Sparta vs. Athens (Lycurgus vs. Pericles Funeral Oration) Free Essay Example, 1250 words

Sparta vs. Athens Lycurgus" vs. "Pericles Funeral Oration Introduction The importance of justice in building a formidable society cannot be overemphasized. This is because societies that thrive both economically and politically have been known to act in a justice and fair manner (Galston 18-78). Social justice is simply a moral conception and has to do with giving a person or a group of people what belongs to them in terms of entitlement and morality. Injustice breeds rebellion and discomfort. Such a state of mind is dangerous for any nation and thus cannot thrive. The freedom given to a people in terms of equal rights has a major bearing on the success of such a society. The existence of free and equal people in a society, presence of personal and political liberties, giving equal opportunity to all and an aspect of cooperation does benefit a society more (Bates 12-26). The idea of equal justice for all is seen to be evaluated in these two states. The poor treatment of women in so ciety comes into focus when we look at these two states. Injustices were committed to the female gender and actually what is referred to as equal justice is totally imbalanced (Keyt133–52). We will write a custom essay sample on Sparta vs. Athens (Lycurgus vs. Pericles Funeral Oration) or any topic specifically for you Only $17.96 $11.86/pageorder now This has to do with the weakness experienced within these two societies where equal freedom was infringed by the presence of social classes or limits put on the public life especially when it came to the female gender (Collins 67-87). Discussion There were in existence two major forms of governance in the ancient Greece in form of democracy practiced in Athens and Oligarchy in Sparta. Military capabilities became the main focus at the time for the Spartans while on the other hand the Athenians concentrated more on gaining comfort and cultural practices (Thucydides 202-209). The oligarchy kind of governance made Sparta have a war-like attitude which was the first priority given and seemed to meet the needs of the people. An authoritative and potent kind of state came into existence in Sparta empowered by such war-like attitude. There are various contrasting issues that were in place such as the rights of women, availability of social strata, and the value that was put to human life. The power was simply held by a group of ephors who were only five men. There was a general call from the constitution to all men to engage in military education at a tender age of seven for training on being tough and self-sufficient. The indiv idual’s life was meant for the state where one lived and died for it.

Macbeth, Analysis Of Come You Essay - 592 Words

â€Å"Come, you spirits/ That tend on mortal thoughts, unsex me here†¦Ã¢â‚¬  (Act I, scene V, lines 44-45) nbsp;nbsp;nbsp;nbsp;nbsp;In Macbeth, William Shakespeare writes this passage in order to shape the character of Lady Macbeth. Using only this line, the reader can almost determine Lady Macbeth’s personality and her motives. nbsp;nbsp;nbsp;nbsp;nbsp;Up to the point where this quote leaves off, we have not heard much of Lady Macbeth. When she receives the letter from Macbeth, it seems her fascination is not directed at her husband, but at her husband’s newly attained power. It is evident that the first impression of Lady Macbeth is negative. Without wasting any time, she begins to plan Duncan’s death and assumes responsibility of†¦show more content†¦By now, we are able to recognize Lady Macbeth’s nature. Her thoughts are bombarded with dark images and her mind is set on the murder of the King. nbsp;nbsp;nbsp;nbsp;nbsp;Finally, in the last and most significant part of the sentence Lady Macbeth says, â€Å"unsex me here.† In context, she wants the spirits to come and take away her soft, feminine characteristics. She feels that her husband is too nice to get the greatness he is promised, and the only way he can succeed is if she helps him. From what we have seen, Lady Macbeth seems to be the â€Å"man of the house.† She is willing to do anything that is necessary in order for her to be queen, including murder. She is also quite smart, she knows that her husband tends to be passive, and is not about to give up on him now. In the first half of the novel, Lady Macbeth is the brain behind the operation. She not only provides the actual plan, but encourages her husband as well. During the period the novel was written, women were considered to be submissive. However in her case, she is so influential that Macbeth is even persuaded by her. nbsp;nbsp;nbsp;nbsp;nbsp;To help convince Macbeth not to call the murder off, Lady Macbeth questions his manhood. She says, â€Å"When you durst do it, then you were a man;/ And to be more than what you were, you would/ Be so much more the man† (pg. 20, lines 55-57) Lady Macbeth knows the weak point of her husband, andShow MoreRelatedA Character Comparison of Macbeth and Prospero from Shakespeares Macbeth and The Tempest676 Words   |  3 PagesThese two Shakespearean characters, Macbeth and Prospero, from Macbeth and The Tempest can greatly compare to one another. From the very beginning, these two men are hard to understand and seem like your average warrior and ruler. Both of these characters are dealing with struggle of power; however, they both deal with this issue in different, interesting ways with different results. 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Critical Evaluation of Evidence for Hyperactivity-myassignmenthelp

Question: Discuss about theCritical Evaluation of Evidence for Hyperactivity Disorder. Answer: Introduction Evidence based practice is of utmost importance owing to the fact that current evidences related to health interventions are judiciously used to formulate best decisions that will help in providing a client-centred holistic care. The smart drugs mentioned in the case scenario are used to treat Attention deficit hyperactivity disorder, which is a neuro-developmental disorder. The common symptoms are less concentration and restless behaviour (Arnold, Hurt Lofthouse, 2013). Wasim, a student has observed that all his university friends are talking about using smart drugs to improve their academic performance in examinations (Burgard et al., 2013). Although Wasim knows about the therapeutic benefits of the drugs on ADHD, he aims to discover their probable role in academic performance improvement, by thoroughly investigating 2 articles. The first article is a qualitative study that will show the association between examination performance psycho-stimulants and the second article will show the effects of smart drugs on executive functioning of university students. Body PART A Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university students - a qualitative approach. BMC Medical Ethics, 15(1), 23-23. doi:10.1186/1472-6939-15-23 Authorship- the authors are well educated to carry out the research as Elisabeth Hildt works as a neuroethic expert. Klaus Lieb and Andreas Gnter Franke belong to the Department of Psychiatry and Psychotherapy, University Medical Centre Mainz (Germany). Franke is a trainee under the guidance of the former. Research Aims- The study aimed to investigate the effects of illicit and prescribed psycho-stimulants on academic performance. The effects of drugs such as, methylphenidate and amphetamine on examination performance were assessed. The student experiences were measured on administration of smart-drugs. Furthermore, influence of several factors such as academic and peer pressure on academic performance were also measured (Hildt, Lieb Franke, 2014). Design- Students were recruited from the University of Mainz campus, followed by conduction of semi-structured, face-to-face interviews. The questions focused on illicit or prescribed consumption of stimulants, individual perception of their effects on academics and any observable negative effects. After being transcribed verbatim, the responses were analysed systematically using a qualitative approach. The transcriptions were analysed by 2 raters who were blind to the study. The categories of responses were selected for final analysis on which both the raters showed agreement. Findings- 18 out of 22 interviews were analysed. 4 students were reportedly under the use of prescribed stimulants. Rest were involved in illicit drug usage. The average age for the use of first stimulants was found to be 20.4 2.88 years.The stimulants were used for facilitating exam preparation, gaining study time, and pursuing individual projects, out of academic domains (a career in music along with university study). Time pressure and performance affected the intake. Reports suggested increased in motivation and reduction in sleep time after drug usage (Farah et al., 2014). Thus, time maximisation and boosting motivation were the most important effects. Strengths and weaknesses- One limitation was the relatively small number of interviews. Only 22 out of the 36,000 registered students were recruited. Drug related stigma resulted in low participation. Moreover, excluding willing participants with psychiatric disorders or under psychoactive medications, led to selection bias. Social desirability, time frame and behavioural aspects acted as major influencing factors. However, the strength lies in the fact that it acted as a starting point for further conduction of qualitative and quantitative studies on effects of stimulants on academic performance. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes. Addictive Behaviors, 65, 250-257. doi:https://dx.doi.org/10.1016/j.addbeh.2016.08.023 Authorship- Marisa E. Marraccini and Lisa L. Weyandt worked as Professors. Oster and Munro were Doctoral Research Assistants in the same university. Thus, the authors were well educated to conduct the study. Voluntary participant inclusion and generalization led to some discrepancies. Research Aims- Executive functioning encompasses self regulation and cognitive flexibility and underlies academic performance. This study evaluated the association between non-prescribed psycho-stimulant use and executive functioning among college students (Munro et al., 2017). Design- Eligible participants were selected from schools and public universities and had to complete 2 sets of questionnaire following informed consent. The questionnaire was based on gender, ethnicity, age, university names and membership status of sonority or fraternity. Non-medical use of prescribed psycho stimulants was measured. Barkley Deficits in Executive Functioning Scale assessed adult executive functioning dimensions. An EF summary score was generated followed by t-test analysis. Findings- This study identified for the first time, the relationship between non-medical use of psycho-stimulants and executive functioning of the brain. Majority of participants were found to be females. Higher SSQ score was found among students with EF deficits. 35.4% participants showed clinically significant EF scores. They were more likely to be associated with non medical psycho-stimulant use. In addition, a low grade point average was found among them. Furthermore, an increase was observed in the usage of NMUPS across the class years. Thus, procrastination and time-management difficulties were found to be related to NMUPS usage. Strengths and weaknesses- The study determined association between brain EF and psycho-stimulants use. It also established academics to be the major reason for drug abuse. Therefore, it identified students who were at a risk of drug usage and could be used to design prevention policies. Presence of convenient sample and study generalization was a limitation. Selection bias occurred due to disproportionate number of females and Whites. Assessing psycho-stimulant effects on the brain were disturbed due to presence of 3 participants with 2 GPA score. Furthermore, voluntary participants might suitably represent the entire population. PART B Barriers for the application of evidence in practice- Evidence-based practice (EBP) integrate best research evidences from well formulated studies. Some of the common barriers are inadequate knowledge, time management, low IT access and lack of motivation (Laska, Gurman Wampold, 2014). Low English proficiency also creates major difficulties in EBP implementation (Sadeghi?Bazargani et al., 2014). Although, psycho-stimulant drugs treat ADHD symptoms, there was lack of adequate information on their role in academic performance and cognitive skill improvement. Further, inadequate access to large libraries and computer resources create hindrance in EBP implementation (Grant, Stuhlmacher Bonte-Eley, 2012). Owing to the fact that EBP is a time consuming procedure, a major barrier exists in the form of time commitment (Kim et al., 2013). Alignment with PICO elements- The 2 studies showed complete adherence to the PICO format (Cooke, Smith Booth, 2012). PICO structure (Munro et al., 2017): Population- University students; Intervention- Nonmedical prescribed stimulant use; Comparison- Students with EF deficits compared to those without deficits; Outcome- Psycho-stimulant effects on executive brain functioning. PICO structure (Hildt, Lieb Franke, 2014): Population- University student using psycho-stimulant; Intervention- Psycho-stimulant effect on academics; Comparison- Stimulant using students compared to placebo group; Outcome- Psycho-stimulant effect analysis. Conclusion Thus, it can be concluded by analysing the two articles that psycho-stimulants demonstrate some potential side effects on people who use these drugs. The first research article is considered to be more successful because it provided direct evidences of the effects of smart drugs on improved academic outcomes. A thorough analysis helps in considering the first research study superior to the second research because the former study revealed that an enhancement of academic skills upon the administration of psycho-stimulant drugs is not an isolated phenomenon. Furthermore, the first research article also established that a multifaceted life context operates and controls the phenomenon of alertness and staying awake, in addition to the action of the smart drugs. To summarize, it was established that an improvement in cognitive skills led to better academic performance. Therefore, it can be stated that intake of smart drugs is not adequate for improving academic performance among Wasims un iversity classmates. References Arnold, L. E., Hurt, E., Lofthouse, N. (2013). Attention-deficit/hyperactivity disorder.Child and Adolescent Psychiatric Clinics,22(3), 381-402. Burgard, D. A., Fuller, R., Becker, B., Ferrell, R., Dinglasan-Panlilio, M. J. (2013). Potential trends in Attention Deficit Hyperactivity Disorder (ADHD) drug use on a college campus: wastewater analysis of amphetamine and ritalinic acid.Science of the Total Environment,450, 242-249. Cooke, A., Smith, D., Booth, A. (2012). Beyond PICO: the SPIDER tool for qualitative evidence synthesis.Qualitative Health Research,22(10), 1435-1443. Farah, M. J., Smith, M. E., Ilieva, I., Hamilton, R. H. (2014). Cognitive enhancement.Wiley Interdisciplinary Reviews: Cognitive Science,5(1), 95-103. Grant, H. S., Stuhlmacher, A., Bonte-Eley, S. (2012). Overcoming barriers to research utilization and evidence-based practice among staff nurses.Journal for Nurses in Professional Development,28(4), 163-165. Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university studentsa qualitative approach.BMC medical ethics,15(1), 23. Kim, S. C., Brown, C. E., Ecoff, L., Davidson, J. E., Gallo, A. M., Klimpel, K., Wickline, M. A. (2013). Regional evidence-based practice fellowship program: Impact on evidence-based practice implementation and barriers.Clinical Nursing Research,22(1), 51-69. Laska, K. M., Gurman, A. S., Wampold, B. E. (2014). Expanding the lens of evidence-based practice in psychotherapy: a common factors perspective.Psychotherapy,51(4), 467. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes.Addictive behaviors,65, 250-257. Sadeghi?Bazargani, H., Tabrizi, J. S., Azami?Aghdash, S. (2014). Barriers to evidence?based medicine: a systematic review.Journal of evaluation in clinical practice,20(6), 793-802.