Independence Is The Freedom Of The Soul

Independence Is The Freedom Of The Soul INDEPENDENCE IS the freedom of the soul, a perception of the mind and a feeling understood by the heart. This freedom, perception and more importantly, this feeling is that of liberation, patriotism, self-dependence and other such things. When all such terms are put together and imposed upon the majority, it is a big responsibility on the youth of that nation and on those who create it. That nation is India. Im proud to be an Indian. How often have you heard that phrase? How often have you heard that phrase and felt the emotion coming through, like a quiver of arrows? Maybe once, maybe twice or maybe you never gave it a thought. Now that is freedom of thought. But, is it any good? However, with the evolving face of the youth of today, the insight levels of the Indian youth is increasing, and for the better. Coming back to those rare instances of pride being linked to our nationality, as a part of our identity, we begin to wonder why each and every one of us doesnt feel that way, every single time our nation is being criticised. Why is it only on the 15th of August or 26th of January we feel Indian? Why does the pride and patriotism towards our motherland only come out during an India-Pakistan cricket match? Why does the sudden realisation of being Indian occur to us only when we watch a movie like Chak De India? Why? Vishruta Mattu, an economics student of LSR College, Delhi gives us a fair idea of a thinking mans perception of freedom, Independence of India from a common mans point of view is not only the sense of belonging, but a sense of contribution and existence in every step that our nation takes. She also believes, We constitute our nation, it does not constitute us. Independence is not our right to express but our right to be heard. Independence is not only smart politics, but being a part of a smarter public. Lastly, she makes a vital point in saying, Independence of our nation is not what we feel, but what we make of it and most importantly, independence is not about rights, but our duties towards the nation. Kannagi Khanna on the other hand, hailing from Ahmadabad preferred to cut it short by saying, Independence to me is having the most important thing in the world, i.e., freedom, without having to own it. With all sorts of different views and perceptions coming through from the young minds of todays India, we had Karan Paul of St. Xaviers College, Kolkata being a little poetic about his viewpoint of the entire process of our Independence. He tries to convey to us that Independence is necessary to us as much as oxygen is, and hence, we must listen to what people have to say and then decide upon whether it is correct or not, or else remain a fool forever. Pooja Maheshwary, who has just finished her schooling from St. Xaviers College, Mumbai, gives us a completely different outlook to independence. How often do we actually think about the sacrifice, the struggle that has gone into obtaining this freedom that were enjoying, other than while studying about it in history class? To be honest, I never do. Independence to me means nothing. Being proud of my country on Independence Day and Republic Day every year has become more than a habit now. However, this needs to change, and fast. Independence is having the freedom of choice in whatever I may do, in whatever I may wish to do, and similarly, freedom with reference to our great heroes is the biggest gift that our forefathers could have ever given us. The very thought that believed in making the future generations see the light of an independent India, was a great vision and expressed the freedom of the mind, believes Dhiman Parekh, a B.A student of Fergusson College, Pune. After covering various viewpoints and ideas of and about Independence, we have Robin Mathew Babu, 19, of Delhi relating Indias Independence to his personal independence. He says, To me, it means the freedom to do what I want without thinking of anything and believing that no one can control the freedom of my expression and creativity. Not being in bondage, so that I can scale heights that I wish to, and that no external factor can control me or my thoughts, but myself. Lastly, Akshata Samant, an aspiring filmmaker, currently nurturing her dream at Symbiosis Institute of Media and Communication, believes, Were independent on a scrap of paper, but not independent in the mind. It may be easy to say that we are the worlds greatest democracy and yet not believe in it. We follow the western trends and feel proud, making our minds greatly dependent on the thinking of the west, and believing in the fact that we are modern. If we were independent, why would most of our countrys major decisions be governed or influenced by various external factors? What good is it to be Independent as a nation, if the mind is a prisoner? With such a lot of brainstorming over Independence and its importance in our lives, it is not difficult to believe that the youth are concerned about the issues of the nation, as long as they are given platforms. The need of todays youth is to be heard, not passed off. The need of todays youth is to be free, not restrained. The need of todays youth is realisation of values and not imposition. The need is not a need, but a want that must be satisfied. August 15. Independence Day. For an average young urban Indian, the day runs pretty much to this schedule: firstly, and most importantly, you hope to hell its not a weekend. If youre in school, you go for the flag-hoisting ceremony, followed by a mind-numbingly boring speech and a tableau of dances to depict national integration. If youre the enthusiastic type, youre probably participating in one of them. We must educate kids about the freedom struggle and Independence. We have to educate them as the environment is no longer what it was for us. In college, you could usually bunk the flag-hoisting, ignore the telecast of the parade from New Delhi on DD (not that you watch the channel, anyway) and bask in the holiday mood. And beginning to work is when an actual severing of all ties with I-Day happens. Because, you see, in college you could still get pulled up for not attending the flag-hoisting. Yes, its Independence Day, dude, for which those freedom-fighter people sacrificed everything to get us the power of choice we take so much for granted. And, can it be said that because we never fought for independence and never paid a price for freedom, the I in I-Day could mean only me and myself? Or, do some of the young people sipping cappuccinos at an outdoor cafe actually feel patriotic? Post-1947, there were the midnights children-born in the dawn of independence, torch-bearers of the ideals that won us this glorious freedom, blessed with promise and ridden with lapsesthe inheritors of that tryst with destiny. That was a generation split down the middle between those who stayed and those who left. Some fought and tried to create an India that could do the freedom fighters proud and others sought Green Cards and work permits in countries that nurtured dreams to fruition and who lived with the memories of a country now long gone. As for us, the children of the midnights children, born into a country already jaded, corrupted and washed clean of the dreams of freedom fighters, we now march to the beat of the cash register. When you read or hear about Gandhi or Nehrus principles, you are inspired, but where does all that fit into our lives? We were raised to think for ourselves and to act on what we thought was best for us. If I can lead my own life, do whatever I want to do and not be judged because this is still a conservative society in so many ways, I would, then, feel independent, says Meghana Manay, 18, studying for a business degree in a Bangalore college. Basically, if I can be left to myself, thats my independence. Independence for us has, unfortunately, come to mean individualism in the worst sense of the word, says Roopa Mathew, 24, who works with a multinational firm in Bangalore. She talks about how the ideals that drove the independence movement have got lost over the years. When you read or hear about the principles of Gandhi or Nehru, you are inspired. But where does that fit into our lives? We take independence for granted and its the circumstances that made us this way, says Shane Witherspoon, 27, an editor with an online publication in Bangalore. Shruti Shwetambari, a 29-year-old media manager in Mumbai, finds that, We have been abusing and misusing freedom and independence. I dont want to play the blame game but it is a complex mixture of our indifference and circumstances. But, the fact also is that we can make our own circumstances. These circumstances, glossed over by an illusion of reality, in a post-liberalisation society where malls and multiplexes and global conglomerates mushroom, have almost completely cut us off from what is actually happening outside of our metros. Independence comes with certain riders, but how can you make people look beyond their immediate needs when that is how we have become? Or even in them. Susan Stanley, 30, who works with an international software firm in Bangalore, says, We take independence for granted because we have never experienced subjugation. And so, their lives in this illusion are led almost parallel to reality and no one seems to really want them to converge. There is corruption and its disgusting.Its also disgusting to see how politicians only care about themselves and make money.And, when you hear about how discrimination happens in rural areas, you feel terrible, says Meghana. But, its a momentary feeling. Once it passes, you get back to thinking about yourself and your own world. Thats how I think weve all grown up-we picture the world to be as it is for us. Not for anyone else. Rajvi Mariwala, 25, a management student in Mumbai, says, Arent we being raised to be the second largest market in the world? With the largest middle class in the world, arent we all being raised to sell a dizzying variety of products to one another? English with a phoren accent and increasing buying power is our wagon to the first world. Roopa agrees: The society we live in now in cities like Bangalore is almost neo-imperialistic. We work in MNCs, shop at malls that sell international brands that are flaunted and eat at chains like McDonalds or Subway. How does this daily routine ever reflect the idea of independence as it was initially conceived? Shane is honest when he says, I have to think about money and about what is important to me. If I can lead my own life, do whatever I want to do and not be judged, I would feel independent. Basically, if I can be left to myself, thats my independence. And I dont think that can change much. Shruti finds that when her generation is labelled as being irresponsible or too materialistic, it is unfair as most of us were never inculcated with a sense of community work or of reaching out to less privileged people. But then, I dont know whether its also our fault for not imbibing these values and maybe we really have just chosen to be escapists. With a 10-year-old daughter, Rhea, Aparajita Singh, a management professional in Mumbai, finds that parents today need to make a conscious effort to educate children about issues like the freedom struggle and independence. My husband and I read to my daughter from Nehrus letters to Indira Gandhi, for example, she says. When role models have changed from Gandhi to John Abraham (whom Rhea and her friends worship), Aparajita talks about the onus on parents, My friends and I have to constantly talk to our children and educate them because the environment is no longer what it was for us. Poverty, discrimination, underprivileged children and downtrodden women-all have become the other face of India to the young, regardless of whether the issues are urban or rural. Its not that my generation is unaware of these problems, we are just not interested in them, other than feeling a little compassion for the people struggling with these issues. But then feeling compassion is of no use if it is not followed by action, says Susan. Shruti links this to the eternal Indian chalta hai attitude-We never pull up our socks and do anything. When you hear about a rape case or see something on TV about atrocities, you feel terrible. But when you switch the channel, you forget, says Malavika, 14, Meghanas sister and a Bangalore high school student. Ajay Balasubramaniam, 26, who works with an IT firm in Bangalore, points out that with 24/7 news channels, internet and sms updates, you are always aware of what is happening. So its not fair to say that we are oblivious to the problems because we cannot be with all this media exposure. Apart from scattered discussions over coffee or on email lists, few people actually get moving to resolve these problems. Yeah, we discuss things, we complain about how nothing changes but were also so immune. We dont want corruption, but what are we doing to stop it? If things dont change, thats also partly our fault, argues Roopa. Shane says that although he would like to do something to help, I fear that the so-called agencies of change could also be corrupt to the core. And, thus, while the heart may be in the right place, the TV channel still gets changed. Meghana reasons that this is because taking an initiative to counter a problem would be a responsibility not many want to shoulder.You appreciate your life more when you hear about these cases but you will have to go out of your way to help, she says. About rural problems, for example, how many of us would actually be okay with staying in villages to help those people? Its like another world completely and we dont even relate to it. They all worry about corruption, about rising crime, about giving children basic necessities like food and clothing and about raising their own children in this society, which is not really a pleasant thought. And one way to set change in motion could be through voting for the right politicians. But, as Shane points out, I dont think any one of us can relate to todays political leaders. They are full of empty promises and look only to make the most money in the short time they are in office. Malavika finds all of them sounding the same and talking about what they think we need, not the real issues. Too many vested interests are ruining the situation today and if we could just have some sort of goal congruence among political parties, it would help, reasons Shruti. Independence and democracy are responsibilities for us. Or, at least, they ought to be, says Rajvi. Patriotism is not just about standing up in a theatre for the national anthem before watching Mallika Sherawat in a steamy scene. The impetus lies with us to realise that not littering the street or demanding accountability from government is also patriotism. Ajay agrees that independence comes with certain riders, but how can you make people look beyond their immediate needs when that is how they have become? He finds that there is nothing at all that connects a young person today to the freedom struggle or even the concept of fighting for independence. History is taught to us in school and college with the intention of writing an exam and nothing more. This is where the true essence of what independent India is really all about is being washed away generation after generation. S. Iyer, 54, who works with a multinational firm in Chennai and has a daughter in her 20s, says his generation was probably so euphoric at the novelty of independence but also so disgusted at events like the Emergency that we got sick of murky politics. He argues that maybe they failed to provide their children with platforms to express patriotism. So, while the young might actually be very patriotic, I think we can be partly blamed for not guiding them towards the right channels of expression. And over the years, 1857 becomes just another date to be mugged up and Dandi becomes one more dot to be plotted on a map-learn up as much as you need to make the passing grade. Whoever else is not mentioned in those textbooks and whatever fact is not a question on the exam really does not matter. Just dont flunk the exam. This was a point driven well home by the sight of a 10-year-old on television some years ago, being asked by an anchor, Who wrote Vande Mataram? And the smug answer, given very confidently, was A.R. Rehman. Shane and Susan find that to many Indians, sadly, I-Day has become one more holiday with nothing to set it apart. And it is just that to them, too. Coming from a family that was entirely involved in the independence movement, however, Shruti says, In small towns, one sees a flag hoisted on top of every house on August 15, and Ive heard children humming patriotic songs-its like a festival. But in a city like Bombay, maybe it is just a history lesson with students saying khud to mar gaye aur chod gaye ek chapter humare liye(they themselves died, but left us another chapter to learn). Ajay is fascinated by how one mans dream actually became freedom for millions and can never think of it as just another day off work.This was a country where there were signs saying Dogs and Indians not allowed. And to be where we are now how can anyone miss the significance of Independence Day, asks Shruti. I do feel very patriotic on August 15. Because when I study about the independence struggle in class, I feel really moved by everything those people gave up and how they had to fight. I really appreciate it because without them, we may still have been ruled by the British, says Malavika. But what can I really do to celebrate independence on that day apart from being present at the flag-hoisting? And so, at some point during August 15, either while watching the tricolour unfold, or while standing up to sing the national anthem, or catching a glimpse of the defence regiments marching past the President, or seeing the little kids selling plastic flags at traffic signals, or listening to the FM station play Ai Mere Pyare Watan, your heart does swell with pride. But then, the moment passes. You bought the flag and tucked it on your windscreen. Jai Hind. Now lets go get a latte.

Women and Obstetrics: The Loss of Childbirth to Male Physicians Essay

Women and Obstetrics: The Loss of Childbirth to Male Physicians "Woman" is often referred to as a diseased state of the male norm. Medical testing is done on men, with men as the norm. Women's bodies are diseased and dysfunctional. Female processes are not normal occurrences in the female body. They are deviant processes, needing male consultation and male solutions. This medicalization of women's bodies occurred during the eighteenth and nineteenth centuries as medicine became professionalized and men came to be in control of women's bodies and their processes. During the fifteenth, sixteenth, seventeenth and part of the eighteenth century, midwives oversaw women's medical needs. Childbirth and diseases of the reproductive organs were the domain of midwives. Books on midwifery taught midwives to diagnose problems, to suggest treatments, and to oversee birth. As men sought to professionalize medicine and to further their control they began to become involved in midwifery and developed obstetrics and gynecology. The shift from midwife to obstetrician and gynecologist occurred from the early eighteenth through the nineteenth centuries. Relinquishing control of their territory was not something midwives did voluntarily, rather it happened as a result of questions of women's place and innovations in technology. Men's access to education and to technology provided them with an advantage over female midwives. Female midwives and women in general were denied medical education. They were not exposed, nor allowed to use certain technologies. In order for midwives to keep their job, they were forbidden from practicing medicine. Using technology was practicing medicine; midwives could not use technology to ease labor or to diagnose... ...d (New York, New York: Oxford University Press, 1986) Leavitt, Judith Walzer, ed., Women and Health in America (Madison, Wisconsin: The University of Wisconsin Press, 1984) Mitchinson, Wendy, "Hysteria and Insanity in Women: A Nineteenth Century Canadian Perspective" Journal of Canadian Studies 21 (1988): 1199-208 Morantz-Sanchez, Regina Markell, Sympathy and Science: Women Physicians in American Medicine (New York, New York: Oxford University Press, 1985) Moscucci, Ornella, The Science of Woman: Gynecology and Gender in England 1800-1929 (Cambridge, England: Cambridge University Press, 1990) Tatlock, Lynne, "Speculum Feminarum: Gendered Perspectives on Obstetrics and Gynecology in Early Modern Germany" Signs 17 (1992): 725-56 Wajcman, Judy, Feminism Confronts Technology (University Park, Pennsylvania: The Pennsylvania State University Press, 1991)

Impact of the British Victory in the Indian French War Essay

A war transpired between Britain and France, which lasted from the year 1756 to the year 1763. This war, which was termed as the French and Indian War, was fought over colonial possessions in the North American Continent. It was fought between the American colonists and the British on one side and the French and the American Indians on the other. The incident that initiated this war was the deployment of troops under Washington by the Virginian Governor, to dispute the Ohio valley French expansion (French and Indian War , 2005). This war was part of the larger struggle to attain colonial supremacy and in this struggle between the European colonizers, Britain obtained control of India and several French colonies. In this process Britain obtained Florida from Spain instead of Cuba. This period of strife ended with the signing of the Treaty of Paris in 1763, by Britain, France and Spain. Britain was the major beneficiary and obtained control over Canada, Florida and a number of Caribbean islands (Seven Years’ War , 2005). Initially the war efforts in America were not accorded much significance by the rulers in Britain. However, in 1757, William Pitt or Pitt the Elder, the then secretary of state and virtual prime minister, realized the fact that this skirmish had the capacity to obtain global domination for the British. Accordingly, Britain borrowed heavily and adopted a number of stratagems like paying Prussia to fight on its behalf in Europe and reimbursing the American colonists. In July 1758, the British emerged victorious at Louisbourg, in the month of August in the same year, they captured Fort Frontenac. In September 1759, a great victory was achieved against the French on the Plains of Abraham. The French were soundly and completely routed in Canada with the capture of Montreal by the British in September 1760. Due to the Paris Peace Treaty Britain obtained Canada and Florida and the American colonies became much stronger after this war, due to the removal of their European colonial rivals (SEVEN YEARS’ WAR , 1991). Vast and far reaching changes were wrought by the victory in this war. Some of these were that Britain’s presence in the New World became significantly larger. However, Britain incurred a very heavy monetary debt in achieving this victory. The leaders in England developed deep resentment towards the colonists, because the latter had not provided adequate financial and military help to the former. Consequently, Britain decided to enhance their control over the American colonies and to drastically reduce the extant decentralization. This resulted in severe dissatisfaction on the part of the American colonists towards the British. A major benefit that accrued from this war was that the colonists realized that their real enemy was Britain and not each other. They also realized that if they became one, then they were a truly redoubtable foe to contend with. This confidence coupled with the unjust and repressive policies of the British resulted in the American Revolution. In this manner a war that was fought between Britain and France to curb the latter’s expansionist ambitions led to the obtention of independence of the American Colonies from the British (Mooy, 2003). References French and Indian War . (2005). Retrieved September 5, 2007, from The Hutchinson Unabridged Encyclopedia including Atlas: http://www.credoreference. com/entry/6427767 Mooy, A. (2003, June 3). French and Indian Wars. Retrieved September 5, 2007, from From Revolution to Reconstruction : http://www. let. rug. nl/usa/E/7yearswar/fiwxx. htm Seven Years’ War . (2005). Retrieved September 5, 2007, from The Hutchinson Unabridged Encyclopedia including Atlas: http://www. credoreference. com/entry/6465088Seven Years’ War SEVEN YEARS’ WAR . (1991). Retrieved September 5, 2007, from The Reader’s Companion to American History: http://www. credoreference. com/entry/5868885

Identity of Women in Shelleys Frankenstein, Brontes...

Identity of Women in Shelleys Frankenstein, Brontes Jane Eyre, and Eliots The Mill on the Floss George Eliot is quoted as stating: A womans hopes are woven of sunbeams; a shadow annihilates them (Miner 473). To extend this notion, Jean Giraudoux in Tiger at the Gates, states I have been a woman for fifty years, and Ive never been able to discover precisely what it is I am (474). These two statements are related to each other because they express, in large part, the dilemma facing Mary Shelley, Charlotte Brontà «, and George Eliot as they set out to write fictional manuscripts. Giraudoux may not be able to define female even though she herself is a woman, because a shadow has annihilated the hopes she might have had in†¦show more content†¦He is created by Shelley to bear the weight of her personal feelings of loss in a male world and of being defined by men; thus the monster is defined as a male. His despondency is the result of Shelley realizing the molding of a male culture on her female uniqueness, and in result sees herself not as a unique female individual, but a formed, boxed-in creature; she realizes the monster that I am. Jane, speaking for Charlotte, looks at herself in a mirror, rather than through a screen of definitions men have created in regard to her. She ignores the limiting stories, and sees how cold and dark it is to be true to the female qualities within her body. Being true to the qualities means coldness and darkness; words reminiscent of aloneness, and these are harsher than dealing with viewing herself within the portrait of reality: in a male-dominated society, containing males who create the role she must live. Lastly, Maggie looks at an inverted mirror, described as a square looking-glass [emphasis my own]. The shape of the mirror is important because boxes are also square, and Maggie, like George, feels that she is in a box created for her, with only the dark back of the mirror to view. In the scene, Maggie considers turning the mirror around, but then quickly reconsiders. Perhaps she feels the act will do no good, for light must be present for a mirror

Plato, Sir Francis Bacon, and Albert Camus What is...

Knowledge, that certain indescribable thing that everyone thinks they have a little bit of, is an elusive concept that nearly every philosopher from ancient Greece to the modern day has given at least a nod to. How, after all, can we know that we are right in something if we dont know what knowing is? This question, and the sometimes futile attempt to answer it, is called epistemology. More specifically, it is the study of how we know and what that knowledge actually is. Is knowledge objective, subjective, something else, or even possible? In ancient Greece, a group of men who came to be known as the Sophists sold their â€Å"knowledge† without ever believing absolute knowledge was possible. According to them, the only things that could†¦show more content†¦This knowledge and development of kings doesnt come easily in Platos world. It is an ordeal, a journey, and a painful path that one must undertake with various points of confusion and many reasons to turn back instead of pushing ahead. That journey itself is, to me, what comes across as the reality of the message behind â€Å"The Allegory† and possibly the reality of reality itself. The journey begins the same for everyone; they live â€Å"in an underground den. . . and have their legs and necks chained so that they cannot move, and can only see before them† (Plato 1). Everything that I experience comes to me only through the senses and my opinions of what those senses are. If I see shadows I give them meaning and call that knowledge, if I hear sounds I give them authors and call that knowledge, and if I speak with m y neighbor and share our knowledge, we become wiser. This form of life might not be perfect, but for many its comfort, its safe, and its all they know. But what if, Plato says, the prisoners are set free? Just like learning something new for the first time, the prisoners would be troubled and pained as they stand and walk for, possibly, the first time ever (Plato 2), but this isShow MoreRelatedhistory of philosophy5031 Words   |  21 Pagesthe study of philosophical ideas and concepts through time. Issues specifically related to history of philosophy might include (but are not limited to): How can changes in philosophy be accounted for historically? What drives the development of thought in its historical context? To what degree can philosophical texts from prior historical eras be understood even today? All cultures — be they  prehistoric,  medieval, or  modern;  Eastern,  Western,  religious  or  secular  Ã¢â‚¬â€ have had their own unique schools

The Three Branches Of Government - 1139 Words

When the founders were creating the Constitution for the new nation they wanted to keep the freedoms of the United States but wanted to have a strong government. They thought the best way to get a strong government but to keep the people’s rights were to create the three branches of government. The three branches of government are Executive, Legislative, and Judicial Branch. Legislative makes laws, Executive enforces the laws, and the Judicial branch explains the laws. Know we will key on the Legislative Branch. How did the Legislative Branch come to be? The Legislative Branch was founded on March 4, 1789. We got the idea of the Legislative Branch from British Parliament. It is a bicameral legislature, bicameral means two. The founding†¦show more content†¦In this process a bill is drafted, then it is introduced in the house. The Speaker of the House sends the bill to a committee, the committee decides to make changes to the bill or kill it. If the bill gets sent on, it gets sent to the Senate. In the senate it is sent to another committee and if majority vote for it, the bill will go to the whole Senate. The bill gets debated and amendments add, if needed, and then sent back to the House. Any changes made and House doesn’t agree it goes to a committee to find compromises. After the compromise it goes to the President. If the President vetoes the bill, â…” majority of the House can override the veto. Some of the important people in the legislative branch is the Speaker of the House, President of the Senate, and the Senate Majority. The Speaker is the head of the House, they preside over the Majority Leader. As the Speaker is the highest in the House, they hardly vote or participate in debates. The president of the Senate is the vice president. The vice president presides over the Senate and votes only if there is a tie in the senate. Also, if the president were to die or become unable of being the president, the vice president takes over. Another important member in Congress is the Majority Leader, they are just under the Speaker of the House. The Majority Leader makes sure that no one in a party votes from something the party is against, or doesn’t agree with. These are some of theShow MoreRelatedThree Branches of Government1117 Words   |  5 PagesThree Branches of the Federal Government In May 1787, 55 delegates from 12 states, Rhode Island declined, met in Philadelphia for the Constitutional Convention. The purpose of the convention was to revise the Articles of Confederation, but what occurred was the writing of the U.S. Constitution. George Washington was unanimously elected as President of the Convention. After four months of deliberations Gouveneur Morris submitted the final draft and 39 of the 55 delegate present signed the ConstitutionRead MoreThe Three Branches Of Government1266 Words   |  6 PagesThe Three Branches of Government The government of the United States of America is a federal constitutional republic. In layman s terms, this means that the country s national, central government and the smaller, unitary governments of the fifty states are co-equal in their power, and that the citizens of America have a say in public policies by electing representatives who voice their respective opinions. More importantly, both the central government and the state governments areRead MoreThe Three Branches Of Government725 Words   |  3 PagesBranches of Government The United States Government has three branches, legislative power, executive power, and judicial power. The founders of a division of power did not want all the power to be centralized in a monarch or anyone else, so they divided the legal authority into the three branches. Legislative power creates new laws, the constitution gives this power to congress, which is made up of the senate and the house of representatives. Executive power gives the authority to enforce laws,Read MoreThe Three Branches of Government1260 Words   |  6 PagesThe Three Branches of U.S. Government The leaders at the Constitutional Convention in 1787 desired an unbiased, fair government. They believed they could keep a strong yet non-oppressive government form by creating three divided branches. The branches are the legislative, judicial and executive branches. The legislative branch is led by Congress which is split up into the Senate and the House of Representatives. The judicial branch is fronted by the Supreme Court. The executive branch is headedRead MoreThree branches of government1113 Words   |  5 Pagesï » ¿ ABSTRACT The components of the constitution are the framework for our country, and all function to give our government structure. The judicial, legislative, and executive branches are all key components that make up our government, acting independently from the others, and allowing for checks and balances in order to prevent misuse of power. Federalism affects how our government is run, and especially the criminal justice system. Within our criminal justice system the main components are lawRead MoreThe Three Branches Of Government1248 Words   |  5 PagesThe Three Branches of Government In the beginning the United States was based upon the Articles of Confederation where the national government consisted of only one legislative body. Under the Articles of Confederation the national government had very limited powers and because of that problems began to emerge. States were now conducting their own foreign trade negotiations, printing their own money, and organizing their own armed forces violating the national law. Because of this a groupRead MoreThe Three Branches Of The Government1298 Words   |  6 PagesThe Three Branches of the Government The Government has three branches for law making. When a law is being created, it starts at the Legislative, and then gets passed to the Executive branch, then to the Judicial branch. Each branch has their own area of the law that they look at. In the end, it is decided if the law will be issued to the people. When the law is being created, it starts at the Legislative branch. In the branch, Congress is made up of two houses, the Senate and the House of RepresentativesRead MoreThe Three Branches Of Government Essay1146 Words   |  5 Pages The Three Branches of Government In 1787 the leaders of the united states gathered to write the constitution which they also divided into three branches to ensure a central government in which no group or individual gains too much control. The three branches consists on the following Legislative, Executive, and Judicial. Legislative branch rejects or confirms presidential appointments, and also has the authority to declareRead MoreThe Three Branches Of Federal Government1290 Words   |  6 Pagesordain and establish this Constitution for the United States of America.† The Constitution is the framework of our government, containing seven articles. The first three describe the three branches of Federal government which are legislative, judicial, and executive. The second three outline the rights and responsibilities of state governments and in relation to the Federal government. Lastly, the seventh article establishes the procedure used by the thir teen states to ratify it. These powerful wordsRead MoreEssay on Three Branches of Government725 Words   |  3 Pages Instructors, training on how to grade is within the Instructor Center. Assignment 1 Branches of Government Create a flowchart of the three branches of government and associate two (2) Uniform Commercial Code (UCC) clauses for each branch of government. Designate the relationships among the governmental branches. In an accompanying document, exemplify the types of powers of each branch of government and include these items: * Taxing and spending powers * Limits on both federal

Comparison of Epidemiological Study Designs

Question: Discuss about theComparison of Epidemiological Study Designs. Answer: Introduction A study design follows a specific protocol and methodology to reach specific interpretations to confirm hypothetical concepts into operational ones. Study design are framed keeping in mind the specific requirements, limitation and desired outcomes of the study. Several qualifying criteria are assessed before a design is implemented to conduct a study. Epidemiological studies are quantitative studies that identify relations between exposures and outcomes of a particular disease. Achieving this goal with least error is the indicator of an efficient Study Design. Epidemiology is the branch of Medical Science that deals with the study of causes, incidence, distribution and measures to control a disease in a defined population. Three key terms are of utmost relevance in this regard: Exposures, Outcomes and Cofounders (Fletcher et al., 2012). The researcher identifies the exposures and cofounders and analyses the consequent outcomes of a disease, to reach to relevant conclusion, often aime d at proposing a preventive measure. Several classifications of epidemiological studies are possible depending on specific factors. The one most extensively used is based on the role and control of the researcher over the study parameters (Szklo Nieto, 2012). In Observational Studies, the researcher has least control over the study situation; he/she merely studies the trend and etiology of a disease. Experimental studies are designed to apply a certain level of intervention to the affected population and observe the consequent results. This essay aims to compare and evaluate various features of two such epidemiological study designs: one Experimental and one Observational utilised in two different research studies on chronic diseases. Observational epidemiological studies are conducted to determine, if any, the association between adverse health-related issues and certain potential causative factors. It aims to describe the occurrence of a disease by time, place and person. Observational studies have several classifications including Cohort, Case-control, Cross-sectional and Routine Data-based studies (Robertson, 1998). In Cohort studies a cohort or fixed population is selected, which is exposed to a certain factor, and then the whole population is studied. Subjects with and without a specific disease is identified and prior exposure to risk factors are analysed in Case-control studies. In Cross-sectional studies a set of individuals are selected from a predefined population and information is collected at a particular time to assess both exposures and outcomes. In Experimental Epidemiological Studies, the researcher intervenes with the treatment of the disease to study the effect of doing so. Experimental designs include Controlled and Uncontrolled Trials. Controlled Trials consist of a control group, which does not experience any intervention for comparison with the intervention group. Uncontrolled Trials do not have such control groups. The allocation of different study subjects to the control and the intervention group are done by random sampling to avoid any kind of bias on part of the investigator or the researcher. Interventional Studies can be Clinical trials as well as Filed trials. A clinical trial evaluates different treatment methods of a disease or a condition and is generally conducted in a medical set-up. Field trials are conducted in a specific location or community to assess risk factors in reducing the incidence of a disease. Selection of a suitable study design is completely dependent on the discrete objectives and purpose of the study. There are specific advantages and disadvantages associated with the different study designs, which is essential during the selection proce dure. Two studies on chronic diseases that are selected to serve the purpose of this essay are Additive effects of glycaemia and blood pressure exposure on risk of complications in type 2 diabetes: a prospective observational study (UKPDS 75) (Stratton eta al., 2006) and Nutrition intervention is beneficial in oncology outpatients receiving radiotherapy to the gastrointestinal or head and neck are(Isenring, Capra Bauer, 2004). The first of the two chosen studies is an Observational Epidemiological Study conducted on 5,102 subjects in UK who fulfilled the inclusion criteria. The authors aim to measure the effects of glycaemia and systolic blood pressure exposure on the incidence of type 2 diabetes complications. Patients in the age group of 25 to 65 years of age who are newly diagnosed with type 2 diabetes and fasting plasma glucose level of 6.0 mmol/l were selected. Patients with severe vascular disease, a myocardial infarction or stroke or any other major systemic disease were excluded from the study group. The study tries to assess if there is any additive or individual relation between type 2 Diabetes complication and a prior history of hypertension and hyperglycaemia in the selected patient group. The Type 2 diabetes has been an epidemic and controlling the post disease complications has been an absolute necessary presently. Controlling the glycaemic levels of patients by specific interventions has bee n a topic of extensive study in order to manage the complications generally related to the chronic disease. Interventions to control the glucose levels of patients close to nondiabetic levels have shown to have beneficial effects (Nathan et al., 2009). Studies also clearly state the relation between type 2 diabetes complications and hypertension and obesity (Colosia, Palencia Khan, 2013). The study qualifies as a cross sectional study as the authors observes and collects data from a selected group in the population over a particular time period to assess both the exposures and the outcomes of the disease. The authors aimed to find whether the number of patients who eventually developed some kind of type 2 diabetic complication had lower or higher values of blood glucose level and systolic blood pressure. Hence, the selected study design is apt for conducting this study. The study results show independent as well as additive association between hypertension and hyperglycaemia. The a uthors conclude that the incidence of type 2 diabetes related complications could be effectively avoided by controlling the two risk factors viz. hypertension and hyperglycemia. The study results and interpretations have significant clinical implications. The second study chosen is an Experimental Epidemiological Study that aims to evaluate the effect of nutritional interventions in outpatients who are undergoing radiotherapy to their GI tract or neck and head region. The authors aimed at comparing the impact of nutritional intervention on the selected population of patients by comparing the intervention group with a control group, which received usual care. The population of outpatients, which fulfilled the exclusion criteria of at least 20 fractions of radiotherapy, were grouped by random sampling. Hence, the study can be classified as a Controlled Clinical Trial. Different parameters like body weight, body composition, nutritional status, quality of life and physical function were measured for both the groups. Patients undertaking radiotherapy are found to bear various side effects. Radiotherapy on the head and neck region often causes dryness of mouth and consequently may reduce oral intake of food, resulting in loss of body weigh t (Vissink et al., 2003). GI tract radiotherapy may cause nausea, vomiting and diarrhoea leading to nutritional insufficiency. Although nutritional support has been recommended to reduce physiological side effects of radiotherapy but very few studies addressed the issue. This provides the rationale for conducting the study and utilising the mentioned study design. The study concludes that there was significant improvement in the intervention group in terms of reducing weight loss, deterioration in nutritional status, quality of life and physical function of the concerned patients. The study results are relevant for practical application. Patients undergoing radiotherapy of GI tract and head and neck region, who are at risk of malnutrition, should be provided with sufficient nutritional intervention during as well as post radiotherapy sessions. There are certain advantages and disadvantages of the two kinds of studies that have been employed in the mentioned studies, as in every study designs or models. Cross-sectional observational epidemiological studies are advantageous in a sense that they address both the outcomes and exposures of a disease for long durations of time. It can provide relevant background information about the disease impact on a population or community and formulate health care services accordingly. On the contrary, common disadvantages are that it cannot indicate a cause-effect relationship of a disease and quantify a risk factor. Short duration disease may be overlooked in cross-sectional studies. it is best applied for chronic long duration disease like hypertension, diabetes, cancer and so on and so forth. Experimental Epidemiological studies that include clinical trials provide strong evidence of the effects of interventions on a disease to support an already proposed hypothesis regarding the same issue. Here, the effects of intervention can be precisely measured as the intervention group results are compared to a control group results, outlaying significant difference between the two if any. The investigator has control over the environment of the study as opposed to observational studies. These types of studies can infer about the safety and effectiveness of a treatment or intervention procedure. Randomized sampling of the population while dividing the same into intervention and control groups evades any possibility of bias in the study results and consequently incorrect interpretation. Conversely, large trials may reduce the quality of statistical analysis tools and long-term follow up of the subjects. Possible ethical considerations need to be addressed before conducting clinical trials. In conclusion, the studies chosen to compare the two different study designs successfully meet the objectives and have practical significance. The rationale behind choosing the particular study designs was sound and effective in reaching their goals. References Borrell, C., Rodrguez, M., Ferrando, J., Brugal, M. T., Pasarn, M. I., Martnez, V., Plasncia, A. (2002). Role of individual and contextual effects in injury mortality: new evidence from small area analysis. Injury prevention, 8(4), 297-302. Colosia, A. D., Palencia, R., Khan, S. (2013). Prevalence of hypertension and obesity in patients with type 2 diabetes mellitus in observational studies: a systematic literature review. Diabetes Metab Syndr Obes, 6(1), 327-38. Fletcher, R. H., Fletcher, S. W., Fletcher, G. S. (2012).Clinical epidemiology: the essentials. Lippincott Williams Wilkins. Isenring, E. A., Capra, S., Bauer, J. D. (2004). Nutrition intervention is beneficial in oncology outpatients receiving radiotherapy to the gastrointestinal or head and neck area. British journal of cancer, 91(3), 447-452. Lindstrm, J., Louheranta, A., Mannelin, M., Rastas, M., Salminen, V., Eriksson, J., ... Tuomilehto, J. (2003). The Finnish Diabetes Prevention Study (DPS) Lifestyle intervention and 3-year results on diet and physical activity. Diab Nathan, D. M., Buse, J. B., Davidson, M. B., Ferrannini, E., Holman, R. R., Sherwin, R., Zinman, B. (2009). Medical management of hyperglycemia in type 2 diabetes: a consensus algorithm for the initiation and adjustment of therapy a consensus statement of the American Diabetes Association and the European Association for the Study of Diabetes. Diabetes care, 32(1), 193-203. Robertson, I. (1998, July). Epidemiological study designs'. In Epidemiology workshop for equine research workers (pp. 11-22). Stratton, I. M., Cull, C. A., Adler, A. I., Matthews, D. R., Neil, H. A. W., Holman, R. R. (2006). Additive effects of glycaemia and blood pressure exposure on risk of complications in type 2 diabetes: a prospective observational study (UKPDS 75). Diabetologia, 49(8), 1761-1769. Szklo, M., Nieto, J. (2012).Epidemiology. Jones Bartlett Publishers Vissink, A., Jansma, J., Spijkervet, F. K. L., Burlage, F. R., Coppes, R. P. (2003). Oral sequelae of head and neck radiotherapy. Critical Reviews in Oral Biology Medicine, 14(3), 199-212.