Schizophreni A Mental Illness - 1426 Words

Schizophrenia is a mental illness that is categorized as an s sever and debilitating illness, it is known to affect at least 1% of the world’s population. (Hirvonen, J., Hietala, J. 2011). Schizophrenia is seen to be a disease with functional abnormalities of different brain structures, for example like the striatum, hippocampus, and pre frontal cortex. ( Hirvonen, J., Hietala, J. 2011). Dopamine is always involved with schizophrenia and it’s known that schizophrenia isn’t caused by genetics, but it is seen as mixture of common and different environmental and interaction risk factors. (Hirvonen, J., Hietala, J. 2011). When a person is diagnose with schizophrenia it’s a mental illness they will have it for life but, with the correct†¦show more content†¦Also it ca be that they have powers that no one else has. Another thing can also be that there is something in their brain like a radar or a radio. (Carlson, 2014).The presence of hallucinations are also part of the positive symptom and what hallucinations is, it’s the presence of a vision that a schizophrenic sees that isn’t necessarily there, it can also be voices in their heads. A negative symptom can be the lack of presence of emotions or speech. The cognitive symptoms can be the lack of movement in the hands, feet, etc. It can be poor problem solving skills and problems in learning and memory. (Carlson, 2014). It can take up to three to five years for symptoms of schizophrenia to appear in a person. It begins with negative symptoms then cognitive and lastly positive which can appear months later. These three symptoms can give hints to a psychiatrics of the type of brain abnormalities that are at fault for this. (Carlson, 2014). Studies have showed that schizophrenia is not a genetic disease, there isn’t one single gene that causes schizophrenia. (Hirvonen, J., Hietala). There multiple risk factors that can cause schizophrenia in an individual. For example it can be an environmental or a genetic risk factor it can also be how they interact with others. (Hirvonen, J., Hietala).

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World History Semester Exam/CBA Review (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the f ollowing important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment’s impact on political revolutions; and (2) History. We will write a custom essay sample on Wh Review or any similar topic only for you Order Now The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) explain how the Crusades, the Black Death, the Hundred Years’ War, and the Great Schism contributed to the end of medieval Europe; (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; (I) explain the development of the slave trade; (J) analyze how the Silk Road and the African gold-salt trade facil itated the spread of ideas and trade; and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750; (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; (E) explain Ming China’s impact on global trade; and (F) explain new economic factors and principles that contributed to the success of Europe’s Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi’s Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen; C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The student understands the significance of political choices and decisions mad e by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and (25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H) use appropriate reading and mathematical skills to interpret soc ial studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; and (D) transfer information from one medium to another. World History Semester Review 2012 Directions: Answer the following questions using definitions, examples and explanations of the importance of each term, person or idea. 1. How did the Neolithic Revolution change the development of human culture? _____________________________________________________________________________ _______________________________________________________________________________ 2. List the advancements in Early River Valley Civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? Why did this type of government develop? Give examples from Early Classical civilizations of monarchies. _________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Explain the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who were the Ancient Hebrews? What is the contribution to the development of ancient (and subsequent) societies? ________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Compare and contrast Spartan and Athenian Society. Why were these two How to cite Wh Review, Essay examples

Comparative Business Ethics Responsibility â€Myassignmenthelp.Com

Question: Discuss About The Comparative Business Ethics Social Responsibility? Answer: Introduction The oil and the gas industry are considered the one of the vital industry in the economy of the world. One of the greatest challenges of the sustainability reporting is the management and its measurement that are considered as its key indicators. Various companies are found within the sector that has to navigate the risks on the global economy basis that has to invest on the new reserves and to make a continued operation of the large scale. In this report, the three questions will be addressed that is present at the end of the case study. The first question is managing the ethical risks that are found in the gas and the oil industry that will in reducing the accidents. The second question that will be addressed is on the risks that the Exxon and the BP industry will continue to face in the supply of the energy. Lastly, the ways by which the ethical leadership can help in the gas and the oil industry in managing the different risks will be discussed. Managing ethical risks in the gas and the oil industry that will help to reduce accidents Management of the ethical risk starts with that of the stakeholders of the company. The company has the sole responsibility to protect its stakeholders and it can only be possible if they save it from the various accidents. Sometimes, it is seen that the activity is determined to carry some high risks of damage or injury to the stakeholders. It is considered redesigned and the safeguards should be in place that will lower or might eliminate the risk of identification. Providing appropriate incentives to the various changes is for their safety culture. Minimizing the risk of the stakeholders is ultimately to lower occurrences of the accidents (Velsquezand Meunier 2017.). Managing the ethical issues related to the risks that are found in the gas and the oil industry that are related to reducing accidents. Managing the risks related to the gas and the oil industry is to keep the environment and the public at a safe and a high level. There is a need to keep at a safe environment the redu ctions of the spills, oil leaks and the explosions. This will not only affect the public and the community but also the reputation of the stakeholder and the pressures of the public as well as their criticism that needs to be further dealt with. Certification and training is another major thing that needs to be noted as well as the management for the change. In the oil and the gas industry, the accidents are highly censured. The danger in the ecology is linked to the accidents of the gas and the oil industry that is one of the main risks. (Thach et al. 2017) The contamination in the water and the release of the various air pollutants in the atmosphere are caused by the various gas and the oil drilling process (Hickle 2017). This eventually results in global heating that eventually also causes to deplete the ozone layer. The less the accidents related to the leaking of the gases that happens in this industry the less it will be contribute to the reduction in the melting of the polar ice caps. The oil spills are considered the biggest risk in our environment between the oil and the gas (Gallego?lvarez and Quina?Custodio 2017). The main motive behind this is that most of the oil wells are found underneath the oceans and the escape route has the serious possibility to harm in the shortest period. There is a need to decrease the ethical risks that are related to the leakages of the gas and the oil industry that has a lot of approved security plans. The biggest oil spill is known as the Exxon Valdez that has showed how the large companies are not ready for the upcoming disasters that has slow responses when in need. There was once a time that had proper time and gear to fight the oil spill that resulted in the oil spread that often slicks over 2600 miles in the sea and its coastline (Golob, Verk and Podnar2017). This could have been prevented if the money spent was for proper training and equipment that ultimately ended in the payments for the billion dollars that h as the cleaning strategy for the oil spills (Golob, Verkand Podnar 2017). There is a need to automatically fit a remote control that has switches close to the wells. There is a need to cement correctly the shafts so that it can act as the robust deterrent against the pollution of the water. The fracking resulted in sickness in the body of the humans and animals for several years and hence became banned all over the world (Devinney, Schwalbach and Williams 2013). In some Countries like France the fracking have already been banned and some are on its way. The methane gas that has been released in the process of the fracking is done and the results of the methane are done with a trapping radiation that is 20 times more than the gas in the atmosphere (Velsquez and Meunier 2017). This can be considered as a step towards the management of the ethical risks. The adopted culture of the big co operations needs to be stopped. There is a need for management in order to avoid the misbehaviors that might have created a co incidence and there is a need for education amo ngst the workers. The safety practices and the significant helps in monitoring the possible explosive surroundings that needs to have a presence of the combustible vapors. (Shim, Chung and Kim2017) The dangerous structure of the gas and oil business is situated in one of the distant environments that are mostly due to the nature of the fossil fuel and its removal and position. At deep in the ocean, the temperature has equipment that is freezing and the sea water has a considerable impact on its performance. The possessions in the monitoring are in a comparatively aggressive surrounding that is crucial for the reduction of the risk. The management of the remote asset needs to be performed in the technology of the cloud and the availability of the connectivity in the internet. (Park, Kim and Kwon2017) The storing of data and its continuous monitoring on the distant servers that could be at any place in the world and that needs to maintained by the cloud infrastructure. There is a need to monitor the equipment that has been stored on the central servers that has the transmitting of the information that needs to be monitored from those equipments that has central servers. Data such as the continuous emission monitoring system (CEMS) that is nourished in the real time software that the companies can easily report, collect ad record the data (Park, Kim and Kwon 2017). The cloud technology will help in telling the company about the various upcoming accidents that happened before and has a tendency to reduce the risk of the environment of all those workers working there. It can be concluded saying that the management of the risks in the gas and the oil industry that can easily be differentiated between the large scale disaster and the well management of the oil rigs (Wymer and Rundle-Th iele 2017). Comparison of the risks of the industries The fracking industry, Exxon and the BP are amongst those industries that face many risks that include the explosions, spills and environmental contamination. The potentiality is great to damage the stakeholders of the environment(Cuadrado?Ballesteros, Martnez?Ferrero and Garca?Snchez 2017). The Exxon and the BP made a face that has a decreasing supply of the resources that is considered to be apt in taking bigger risks to meet the demands of the customer. The fracking industry faces several uncertainties with the customers and no one has the positive safety measures of the activity. There is a need to encounter the three risks that have a negative reputation and must maintain as well as gain the trust of the public (Crane and Matten2016). Each company is bound to face the face leaks, explosions and thee spills. The reputation of the customers is to make them buy their oil. There is also a need to deal with the different risks that involves the financial and the political. The main r isk of each of this company is that it will face various leaks, spills and explosions that are happening all around. There is a need to deal with the reputation of the customers. Like for instance, it may be said that a loyal customer of any brand is about the oil spill that is going to harm the ocean and now will probably switch to the shell oil (Boulouta and Pitelis2014). A wide range of the impact that has an adverse impact on the drilling of the gas and the oil that is based on the environmental and the economic conditions that is quite dependent on the world of the commodity that cannot be ignored. The demand is very high of the crude oil that is almost 90 million per day and has been created on the significant challenges (Ali, Frynas and Mahmood 2017). The demand has increased on an outstripping supply of the various alternative energy resources that has been investigated. The oil and the gas industry are not free from the risks and its safety is considered the greatest concerns for the elements. The risks that is associated with the environment in the oil and the gas industry that includes the water pollution and the release of the various air contaminants that might affect the environment adversely (Shim, Chung and Kim 2017). These may be considered the harmful gasses that eventually result in the global warming and its contribution to the melti ng of the ice caps and other damages from the environment. The oil spills are considered the tragic and the worst-case scenario that largely affect the environment. The risks from the oil and gas industry have adopted several safety and procedures that might have a tendency for diminishing the negative impacts (Yasser, Al Mamun and Ahmed 2017). Image of Exxon Valdrez The oil spill of the BP has a wide range of the repercussions that is not only for this industry but also for the entire. This incident is quite recent and was found when there was leaking of the oil from the Gulf. This resulted in the beaches to turn black and make the people dependent in the Gulf of Mexico (Park, Kim, and Kwon 2017). The leak was later sealed and almost more than six hundred and forty miles across the coastline that was affected by a large amount of oil, that was present beneath the level of the water. The loss of the wildlife in the Gulf has witnessed the results in the patent threats to the marine lives and the coral reefs. In order to make the natural gas rise to the surface of the ocean, the chemicals and the sand was inserted in to the shale rock and that helped in the process of the fracking (Yasser, Al Mamun and Ahmed 2017). This process takes place near the drilling sites that has released various gas and chemicals that is known as the methane. This frackin g system has grabbed the attention of the media lately. An estimation may be reserved that has been conducted with the help of this fracking that will remain in the 100 years (Park, Kim, and Kwon 2017). The drilling of the gas has increased to almost 45% with the adoption of the hydraulic fracking techniques. Some of the proponents have opined that the sealing of the well shafts will be effective in addressing the contamination of the water. From the studies, it may be concluded that the hydraulic fracturing mud that is radioactive as well as toxic. The person who will climb up to clean the vats might suffer from migraine, inflation and the breathing problem. A critical stage may also arise and they may be admitted to the hospital immediately. Effectiveness of ethical leadership in managing the risks in the oil and the gas industry The leadership has the capability to set the tone for the culture of the company. The leadership makes several ethical decisions that are related to the commitment in protecting the different stakeholders and the company will follow the rest. The precautions and the policy need to be carefully followed by the company and there is a need to enforce the leadership model (Bice 2017). If it is seen that the operation is deemed excessively high for a risk then it will be aborted or redesigned before any change occurs due to an accident. The gas and the oil industry can easily benefit from the leadership that has focused particularly on protecting the environment and the stakeholders instead of just focusing on the bottomline. The ethical leadership and the management of the risk of the environment are usually done with the help of the organizations such as the IPIECA (Baumann-Pauly et al. 2013). This can be considered as a trustworthy organization that can stand up and speak of the variou s problems that is highly beneficial in gaining the level of the trust of the public. There is a need to take up responsibility on both the lower and the high level positions for the issue. The ethics is defined as the rule for the conduct that needs to be recognized with respect to the particular class of a particular group or human actions (Alvarado-Herrera et al. 2017). The term ethical is an adjective that can be best described as a pertaining power that deals with the principles of the morality that may be due to the pertaining powers in the conduct. This framework will help in the concept of the ethics and is defined as the sort of the leadership that needs to be focused on the leading manners that deals with respecting the rights, dignity and the individualism of others (Alrubaiee et al. 2017). There is no scope for forcing the viewpoints on the subordinates and there is a need to accommodate and understand the various positive differences and the views of others. There is a need to recognize the rule game that is based on the achievements and the objectives and also has an incentive to play outside the rules (Maon, Swaen and Lindgreen 2017). The case of the above three highlights the moral and the ethical failure of the various corporate executives who are encouraged to build a culture of the corruption and greed in the organization that has the sole purpose of the different competitive advantages and those of the financial (Ali,Frynas and Mahmood 2017). There is a culture of transparency and responsibility and the environmental risk management. The quality and the safety management should also be considered. The transparency and the cultural responsibility along with the risk management in the environment and the quality management all falls under the risk management. There is a need to provide ethical leadership that may have few practices that needs to be followed in an organization. As an ethical leader in the ethical leadership there is a need for the various values like the care, respect and integrity (Wymer and Rundle-Thiele 2017). The gas and the oil industry needs to be involved with various risks that needs to be seen from the case studies of the Exxon Valdez disaster and the Deepwater horizons of the oil spill. The ethical leadership helps in establishing the various cultural transparencies and its leadership. The incident that involves the Exxon Valdrez was missing this most important feature (Shim, Chung and Kim 2017). The captain of the Exxon Valdrez Joseph Hazelwood was not in command when the incident took place. It can be said that there was no one holding the licenses in the vessels. It can be said that Captain Hazelwood was above the permitted level in the alcohol consumption. He has an issue related to the drinking of the alcohol and the officials of the Exxon made him in charge of this largest tanker. This could have been avoided if along with the Captain and its management they became transparent and responsible. The ethical leadership needs to be effective as well as of real time that will prevent irresponsible and unethical behavior (Gallego?lvarez and Quina?Custodio 2017). Conclusion From the above research paper, it can be concluded that the work of gas and oil Company is a politically and socially complex as well as technically complex. From the last two decades it can be seen that some oil and gas industry are making great strides towards making their business great. They are even doing business in a more socially responsible way as well as sustainability. It can be summed up stating that all the three cases are based on the numbers from the total global demand for the oil and the natural gas. It is shown that there is huge dependency that is based on the commodity. Managing the various risks is important in order to reduce the accident that is the only possible way to go. The health risk management and the ethical leadership can be accessed with the help of the various environmental risks. Reference Ali, W., Frynas, J.G. and Mahmood, Z., 2017. Determinants of Corporate Social Responsibility (CSR) Disclosure in Developed and Developing Countries: A Literature Review. Corporate Social Responsibility and Environmental Management. Alrubaiee, L.S., Aladwan, S., Joma, M.H.A., Idris, W.M. and Khater, S., 2017. Relationship between Corporate Social Responsibility and Marketing Performance: The Mediating Effect of Customer Value and Corporate Image. International Business Research, 10(2), p.104. Alvarado-Herrera, A., Bigne, E., Aldas-Manzano, J. and Curras-Perez, R., 2017. A scale for measuring consumer perceptions of corporate social responsibility following the sustainable development paradigm. Journal of Business Ethics, 140(2), pp.243-262. Baumann-Pauly, D., Wickert, C., Spence, L.J. and Scherer, A.G., 2013. 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