //www.theideacenter.org/sites/default/files/objective6.pdf accessed on 22/02/2010 Torrance, E. P. ( 1995 ) Penetrations about creativeness: Questioned, rejected, ridiculed, ignored. Educational Psychology Review, 7, 313-322 in Sternberg, R J ( erectile dysfunction ) ( 1999 ) Handbook of Creativity. Cambridge: Cambridge University PressAppendix 1A facial massage modus operandi press releaseAppendix 2A2 size manual ‘smarter board ‘Appendix 3Facial musculuss game cardsAppendix 4A facial brochure

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Business plan for the Proposed AfroCare Restaurant in Allerton, Liverpool - Essay Example The researcher states that the name of the proposed Afro-Caribbean Restaurant shall be AfroCare Restaurant. It will be based in the Allerton borough approximately 4.8 kilometres from the city centre of Liverpool. AfroCare Restaurant will specialize in the preparation of Afro-Caribbean dishes including breakfast, lunch and dinner. Ideally, this business envisions a large market with mixed customer base incorporating mainly the British Afro-Caribbean community residing in the suburbs of Liverpool and its environs including the Hunt Cross and Calderstones Park. On the other hand AfroCare Restaurant will also incorporate a wide range of fast foods and customized drinks at affordable prices suitable for the vast majority of college students living around Allerton. While the business is set to roll out by the end of this year 2012, it looks forward to capture a market share of about 60% by the close of Year 1. The projection is based on the fact that there are no restaurants in Allerton wh ich have specialized in Afro-Caribbean dishes. However, it is prominently argued that the few that prepare Afro-Caribbean foods have recorded remarkable increase in customers and thus an improved attributable revenue performance. In terms of capacity, AfroCare Restaurant will be established in a spacious facility along the Allerton Road with an optimal sitting capacity of 200 heads. At full occupancy, the restaurant projects sales revenue of about  £9,000 per day. ?9,000 per day. This translates to an AfroCare annual return of ?3.24 million. If the business therefore realizes at least 60% customer base, it will manage an annual revenue performance of ?1,944,000 at the end of Year 1. To that end, the proponent of this venture has set aside a starting capital of ?300,000 with an estimated reinvestment rate of 10% on the cost of capital (Taylor and Brown, 2003). Thus, AfroCare Restaurant envisions the attainment of a full capacity by the second quarter of Year 2. The business and its Management Proper management is one of the core elements of every business especially when competition as a factor to consider. Guided by a realistic vision and SMART objective, the management of any enterprise defines the overall stricter and operational dynamics of the business as reiterated by (Toren and Adam, 2011). AfroCare Restaurant will basically be a sole proprietorship company with limited liability. As such, the manger will reserve exclusive authority of the operations of the business while taking into account the possibility of outsourced expertise in Food and Beverage Management in line with common practice in the modern world (Boone and Kurtz, D. (2010). With that in mind, AfroCare Restaurant endeavours to set an exceptional and unmatched standard in the provision of Afro-Caribbean dishes beyond the expectations of our customers. Therefore, its operations and service delivery shall always be inclined toward achieving the following vision and objectives. Vision Primari ly, a vision refers to the main goal that an organization seeks to achieve over a predetermined period of time. Whereas the vision governs the operational efforts of an enterprise, it keeps the business in focus at all times as postulated by (Liebig, 1994; Walters, 2011) The vision of AfroCare Restaurant is to be the best service provider of Afro-Caribbean foods across Liverpool and beyond. Mission According to Shane (2003), a mission refers to the basic philosophy on which the daily activities of an organization are

Letter from Birmingham Jail Essay Example for Free

Letter from Birmingham Jail Essay To defend against criticism is one thing, to convince the critic is another. The latter is far more challenging, though none could say with merit that Dr. Martin Luther King Jr. is a man unsuited for battling adversity. In 1963, King was jailed for marching without permit in the city of Birmingham. His detractors regarded his actions as, â€Å"unwise and untimely† (King 1), prompting the civil rights activist to respond with â€Å"Letter From Birmingham Jail†. In it, King utilizes the three classical appeals, biblical references, various forms of rhetoric, and a carefully selected tone to create a wonderfully worded piece that serves the purpose of arguing his side. An argumentative piece is any writing that supports a specific set of opinions and beliefs. Often times, they utilize the three classical appeals in order to persuade the audience of said ideas. In the letter, King makes use of all three. For instance, he applies logos, the logical appeal, in the lines, â€Å"Several months ago the [Southern Christian Leadership Conference affiliates] here in Birmingham asked [me] to be on call to engage in a nonviolent direct action program†¦ So I, along with several members of my staff, am here because I was invited here,† (King 1). In order to justify his appearance in Birmingham, something called into question by his fellow clergymen, King presents basic logic. He was there because he was invited, an inarguable fact that grants him reason for presence and serves the point of urging others to accept his arrival in Birmingham as justified. That said, this fact would fall flat if King’s position was nothing outside a man in jail. The second classical appeal is ethos, the ethical appeal. Most often, the ethical appeal builds up the author’s appearance, making them into a figure the audience believes worthy of listening to. Though few of the modern world would question King’s words, many of his contemporaries viewed him poorly. So, in order to convince these people of his position, he had to highlight his better qualities. In expressing his genealogy as, â€Å"being the son, the grandson and the great-grandson of preachers,† (King 7), King successfully makes himself out to be a man who has a close connection to the church. This makes him a more valid figure to his audience, particularly because they are clergymen. As a valid figure, the audience is more likely to accept his words as true and reasonable, thereby increasing chances that they come to agree with his argument. That said, such would not occur if all King presented, as a valid figure or otherwise, was logic. A connection to the audience is just as vital as all else, after all. The final classical appeal is pathos, the emotional appeal. It serves to make a link between the argument and the audience’s feelings, thereby impassioning the topic for them. King accomplishes this seamlessly by selecting the perfect medium for his audience of religious peoples. Emotionally charged biblical references strike out at King’s readers, grasping them by the heart and shoving them into compliance. This can be seen in the statement, â€Å"Yes, I see the church as the body of Christ. But, oh! How we have blemished and scarred that body through social neglect and through fear of being nonconformists,† (King 7). King conjects that the people of the church have damaged it and, therefore, have damaged Christ himself. This statement would illicit an emotional response from any Christian, particularly feelings of horror and guilt. Because of this response, the readers are more likely to consider King’s opinions in order to avoid further damaging Christ and also to seek forgiveness for earlier infringements. Still, knowing both sides as reasonable is not always enough. To completely convince his readers, King had to discredit their own views. Antithesis is an example of a rhetorical device, one that presents the opposing idea to the author’s thesis before pointing out its flaws. Of the many forms of rhetoric King uses, this one appears the most frequently and serves the largest role in supporting his purpose of convincing his fellows. In fact, it appears at the start of many of King’s body paragraphs, such as with the declaration, â€Å"In your statement you assert that our actions, even though peaceful, must be condemned because they precipitate violence. But is this a logical assertion?†(King 5). An example of antithesis based on it and its following line’s examination of the critic’s opinion, this use of rhetoric allows for King’s audience to see the fault in their own argument. Furthermore, it allows for the clergymen to further consider King’s own position. Had this been done with ferocity, it would have elicited a horrendous response. Fortunately, King presented a kind and patient tone throughout his letter. He expressed understanding for the clergymen’s views and approached convincing them gently. This can, arguably, be seen most evidently in the lines, â€Å"If I have said anything†¦that overstates the truth and indicates an unreasonable impatience, I beg you to forgive me. If I have said anything that understates the truth and indicates my having a patience that allows me to settle for anything less than brotherhood, I beg God to forgive me,† (King 9). King does not approach with accusation, demanding that the clergymen apologize for their judgments. Instead, he offers apologies on his side just in case he happened to over step some line. This attitude is further displayed in the closing, which reads, â€Å"Yours for the cause of Peace and Brotherhood, Martin Luther King Jr.,† (King 9). By expressing that he is interested in such positive relations in such a positive way, King is able to seal the deal, leaving his piece convincing enough to sway the most rigid of opponents. King sets out in his letter to persuade his fellow church goers of his positions, to demonstrate that that his argument is the one that should be followed. He accomplishes this well by using some of the most effective literary tools for his audience, namely in the form of rhetorical devices, biblical references, classical appeals, and gentle tone. He started with the vast challenge of persuading his critics. In the end, he left his critics with the even more complex challenge of bringing themselves to further deny his opinion. If modern day is any indication, the majority failed miserably, if not for the betterment of society.

A Brief History Into Greek Medicine History Essay

A Brief History Into Greek Medicine History Essay Medicine is a huge part of our society. Millions of people become ill every year and become in need of medical attention. Every day hospitals fill with sick patients and they turn to medicine to heal them and to decrease their problems that they are having. So when did medicine all start? Disease was a huge and destructible problem for the Greeks. In the time of the Greeks disease were strong and overwhelmed many cities with death and destruction because of all the unsanitary conditions they were living in. The Greeks didnt bathe a lot and germs would just overwhelm them. Medical problems that people come I with today would of instantly killed the Greeks because they did not have any kind of health care system. In the Greek world one out of three babies died before they could even reach the age of one and half of all children died before they reached the young age of ten. Overall though most Greeks died when they were only in their thirties of forties so the Greeks needed a better he alth care system that would stop all their people from dying (Medicine.net). In 900 BC in Greece medicine was only a rumor but then took off into this great idea appreciated by everyone. The process went from a crazy idea to observation and reason. Before Greek medicine was discovered the world had never seen anything like it. The methods helped the lives of thousands and saved thousands of people as well. The Greeks were very interested in using scientific observation and logic to figure out what caused the diseases that were infecting their people and how they could prevent them in the future. These ideas of this new system of healing spread quickly throughout the Mediterranean and as far East as India and still to this day the methods stay strong in the West. These methods would later create what medicine is today and further the lives of thousands. Ancient Greece medicine was considered to be an idea from the Gods because it was so special and unique. Greek mythology is full of legends and many different symbols explaining the origins and the methods of using medicine to heal people. In the myths the gods and goddesses who take part in them are fascinated by the art of healing. They consider it one of the most precious rituals performed since it really all has to do with life and death. Greeks also believed that the Goddess Gaia had a lot to do with the coming of Greek Medicine since she was considered to be the creator of the earth. The way of Mother Gaia is the passive, feminine, Yin way of healing. All we need to do to regain our health is to return to the bosom of Mother Nature and live in accordance with her laws (Greek Medicine. Net). The Greeks thought that medicine came from her because she created everything else so this must be another method devised by her. The Greeks actually did not discover the art of medicine but rather refined it and improved it from its original form. They had a large amount of prior knowledge to build on and create their own system of medicine. Scientists and archeologists say that medicines original roots came from Egypt which was already a well established civilization right before Greece started its own civilization. Although scientists and archeologists still debate on how Egypts roots of medicine translated over to Greece. Many medical scholars debate and truly believe that the Minoan civilization on Crete served as the transmitter from Egypts medical system to Greece. Crete was an Egyptian who practiced medicine but was set to be executed in Egypt for challenging Egypts government. Crete ran away before his execution and resided in Greece where he was said to spread his ideas he learned in Egypt about medicine. Thayles was also said to be the transmitter to Greece about Egypts system since Thayles actually traveled to Egypt and back to Greece bringing the methods learned back to Greece to be adapted and improved there (Kee 22). The Egyptians wrote on papyri and recorded their medical findings so they could pass these notes down to future generations. Most consisted of medical recipes from their main god that they believed in named Imhotep. There was also recording of effects of some drugs if taken and the symptoms of certain diseases. The Egyptians were also very clean. They bathed twice a day which was unusual in this time period because usually men and women only bathed once a month and boiled water before drinking it to cleanse it from all the bacteria retained in it. They also never ate pork because they said it was unclean. Not eating pork which is a red meat could have defiantly lowered their cholesterol and improved their health considerably. They also had specialists which were a bunch of different people who were in charge of healing certain body parts. Each person would have their own specialty in a certain part of the body that way they could focus on a small part and learn a lot more about the c ures and symptoms of the disease from that body part instead of having to learn about the entire body as a whole (schoolhistory.com). In Greek medicine there were many different influential contributors that made Greek Medicine possible. One huge contributor was Hippocrates. Hippocrates was considered to be the founder of Greek Medicine and was the one that made this science rational. He brought the science from being superstition and magic to actual facts and descriptions. Hippocrates took Greek Medicine and put reasoning behind it and could easily explain why things happen to the body the way that they do. Hippocrates conducted many experiments and collected a lot of important data that was found and concurred by the data that disease was a natural process. In the data that was found, he found that the diseased bodies had symptoms that were caused by the disease and could be read. By creating and discovering data it really furthered Greek medicine from what it was previously (GreekMedicine.net). When Hippocrates first started to practice medicine the only real established school to study medicine was at the Cnidian School.   The only problem was that this schools approach to medicine had a lot of inconsistent data and many flaws that held the school back from really understanding what medicine was. The students that attended also graduated not really having a clear idea about medicine and the flaws in the study that were taught to them. The Cnidian School considered the body to be merely a collection of isolated parts, and saw diseases manifesting in a particular organ or body part as affecting that part only, which alone was treated.   Their system of diagnosis was also faulty, relying exclusively on the subjective symptoms related by the patient, while totally ignoring the objective signs of the disease (Greek Medicine.Net). Hippocrates greatly disagreed with this statement along with many other ideas that the school recently had. Hippocrates believed that the human bo dy functioned as a whole with every part working together to accomplish a common goal. He did not believe that every part works differently and has a different goal then the other. Both theories were very different and a method needed to be cleared so the study of medicine for the Greeks could continue and proceed forward (Schiefsky 27). Hippocrates truly believed in strengthening and building up the bodys resistance to disease, basically a humans immune system. Since in this time in history the most up to date sanitary precautions and vaccines were not available to Hippocrates knew that the Greeks needed to build up a better immune system to fight off these diseases so it would be easier to fight them when they eventually got sick.   When encouraging this Hippocrates prescribed diet, gymnastics, exercise, massage, hydrotherapy and sea bathing as all ways of helping prevent disease and the spread of disease.  Even something as simple as sea bathing in which he prescribed really could help a person fight disease because of the amount of salt in the water which will kill the bacteria on a persons body. Hippocrates was a strong believer and activist in eating healthy while someone was sick. With this in mind he came up with many ideas of diets for each kind of disease that a patient had.  He prescribed a light die t during the climax stage of a small illness which is when the illness is the worst, and a liquid diet if the patient was diagnosed with a fever. He prescribed a liquid diet because then the patient had a faster recovery kind because the liquids were constantly going through body collecting germs and turning them into waste, basically flushing out the fever from the body (Schiefsky 61). Hippocrates was the first physician to diagnose a disease on the patients symptoms by comparing them to the symptoms in relation to other patients.   Hippocrates also originated the disciplines of etiology and pathology by deciding the diseases the patient was diagnosed with. For once patients felt convinced of their diagnosis and were not as skeptical as they were before Hippocrates. Overall Hippocrates was one of the all time best known and most influential physicians. His works lead the way for future medical physicians and really changed the whole world of medicine around. He will always be known for his love of healing and great attitude towards his patients. As a physician it is not all about just healing the patient but also creating a relationship with them of trust because they truly are putting their life into the physicians hands. Hippocrates is most remembered today for his famous Oath, which physicians take before beginning the practice of medicine.   In writing his Oath, Hippocrates set high ethical standards for future physicians to follow.   Needless to say, compliance, both then and now, has been considerably less than perfect (Schefski 87). Another important and influential figure in Greek Medicine was Aristotle. Aristotle even though became a great figure in medicine he made his biggest findings in Biology. Aristotle was a natural historian who spent most of his time dissecting plants and different kinds of animals to collect data and tried to come up with new theories. Aristotle was the father of comparative anatomy and physiology. Aristotle even contributed too many ideas about evolution (Sigerist 150-152).   Aristotles most influential and most popular contribution to Greek Medicine was his document made up of the  Four Basic Qualities which were hot, cold, wet, and dry.   Later philosopher-physicians would apply these qualities to characterize the Four Elements, Four Humors, and Four Temperaments.   The Four Basic Qualities are the foundations for all notions of balance and homeostasis in Greek Medicine (Greek Medicine. Net). Aristotles teachings on biology, medicine and the natural sciences were finally accepted by the church which before denied all of Aristotles claims and findings because they didnt believe that he was being true to the religion. Another important part of Greek medicine was actually getting it passed to practice by the church. This was the most difficult challenge in the study because the church did not agree with most of the methods and ideas. Physicians needed to clearly explain that the methods being performed by the patients was for the better of mankind an d was not offending or going against God in any way (Sigerest 155). There were many different basic principles to Greek Medicine. One principle was the seven natural factors principle. These factors were what the Greeks used to measure whether or not the body was healthy or not. The first one of the Four Elements which is what the body is made up of. The second is the Four Humors which are the metabolic agents of the Four Elements This principle is made of what a healthy body is made up of so they could compare it to a body that is diseased. The third is the Four Temperatures which is the qualitative yardsticks by which health and homeostasis, or deviation there from, are measured; the basis of constitutional medicine (Greek Medicine.net). The fourth is the Four Faculties which describe the basic functions of life. The fifth is the Vital Principles which are the essence and energies that give life to the body. The sixth principle is the Organs and Parts which is about the basic usage and functions of different parts of the body. The last is the Force s or Administering Virtues which are the principles of all bodily fluid. The four element principle was a principle based on the four elements that the Greeks believed in which were earth, water, air, and fire. Each element had a different meaning. Earth the center of the universe and the Greeks related that back all dense solids in the body that are permanent such as bones, joints and teeth. Water is running over and around the earth and is very important to the Greeks so they related it back to the vital fluids of the body such as blood and mostly the clear fluids such as mucus. The element air goes over the earth and water so the Greeks related that to the lungs, chest and, thorax of the body and all open spaces. The final element fire was considered to light up the sun, moon and stars to the Greeks so they made it represent all muscles, the heart, the liver and the stomach of a person (raredisease.com). The Greeks also came with principles for energy. The Greeks discovered that there are two different kinds of energies. One kind of energy is thermal kinetic or Pneuma energy which is what the Greeks called it which is responsible for the digestion and metabolism and basically all kinds of energy inside the body (thermal meaning warm describing the inside of the body). The second kind of energy called kinetic energy is responsible for controlling all functions of movement that the body does. Both energies work equally together to accomplish certain goals. For example in digestion kinetic energy is caused when the stomach churns the digested food then moves the food to the intestine. The thermal kinetic energy is caused when distillation and metabolism occurs (historyforkids.com). Another principle that was discovered was the vital faculty. The vital faculty is the most important organism because it gives the body life. The vital faculty is centered along the heart and lungs and includes the immune system which is a cell group working together to get rid of all unnecessary cells in the body that might cause harm or damage. This system helps the body fight disease once it has entered the body. The circulatory system is also included and that system which includes all organs and tissue that help blood flow throughout the body. The last system it includes is the respiratory system. The respiratory system is a system that retrieves oxygen and feeds the lungs while turning that oxygen into carbon dioxide. This system includes the lungs, bronchi and nasal passages. Besides giving life to the organism and empowering cellular metabolism, the Vital Faculty also activates and coordinates responses of the organism as a whole to its environment.   This includes the immu ne response.   And so, the Vital Faculty acts as a central nexus for the whole organism (GreekMedicine.net). The heart and lungs are the central part of the Vital Faculty. Both components work closely together, the lungs pump blood for the heart and the heart takes that blood and makes new blood out of the blood that the lungs pumped to the heart. The Greeks came up with many different diagnosiss to treat disease. The word diagnosis literally means knowing through (dictionary.com). Making a diagnosis means someone has gone through the mazes and calculations of figuring out what is wrong with the patient then figuring out a plan of action to heal that patient and eventually save their lives. Making a clear diagnosis for someone in Greek Medicine was difficult and a lot more difficult than it is today because of the technology we use. Back then the Greeks used several different methods to figure out how to approach that persons disease and how to stop it. The Greeks had to act as a detective on a case because that was basically what they were doing. Making a diagnosis separates all other kinds of science away from medicine and takes medicine away from being supernatural and magic. Diagnosis is the heart of the medical world (GreekMedicine.net). There were several different ways that a Greek physician would make a diagnosis. One thing that the doctor needed to have was a basic knowledge of anatomy. Knowing the anatomy of the body and where everything was created many new possibilities of diagnosis for the Greeks. Knowledge of the physiology of the body is also needed so the doctor can pinpoint where the problem is and how to fix it. Knowing the physiology of body also comes with knowing the seven natural factors and the basic principles which the Greeks thought of and used throughout their medical discovery. Another kind of science that the Greeks used was pathology which is the study of what went wrong with the body before death or cause of injury (RightHealth.com). Using the information they about pathology they could relate what bodies looked like after they died with certain diseases and compare them to what they saw on the new patient and what they couldnt stop for one patient they could learn and heal another. One type of diagnosis the Greeks used was a visual diagnosis. Seeing someone for the first you get a first impression and that was exactly what the Greeks used when trying to make a diagnosis. This is the first kind of diagnosis performed by the Greek doctors because as soon as a patient came to see the doctor the doctor would start to analyze them up and down to try to find out if there were any visual keys to the illness that was occurring.The clinical eye of the physician is trained to be more objective, detached and dispassionate than the average layperson.   In general, it moves methodically from the generalities of the patients overall frame and physique, behaviors and mannerisms to increasingly more detailed, specific signs and clues (GreekMedicine.net). The physician looks for a cue and goes with the cue he finds and most of the time that one small cue that the doctor originally noticed leads to a complete diagnosis of the patient. Observing and inspecting the patient were also major parts in Greek Medicine for creating a diagnosis for a patient. After observing the patients outer most part the doctor could take samples and observe the urine, stool, and tongue (Longrig 109). The Greeks would also observe the behavior of the patient and take that into account when creating a diagnosis. There are four different attitudes that can be associated to certain terms to match behavior to a certain disease. If the patient is acting forceful and energetic that person was considered Choleric. If a person was acting poised and sophisticated then that person was considered to be Sanguine. If a person was acting quiet and reserved then that person was considered melancholic. Finally if a person was acting slow and relaxed they were considered Phlegmatic. Hippocrates discovered that patients that were acting incoherent or unresponsive such as a Melancholic or Phlegmatic patient was never a good sign and a diagnosis would need to be made as soon as possible (Singer 63). The Greeks also looked at the posture and physique of a patient. The way a person carries themselves could tell a lot to a doctor about just how low their energy levels were and their vitality levels. The Greeks would look if the patients were leaning or slouching which could indicate certain disease factors just from their body language observed. The complexion of a patients skin could also be a factor in making a diagnosis according to the Greeks. Normally a persons skin is a pink-like color so when the Greeks saw patients that had a pale face they knew that something was wrong. The Greeks figured out that if a patients face was a pale color then that person could be suffering from a blood deficiency or anemia as well as a common cold virus (Grmek, Mueller, Mueller 102). The Greeks also used a patients nails as a way to figure out a diagnosis. A healthy nail is a pink-like color which shows generally good blood flow throughout the body. A pale nail represents some kind of blood deficiency problem. A purple-like nail represents cyanosis which is when the body does not get enough oxygen to its cells. White spots on a patients nails can also indicate an insufficiency such as not even zinc or calcium in a patients diet. The sturdiness of their nails can also be a symptom of something going wrong in their body. The sturdiness of a patients nails was founded by the Greeks to show a lot about the kind of nutrition the patient has. Flimsy nails can mean a lack of protein in the patients diet and it reflects the bones and hard tissue underneath the skin as well. The Greeks came to the conclusion that what the nails look like is similar to what the patients bones look like and a diagnosis can be made from that. (MedicineNet.com). Urine samples were also used by the Greeks in helping creating a diagnosis. There were six different tests when testing a urine sample. The first one was color. The Greeks would take a normal urine sample and compare it to the patients urine sample. From there they would not whether the sample was darker or lighter then the comparative sample. If the urine was darker then the patient could be dehydrated and the Greeks would also look at if there was a red-like color to it because then there was blood in the urine which is a symptom of kidney problems. Consistency is the second test for urine. In this test the Greek doctors would look at the urine to see if the urine was thick or thin. The third test for urine is looking for sediment in the urine. The Greeks would look whether there was some kind of presence of an unknown substance in the urine. The fifth urine test was the foam test. The Greeks would shake the urine vigorously and if there was foam formed, different amounts of foam c ould tell the Greeks different things about the urine. The last test was the odor test. The Greeks would test the urine to see if there was a different kind of smell to the urine or if there was even a smell at all. Different smells or no smell could tell the Greek doctors different things about the urine (RightHealth.com). Since the earliest times, Greek physicians like Hippocrates and Galen have always considered the tongue to be an important indicator or barometer of health and disease.   Other great traditional medical systems of the world, such as Ayurveda and Chinese Medicine, also have sophisticated systems of tongue diagnosis (GreekMedicine.net). The Greeks found the tongue to be one of the most interesting and important of all the bodies organs. They found this because taste comes from the tongue and the Greeks are fascinated with how taste works and how vital it is to their lives. There are millions of little nerve endings that cover the tongue. The Greeks derived a method of where they saw sore spots on the tongue to where in the body the trouble was occurring. For example on the back center of the tongue there were sore spots the Greeks knew there was an intestinal problem. If there were spots in the center of the tongue there were stomach issues, if spots were on the front center of the t ongue then there were lung problems, and if there were spots and on the tip of the tongue there were heart problems. The Greeks made another diagnosis by the pulse which they called the river of life. The Greeks used pulse as a method to see irregular heartbeats or any kind of heart problem that could be occurring to the patient. Even in todays health care doctors and nurses take pulse rates to see if they can figure out a problem that the patient is having. Health care today can tell a lot more about whats wrong with the patient from their pulse then the Greeks could but overall making a diagnosis from a patients pulse rate was common for both time periods (Nulton 174). The first Greek to master the pulse was a Greek named Galan. Even Galan though had trouble deciphering medical conditions from the pulse saying For many years, I was doubtful about clearly discerning the movement of contraction by touch, and I shelved the question until such time as I could learn enough to fill the gap in my knowledge.   After that, the doors of the pulse were open to me (GreekMedicine.net). Galan introduced this new method of creating a diagnosis to the Greeks and then the Greeks mastered this skill and used it in their study of medicine. They found that this was a vital method in creating a diagnosis and this pushed Greek medicine even further in the study (Bendick 106). In todays health care the art of pulse taking can be taken at many different pressure points on the body. The Greeks however only used the artery in the wrist to take pulse because they only knew of being able to take it from a patients neck and the wrist and they felt that taking the pulse from the patients wrist gave much more accurate results (Bendick 94). When taking the patients pulse the Greeks looked for ten symptoms which could mean something is wrong. The first one was the speed of the pulse. If the speed o the pulse was too fast or too slow then the Greeks knew there was some kind of problem. The Greeks would look at whether the speed was about 70 beats per minute because they discovered that was the average heart beats per minute of a normal, healthy person. The second indication the Greeks looked for was the force of the pulse. If the force of the pulse was strong then the energy of the body was high and that was a good sign to the Greeks. However if the energy of the pulse was low then this could be symptoms of many different diseases that usually drain the energy from the body such as the common cold (Bendick 73). The depth of the pulse taken was also taken into consideration. The depth of the pulse could either be moderate which is normal, deep which is taken close to the bone or superficial which is close to the skin. For a healthy person the pulse should be taken at a moderate deepness because if the pulse is taken at a deep level that could mean that the heart is beating at a very low level or if the pulse is needed to be taken at a superficial level then the Greeks knew that the heart was beating sporadically and the patient was in danger either way. The final way the pulse was taken was and looked at was the rhythm in the beats. The Greeks knew that if the rhythm of the heart was too slow or too fast then the patient was having trouble and needed to be treated right away (Bendick 113). Since the Greeks thought of ways to diagnose a patient they then discovered a way of healing them with different kinds of therapies and treatments. Some of their treatments and therapies are even used today on our present health care. One technique that was used for a remedy to the common cold was the water diet. The Greeks came up with a theory that if the cold was taken into the body then it should be able to be flushed out. After coming up with this hypothesis the Greeks came up with the diet. The water diet is exactly what it sounds like. The patient is told to only ingest liquids and not any kind of solid food. This way the liquid will easily be digested and flushed out the patients system. After a couple of days of this diet the patient should be starting to get rid of the disease by basically urinating it out of their system (Philips 94). The Greek Doctors prescribed many different kinds of medical drinks that the patient could make and drink. A popular herbal tea that was prescribed contained lemon and was called Luiza by the Greeks. This tea would be prescribed if the patient was complaining of digestion or stomach problems. The tea would actually act as a digestion and was also great for the patients skin because of the amount of lemon used. Another medicinal drink is called Oxymel which contains only honey and vinegar but can be used in a few different ways. If a patient is complaining of a sore throat this liquid can be gargled and the acid in the vinegar will kill the bacteria while the honey soothes the throat. A patient could also just put a spoon full of this substance in a glass of water for a refreshing medicinal beverage that can be used for patients after they are starting to heal from a disease to keep the healing process strong (Freeman 221). The most respectable and drink of choice for almost anything for the Greeks though was wine. Even though the Greeks did not invent wine they still consider it one of their main drinks of the culture. Wine is actually very good for you if you drink it responsibly. Wine stimulates the heart thus helping blood flow because of the low alcohol content. The Greeks also used wine as a disinfectant to kill bacteria on open wounds of a patient (Dawson 111). The Greeks found Hydrotherapy to be a very compatible treatment because it was capable of producing a wide range of therapeutic effects not only by differentiating the temperatures, but also how the Greeks applied them.   Although there are endless ways to apply hydrotherapy, the major ones are full bath, foot bath, sitz bath, sponge bath, blanket wrap, steam bath, and fomentations (Lloyd 152).   Ã‚  Ã‚  Ã‚   Full bath is when the  total body submerged into the water used.   This therapy can produce a wide range of different effects and reactions, depending on the water temperature that the Greeks decided to use. Foot Bath was when the Greeks submerged the patients feet up to their ankles in a tub of water that was shallow.   The Greeks used different water temperatures for different symptoms. The Greeks used cold water for varicose veins, foot edema, headaches, low blood pressure, sweaty feet, and sprained ankle. The Greeks used cold water for those symptoms because they knew that cold temperatures decreased swelling thus healing the patient. The Greeks used warm water for sleeplessness, susceptibility to colds and flu.   The Greeks also found that the best way to improve circulation in the feet and legs was to Alternate between hot and cold water temperatures. The Greeks decided though that they need to avoid cold foot baths if the kidneys are weak or the bladde r sensitive  because that would trigger the patient to urinate (Lloyd 154).   Ã‚  Ã‚  Ã‚   A Sitz Bath is when the Greeks  submerged the patients hips, buttocks and pelvis by sitting down in a medium sized tub, with water up to about the patients stomach.  The Greeks found that this method was great for treating all types of pelvic disorders because it brought down the swelling so much.   The Greeks used warm water when the patient was diagnosed with urinary obstruction, irritable bladder, or any kind of problem with their prostate.   The Greeks concluded that when they alternated between cold and hot water they greatly strengthen circulation, immunity, healing and regeneration in the patients pelvic organs. A Sponge Bath the Greeks found was  excellent for bringing the patients body temperature way down when the patient had a fever (Lloyd 155).     Ã‚  Ã‚  Ã‚   A Blanket Wrap was when the Greeks wrapped their patient  in a cotton or linen sheet that was soaked with cold water.   Around the wet blanket the Greeks then wrapped a dry sheet, and around the dry sheet they then wrapped a thick wool blanket.   If the patient wants they can drink a cup of hot diaphoretic herbal tea before getting wrapped in these blankets since their body temperature will be shot higher and already having something warm in the patients body will just help the patient at that point.  The Greeks used this method so the patient could sweat out the deadly toxins that caused their colds.  A Steam Bath is a sauna that the Greeks created with the use of water or herbal teas to create steam.   Steam has many of the natural effects of hot water such as a relaxing effect.   Steam also penetrates into the lungs and respiratory tract to release phlegm from the lungs, and opens the pores of the skin to releases sweat which can contain toxins that are causing the patient to become sick. Steam baths and saunas are used by the Greeks in small i