Analysis Of The Article Athletic Club Weekend Turns Into...

In both â€Å"Athletic club weekend turns into a nightmare for college freshman† by Carol smith and Lee Van Der Voo and â€Å"The other side of the college assault crisis† by Max Kutner, the topic of rape is discussed and different views are shared. These two articles show both sides to alleged rape allegations. Rape is a critical social and public health issue, especially in college. When it comes to rape, men and women have disparate sides to their stories. Although rape is a serious ongoing crime, there is also the crime of erroneous rape assertions. In the article â€Å"Athletic club weekend turns into a nightmare for college freshman† by Carol smith and Lee Van Der Voo, Emily Lorenzen shares her story of being a rape victim. Emily shares her account because she wants to help to prevent rape from happening to anyone else. After interviewing Emily the authors shared a statement expressing that â€Å"Emily lorenzen believes that if people hear her story, they will be more comfortable confronting the issue of sexual assault on campus. She wants more conversation, so that men get a clearer definition of rape, face stiffer penalties if they ignore it and administrators learn to reach out to women like her and show compassion. She especially wants bystanders to step up and protect people who are vulnerable.† Rape victims need support to not feel guilty or ashamed, and that is exactly what Emily and her father desire. On this topic, Shipman an influential contributor of the Spokane sexual assaultShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesIllinois at Urbana-Champaign Professional Experience Academic Positions: Franklin D. Schurz Chair, Department of Management, Mendoza College of Business, University of Notre Dame; Matherly-McKethan Eminent Scholar in Management, Warrington College of Business Administration, University of Florida; Stanley  M. Howe Professor in Leadership, Henry B. Tippie College of Business, University of Iowa; Associate Professor (with tenure), Department of Human Resource Studies, School of Industrial and Labor

Schizophreni Schizophrenia And Rehabilitation Programs

Schizophrenia January (Jani) Schofield was only three years old when her world took an unexpected turn for the worse. January has childhood-onset schizophrenia. Approximately 1% of the world s population is schizophrenic. Schizophrenia is a severely disabling mental disorder that, with proper diagnosis, can be treated using medications, therapies and rehabilitation programs, but there is no cure. The once normal child began withdrawing from interactions with other children, became very short tempered and spent more time with her fictional friends, or â€Å"voices† than she did with real people. By the age of five, Jani had only gotten worse. She started experiencing aggressive hallucinations of animals and numbers which tried to communicate violent messages to her. â€Å"One minute she would be really sweet and loving and all of a sudden she’d just turn. Literally it was like The Exorcist†¦Her eyes would change, her demeanor changed, her voice flattened out. Her imaginary frien ds are not imaginary at all but command hallucinations. They tell her to hurt herself or someone else,† Michael Schofield, her father told ABC in 2009. Resources to help January, and cases similar to hers, are very limited due to the fact that childhood-onset schizophrenia is extremely rare. January’s parents struggled with their insurance company to find treatment for their daughter’s condition and a hospital to help her throughout her episodes. In order to help January and to protect their younger son, the

My Decision Making Model free essay sample

My Decision Making Model BY sals39 My Decision Making Model Experience MMPBU500 July 12, 2010 Mr. Chuck Millhollan Abstract Throughout every day of our lives we are forced to make decisions although at times it is not the easiest task. As a result, decision making models are utilized to ease the burden of making the wrong decisions which have lasting effects. There are numerous decision making models and they each function in various ways. However, my most favorable decision making process is the rational decision making process. It helps to me weigh my options as to what is my best possible choice and clearly epicts the consequences of my final decision. The rational decision making process is a six step process that is utilized extensively in many organizations and schools. The process is used so that decisions made are in the best interest of each situation. According to Janis and Mann, in rational decision making: (a) the goals and objectives of decision makers are clear and known in advance; (b) the decision maker chooses the best alternative among all possible courses of action; (c) full information about the consequences of possible courses of action is available; and (d) there is no uncertainty involved(Decision aking, 2001). We will write a custom essay sample on My Decision Making Model or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As an elementary educator, I frequently make decisions and tend to utilize the rational decision making process as I do so. Problem Defining the Prior to any decision making process being used there must be a problem or situation on hand. The first step is defining the exact problem and it can be easily overlooked. It helps to avoid misinterpretations of the problem and uncommon solutions especially when working with others. For instance when we are conducting grade level meetings we normally begin by individual stating problems that we have been encountering individually in the classroom. We then merge those individual issues and find one root that is the cause of those issues and target it as our main problem. Research Pros and Cons In every situation after establish the problem it is then possible to research how to eliminate the problem and the pros and cons of doing such. According to the Macquarie Dictionary, when we evaluate the pros and cons of a decision we are establishing the arguments for and against something (Macquarie, 2010). As a result we then, formulate solutions and the good and bad of each solution. It helps us to consider every possible option and recognize consequences, if any. This in students. Making a Decision and Formulating a Plan When making decisions especially within a group it can be very time consuming and requires a lot of thought. After weighing the pros and cons one should be able to make the best possible choice that is going to benefit the situation. As we progress to making a decision in our grade level meeting we aim to come to once consensus which is normally done by taking a vote based on our findings. When then immediately begin brainstorming ways in which we can get our ideas and decisions into actions by formulating a plan. We establish our weekly plan which is a detailed escription of the daily activities and lessons that is carefully executed by all teachers within that grade level. We then schedule or next grade level meeting to evaluate the outcome of our decisions and plans to solve them. Evaluate Results Why establish a plan and do not evaluate the productivity or outcome? No matter the situation it is always of best interest to evaluate any plan put in place to rectify a problem. It is done by reevaluating the problem, the solutions that were presented, the plan that was put in place, and how well the plan was executed and succeeded in alleviating the problem. At the beginning of our weekly grade level meetings we use the first ten minutes to evaluate prior plans that were put in place and whether they were effective or not. At that point we are able to make the necessary alterations needed or express what portions of the plan was successful. Conclusion The rational decision making model help to ensure order and consistency is established into making your decision. It also provides a well thought-out and orderly approach to decision making. It helps make certain we consider all factors relating to a decision, in the most reasonable manner.

Summary Of Kants Life Essays - Enlightenment Philosophy, Kantianism

Summary Of Kant's Life Immanuel Kant (1724-1804) spent all of his life in K?nigsberg, a small German town on the Baltic Sea in East Prussia. (After World War II, Germany's border was pushed west, so K?nigsberg is now called Kaliningrad and is part of Russia.) At the age of fifty-five, Kant appeared to be a washout. He had taught at K?nigsberg University for over twenty years, yet had not published any works of significance. During the last twenty-five years of his life, however, Kant left a mark on the history of philosophy that is rivaled only by such towering giants as Plato and Aristotle. Kant's three major works are often considered to be the starting points for different branches of modern philosophy: the Critique of Pure Reason (1781) for the philosophy of mind; the Critique of Practical Reason (1788) for moral philosophy; and the Critique of Judgment (1790) for aesthetics, the philosophy of art. The Grounding for the Metaphysics of Morals was published in 1785, just before the Critique of Practical Reason. It is essentially a short introduction to the argument presented in the second Critique. In order to understand what Kant is up to in this book, it is useful to know something about Kant's other works and about the intellectual climate of his time. Kant lived and wrote during a period in European intellectual history called the Enlightenment. Stretching from the mid-seventeenth century to the early nineteenth, this period produced the ideas about human rights and democracy that inspired the French and American revolutions. (Some other major figures of the Enlightenment were Locke, Hume, Rousseau, and Leibniz.) The characteristic quality of the Enlightenment was an immense confidence in reason--that is, in humanity's ability to solve problems through logical analysis. The central metaphor of the Enlightenment was a notion of the light of reason dispelling the darkness of mythology and misunderstanding. Enlightenment thinkers like Kant felt that history had placed them in the unique position of being able to provide clear reasons and arguments for their beliefs. The ideas of earlier generations, they thought, had been determined by myths and traditions; their own ideas were based on reason. (According to this way of thinking, the French monarchy's claims to power were based on tradition; reason prescribed a republican government like that created by the revolution.) Kant's philosophical goal was to use logical analysis to understand reason itself. Before we go about analyzing our world, Kant argued, we must understand the mental tools we will be using. In the Critique of Pure Reason Kant set about developing a comprehensive picture of how our mind--our reason-- receives and processes information. Kant later said that the great Scottish philosopher David Hume (1711-76) had inspired him to undertake this project. Hume, Kant said, awoke him from an intellectual slumber. The idea that so inspired Kant was Hume's analysis of cause-and-effect relationships. When we talk about events in the world, Hume noted, we say that one thing causes another. But nothing in our perceptions tells us that anything causes anything else. All we know from our perceptions is that certain events regularly occur immediately after certain other events. Causation is a concept that we employ to make sense of why certain events regularly follow certain other events. Kant took Hume's idea and went one step further. Causation, Kant argues, is not just an idea that we employ to make sense of our perceptions. It is a concept that we cannot help but employ. We don't sit around watching events and then develop an idea of causation on the basis of what we see. When we see a baseball break a window, for instance, we don't need to have seen balls break windows before to say that the ball caused the window to break; causation is an idea that we automatically bring to bear on the situation. Kant argued that causation and a number of other basic ideas--time and space, for instance--are hardwired, as it were, into our minds. Anytime we try to understand what we see, we cannot help but think in terms of causes and effects. Kant's argument with Hume may seem like hairsplitting, but it has huge implications. If our picture of the world is structured by concepts that are hardwired into our minds, then we can't know anything about how the world really is. The world we know about is developed by combining sensory data (appearances or phenomena, as Kant called them) with fundamental concepts of reason (causation, etc.). We don't know anything about the things-in- themselves from which sensory data emanates. This recognition that our understanding of the world may

Johnson s Sleeper Curve Essays

Johnson s Sleeper Curve Essays Johnson s Sleeper Curve Paper Johnson s Sleeper Curve Paper Sleeper Curve until reading this excerpt, hadnt ever really considered the idea that modern media was more than just idle entertainment. I too unintentionally looked down on video gamers and those that watch reality TV, only seeing laziness in interests of that nature. However now I would say I agree with what Johnson was trying to promote with the sleeper curve idea. While baseball statistics and video games arent my cup of tea, there are plenty of there things in my life that could be seen as similar activities in relation to the sleeper curve. An example Of this is the show pretty Little Liars, which I watch religiously. To the average Joe, this show is just teenage girl-drama nonsense. However, if looked into theres so much more at play. The person watching the show has to keep up with all of the constantly changing situations and relationships (not necessarily romantic), as well as consider character backgrounds, such as crimes committed, from previous episodes/seasons. If something major happens, its not just because; the watcher must consider motive and intention. Like Johnson referenced, this show illustrates the complexity of social networks and situational relationships. Its both relatable and usefully educational, not only to teens in high school, but also to young adults about to embark on the journey of life in the real world. Another major example is social media as a whole. Instating, for instance, is an app in which you post pictures. Sounds simple, right? However there is a much deeper thought process involved than just upload a picture. In general, the understood objective is to have a good ratio of followers to following. This means that you want to have a lot more people following you, than you follow,/. To do this, you post interesting pictures; you like other peoples photos so that theyll be more likely to return the favor. You add a filter to the photo to make it more interesting you edit it like crazy. You add lots of tags hostage) to the pictures description so that more people are likely to see it when they search that subject through the app. This app is training todays middle-cholers to be savvy in the business world. If you think about it, these children are going into high school pre-educated in marketing strategies. Theyve learned firsthand how to present themselves, hopefully appropriately, and this knowledge can be used later in the real world, such as applying for jobs. Cellophane applications also have real-life applications it seems.

Definition and Examples of Commoratio in Rhetoric

Definition and Examples of Commoratio in Rhetoric Definition Commoratio is a  rhetorical term for dwelling on a point by repeating it several times in different words. Also known as  synonymia and communio.In Shakespeares Use of the Arts of Language (1947),   Sister Miriam Joseph describes commoratio as a figure whereby one seeks to win an argument by continually coming back to ones strongest point, as Shylock does when he keeps insisting that Antonio pay the penalty and forfeit of the bond (The Merchant of Venice, 4.1.36-242). See Examples and Observations  below. Also see: EpimoneTautologyTwelve Types of Questions in Casablanca EtymologyFrom the Latin, dwelling Examples and Observations Hes passed on! This parrot is no more! He has ceased to be! Hes expired and gone to meet his maker! Hes a stiff! Bereft of life, he rests in peace! If you hadnt nailed him to the perch hed be pushing up the daisies! His metabolic processes are now history! Hes off the twig! Hes kicked the bucket, hes shuffled off his mortal coil, run down the curtain and joined the bleedin choir invisible! THIS IS AN EX-PARROT!!(John Cleese in The Dead Parrot Sketch, Monty Pythons Flying Circus)With bad grace, [Shahid] had eventually conceded that [Iqbal] had to go. And then, yesterday, most amazing thing of allhe had gone! Moved out! Vamoosed! Iqbal was out of there! Elvis had left the building! The fat lady had sung! Mandela had been freed! Shahid had has life back!(John Lanchester, Capital. W.W. Norton, 2012)He’s gone off his rocker! shouted one of the fathers, aghast, and the other parents joined in the chorus of frightened shouting.He’s crazy! they shouted.He’s balmy!He†™s nutty!He’s screwy!He’s batty!He’s dippy!He’s dotty!He’s daffy!He’s goofy!He’s beany!He’s buggy!He’s wacky!He’s loony!No, he is not! said Grandpa Joe.(Roald Dahl, Charlie and the Chocolate Factory) Brave Sir Robin ran awayBravely ran away, awayWhen danger reared its ugly headHe bravely turned his tail and fledYes, Brave Sir Robin turned aboutUndoubtedly he chickened outBravely taking to his feet,He beat a very brave retreat . . ..(Monty Python and the Holy Grail)Space is big. You just wont believe how vastly, hugely, mind- bogglingly big it is. I mean, you may think its a long way down the road to the chemists, but thats just peanuts to space.(Douglas Adams, The Hitchhikers Guide to the Galaxy)At this moment of her diving, as she is suspended in mid-jackknife, nothing happens on the East End of Long Island. Not a single nail is nailed. Not a single hedge is trimmed. Not a single bottle of Chà ¢teau Whatanamazingwine is sold. Not one compliment is paid to a tomato or an ear of corn or a peach. No one asks where the potato fields have gone. Likewise the duck farms. No Filipino housekeeper is yelled at for failing to position the fruit forks correctly. No year-round resident is p ushed aside at a farmers market. No one asks anyone else to a small dinner just for close friends or wishes there were more time to spend reading quietly on the beach away from all the big parties. No one gives kudos. Or draws raves. No one embarks on an exciting new phase of his life, or enters a third act of his life, or comments that life is a journey. No one plans a benefit dance for a fatal disease. No one lowers his voice to say Jew.Nothing moves. Nothing makes a sound. The universe lies in respectful silence as sex and commerce find their and apogee in Kathy Polite and her morning swim. For one brief moment in this day for what certainly will be the only such moment, I am at peaceall bitterness relieved, all burdens lifted from me. The wind kicks up. I bless her unaware.(Roger Rosenblatt, Lapham Rising. HarperCollins, 2006) Commoratio occurs when one remains rather long upon, and often returns to the strongest topic on which the whole case rests. . . . I have been unable to subjoin a quite appropriate example of the figure, because the topic is not isolated from the whole cause like some limb, but like blood is spread throughout the whole body of the discourse.(Rhetorica Ad Herennium, c. 90 BC) Pronunciation: ko mo RAHT see oh

SWOT and Financial Analysis for Verizon Research Paper

SWOT and Financial Analysis for Verizon - Research Paper Example SWOT and Financial Analysis for Verizon Verizon Communications Inc., which is also acknowledged as Verizon is duly considered to be one of the largest service providers of broadband and telecommunication in America. Verizon was formed in the year 2000 after the merging of Bell Atlantic Corp. and GTE Corp. The company has been listed in Dow Jones Industrial Average in the year 2004 due to its consistent performance in delivering quality services to the clients. It can be apparently observed that the company earned greater business reputation and established itself as one of the leading providers of advanced IT solutions to large business association and government bodies worldwide. Resulting from consistence performance in the telecommunication industry, the company has acquired number of well-known companies like Alltel (Verizon, 2013). With this concern, this paper intends to conduct a complete SWOT analysis and financial analysis of the company (Verizon, 2013). Discussion SWOT Anal ysis SWOT analysis is regarded as the most common adapted techniques which helps in understanding the strengths along with the weaknesses and also to identify the opportunities available and threats that the organization face and/or would face in future. The main objective behind adapting SWOT technique by modern business organizations in today’s business world is that it helps in identifying the internal along with external factors. These factors often act in favor or against a particular company providing opportunities to mitigate the issues and develop plans to maintain the current position of the company in the global platform (University of Washington, n.d.). In this similar concern, Verizon is regarded as an American based company which deals with the products or services such as broadband and wire line and wireless communication among other related products. It can be viewed that Verizon’s fourth-generation Long Term Evolution (4G LTE) is considered to be the mo st advanced 4G network around the United States of America (USA). However, the gaining momentum of business market competition in the telecommunication industry and the invention of new technologies are creating a barrier for Verizon to maintain its leading position in the respective industry. Additionally, it has also been viewed that the operation plans of Verizon are facing crucial challenges with the increased level of competitors, alterations in government regulations and global economic slowdown (Verizon, 2013). The SWOT analysis of Verizon has been demonstrated hereunder. Strengths. One of the major strengths of Verizon is normally considered to be its strong liquidity position. The company is regarded as one of the most consistence performers in the global telecommunication platform. The company reported an annual increase in the liquidity ratio resulting in 38% increase in its current assets and 1% increase in current liability in the year 2011. Moreover, the company has al so reported a rapid growth in its receivable rate in the year 2011 which is also regarded as the other strength of the company. In terms of strengths, it can be viewed that the company possesses a substantial wireless capacity and coverage in the U.S covering nearly about 296

Askls5 Essay Example | Topics and Well Written Essays - 250 words

Askls5 - Essay Example It is believed that self-leadership is required before engaging in team leadership (Manz and Sims 1991). What are some of the best practices that a team facilitator can use in order act as a role model to his or her team? When one has competent team members, it is apparent that they at one time have contributions to make in the effort to facilitate problem solving. In this regard, what are some of the models deemed appropriate to create an atmosphere in which a team leader can use in order to facilitate problem solving? In every group undertaking a certain project in an organization, there are various challenges it can face. What are some of the potential areas that a team leader can focus on in order to overcome such challenges? In an attempt to go beyond self-managing work team, a leader is supposed to use some empowerment dimensions. What are recommended dimensions that a team leader can use in order to empower his or her team? In any given organization, it is expected that the team leader use the appropriate communication styles in order to ensure top performance by his or her team members. What are the recommended communication skills and techniques that a team leader must have? However, the communication skill applies to all members of a team. A part from the team leader’s skills and techniques, in what ways can communication skills and techniques help the other team members’ carryout their duties

Third World Debt Resolutions Essay Example for Free

Third World Debt Resolutions Essay [1]One fact is undeniable: Someone is going to have to pay for past debts. It could be the people in debtor countries, or the banks, or the people in advanced industrial countries. Most likely it will be some combination of these three groups. In the last ten years, there have been a variety of proposals which, unfortunately, usually reflect only the special interests of the groups proposing them. Generally speaking, these solutions fall into three categories: repudiation, minor adjustments in repayments, or reduction. Debt repudiation, in the sense of a unilateral cessation of repayment, occurred in a number of countries: Bolivia, Brazil, Costa Rica, Dominican Republic, Ecuador, Honduras, Nicaragua, Panama, and Peru.With the exception of the Peruvian cessation, however, most of these actions have been taken with assurances that the stoppages were only temporary. Peru announced that it was unilaterally limiting its debt repayments to a percentage of its export earnings; and since Peru took this action, other nations have indicated that they will act similarly. There have been no serious proposals for a widespread and coordinated repudiation of global debt. The economist Jeffrey Sachs offers several reasons for this absence of a general repudiation.First, debt repudiation is a dramatic and abrupt act. Most nations would prefer to defer such decisions as long as there are advantages to muddling through, and growth prospects are sufficiently ambiguous to make this muddling a viable course. Second, debtor countries fear retaliation from commercial banks. If the banks were to cut off nondebt related activities, such as trade credits, the situation could be made even worse. Third, the debtor countries fear retaliation from creditor governments and multilateral lending agencies. Grants from development banks could be affected, and trade relations would probably be seriously disrupted. Finally, the leaders of most of the debtor countries have interests in maintaining good relations with the richer countries, and repudiation would jeopardize these interests. Repudiation would also seriously disrupt global economic relations, probably far beyond the immediate losses of the debts themselves. Retaliations would follow, because it would be politically impossible for lenders not to react, and because there would be a conscious effort to warn other potential defaulters against similar action. The escalation of economic warfare would have the effect of sharply reducing international economic interactions in trade, investment, and exchange. Such an outcome is in no ones interest. The vast bulk of activity since 1982 has involved adjusting the timing and method of repayment. The number of specific proposals is bewildering.One can read about debt-equity swaps, in which businesses or properties in the debtor country are purchased at a discount by the banks as partial repayment; debt-for-debt swaps, where bonds are offered as discounted repayments; exit bonds, which are long-term bonds tendered essentially as take-it-or-leave-it offers to creditors who have no interest in investing any further and wish to cut their losses; or cash buy-backs, where the debtor country simply buys back its loan at a deep discount. Some of these proposals, notably the debt-for-nature swaps, where the debtor country promises to protect the environment in return for purchases of the debt by outside groups, are creative and could have important effects. This array of proposals is referred to as a menu approach to debt repayment, and its logic is superficially sound. It was the logic of the plan offered by Secretary of the Treasury James Baker in 1985. By providing a number of different options, repayments can be tailored to the specific circumstances of a country, thereby easing the burden. Critical to the success of the menu approach is the assumption that countries will grow out of their debt. Yet, the evidence suggests that this assumption is not entirely sound. This approach further assumes the repayment of debts on terms that are essentially dictated by the creditors. No lender is obligated to accept any one of these possibilities. Moreover, the opportunities for swaps and buy backs are limited: there are, after all, a relatively small number of investment opportunities in poorer countries, and the debt crisis itself has further limited those possibilities. Finally, some of these swaps can actually increase the drain on the capital of a country, particularly if profit remittances on successful investments turn out to be very high. The final proposals have to do with debt reduction, and these only became a real possibility in the spring of 1989 with the announcement of a new plan, dubbed the Brady Plan, after U.S. Secretary of the Treasury Nicholas Brady. The plan originally called for a total reduction of about 20 percent of global debt, with the IMF and the World Bank offering guarantees for the repayment of the other 80 percent of the debt.Since 1989, Argentina, Brazil, Costa Rica, Mexico, Morocco, the Philippines, and Venezuela have reached agreements concerning their debts under the auspices of the Brady proposal. This approach recognizes that many of the menu approaches were, in fact, schemes for debt reduction on a case-by-case basis. This formal recognition of the need for systematic debt reduction is a hopeful sign, but the plan clearly does not go far enough. In market terms, developing-country debt is already selling on the secondary market at about thirty-five cents to the dollar. In other words, debt reduction has already occurred in the marketplace, and any plan that incorporates reductions must take this into account. There are some serious problems with debt reduction. Debt reduction could reduce the incentive for debtor nations to make economic changes that could lead to greater efficiency. Or, it could set a precedent that would have the effect of reducing, or even eliminating, the possibility for any future bank lending for economic development projects. Finally, debt reduction could have the effect of saddling public lending agencies, like the World Bank, with enormous burdens, thereby vitiating their future effectiveness. These concerns are genuine. Counterposed to these possibilities, however, is the stark reality of hundreds of millions of people living in desperate conditions with no hope of relief in the near- or medium-term future. Any plan for easing the debt burden, therefore, must try to incorporate a number of legitimate, but competing, concerns of varying importance. First, the repayment of the debt itself has ceased to be the central concern. Private banks obviously have an interest in the repayment of the debt and, to the extent possible, these interests must be accommodated. But the security of the international banking system is no longer at risk, and that, as a legitimate public concern, can no longer dictate possible necessary actions. The central concerns now are the reestablishment of economic growth in the heavily indebted countries, the effective and meaningful distribution of that growth into all sectors of their societies, and their reintegration into the international economic system. Only after sustained economic growth returns to the heavily indebted countries can the international community even begin to determine manageable rates and methods of debt repayment. Second, the International Monetary Fund must fundamentally reassess its policies. Programs of structural adjustment may be appropriate for the original purpose of the IMF-to assist nations having temporary difficulties in maintaining currency values because of transient balance-of-payments difficulties. But these programs are profoundly counterproductive in current circumstances and, indeed, are guided by a wildly inappropriate perspective. The inflows of capital to the IMF from the heavily indebted countries were more than a gross embarrassment; they were conclusive evidence of the IMFs misunderstanding of the causes of the debt crisis. The IMF should shift its perspective to more creative or appropriate ways of stabilizing or depressing interest rates rather than raising them, or ways to prevent capital flight from developing countries, or any number of issues that concern the specific conditions of economic growth. The mechanical application of a model of economic growth is wrongh eaded. Third, the resolution of the debt crisis depends upon a clear recognition that much of the debt, as formally constituted, will not, because it cannot, be repaid. Some countries, such as those in sub-Saharan Africa, ought not to repay their debts. Other countries, particularly the heavily indebted ones, can pay something on their debts, and perhaps the appropriate percentage is about half. Viewed in this light, the real question becomes one of allocating the costs of this nonpayment of debts. The current emphasis of forcing the poor to pay with broken lives and broken spirits is demeaning to both rich and poor, and ill-serves the long-term interests of rich as well as poor. Finally, there are genuine issues of responsibility that deserve to be made explicit. The debt crisis is only a symptom of an international economic system that tolerates growing and abysmal poverty as a normal condition. This need not, and should not, be the case. The developed countries have a responsibility to create conditions whereby the poorer countries can interact more productively in international economic activities: their single most important contribution to this end might be in the area of reducing trade restrictions on the products of poorer countries. Similarly, the developing countries have a responsibility to see that money is more effectively utilized within their own borders. The obscene personal profits accumulated by such leaders as Marcos of the Philippines and Mobutu of Zaire should not be fostered by the strategic interests of other countries. The banks should also face up to the fact that their single-minded pursuit of profits almost led them to the brink of bankruptcy. The lesson to be learned from this experience is that for economic growth to be sustained, close attention must be paid to the mutual interests of all parties involved. [1]Ferraro, V and Rosser, M (1994) , World Security: Challenges for a New Century, (New York: St. Martins Press)

Happiness in Fences, by August Wilson, and A Raisin in the Sun, by Lorraine Hansbury :: Fences, A Raisin in the Sun

Imagine for a moment it is your big sister's 17th birthday. She is out with her friends celebrating, and your parents are at the mall with your little brother doing some last minute birthday shopping, leaving you home alone. You then hear a knock on the front door. When you getthere, nobody is there, just an anonymous note taped to the door that says Happy Birthday, along with a hundred dollar bill. You've been dying to get that new video game, and your sister will never know. You are faced with a tough decision, but not a very uncommon one. In both Fences, by August Wilson, and A Raisin in the Sun, by Lorraine Hansbury, tough decisions have to be made about getting money from someone else's misfortune. But money's that important right? The role of money in people's day-to-day lives is quite amazing when it's put into perspective. The primary reason most Americans get up in the morning is so they can go out and make money. Money buys things; money influences people; money keeps us ali ve; money makes us happy. Or does it? In Fences, by August Wilson, the Maxtons get their money when Gabe's head is shot in the war. In A Raisin in the Sun, by Lorraine Hansbury, the Younger family gets their money when Walter's father dies. But do the se things make them happy? Of course not. They are coming upon money from someone else's misfortune, someone they love. The money may have made life easier for a brief moment in time, but the novelty soon wears off and reality soon returns. The interesting thing about these two novels is that the money received by both the Maxtons and the Youngers did exactly the opposite of what everyone expected it to do. It eventually made problems for both of the families. In Fences, the Maxtons used Gabe's money to buy a house and even though it seemed like a good idea, when Gabe moved out, it caused a great deal of guilt in the family, but especially in Troy. He just couldn't get over how he 'used' someone he loved so much, and they didn't even kn ow it. In A Raisin in the Sun, the Youngers also buy a house with the money the life insurance gave them.

Australia – the Unknown Southern Land

â€Å"The Unknown Southern Land† Even in medieval times there were stories about a large continent in the Southerh Hemisphere. But Europeans had never seen it. They wondered what it was like and whether it inhabited. They called this land terra australis incognita 1 or  «the unknown souther land » – Australia. Nowdays when people speak of Australia they can mean three things: 1) Australia as a continent; 2) Australia as an island and 3) Australia as an indenendent country. Australia is the world's largest island and its smallest continent. Asia is the continent nearest to Australia in the north. The icy shorts of Australia lie to the south. New Zealand is to the east. To the west of Australia stretches the vast Inddian Ocean. In the east the continent is washed by the Pacific Ocean. Australia is a land of striking differences. In the centre of the continent and in the west more thab 50% of the land is desert – dry and uninhabited. There are three – the Great Sandy Desert, the Great Victoria Desert and the Gibson Desert? Situattd between them. Naturally very few people live there. Most of them live on the narrow coasts of the tast and southeast. Main cities, where people live among tall office buildings? Automobile plants and busy factories, are situated there. In the nothearst? Tropical forests cover the coast. In the mountains of the southeast the snow lies for ceven months of the year. Australia is divided into six states and two territories. 1terra australis incognita (Latin) [`tera aust`r? :l? s ? n`k ta] New South Wales is Australia's leading indastrial state. Most people live along the east coast, and most of them are in Sydney. Sydney is also the largest city in Australia. It was founded on January 26, 1788. It is a pretty and indastrial city. Population of 3,700,000. In Victoria most people live in the south. Melbourne is the cfpital of the state and the largest city. Sheep and peaches and apricots are grown along the Muurray River. Population about 3,200,000 Queensland is Australia's second largest state. Drisbane, its capital, is . sitbated on the east coast. It is important export center exportihg wool, meat, wheat, sugar. Population over 1 mln people. Queensland has long beatifull sahdy beaches. Its coast is a popular place for holidaymakers. The climate along the east coast is hot and humid. It is the tropical corner of Australia. Bananas and other tropical fruits are grown here. Most of the land in the south is too dry for farming. Some of Australia's unprodnctive desert lands occupy the bigger part of the state. The state of Western Australia is dry and inhospitable except the southwestern corner of the state. Nearly all of the state's farms, sheep stations and fruit gardens are situated there. The rest of the state is dry desert land with very few towns or lonely cattle stations. South Australia is the third largest state. Most of South Australia's people, farms and industry are in the southeastern pert of the state. Adelaide is the capital and the largest city. Population over 1 mln people. It is a large center exporting wine. Most of South Australia is too dry for farming. Farming very much depends on irrigation1 or underground water. Some of Australia's most unprodnctive desery lands 1 irrigation [? r? `? e n] 2 nectaries [`nekt? r? nz] occupy the greater part of the state. Wheat and fruit (apricots, pears, peaches, nectaries2 and grapes) are grown along the lower part of the Muurray River. Tasmania, the island, is sometimes called the apple isle becaus it produces most of Australia's apples. Tasmania is one of the few plaaces in Australia that have enough rain all year. Tasmania is Australia's leading produes of pears and berries of different kinds. Potates are also grown in some areas. Northern Territory is the least populated and least developed part of Australia. Crocodiles still live in some of the twamps along the coast. Darwin is its capital and the only large settlement in the norsth. Population of about 70,000. Alice Springs, generally called Alice of the Alice, is th eonly town in the south. The capital of Australia is Canberra. The city doesn't belong to any state. It is situated on the Australian Capital Territory, which occupies an area of 2,432 square kilometres. It was builting in 1923-1927. Population of about 300,000.

Aviation Flight School

The research focused on the ways in which flight schools can provide a specialized training format that satisfies goals for both professional and recreational pilots. These are unique ways in which, flight schools can achieve flight instruction for students by providing a strong training format that meets the individuals needs. Offering practical and theoretical skills to the students, and ensuring professional instructors. Also the use of modern facilities and equipment for teaching students; with a strong emphasis for FAA standards during all phases of instruction. These are some ideas flight schools should adopt in order to meet needs and demands of their students. Introduction The purpose of the research was to find how flight schools provide unique flight training solutions to meet needs of their students. The research identifies principles that flight schools practice as a school that takes a pilot from never having piloted an aircraft to, â€Å"helping them know when to use their landing lights, transponder, and trim tabs. (Above View FBO [AV], 2008) Learning to fly is one of the dreams of many people; and there are many reasons to learn to fly and most local flight schools can facilitate student’s needs on just about any schedule and desired rating or certification. (G&B Aircraft Management [G&B], 2008) Some may want to learn to fly for recreational purposes while others may learn to fly for a career. Whether as a career, or for recreational purposes in flight operations is one of the more unique areas of flight training in aviation. Students at flight schools can be trained to become commercial pilots or recreational pilots. For the commercial pilot the world of aviation is very much exciting, dynamic and can be very demanding. In order for one to become a professional aviator whom the world can rely and depend on in the future, one has to undergo thorough flight training. Simply attending a flight school is never enough, though it is a basic requirement, one needs to be thoroughly trained before he is given certification. Schofields flying club [Schofields], 2008) For Private pilots aviation is taken as a recreation that provides the student with a sense of freedom, fun, and accomplishment that stays with that person forever. Private pilots also begin with the same detailed training that commercial pilots need. (Schofields, 2008) For both types of students the training environment for flight should be conducive and all tools needed for training should be available in order to ensure a clear understanding. (Scho fields, 2008) Theoretical and Practical Skills The main objective of flight training is to impart airmanship skills on the students, putting in mind the principles of flight, and the ability to safely operate and navigate an aircraft with precision. Training on flight courses covers two areas that are the on-ground theory lessons and the practical training in the air. Students in flight schools are acquitted with a wide scope of knowledge on the areas that are related to flights. (Schofields, 2008) Students learn basic principles of flight, meteorology, flight rules and regulations. Also flight school students are trained in navigation, radio communications, and the aircraft itself. The use of sophisticated instruments, systems, and other equipment ensure that the students have a wide-ranging knowledge on several different areas of operation that relate to aviation. When a student is fully trained, and correctly demonstrates proficiency in these areas, he or she is awarded a certificate to show that they are professionally acquitted with the necessary knowledge and skills for flight. (Schofields, 2008) Availability of Facilities Aviation schools should have FAA flight facilities and equipments at the location of operation. This gives the student an added advantage in that they can access the facilities as they need, and also gives them an opportunity to attend ground lessons, which is a major part of the study. Flight schools tend to use less commercialized airports for training flights this gives students training without the crowded airspace. (Flight Training, 2004) Strong Training Format In order for students to be fully prepared to take off on flights they are subjected to a specialized and strong training format that is followed by the school. Aviation flight schools when training students should train them using modern equipment, and facilities. This will give students the opportunity to learn what is currently used in the field of aviation. When the training is based on new and modern technology the students are in a better position since they can fit in the field. (Flight Training, 2004) Most of the Aviation schools have developed a structured curriculum, which is used to demonstrate various airplane systems which include a complete set of working flight instructions to enhance learning opportunities. They use multimedia services and the Internet to gain more information on the new developments in the field. A proven training system ensures that students are fully trained before they are given certificates to practice flight as a career or for recreational purposes. (Flight Training, 2004) There are many curriculums for a flight school to adopt, in fact some flight schools may have more than one to cater to the needs of their students; such as structured accelerated programs, or a self paced pay as you go open schedule program. (K.  Hansen, personal communication, April 7, 2008) The idea behind a strong training format that a flight school adopts, or develops, is for retention. Not just of students for the flight school, but primarily the student’s knowledge. (J. Gifford, personal communication, April 7, 2008) Emphasis on FAA Standards â€Å"The flight school falls under a variety of Federal Aviation Regulations†¦FAR Part 91 is the basic set of regulations for general flight operations. In addition to that, flight training can be conducted under FAR Part 61, the regulation for flight training or under a combination of FAR Part 61 and 141. (Vincent, 2008) Flight schools are divided into FAA-approved (part 141) and non-approved (part 61) they are usually divided based on the regulations under which they operate. FAA-approved schools â€Å"voluntarily submit their procedures and training to a higher standard of curriculum use, regulation and paperwork in exchange for lower hour requirements prior to a student receiving a flight certificate or rating. † (Vincent, 2008) Also they are periodically audited, this is done to ensure that they follow the laid down training format. Have detailed FAA certified course outlines, the course outlines are detailed and certified to ensure that what is covered in one aviation institution is covered in all other schools. It must meet trainee pilot performance rates to maintain certification. While non-approved (part 61) schools do not have similar requirements, they cater for students who need more flexibility with lesson content and scheduling. (Flight Training, 2004) FAA standards are emphasized in every aspect of learning including equipment maintenance and flight training. This is usually achieved through taking of FAA tests in the classroom at the conclusion of each course, the FAA certified CATS testing program certifies the tests. (Flight Training, 2004) Emphases are put mostly on the fundamentals, and safety of the flights this is usually achieved through ground school courses, which are continually offered to the students. They are used to ensure that they have a complete understanding of the fundamentals. The student pilots are provided with aeronautical decision-making and flight maneuvering skills in order to remain safe under all circumstances. Modernized Facilities and Equipment Today there is a demand by students for the use of newer model glass panel equipped aircraft. Some of the instruments that these aircraft include are uplink NEXRAD weather images, traffic and terrain collision alert systems, autopilots and leather interiors. These are tools that can help students when they are carrying out their practical lessons. (Miller, 2008) However cost is also a concern, newer aircraft cost more to purchase and operate compared to older models. Many flight schools often have a variety of aircraft types to â€Å"offer several options for training and rental purposes. (AV, 2008) However if the student’s needs, and or budget do not allow them to always fly the latest and greatest airplane out there, it is essential for them to know that the aircraft they do fly are safe and properly maintained. Students want to be assured that â€Å"the safety of [their] aircraft is [their] number one priority. † (AV, 2008) Continued Trainings for Licensed Pilots Aviation schools also offer trainings for pilots who wish to advance in their field, receive additional endorsements or ratings, or simply stay current. The hours of operation also run from early morning to late evening, weekdays and weekend training times, which enable even the busiest professional to fit flight training into his schedule. This helps the pilots to gain more knowledge, and continue to keep aviation in their schedules. (Miller, 2008) For many flight schools the idea is not only to teach new students how to fly but to continue to cater to all their students, or customers, needs past, present, and future; to become their one stop shop for aviation. (G&B) Professional Instructors When performing aircraft operations as a student pilot the teaching is done one on one, and students want to know that their flight school has professional instructors who are fully trained and have all the required qualifications for the training that they provide. (K. Hansen, personal communication, April 7, 2008) These instructors are former students themselves that have experience, have demonstrated exceptional skill, and received additional training. Accomplished flight instructors are also personally committed to educating the students one on one and helping them to learn. Flight Instructors are â€Å"pilots who know their way around the cockpit as well as the classroom. † (AV, 2008) Conducive Environment Although parts of the students training involves ground school, and sometimes simulations, the majority of flight training is conducted in the actual real world environment. Because of the uniqueness of this kind of environment it should be a goal of the flight school to make this environment as conducive as possible for learning. Having facilities that the student can access that has similarities to a school and not a rental agency will also help â€Å"provide a personal, comprehensive environment for learning. (AV, 2008) Students should be treated and recognized as an individual, a student, and then a paying customer, not simply as cash flow; by a school that can take â€Å"pride in being able to cater to [students] needs. † (AV, 2008) This motivates the students, fosters learning, and generally establishes long-term relationships with the flight school for the student pilots aviation needs. The students should be equipped with Radio communication skills; this is because radio communications lie at the base of procedural flying. Proficiency in radio communication is fundamental to becoming a skilled procedural pilot. In air communications is an essential tool for all pilots. A student pilot should spend time, and effort to acquire an accurate radio technique. Good radio communication skills are of great value to the student at all aspects, and stages of his flying. Radio communications are designed to satisfy both the formal theoretical needs and the practical needs of all students’ professional and private pilots.

Blood Pressure Responses to Exercise’ The WritePass Journal

Blood Pressure Responses to Exercise’ Introduction: Blood Pressure Responses to Exercise’ Introduction:  Methods:  Number of participants:Instruments used for the experiment:Measurement during rest:Measurement during Dynamic Exercise:Results:  Observations:Discussion:Conclusions:ReferencesRelated Introduction: Blood pressure is a measure of the force exerted by blood flow against the walls of the arteries as it transverses the body (Bakke et al., 2006). Systolic blood pressure refers to the pressure in the arteries during the contraction of the heart and diastolic blood pressure is where the pressure is exrted on the blood vessels during heart relaxation (Michelsen and Otterstad, 1990)Various researchers have conducted studies on the differences in blood pressure responses to isometric exercise compared to dynamic exercise. For instance, Kingwell and Jennings (1993) undertook the study to determine the blood pressure at rest and during maximum dynamic exercise and compared the results to blood pressure at isometric exercise and have established that there is a direct relation between blood pressure, isometric and dynamic exercises and the body surface area of an individual. However, a common conclusion in most of these studies established that the percentage change in blood pressure to eac h stress was inversely relational to the resting blood pressure. The differences in blood pressure response in this context indicate that the proportional change in the blood pressure in relation to each stress declines as the resting blood pressure increased. This study shall aim at discussing the blood pressure responses to exercise and the mechanisms of the cardiovascular and respiratory systems to the blood pressure variations.   Methods:   Number of participants: To estimate the difference in blood pressure due to exercise, the experimentation involved 18 individuals within the age group of 19-40 years. 14 of them were male and 4, female. The experiment was performed in the conditions of rest and exercise (dynamic and isometric) and the observations were tabulated for further analysis. Instruments used for the experiment: Automated sphygmomanometer (Omron M7) Handgrip dynamometer (MIE) Cycle ergometer (Monark 874e) Measurement during rest: The participant was seated comfortably and the left arm is placed at the heart level. Measurement during Dynamic Exercise: The participants were seated on cycle ergometer and their systolic and diastolic blood pressures are noted at rest using a manual sphygmomanometer. The participant was then instructed to cycle on the ergometer for 3 minutes and the systolic and diastolic measurements are taken again using manual sphygmomanometer. The participant was then instructed to cycle for further three minutes and the readings are taken again. After the completion of test cycle, the procedure was repeated again to verify the readings using auto- sphygmomanometer. Measurement during Isometric Exercise: Using a hand grip Dynamometer, the Maximum voluntary contraction (MVC) was performed and measured on the participants after the resting measurement is noted.   The participants were made to perform 50 percent MVC until they were able to and the duration was measured. The blood pressure was measured immediately after that using manual sphygmomanometer and the observations were noted. The tests were repeated in duplicate to verify using an automatic sphygmomanometer and the readings were tabulated. Results: The results observed indicate that there is considerable increase in the systolic blood pressure after dynamic exercise whereas diastolic blood pressure recorded a notable increase. The mean arterial pressure also had a considerable rise following dynamic exercise. On the contrary, isometric exercise yielded different observations. The systolic blood pressure showed a little increase following isometric exercise and the diastolic blood pressure was observed to decrease. The mean arterial blood pressure had no deviation after the test and remained same. From the study, the results on the blood pressure responses varied depending on the different dynamics of the body. The surface area of the body was an instrumental determinant in the blood pressure levels both at rest and during exercise. The blood pressure levels were found to vary in relation to the body surface area in terms of weight and size. From the results, participants with a higher weight exhibited lower systolic and diastol ic levels at rest. At rest, the participant with the highest weight of 122kg and 1.85m tall had 69 and 57 BP level at systolic and diastolic levels respectively. This could be compared to the participant with 48kg and 1.45m tall who had 97 and 71 systolic and diastolic BP levels at rest respectively. However, the results were different during exercise. The heavier participants exhibited higher levels of systolic and diastolic BP levels compared to the lighter participants. The heaviest participant had 156 and 86 systolic and diastolic BP levels respectively while the lightest participant had 109 and 81 systolic and diastolic BP levels respectively at exercise.   Observations: Table 1:   Blood Pressure Responses to Dynamic Exercise Category During Rest After Exercise Units Mean Systolic 126.6111111 145.4444444 (mmHg) Mean Diastolic 81.55555556 82.44444444 (mmHg) Standard Deviation Systolic 22.03777209 19.12873484 (mmHg) Standard Deviation Diastolic 12.86683938 8.542091094 (mmHg) MAP Mean 96.5740741 103.4444 (mmHg) MAP Standard Deviation 15.0227738 10.42746 (mmHg) Table2:   Blood Pressure Responses to Isometric Exercise Category During Rest After Exercise Units Mean Systolic 124.5 129.2777778 (mmHg) Mean Diastolic 82.94444444 80.11111111 (mmHg) Standard Deviation Systolic 12.33479059 12.54078314 (mmHg) Standard Deviation Diastolic 21.52009245 11.96017356 (mmHg) MAP Mean 96.7962963 96.5 (mmHg) MAP Standard Deviation 16.4488269 9.128888 (mmHg) Table3:   Blood Statistical analysis to determine difference between means using t-test DESCRIPTION P-Value (T-test score) Systolic BP (mm Hg) During rest and exercise  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After dynamic test 0.003281 Diastolic BP (mmHg) During rest and exercise After dynamic test 0.372261 MAP (mmHg) during rest and Exercise after dynamic test 0.033335 Systolic BP (mm Hg) During rest and exercise After isometric   test 0.08211226 Diastolic BP (mmHg) During rest and exercise After dynamic test 0.283682569 MAP (mmHg) during rest and Exercise after dynamic test 0.471696424 Discussion: From the results, it is clear that isometric exercise produces a characteristic increase in blood pressure. This has a relation to the surface area of the body as well as the height of the individual. There is a greater increase in arterial blood pressure during static exercise compared to rest. Studies have also established that the results vary with age (Bakke et al., 2006). The results indicated that age produces a contraction of the vascular walls, which become less elastic. This is evident in the results as younger participants exhibited higher systolic and diastolic blood pressure at rest. However, the results were different during the diastolic phase at exercise because of the elasticity differences in the vascular walls. Other studies (Boutcher and Stocker, 1999; Carre, 2002) have found similar variations in blood pressure during rest and exercise. Age and body surface area have been found to contribute greatly to the results because of the variations in the size of vascular walls (Kingwell and Jennings, 1993). Conclusions: There is a marked increase in blood pressure during isometric activity compared to dynamic activity. Studies have recognized that there is a relation flanked by blood pressure, isometric and dynamic exercises and the body surface area of an individual (Michelsen and Otterstad, 1990; Bakke et al., 2006) References Aronow W. S. 2001, Exercise therapy for older persons with cardiovascular disease. Am J   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Geriatr Cardiol, 10: 245–249. Bakke EF, Hisdal J, Jorgensen J. J, Kroese A, Stranden E. 2006, Blood pressure in patients with intermittent claudication increases continuously during walking. Eur J Vasc Endovasc    Surg; [Epub ahead of print]. Boutcher S. H, Stocker D. 1999, Cardiovascular responses to light isometric and aerobic exercise   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   in 21-    and 59-year-old males. Eur J Appl Physiol Occup Physiol (1999); 80: 220–226. Carre F. 2002, Cardiovascular benefits and hazard of physical practice. Ann Cardiol Angeiol   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Paris); 51: 351–356. De Araujo W. B. Ergometria Cardiologia Desportiva Medsi. Rio de Janeiro: Editora Mà ©dica e Cientà ­fica Ltda.; 1986. Michelsen S, Otterstad J. E. 1990, Blood pressure response during maximal exercise in   Ã‚  Ã‚  Ã‚   apparently healthy men and women. J Intern Med, 227:157-63. Kingwell, B. A., and G. L. Jennings. 1993, Effects of walking and other exercise programs upon blood pressure in normal subjects. Med. J. Aust. 158:234 –238.

Yasar Kemal A Master of Words

Yasar Kemal A Master of Words Yasar Kemal was actually telling the story of Turkey’s ordinary people living in over 40,000 villages who experienced the impact of reforms and economic and social development in rural areas. Using archetypal characters, Kemal created a story of epic reach with common human moral and symbolic imagery. Hashtag: #Ya?arKemal Memed, My Hawk A novel, by definition, is fiction, a form of a sequential story describing intimate experiences of imaginary characters. Fiction is an art and many great writers like Edgar Allan Poe, Mark Twain, and Joyce Carol Oates were fiction writers. Turkish writer #Ya?arKemal, who recently passed away, was a prominent fiction writer and best remembered for his first novel â€Å"Memed, My Hawk†, which was published in 1955. BOOK REPORT This Varlik Prize winner is a story of a young peasant boy (Slim Memed) who tried to save his sweetheart (Hatch) from a forced marriage with the Agha (owner of the land and village chief). Hatch was captured as they attempt to escape but Meme, who wounds the Agha escaped into the mountains and later becomes a bandit. The novel to some critics is exciting and dramatic as it successfully portrayed the severity of peasant life in the Taurus highland of Anatolia during the 1930s. It tells the story of Memed, who in his youth rebel against the cruelty of the village chief and saved his people from tyranny. Indirectly, Yasar Kemal was actually telling the story of Turkey’s ordinary people living in over 40,000 villages who experienced the impact of reforms and economic and social development in rural areas. Using archetypal characters, Kemal created a story of epic reach with common human moral and symbolic imagery. For instance, the burning of the thistles ( a group of flowering plants) the choked the village land symbolizes Memed’s personal revenge and a quest for social justice. Published in 2007, the novel â€Å"They Burn the Thistles† is a sequel to â€Å"Memed, My Hawk†. It has descriptive passages that clearly tell the story of the bitter war between the greedy and brutal property owner and poor Turkish peasants. The Reality of Kurdish and Turkish Peasants Life In reality, Kurdish and Turkish peasants living in Anatolian villages in the early 1900s were suffering from the powerful Aghas. For instance, since they need to return three kilos for a very kilo of seed they borrowed from an Agha, they were always impoverished and in debt to that particular Agha. Those who cannot pay were intimidated, harmed, and sometimes sent to jail. Moreover, since many Kurdish Aghas maintained a good relationship with the central government, agricultural policies continue to favour commercial classes and landowners in Anatolian region. For instance, the rise in cultivation and land prices often benefit landowners and family-owned business alone. LITERARY TECHNIQUE THAT WORKS WONDERS The â€Å"Agha System†, which is mostly in the East and Southeast region, is actually a â€Å"Master and Servant† relation. For instance, according to the book The Literary Garland, the peasants were observed to be graceful and dignified when paying their taxes, procure seeds, and even give presents to their landlord and village chief. The harshness of peasants’ life and the need for land reform and better treatment made #Ya?arKemal the greatest writer in Turkey. His novels created â€Å"Slim Memed†, a fictitious character like a Turkish Robin Hood who fights against the Aghas who exploit the peasants.

Ethics Final Term Paper Example | Topics and Well Written Essays - 1500 words

Ethics Final - Term Paper Example Throughout the 9 years of service, we have believed and continue to believe in trust, integrity and honesty in our professional job setting and this has been the firm’s cornerstone up to this level. We stand for the laws of the United States and other global countries in which our firm operates and we strive to do legitimate business and have learnt to be accountable for every action or decision taken. In our firm, we make every effort to excel in everything that we do say. For instance, securing supplies in the most ethical ways and ensuring that we offer the best quality products within the industry. We even take on the most challenging tasks and ensure that we do not stop until the job is well done. We are always dedicated to our services and approach each day strongly and with much energy and excitement. We always strive in being different and unique from the rest in terms of providing products and offering our services. We hold on to the highest standards of ethics in ter ms of how we relate to our suppliers, customers, competitors, fellow employees and other relevant stakeholders. The firm’s success depends on confidence and trust that we earn from the customers, employees as well as our shareholders. As management, we adhere to our objectives, vision and mission, and commitments through showing honesty and integrity to all parties when conducting business and ensure that our goals are reached solely through good and ethical conduct and this has increased our credibility in the market (Trevino & Weaver, 154). The culture of an ethically conducted business is defined from the top management and trickles down to the rest of the organizational chart. For any business to be ethical, the top management must first demonstrate ethical standards in everything that they do including decision making, dealing with employees among other

School bullying Essay Example | Topics and Well Written Essays - 1250 words - 1

School bullying - Essay Example In the context of schools, it encompasses the uncalled for aggression directed towards the weaker students by the seemingly big and stronger students. In the recent past, there has been an increase in public reaction by the American concerning the question of bullying schools. This was occasioned by the fact that bullying traumatizing students to the extent where they would not wish to attend school any more. Therefore, it is prudent and imperative for the society as a whole to face and tackle the problem of bullying once and for all. There are different types of intimidation, harassment or bullying namely physical, emotional and verbal bullying. Physical bullying includes instances when the bully hit the other student, verbal bullying is when a person bad mouths another with the intention of hurting them (Einarsen et al, 9). Emotional bullying on its part is where the bully discriminates and marginalizes another person on the basis of any narrow societal definition such negative stereotypes, race amongst others. Conventionally, one would expect that students are the bullies against fellow students, however, the reality is a lot different. Parents and teachers are equally culpable of being bullies. At the long end, the younger person being bullied becomes hurt and would have a lower self-esteem since the people who are expected to offer solace turn out to be bullies themselves.

Environmental regulation Essay Example | Topics and Well Written Essays - 500 words

Environmental regulation - Essay Example 1). In step 1 EPA proposes a Regulation, which is also called the Notice of Proposed Rulemaking (NPRM). The proposal is presented for mass consideration through the Federal Register (FR). The official website of EPA, Regulations.gov, also can be visited to know and consider the proposed rule and related papers. In step 2 EPA analyses the public remarks and after revising the draft publishes a final rule in the FR and the official website. In step 3, the regulation is codified in the Code of Federal Regulations (CFR), the government record keeper of 50 volumes, named titles. All environment regulations are listed in Title 40, which is updated every year on July 1 (EPA, â€Å"Laws and Regulations,† par. 2-4). Enforcement of EPA regulations against people and companies comes under civil or criminal violations of the country’s environmental laws and regulations. Different EPA head-offices, regional and state agencies carry out the enforcement program under Civil Administrat ive Actions, Civil Judicial Actions, and Criminal Actions as per the nature and seriousness of the violation (EPA, â€Å"Enforcement,† par. 1-4).

Intonation In The English Language

Intonation In The English Language Many people think that pronunciation is what makes up an accent. It may be that pronunciation is very important for an understandable accent. But it is intonation that gives the final touch that makes an accent native. Intonation is the music of a language, and is perhaps the most important element of a good accent. Often we hear someone speaking with perfect grammar, and perfect formation of the sounds of English but with a little something that gives them away as not being native speaker.Therefore, it is necessary to realize that there is more than the correct pronunciation of the vowels and consonants of a language. This is very important and we do stress it in other articles. But it is only one of the three components to an accent, pronunciation, intonation, and linking. In other places we will examine the correct pronunciation of vowels and consonants, and linking, the way that syllables within a word, and the beginning and ending of words come together. Two useful abstractions: To understand how intonational transcription works, you must understand two different kinds of abstractions which the system relies on. The first is a phonetic abstraction, namely that there is something which we can call intonation, a well-defined set of linguistic phenomena all working together to determine the pitch pattern of an utterance. This abstraction is very useful because it is fairly easy to get a good measure of what listeners perceive as the pitch pattern. We can do this by extracting the fundamental frequency of the voiced parts of the utterance, a task which is computationally quite easy. We can then take the fundamental frequency pattern, and analyze it as the result of a set of linguistic categories with a number of specific purposes, and an algorithm which implements the categories as events in the pitch of the utterance. Two points to note here: 1) not all intonational categories have the same function; being an intonational category only means that the category has a specific and categorical effect on the pitch pattern. 2) these categories do not determine all aspects of the pitch pattern; variou s other non-linguistic differences, such as emotional state, degree of involvement in the speech, and individual differences such as ones due to sex, also affect aspects of the pitch pattern. The second is a functional abstraction. These intonational categories can be classified with respect to the two major types of prosodic functions. Prosody can be described as consisting of head mechanisms and edge mechanisms. Head mechanisms are those which act to pick out one piece of an utterance as different than its neighbors, while edge mechanisms indicate which items go with which by marking the edge of a larger grouping. Intonational categories in the English system similarly function either to pick out syllables which are more stressed than their neighbors, or to mark the final edge of a piece of an utterance which is to be interpreted as a group. Edge marking tones boundary tones and phrase tones. The intonational categories which you will likely find most intuitive are the ones which are used to mark edges. One reason for this, I believe, is that the English orthography actually writes some of these differences. For example, consider the following pair of sentences. 1) This is a test sentence. 2) This is a test sentence? If you convert these into speech (by reading them out loud), you will note a very salient difference in the pitch contour at the end. In 1) the pitch falls throughout the last word, often ending with a little bit of creaky voice, while in 2) the pitch rises throughout the last word, perhaps ending higher than anywhere else in the entire sentence. Such differences in pitch pattern reflect discourse-related differences such as is captured by the use of the question mark in 2). At a full stop, our system indicates the possibility of four different contours, the two which appear in likely renditions of 1) and 2), and two more, one which you will likely produce in the non-final members of a slowly rendered list, and one which you might produce when calling someone in for dinner. In the transcription system, you will see these represented in the following way (more or less). The fall in 1) is low throughout, and so is indicated as LL% (two lows with the % indicating the final boundary). The rise in 2) is high throughout, with a very brief rise to a super-high at the end, and so is indicated as HH% (two highs). The so-called list boundary starts low and rises slightly at the end, and so is indicated as LH%. The last one which appears in calling chants is basically high throughout, and differs from the HH% (question marker) in that it does not rise to a super high. Thus, since it is high to start with, it starts with a H, and since it is not as high as the super high at the end, it is relatively low, and so is indicated with a L%. This makes for a neat 4-way distinction as below, given with stereotypical examples of places where you might find them. (Note these are not the only places you will find them!) LL% Terminal fall statements. HH% High plateau with upped high at end covert questions. LH% Low plateau with little rise at end internal to lists. HL% High plateau with no rise to a super-high end of calling chants Head marking tones pitch accents. If you go back and reproduce the items in 1) and 2) again, and this time concentrate on the area aroundtest, you will very likely notice a large difference in pitch pattern in this region in addition to what is going on at the end. The wordtest is a critical portion of the utterance in most prosodic analyses of English, because it is the last item which bears some degree of stress, usually called tonic or sentence stress. I chose this sentence because the words test sentence form a compound, and one of the peculiarities of English compounds is that they are most stressed on the first half. Thus,test is the most stressed syllable in the last content word in the sentence. In stressed locations such as this, English speakers also implement tonal events. Such events are often called pitch accents,, pitch because they involve parts of the pitch pattern, and accents because they are involved in making a particular syllable more prominent. Stressing this syllable makes it stand out from its neighbors. Thus, the tonal events ontest are head-marking events. Here, like the boundary tones just discussed, there are tonal differences associated with different discourse conditions. In 1) you very likely will produce the stressed item with a high pitch somewhere on it, while in 2) you very likely will produce the stressed item with a relatively low pitch. Thus, the difference between vanilla statements and covert questions is not only in the presence of LL% boundary tones in one and in HH% boundary tones in the other, but also in the presence of a H accent in one, but a L accent in the other. Since there is a categorical difference in how you use pitch to stress the tonic item, you need to have a categorical difference between H* and L* accents. (The star here indicates that the tone is associated with the stressed syllable.) In addition to using relatively high and low pitch, there are more complicated rising and falling pitch accents which differ from the simple low and high accents in what they indicate. Our system captures these differences in the local use of pitch in the accent by combining Hs and Ls in various ways to get rises and falls. Thus, in addition to H* which indicates a generally high pitch around the stress and L* which indicates a generally low pitch around the stress, we can also have H+Ls (falling accents), and L+Hs (rising accents). To illustrate the difference between a simple H and a L+H, consider the following two conditions: 3)We will be having you read bunches of utterances for some obscure reason related to why anyone would be interested in linguistics. The first is a test sentence. Its just there for practice. 4)The first is not a real sentence, the first is a test sentence. In producing test sentence in 3), it is likely there will not be an appreciable rise in pitch, while in 4), where it explicitly contrasts with the precedingreal, it is likely that there will be an appreciable rise in pitch from the is a tot est. In fact, it is a general property of contrasting items that they get rendered with a relatively low pitch on the material preceding the stressed item and a sudden rise to a peak on the stressed syllable. If you read over 4) several times, emphasizing the contrast more and more each time, this rising pitch event associated witht est will become more and more apparent.. In 4) the rising accent is seen in the relationship in pitch between the items immediately preceding the stressed syllable and the pitch on the stressed syllable itself. However, there are other examples of rising pitch accents in which the low pitch predominates in the stressed syllable, and the high does not become realized until very late in the syllable or in the following s yllables. Pierrehumbert Hirschberg (1991) discuss fairly clear examples of this accent such as the following: 5) A: Alans such a klutz. B: Hes a good badminton player. Here the intended meaning of the second response is that B is not sure that playing badminton qualifies one as not being a klutz. In the intended rendition there is a low pitch onbad and a rising pitch on the immediately following syllable, and then another fall to a general low ending in LH% phrase tones. Another example they discuss is the following: 6) A: Did you take out the garbage? B: Sort of. A: Sort of!?! Here, the intended rendition of Sort of starts low inso rt and rises, and then falls and rises again at the end. The intended meaning is very much like that in 5), namely, B is not really sure what she did counts as taking out the garbage. As rendition ofsort of in the last line has exactly the same pattern as Bs, a rise throughsort followed by a fall and a rise at the end, though the rises and falls are more exaggerated. Whats important in each of these cases,badminton in 5), and both sort ofs in 6), is that the stressed syllable exhibits a distinctly low pitch and the rise which comes much later than the rise in 4). In order to annotate this difference, Pierrehumbert used the * to indicate which part of the contour is to be associated with the stressed syllable. Thus, the contour in 4) is annotated as a L+H*, since the H part appears on the stressed syllable, and the L part simply comes some time before it. By contrast, the contour in 5) and 6) is annotated as a L*+H, since the L part happens on the stressed syllable, and the H part appears some time thereafter. Pitch Range. : One final aspect of intonational modeling must also be mentioned, that is the notion of pitch range. As I noted above, the tone category sequences do not all by themselves determine the pitch contour for an utterance, but other non-linguistic (non- conventionalized) factors also affect the final realization of pitch. One approach to handling these less conventionalized effects, such as what may be due to emotional involvement, is to allow for modulation of the overall range of the pitch movements. The general approach used in most models is to specify a pitch window, which indicates the range of pitch to be used at any given time. The top of the window is where you find the Hs and the bottom of the window is where you find the Ls. This window can be affected by a number of different factors, which work in different ways. Some factors are global in that they typically affect a large portion of speech. Take, for instance, the effects of emotional involvement. When people get irate, the re is a strong likelihood that the both Hs and Ls will be higher, and that the difference between the Hs and Ls will be bigger. This larger and higher window will often affect entire sentences. You will also likely find such global shifts in window size if you examine how people do narratives which include parentheticals and quotations. Parentheticals often are rendered with a narrower window, while quotes often involve a larger window. Other factors which affect pitch range can be localized to one particular location in the utterance. The most commented upon is the effect of downstep (sometimes called catathesis). Downstep is a very regular lowering and narrowing of the pitch range which happens in the presence of the accents. In Pierrehumberts analysis, any tone which is composed of two tones (the rising L+H and falling H+L accents) also trigger downstep. You can easily imagine this effect in an emphatic rendition of the following sentence. 7)I dont want horses and dogs; I want sheep and cats. If you are contrasting horses with sheep and dogs with cats, you will very likely produce this sentence with L+H accents on all four items (probably L*+H onhorses anddogs, and L+H* onsheep andcat s). If you do so, you will also notice that the second item in each list,dogs andcat s, will both be lower in pitch than the first,horse s, andsheep. This conventionalized lowering is taken to be due to the downstepping effect of the complex rising accents. One can also see this conventionalized downstepping very clearly in phrases with multiple accents rendered in a finger-wagging lecturing style where the clear intent of the style is to indicate that you should know this by now. For example, 8) You just dont seem to get it. Insert tab A into slot B. Repeat it four times. In this situation, the rendition of the last two sentences, which we can assume have been rendered several times before in the extended discourse, will likely not exhibit huge rising or falling accents. Nevertheless, I have heard this sort sentence produced with clear downsteps between each accent. Due to sentences like these, one must conclude that the occurrence of downstep does not necessarily demand the obvious existence of rising or falling accents. In Pierrehumberts analysis, this is due to the H*+L tone category which is locally the same as a plain H*, except that it triggers the lecturing downstep effect. In other systems, such as the ToBI revision, this downstepping is marked with an explicit marker (an exclamation point placed before the affected accent.

The Roommate Debate :: Personal Narrative College Essays

The Roommate Debate College is a life altering experience. It is a place where you leave anything and everything you have ever known, to come to a place where nothing is familiar. The summer before your freshman year of college can be a nerve racking experience. You anxiously wait for the day when the mailman will bring you that envelope that holds your fate. Enclosed in this envelope is the name of your roommate. Your roommate can have the biggest influence on your freshmen year. They can turn into your best friend or your worst enemy. You anticipate the day when you actually get to meet the person you will be living with for the whole year. At Penn State there are no guarantees that you will have anything in common with your roommate at all, and that is a scary thing. As the Housing Administration of Penn State, I ask you to put yourself in the shoes of the incoming freshmen. As a freshman, you hope for a roommate you can relate to and spend your time with. But at Penn State the chances of you getting along with your roommate are slim to none. I know so many people who cannot stand living with their roommates. Two of my friends actually switched at the semester because they could not deal with their living situation. At Penn State we are placed together by major. Two people with the same major are not guaranteed to have any of the same habits, interests, or goals. I feel that this is not an effective way of matching people up. I researched other colleges to see how roommates were paired. The colleges I researched were: Albright, Bucknell, Virginia Tech, Saint Joseph’s University, Millersville, and University of Pittsburgh. At Albright, Bucknell, and University of Pittsburgh the housing administration requires incoming freshmen to fill out a survey that asks about their sleep patterns (early bird/ night owl), taste in music, if they smoke, their qualities of an ideal roommate, pet peeves, and major. This enables the housing administration to effectively match up freshmen that would be compatible with each other. My friend Maureen, who attends Bucknell, said, â€Å"My roommate and I have become best friends and I am so thankful that we were matched together. I think that all colleges should use surveys to match up freshmen. The summer before my freshmen year, I was less nervous about meeting my roommate, because I knew that even if we were not the best of friends, I knew we would be compatible enough to live together. The Roommate Debate :: Personal Narrative College Essays The Roommate Debate College is a life altering experience. It is a place where you leave anything and everything you have ever known, to come to a place where nothing is familiar. The summer before your freshman year of college can be a nerve racking experience. You anxiously wait for the day when the mailman will bring you that envelope that holds your fate. Enclosed in this envelope is the name of your roommate. Your roommate can have the biggest influence on your freshmen year. They can turn into your best friend or your worst enemy. You anticipate the day when you actually get to meet the person you will be living with for the whole year. At Penn State there are no guarantees that you will have anything in common with your roommate at all, and that is a scary thing. As the Housing Administration of Penn State, I ask you to put yourself in the shoes of the incoming freshmen. As a freshman, you hope for a roommate you can relate to and spend your time with. But at Penn State the chances of you getting along with your roommate are slim to none. I know so many people who cannot stand living with their roommates. Two of my friends actually switched at the semester because they could not deal with their living situation. At Penn State we are placed together by major. Two people with the same major are not guaranteed to have any of the same habits, interests, or goals. I feel that this is not an effective way of matching people up. I researched other colleges to see how roommates were paired. The colleges I researched were: Albright, Bucknell, Virginia Tech, Saint Joseph’s University, Millersville, and University of Pittsburgh. At Albright, Bucknell, and University of Pittsburgh the housing administration requires incoming freshmen to fill out a survey that asks about their sleep patterns (early bird/ night owl), taste in music, if they smoke, their qualities of an ideal roommate, pet peeves, and major. This enables the housing administration to effectively match up freshmen that would be compatible with each other. My friend Maureen, who attends Bucknell, said, â€Å"My roommate and I have become best friends and I am so thankful that we were matched together. I think that all colleges should use surveys to match up freshmen. The summer before my freshmen year, I was less nervous about meeting my roommate, because I knew that even if we were not the best of friends, I knew we would be compatible enough to live together.

Latinos and other races Essay

Researchers did a study on bicycle helmet use in a rural Georgia town. They observed children riding bicycles during specified days and times over a five month period, both before and after incentive programs like free helmet distribution and bike safety education. Another â€Å"incentive† was that kids’ bicycles would be impounded if they were found riding without a helmet. Researchers canvassed the towns on Friday afternoons and most of the day Saturday, as these were determined to be the most popular riding times. They observed the riders indirectly and noted the child’s age, gender, race, and helmet use. Data was collected for children who were between the ages of 5 and 13, which are the ages that the helmet law covered. The researchers found that these measures increased helmet use from 0% to about 45%. Sampling for this study was somewhat difficult. Because the researchers were using only observation, and they did not track any individual riders or interact with them in any way, they were unable to guarantee that the riders were actually of the targeted age. This is especially true of older kids, between the ages of 10 and 13, as these kids have extremely varying sizes and presence or absence of secondary sexual characteristics, which were two of the determining factors in determining the child’s age. Sampling the older group was also difficult because not everyone in this age group actually received a helmet, since they went to a larger school that included children from another town. The results for this age group, then, are probably skewed and possibly not very valid. The town’s racial make up, too, was heavily slanted towards black children, with 75% black and 25% white children. Due to cultural differences between black and white children, researchers may need to repeat these studies in communities where racial make up is more heavily white, and communities which include Asians, Latinos, and other races. Each culture is individual and each would likely have a different reaction to the helmet laws and police enforcement. Within this community, the researchers probably should have used only the 5 – 10 years age group, as this group could be more carefully controlled. Researchers were aware that this age group, which attended elementary school, did all receive free helmets and bicycle education. They also would possibly have an easier time observing age, as size is more indicative in younger children rather than in older children. This study was somewhat valid. The researchers admit that they were unable to track individual riders, so when they had four observers canvassing the town at once, it was possible that certain riders may have been recorded several times (a possibility that the researchers themselves are aware of, but are not concerned with). Noting, as they said, â€Å"rides† instead of â€Å"riders† also is a limitation, although the researchers felt that their method of observation led to more accurate data than self-reported data via telephone or mail surveys. It is possible that the same group of children was observed multiple times during each session, and in fact overall helmet use was lower. This, too, depends on how the researchers define â€Å"rate of helmet use,† because number of rides where a helmet is used, and the number of riders who use a helmet is a different measure. Another issue with validity is that it was impossible for researchers to track how frequently individual riders wore their helmets. It is possible that some children always wore one, and other children rarely or occasionally wore one. A better measure of helmet use would have been to track individual children and to note how frequently they wore their helmets while riding their bikes. Police enforcement is another issue in this study. Every community who adopts a program of this type may choose a different kind of enforcement, or none at all. This community allowed parent citations (which were rarely used) and bike impoundment (parents had to go and pick the bike up at the police station, where they proved helmet ownership or were offered a free helmet, and they were also re-educated on bike safety). Other communities may rely more heavily on citations, or they may choose fines. Fines were not a good option for this community, as it was a rural community where a large minority lived below the poverty line. Another issue is that the police may be perceived differently in different areas. As the researchers noted, even the knowledge of police presence and enforcement was enough for many children to wear their helmets. This suggests a respect for the police force, which is common in rural areas. In other areas, especially urban, police may not be regarded so highly, and enforcement may become a larger problem. In an urban area, the sheer number of children would also possibly be prohibitive. This study was fairly reliable. Researchers followed up on the helmet use unofficially after 2 years and came up with similar results, which indicates both that helmet use was continuing and that the study was able to achieve the same results. Other studies, if they used the same observation methods, would probably also achieve similar results. This study is repeatable as written, despite its flaws. A better way to do this study would be to gather two groups of children: experimental and control. Both groups would be surveyed and observed for their helmet use at the beginning of the study, and these numbers would be compared. Then, the experimental group would be given the bicycle safety education and be offered free helmets. The second group would be told they should wear helmets but not offered extensive bicycle education or given free helmets. The researchers would then track individual riders through observation on at least a weekly basis to see how many in each group wore their helmets on a frequent basis. This would allow researchers to track â€Å"riders† instead of simply rides, and to make sure that each child was only counted once in their statistics. It would also show the effect of bicycle education and offering free helmets on helmet use. It is likely in this particular study that children only began to wear their helmets because they were offered free helmets. If they had been asked to go and buy helmets, cost would likely have been prohibitive in a rural, low socio-economic area. Therefore, providing the helmets was a key point in the plan. It may be interesting to do a study where children are provided with bicycle education and a list of resources on where to purchase helmets, but not actually provided with them. This study would best be done in a suburban area where the socio-economic status was higher, and would show the effect of bicycle education and possibly police enforcement on helmet use. Since further studies are possible and needed, and since the researchers themselves are aware of the study’s limitations, it would be prudent not to extend these results to all communities and situations. The study is ideal for the researchers’ purposes but has a highly limited scope. Overall, this research is very interesting. Regardless of the study’s limitations, introducing bike safety and helmets into the community resulted in statistically significant increases in helmet use, which purportedly resulted in fewer bike-related injuries and deaths. This is a step in the right direction, and although more research and more community programs are needed to both increase helmet use and decrease injuries, this study shows that programs are effective and change is possible.

Person Centred Counselling

What I understand by the term Person- Centred Counselling Person-Centred counselling was developed by the psychologist Dr. Carl Rogers . It is a humanistic non-directive approach to counselling where the counsellor allows the client to lead the conversation and not try to steer them in a particular direction. A fundamental part of this type of counselling is the therapeutic relationship between Counsellor/Client. An important part of this is providing an environment where a person feels free from threat, both physically and psychologically.This can be achieved by the counsellor providing three ‘core conditions’ genuineness, empathy and warmth which help that growth to occur. The approach relies on the personal qualities of the practitioner to build a non-judgemental and empathic relationship with the client. The objective of the counsellor is to listen without making any judgements, without giving advice, and make the client feel accepted for their own feelings. It trust s the client to find their own answers and direction and of being fully capable of fulfilling their own potential.There are many tools used in person-centred counselling, including active listening, , paraphrasing, summarising, minimal encourages etc. Person-centred counselling recognizes that achieving potential requires favourable conditions and that not having these conditions may lead the individual to not grow and develop in the best ways that are possible. When we are denied acceptance from others or it is made conditional upon the individual behaving in a particular way we may begin to lose touch with their own feelings and not be able to chose paths which are best for ourselves.When a client feels safe and accepted in the relationship they can explore their own feelings and desires and take any steps they feel necessary to self-actualize. This occurs when a person’s behaviour is congruent with the person they would like to be. Person-centred counselling encourages the client to freely look at themselves and accept themselves for who they are or make changes to eliminate the behaviours that they do not like. Positive regard is to do with how other people evaluate and judge us. If a person has not been accepted in life for numerous reasons it can affect their self worth.A person with low self-worth may avoid challenges in life, not accept that life can be painful and unhappy at times, and will be defensive and guarded with other people but a person who has high self-worth, that is, has confidence and positive feelings about themselves, faces challenges in life, accepts failure and unhappiness at times, and is open with people. By providing the client with the core conditions it allows for an environment where they feel accepted for who they are and can change the negative outlook they have on themselves and increase their self esteem.In summary person-centred counselling provides a therapeutic relationship which allows the client to explore their feelings freely. It promotes a person to go on in life and grow to be the best that they can possibly be. The overall aim of person-centred counselling is to help the client self actualise and become a Fully Functioning Person where they are Open to experience , live in the present moment, trust their own feelings, and live a fulfilled life where they are well adjusted and balanced.