Federal Role in Healthcare Delivery Essay Example | Topics and Well Written Essays - 1000 words

Federal Role in Healthcare Delivery - Essay Example The role of federal government in healthcare is to facilitate Medicare- a plan by the U.S government to provide health insurance to people that are 65 years and above, those below 65 with certain disabilities and those with final-stage renal disease. On the other hand, there is Medicaid- a co-operation tasked with providing cash benefits to welfare beneficiaries, mainly low-income mothers and children and disabled persons and the elderly. This is a responsibility undertaken by both the federal and state government. Nonetheless, there has been a long-time argument as to whether the federal government should be responsible for healthcare entirely (Bovbjerg, Wiener and houseman, 2005). Those favoring the federal government taking over the healthcare system argue that healthcare is essentially a right and not privilege as illustrated by the state government system. That the federal government considers healthcare as a service entitled to all Americans because they are citizens as opposed to the fact that they reside in a particular state. Ideally, it would promote the general welfare of all Americans thus the Universal Healthcare plan. Those favoring the state government taking over argue that it would be better suited to comprehend its citizen’s problems and recommend viable solutions (Bovbjerg, Wiener and houseman, 2005). In 1945, President Harry Truman, only seven months into his presidency, proposed to improve the state of the healthcare system by tackling five issues. The foremost issue was the inadequate number of healthcare professional i.e. doctors, nurses and other specialists in the low-income parts of U.S. He noted that the low earning capacity of healthcare professionals in these parts made it difficult for them to practice there. Coupled with this was the fact that the hospitals and clinics present in these areas did not meet the proper standards of quality. Therefore, he sought to access federal funding to

Effects of Alcoholic Drinks to College Students Essay Example for Free

Effects of Alcoholic Drinks to College Students Essay Although alcohol may give you a feeling of elation and aroused senses due to a lessening of inhibitions during the early stages of alcohol intoxication, alcohol is a depressant. It depresses the central nervous system—leading to slowed reactions, slurred speech, and ultimately, to unconsciousness. Alcohol progressively affects different brain areas. Alcohol first affects the part of the brain that controls inhibitions. When people lose their inhibitions, they may talk more, get rowdy, and do foolish things. After several drinks, they may feel â€Å"high,† but really, their nervous system is slowing down. Alcohol acts fast because it is not digested like food. Instead, it moves directly into the bloodstream from the stomach and small intestine. It takes a long time for alcohol’s effects to wear off—as it takes approximately one hour for the liver to process the alcohol in one drink. ALCOHOL’S DAMAGING EFFECTS ON THE BRAIN Difficulty walking, blurred vision, slurred speech, slowed reaction times, impaired memory: Clearly, alcohol affects the brain. Some of these impairments are detectable after only one or two drinks and quickly resolve when drinking stops. On the other hand, a person who drinks heavily over a long period of time may have brain deficits that persist well after he or she achieves sobriety. Exactly how alcohol affects the brain and the likelihood of reversing the impact of heavy drinking on the brain remain hot topics in alcohol research today. We do know that heavy drinking may have extensive and far–reaching effects on the brain, ranging from simple â€Å"slips† in memory to permanent and debilitating conditions that require lifetime custodial care. And even moderate drinking leads to short–term impairment, as shown by extensive research on the impact of drinking on driving. A number of factors influence how and to what extent alcohol affects the brain (1), including * how much and how often a person drinks; * the age at which he or she first began drinking, and how long he or she has been drinking; * the person’s age, level of education, gender, genetic background, and family history of alcoholism; * whether he or she is at risk as a result of prenatal alcohol exposure; and * his or her general health status. BLACKOUTS AND MEMORY LAPSES Alcohol can produce detectable impairments in memory after only a few drinks and, as the amount of alcohol increases, so does the degree of impairment. Large quantities of alcohol, especially when consumed quickly and on an empty stomach, can produce a blackout, or an interval of time for which the intoxicated person cannot recall key details of events, or even entire events. Blackouts are much more common among social drinkers than previously assumed and should be viewed as a potential consequence of acute intoxication regardless of age or whether the drinker is clinically dependent on alcohol (2). White and colleagues (3) surveyed 772 college undergraduates about their experiences with blackouts and asked, â€Å"Have you ever awoken after a night of drinking not able to remember things that you did or places that you went? † Of the students who had ever consumed alcohol, 51 percent reported blacking out at some point in their lives, and 40 percent reported experiencing a blackout in the year before the survey. Of those who reported drinking in the 2 weeks before the survey, 9. 4 percent said they blacked out during that time. The students reported learning later that they had participated in a wide range of potentially dangerous events they could not remember, including vandalism, unprotected sex, and driving. Binge Drinking and Blackouts| †¢ Drinkers who experience blackouts typically drink too much and too quickly, which causes their blood alcohol levels to rise very rapidly. College students may be at particular risk for experiencing a blackout, as an alarming number of college students engage in binge drinking. Binge drinking, for a typical adult, is defined as consuming five or more drinks in about 2 hours for men, or four or more drinks for women. | ARE WOMEN MORE VULNERABLE TO ALCOHOL’S EFFECTS ON THE BRAIN? Women are more vulnerable than men to many of the medical consequences of alcohol use. For example, alcoholic women develop cirrhosis (5), alcohol–induced damage of the heart muscle (i. e. , cardiomyopathy) (6), and nerve damage (i. e. , peripheral neuropathy) (7) after fewer years of heavy drinking than do alcoholic men. Studies comparing men and women’s sensitivity to alcohol–induced brain damage, however, have not been as conclusive. Using imaging with computerized tomography, two studies (8,9) compared brain shrinkage, a common indicator of brain damage, in alcoholic men and women and reported that male and female alcoholics both showed significantly greater brain shrinkage than control subjects. Studies also showed that both men and women have similar learning and memory problems as a result of heavy drinking (10). The difference is that alcoholic women reported that they had been drinking excessively for only about half as long as the alcoholic men in these studies. This indicates that women’s brains, like their other organs, are more vulnerable to alcohol–induced damage than men’s (11). SUMMARY Alcoholics are not all alike. They experience different degrees of impairment, and the disease has different origins for different people. Consequently, researchers have not found conclusive evidence that any one variable is solely responsible for the brain deficits found in alcoholics. Characterizing what makes some alcoholics vulnerable to brain damage whereas others are not remains the subject of active research (34). The good news is that most alcoholics with cognitive impairment show at least some improvement in brain structure and functioning within a year of abstinence, though some people take much longer (35–37). Clinicians must consider a variety of treatment methods to help people stop drinking and to recover from alcohol–related brain impairments, and tailor these treatments to the individual patient. Advanced technology will have an important role in developing these therapies. Clinicians can use brain–imaging techniques to monitor the course and success of treatment, because imaging can reveal structural, functional, and biochemical changes in living patients over time. Promising new medications also are in the early stages of development, as researchers strive to design therapies that can help prevent alcohol’s harmful effects and promote the growth of new brain cells to take the place of those that have been damaged by alcohol.  ¦ As well as damaging their health, university students who drink too much alcohol may also be damaging their academic performance. Alcohol: The Benefits of Moderate Drinking Drinking alcohol in moderate amounts can have positive influences on physical and mental health. While alcohol is one of the most widely abused substances on the market, it is also one that features certain benefits for drinkers who consume it in safe amounts. For individuals who consume low levels of alcohol, benefits like reduced stress, increased cardiovascular health and decreased risk of developing type 2 diabetes offer a wealth of reasons for consumers to drink in moderation. Reduce Stress, Anxiety and Tension. Research shows that the consumption of alcohol in moderate amounts can lead to certain psychological benefits. Low levels of alcohol can trigger stress reduction, easy feelings of anxiety and help consumers to reduce tension. In addition, low levels of alcohol consumption can also cause the consumer to feel more pleasant and relaxed. Studies on sleep show that people who drink in moderation get more sleep on average than do those who indulge in excess. These psychological effects of moderate drinking are positive ones that can be beneficial to the consumer. A Longer Life The positive psychological effects of drinking in moderation can be associated with the studies that show moderate drinkers tend to love longer than people who dont drink at all or those who drink in excess. Studies from a number of different countries including China, the United States and England indicate that longevity is highest among groups of people who drink alcohol in moderation. Increased Cardiovascular Health Several studies have shown that drinking alcohol in moderation has a positive correlation with certain aspects of cardiovascular health. In particular, the risk of developing coronary artery disease is significantly lowered in conjunction with moderate consumption of alcohol. Another link between alcohol and cardiovascular health shows that moderate consumption of alcohol has a positive correlation with survivability in the event of a heart attack. Those who drink low levels of alcohol are more likely to live and less likely to experience another heart attack. Alcohol produces several positive effects on the body when consumed in low levels. For example, it increases levels of good cholesterol (HDL) and lowers levels of bad cholesterol (LDL). Alcohol also acts as a blood thinner once it enters the human body, much like common aspirin does. Thus, when consumed in moderation, it can reduce the likelihood of developing blood clots in arteries. Decreased Risk for Type 2 Diabetes While consuming alcohol in large quantities has been proven to put drinkers at a higher risk for developing type 2 diabetes, some studies show that drinking in moderation might have the opposite effect. The relationship between alcohol and type 2 diabetes is the focus of a great number of ongoing studies. Findings show, however, that moderate drinkers are less likely to develop type 2 diabetes than heavy drinkers. All of these health benefits associated with moderate drinking serve as an incentive for consumers to limit their levels of alcohol intake. Too much alcohol eliminates the health benefits described above. The best way to maximize on the health benefits of alcohol is to consume it in low levels. Negative Effects of Drinking Alcohol on Physical Fitness While occasional alcohol use may not have a major impact on physical activity, there is a clear link between sports, exercise and drinking alcohol. In fact, alcohol is the most widely used drug by athletes which is why alcohol related difficulties seem to be more common among those who exercise regularly. It is clear that drinking in excess can negatively influence exercise. Studies done to determine the influence that alcohol has on exercise Studies have shown that consuming alcohol has the following influence on exercise: *Diminishes the use of amino acids and glucose by the muscles of the skeleton *A detrimental influence on the supply of energy *An impairment in metabolism while exercising In addition, persuasive evidence implies that continual use of alcohol is connected with unfavorable effects on systems of the body and organs, including the liver, brain, heart and blood vessels. Exercising while under the influence of alcohol Drinking alcohol has a negative influence on motor skills, stamina and aerobic ability. Alcohol has the following effects on motor skills: *Delayed reaction time *A decrease in hand-eye coordination *Less precision and balance Alcohol has the following effects on strength training and short term athletic functioning: *A decline in athletic performance as a whole. *Decreased times in cycling and running *Weakened pumping power of the heart *Impaired temperature control while exercising *Weakening of grip strength *Decreased jump altitude *Lower 200 and 400-meter running performance *Becoming tired more quickly while participating in high-intensity workouts Alcohol has the following effects on aerobic performance: *Dehydration *Considerably diminished aerobic performance *Hindered 800 and 1500-meter running speeds *An increase in health risks after working out in hot atmospheres for an extended amount of time Working out with a hangover. A hangover is caused by a number of factors including, dehydration and toxicity from the alcohol. The symptoms include a gloomy mood and headache. Unfortunately, these side effects can cause a decline in athletic performance. Working out with a hangover has been shown to considerably decrease aerobic adequacy by as great as 11 percent. Long term effects that alcohol has on exercise performance Long term, heavy (more than two drinks each day) alcohol use can impair exercise in the following ways: *Hindering the cardiovascular reaction to exercise *Cause nutritional deficits from changes in nutrient consumption, digestion and metabolism. *Cause muscle injury, wasting and feebleness in several muscles, including the heart. *Changing the bodys hormonal atmosphere It is also important to note that women might be more susceptible to the toxic results of alcohol on the heart. It is clear that drinking in excess can negatively influence exercise. Alcoholism is a growing problem in the United States and is even a problem in teenagers, too. Unfortunately, there are a variety of negative effects that are associated with the consumption of alcohol. While the negative effects can either be long term or short term, all of them start with the first drink of alcohol. Negative effects may not become apparent immediately, but as time goes on, the adverse effects of alcohol will become more and more noticeable and, in some cases, they can even lead to death. Diseases One of the negative effects that alcohol tends to have is the increased risk for multiple serious diseases. Increased consumption of alcohol can lead to serious medical problems such as cirrhosis of the liver, which often results in death. Infections, sleeping disorders and sexual dysfunctions can also be caused by consumption of alcohol. Recent studies have also shown that consumption of alcohol can actually raise the risk of certain cancers, including breast cancer, throat cancer and intestinal cancer. Consuming alcohol can be very serious and there are many grave negative effects that are caused by alcohol. Avoiding alcohol can help you avoid these adverse effects and perhaps even save your life.

Common Motifs of Edgar Allan Poe Essay -- Biography

Edgar Allan Poe was born in Boston, Massachusetts on January 19, 1809. His first book was published in 1827. In 1829 Al Aaraaf Tamerlane, and Minor Poems, Poe's second book was published. Poe became the editor of The Southern Literary Messenger in 1834 after his lawyer persuaded them to publish some of his stories and make him an editor. During this time his mark on American Literature began. Three of Poe's well-known stories are â€Å"The Cask of Amontillado†, which was published in 1846, â€Å"The Tell-Tale Heart, which was published in 1843, and â€Å"The Pit and the Pendulum†, which was published in 1842. In these three stories like most of Poe's stories they deal with the deep, dark, psychological side of the human brain. In Poe's short stories â€Å"The Cask of Amontillado†, â€Å"The Tell-Tale Heart† and â€Å"The Pit and the Pendulum†, Poe use three common motifs; death, fear or terror, and madness. The meaning of death is the permanent end of all life functions in an organism or part of an organism. Death can take different forms, sickness, revenge, hate, misunderstandings, love. Death is one of the main motifs in all two of the three short stories, â€Å"The Cask of Amontillado† Montresor kills Fortunato in revenge, and although death is mentioned in â€Å"The Pit and the Pendulum† there is actually no form of death even though it was close to happening. â€Å"..I felt that I tottered upon the bring – I averted my--...An out stretched arm caught my own as I fell fainting into the abyss. It was that of General Lasalle† (The Pit and the Pendulum p. 10). In â€Å"The Cask of Amontillado† where Fortunato was chained to a wall and then bricked into a little cavern filled with bones and then the room was set on fire. â€Å"I thrust a torch through the remaining aperture ... ... he starts to think more of how he may die. When he is finally pushed over the edge of the pit, which could be considered being pushed over the edge of insanity, everything comes rushing back to reality when he is grabbed by a General. â€Å"The Cask of Amontillado†, â€Å"The Tell-Tale Heart† and â€Å"The Pit and the Pendulum†, all have common motifs; death, fear or terror, and madness. Each story has their own special way of showing the three different motifs. In all three stories these three motifs were connected in some way. Someone was afraid of something or someone, which drove them mad, which led them to kill someone. In the case of â€Å"The Cask of Amontillado† death was caused by revenge, and hate. Death, fear and madness are all common themes in a lot of Poe's work. They add depth and different perspectives to look at things from. They all make the stories what they are.

Life as a Female Slave Under the Code of Hammurabi Essay

I am a female slave, given into slavery for 4 years by my father, he owed a debt that he could not pay. A debt for grain that he was to pay back 3 fold. The debt collector would have taken what little we had and perhaps would have made father pay with his life if Hammurabi had not made a way for my family to cancel our debt in this way. It is only for 4 years, such a long time for so little a debt, but we are fortunate to have this option. I will be provided with the basic necessities for survival. I am counted as nothing more than property, or currency, for my Master. I am not considered human. I was formerly a member of the middle class, paupers that can farm. There are only three classes in our society, the wealthy, the poor, and the slaves. Now, I am a slave for the next four years. It is very common practice, so much so that even the poor have slaves. Our most common forms of currency are grain, silver, slaves, cattle, and livestock. As you can imagine, I am not alone in my experience in slavery. Many of my peers are or have been enslaved at least once in their lives. Both my mother and father were slaves at some point. Many female slaves usually end up with their Master for many more years than the 4 required by law. After 4 years, they are no longer slaves and are often in the same class as the man they have lived with. In our society many children are products of those relationships. Until the time of slavery is up, I must work off a debt. I am not permitted to deny my Master, or I could be punished. One such punishment could involve having my ears cut off. This is not very common. Many of us understand we are here to work and that we must be submissive to avoid conflict. As I mentioned we will be allowed the basic necessities, food and water, and protection from the environment if the weather is harsh. The laws of how I live as a female and as a slave are outlined in Hammurabi’s Code. Hammurabi is a fair and just man. I feel his laws are fair and just given my position and given the alternatives that could have taken place if my father’s debt went unpaid. And to lose an ear and not a life for disobedience is more than fair. Hammurabi has provided us with options which has been beneficial for us at this time. We all know the laws. We can all read and understand them. Our officials rule by the law and laws pertain to everyone. For example, I am safe with my Master, should anyone take me from my Master- he could be put to death.. Everyone in the city knows this law and should someone see another take me from my Master, they will notify officials. The officials will investigate the matter. The person who takes me could be put to death. Few people risk this. Also, should my Master lend me out to another man and that man harm me, he would have to pay my Master fines for the damage he caused. It is very difficult for the common man to pay fines, so little harm is ever done to a slave that is on loan. Slavery here is not a social stigma. I am of the same class as the majority and speak the same language. Business and practicality are more important here than ideology, thus it is more beneficial for a Master to have strong, healthy slaves for commercial purposes. The law is clear and written out and encourages this kind of a society. Physical abuse is not very common among our people, but it is used in extreme cases. I was very surprised when studying this to discover that laws regarding slavery in the United States, while similar in many ways, were more harsh than the laws for the slaves in a more primitive environment. For example, the Code of Hammurabi stipulates that if a slave is given in trade for a debt it is for a period of 4 years. In the Unites States, the slave codes suggested that slavery was a life long event. There was no limit to the length of time a person could be a slave. I could not find many similarities, with the exception that it was not uncommon for female slaves to bear children with their Masters. In further research I found evidence that slaves in Babylonian captivity not too long after the Code of Hammurabi was implemented, owned property and were allowed to trade. Some even made more money than their Masters. So, I could not really compare and contrast the Code of Hammurabi with the Slave Codes of the Southern States, which was not only disappointing but deeply troubling. The one thing that does stand out as the most obvious similarity to something we are familiar with today is the epilogue to the Code of Hammurabi and the Preamble of the US Constitution. Both introduced a set of laws that were created to protect the people, provide a basis for justice, promote the welfare, ensure prosperity. Actually, I believe Hammurabi said it best, â€Å"That the strong might not injure the weak†.

Position Paper (Education) on Philosophy Essay

The word education is defined as the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life, it is also an art of teaching; pedagogics. Education signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in different schools of education that concerns itself with this activity, process and training. Education has many roots, and since the beginning of man, it has been started and knowledge developed and had been passed from one generation to another. Every generation, it is somehow passed on its stock of values, traditions, methods and skill. The passing on of culture is also known as enculturation and the learning of social values and behaviors is socialization. The history of the curricula of such education reflects history itself, the history of knowledge, beliefs, skills and cultures of man. It is somehow complex because it started with survival and then man paints his own ideas as he travels in life and explore what could be done. He then finds himself being curious and begins finding answers to his questions. One example are the findings of archaeologist who studied the past and came to know different kinds of human activities and cultures, in the caves, based on artifacts, they come to know that people start to draw, write symbols which later was translated and was believed that somehow, man came to learn by himself and knowledge is passed on, their practices somehow gave contribution in our life today, in reading, writing, speaking which is related to education. In pre-literate societies, education was carried out orally and through observation. The young first learned informally from their parents, extended family and grandparents as simple as first steps in reading and writing. At later stages they received instruction of a more structured and formal nature, like the school, imparted by people not necessarily related, in the context of initiation, religion or ritual. There are many forms of education, and it has only one goal: to develop knowledge. Let’s take Philosophical education; it is the process of education or the philosophy of the discipline of education. It is part of the discipline in the sense of being concerned with the articulation, desideratum, arrangement, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts of the discipline, it also aims to investigate the educational significance of philosophy. It all started with the birth of philosophy, in the place of Greece and was spread worldwide. All cultures in all forms; prehistoric, medieval, or modern; Eastern, Western, religious or secular have their own unique schools of philosophy, arrived through both inheritance and through independent discovery. Such theories have flourished from different premises and approaches, examples of which include rationalism (any view appealing to reason as a source of knowledge or justification), empiricism (theory of knowledge that asserts that knowledge comes only or primarily from sensory experience.) and even through leaps of faith, hope and inheritance. There may be different kinds of philosophical school, but the goal is to understand the development of philosophical ideas through time. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except it is concerned with the tracing of its own history, it leaves such delving to the history and sociology of education. Analytical philosophy of education is the logical positivist principle that there are no any specifically philosophical truths and that the basis of philosophy is the logical resolution of thoughts. This may be contrasted with the traditional foundationalism, which considers philosophy as a special, elite science that investigates the fundamental reasons and principles of everything. As an outcome, many analytic philosophers have considered their exploration as continuous with, or subordinate to, those of the natural sciences. It is meta to the discipline of education–to all the inquiries and thinking about education. It comprehends of its task as that of analysis: the definition of educational concepts like teaching, indoctri nation, trait, and ability, and including the concept of education itself. * BODY Philosophical education was traditionally developed by philosophers for example, Aristotle, Augustine, and John Locke Jean Jacques Rousseau, as part of their philosophical systems, in the context of their ethical theories. * Plato Plato’s allegory of the cave in his most important work, the Republic wherein he conceives the following vision: prisoners are chained in such a way that they face the dark and back part of the cave. They have been there for a long time and are like doomed and had nothing to do and has no perception in life. They can see nothing but themselves. They see only shadows of some certain stuff cast by a fire that burnt in a ledge above and behind them which they had no care about, between the fire and the prisoners is a wall line path alon g which people walk carrying vases alongside, they hear echoes of voices. Socrates then supposes that a prisoner is freed and permitted to stand up and explore the cave. Now, he is forced up the â€Å"steep and rugged ascent† (Plato’s allegory of education) and brought outside the sunlit exterior world. But the light blinds him. He must first look at the shadows of the trees, then at the mountains. Finally, he is able to see the sun itself. We are like the prisoners in the cave, still in the darkness not educated and are not yet philosophers. It’s like the cave is our confined world and we are still on our own selves and not merely had explored the outside bright world for our development, and inside the cave we see shadows, hear voices like there is a chaos going on we only implement fear, fear of exploring our own world and its vast approach to us. We are like prisoners in our own life which has no particular benefit to us, we can never attain real knowledge if we do not explore. The journey out the cave is said to be the philosophical education and the prisoner who was unchained is the kind of person who ought to be educated because he explored and find out what is behind the light, he has attained warmth and truth. Through this, one can conclude that most of the human beings would rather live a comfortable, happy and familiar life, than a life full of obstacles and pain, which would ultimately lead them to the â€Å"larger truths of life†. Man is contended with the â€Å"consensus reality†, i.e. the reality agreed by all, even if it is as imaginary and as unreal as the shadows on the walls of the cave man is also contended that they have the security of a family, of a society, of religion around them. However, according to Plato, there will come one questioner, one philosopher, from time to time, who will critically look at himself and the world around him, who will wonder why things are the way they are and then will make his own decisions regarding how things should be and that is being open-minded and being curious. * Jean Jacques Rousseau Jean Jacques Rousseau’s view on education differ to those with Plato, The focus of Émile is upon the individual tuition of a boy/young man in line with the principles of ‘natural education’. This focus tends to be what is taken up by later commentators, yet Rousseau’s concern with the in dividual is balanced in some of his other writing with the need for public or national education. Rousseau believed it was possible to preserve the original nature of the child by careful control of his education and environment based on an analysis of the different physical and psychological stages through which he passed from birth to maturity. He also believed we can make good citizens out of training. From the first moment of life, men ought to begin learning to deserve to live; he finds himself reasons why he is living. Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6. Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6. Now each of these factors in education is wholly beyond our control, things are only partly in our power; the education of men is the only one controlled by us; and even here our power is largely illusory, for who can hope to direct every word and deed of all with whom the child has to do. Viewed as an art, the success of education is almost impossible since the essential conditions of success are beyond our control. Our efforts may bring us within sight of the goal, but fortune must favor us if we are to reach it. What is this goal? As we have just shown, it is the goal of nature. Since all three modes of education must work together, the two that we can control must follow the lead of that which is beyond our control. * CONCLUSION Education is really vast. I can say that I agree with both philosophers, all of us should be educated for education is the grounds for gaining knowledge and wisdom. It is an important tool that can be used for the success of your future. The more you are educated while you are young, the better chance you’ll have at gaining a successful career. Being educated is being well-informed. Once you have made the decision to attain an education, certain virtues must be possessed. You must be motivated by something, whether it is money, power, or just the desire to learn. It is motivation that drives you to learn new things and to expand your horizons. You must prepare for an education. For everything that you want to know, there is something else you need to know first. It’s like before you can be proficient on a piano you must know music, and before you can be proficient on a computer you must learn to use a keyboard and a mouse before you can dance you should have training grounds. Education is the key to success. * BIBLIOGRAPHY * Phaedo, 82c; and The Republic, book VII, 518d, both in Plato, Complete Works, ed. JohnM.Cooper * Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6.