Obtaining services within community Essay Example | Topics and Well Written Essays - 1250 words

Obtaining services within community - Essay Example ing the notable move from the medical based models for care to the social models, which incorporate an interdisciplinary approach to identification, support and delivery of support services and recourses within the community (Sheppard & Unsworth, 2011). However, despite these milestones in the care services and resources in the community, considerable barriers to the entire integration and establishment of maximum independence for the developmental disability care. Nonetheless, within the community setting, several structures, resources and services are evident for supporting the development of the disability cases. The Washington state facilitates a vast composition of resources to assist the parents and families of children and youth among other individuals with developmental disabilities (Sheppard & Unsworth, 2011). The course entails focusing on the successful support for the individuals with developmental disabilities to achieve independence in their lives. The vast composition of developmental disability cases in the community demands a comprehensive establishment of support services and resources that enable the care within the community. There are vast services and resources for support across the Washington State, allowing for the families and individuals to make a choice of the intermediary support best fitting for the needs. For instance, there is the Division of Disability and Aging Services, whose partnership with the developmental disabilities support systems is significant component (Moore, Washington, Ningning, Johnson, Davis, Eugene-Cross & Quinn, 2015). The Division facilitate s funding which is a key resource for developing the systems and, training, quality assurance and technical assistance entailed in the disability care programs. Additionally, the Division is also key in its conceptual support through providing guardianship services to the individuals with developmental disabilities and who the court determines that they need the guardianship

The Man I Killed Essay Example for Free

The Man I Killed Essay â€Å"The Man I Killed† the author Tim O Brien is the character in the story but the story does not use first person. This is because the story is not revolved around him but revolved on the man he has just killed in the Vietnam war. The character in this story focuses on the dead mans physicality and the story he has fabricated for him. The character in this story seems to be in shock because he does not speak or stop looking at the dead soldier, â€Å"Kiowa shook his head. There was some silence before he said, â€Å"Stop staring Talk to me† (p. 797-798) In the story â€Å"The Lives of the Dead†, the narrator is Tim O Brien who tells the story of his first love who happens to be his first death. This story is in first person and he describes how he keeps those he has known alive by telling stories about them, â€Å"When I write about her now, three decades later, its tempting to dismiss it as a crush, an infatuation of childhood, but I know for a fact that what we felt for each other was as deep and rich as love can ever get. † Tim also describes his experiences in the war, â€Å"I remember the smell of burnt straw; I remember broken fences and torn-up trees and heaps of stone and brick and pottery. † (p. 799) The repetition of dialogue in â€Å"The Man I Killed† gives the readers a sense of truth in the story and imagery of what the dead man looked like for the character. As the character repeats over and over again what the man looked like and what his life was like before the war, it gives the readers a sense of the psychological affects the war had on men. Using these techniques of imager and dialogue repetition in this story allowed me to get a deeper feeling of what shock and guilt felt like for these men. Although the reader may not have intended for me to feel these emotions this is what I felt during the reading. It allowed me to understand how the character consoled himself and also punished himself. For me if I imagined the youngs mans life before the war and I took that away, I would consider this as a form of punishment. Imagery is very detailed in both stories because one of them describes the man he has just killed, â€Å"His jaw was in his throat, his upper lip and teeth were gone, his one eye was shut, his other eye was a star-shaped hole † (p. 795) and the soldiers fabricated life story, â€Å"He had been born, maybe, in 1946 in the village of My Khe near the central coastline of Quan Ngai Province, where his parents farmed † (p. 795) In the other story he describes his first live, her death  at age 9, and his experiences in the war especially with death, â€Å"The place was deserted-no people, no animals- and the only confirmed kill was an old man who lay face up-near a pigpen at the center of the village. † (p. 799) The imagery of the people he has lost and his experiences with them allow the readers to get a feeling of how many people the narrator has lost or has seen died. We are allowed to get a feeling about death and the certain ways those around him coped with it and how he did too. In the story â€Å"The Man I Killed† the character copes with his first kill in war by providing him with a story. He gives the young man a story which in turn gives him symbolically life. His life becomes to have meaning and he is no longer thought as a dead man but a person who had dreams, a wife, and longing to be far away from war, â€Å"He had no stomach for violence. He loved mathematics And as he waited, in his final year at the university, he fell in love with a classmate, a girl of seventeen The use of Linda in the war story, â€Å"The Lives of the Dead† is to show his readers how he coped with his fisrt death who happened to be his first love. Linda, a girl at the age of 9 died from a brain tumor which devastates Tim O Brien who than begins to dream about her at night which provides him comfort knowing that in his dreams she still lived. This is how Brien coped with the deaths he experienced in war, â€Å"But ths too is true: stories can save us. Theyre all dead. But in a story, which is kind of dreaming, the dead sometimes smile and sit uo and return to the world. † (p. 799) The author story tells, metafiction, to keep those that have lost their lives from truly dying. Through the form of story he keeps them living and although these are stories of fiction, to the author it is preserving their lives. In the story â€Å"The Man I killed† he preserves the fallen soldier by inventing a fictitious life for him. For Linda and his fellow comrades he gives them stories too. â€Å"But in a story I can steal her soul. I can revive, at least briefly, that which is absolute and unchanging. Its not the surface that matters, its the identity that lives inside. † Just as he imagines them and dreams of them, his stories become their new lives where they continue to live on. He knows if he continues to create these stories, they will never die and through this we can see the power of storytelling. â€Å"and sometimes I can even see Timmy skating with Linda under the yellow floodlights. Im young and happy. Ill never die. †

The Sidhe, the Tuatha de Danaan, and the Fairies in Yeatss Early Works

The fin de siecle, or late 1800's, was an era not unlike our own: now we see many seeking "New Age" enlightenment; likewise, Yeats and many of his contemporaries looked for meaning in various areas of the supernatural. Ripe as the late 1800's were for spawning occult study, those were also times of political turmoil for the Irish, and Yeats became involved with Irish nationalism as well. His desire to express this nationalism was given voice through a Celtic literature that he hoped would inform and inspire his countrymen. Falling in love with a beautiful firebrand Irish patriot (who also had a taste for the occult) only served to further ignite the Celtic flames of imagination in Yeats. References to supernatural Celtic beings and the Irish spirit world abound in Yeats's early poetry. To make these passages seem less arcane, a look at the Tuatha de Danaan, the Sidhe, and the fairies is helpful. The Tuatha de Danaan literally means "people of the goddess Danu," Danu being a Celtic land or mother goddess, perhaps derived from the Sanskrit river goddess, Danu. Other associated names for her were the Welsh "Don," Irish "Anu" or "Ana," "Mor-Rioghain," and "Brighid." The Tuatha de Dannan were considered supernatural, angelic-like beings who came to Ireland and encountered two groups that they successfully overcame. Epic battles were waged to defeat both the Firbolgs and the Fomorians. The Firbolgs, early Irish settlers, were a short, dark race of men who derived their name from carrying clay in bags, or boilg, hence the name "fir bolg" meaning "bag men." Believed to be of early Greek origin, the mortal Firbolgs were overthrown by the god-like Tuatha de Danaan. The other army that lost in combat with the Danaan fighte... ...Richard. Yeats: The Man and the Masks. New York: Norton, 1979. Gregory, Lady. Gods and Fighting Men. New York: Oxford UP, 1970. Jeffares, A. Norman. A Commentary on the Collected Poems of W.B. Yeats. Stanford, CA: Stanford UP, 1968. Jeffares, A. Norman. W.B. Yeats: Man and Poet. New York: Barnes, 1966. Malins, Edward. A Preface to Yeats. New York: Scribner's, 1974. O hOgain, Daithi. Myth, Legend and Romance: An Encyclopedia of the Irish Folk Tradition. New York: Prentice, 1991. O' Suilleabhain, Sean. Irish Folk Customs and Belief. Dublin: Folklore, 1967. Skelton, Robin, and Ann Saddlemyer, eds. The World of W.B. Yeats, revised ed. Seattle, WA: U of Washington P, 1967. Yeats, W.B. The Collected Poems of W.B. Yeats, 2nd revised ed. Ed. Richard J. Finneran. New York: Scribner, 1996. Yeats, W.B. Mythologies. New York: Collier, 1959. The Sidhe, the Tuatha de Danaan, and the Fairies in Yeats's Early Works The fin de siecle, or late 1800's, was an era not unlike our own: now we see many seeking "New Age" enlightenment; likewise, Yeats and many of his contemporaries looked for meaning in various areas of the supernatural. Ripe as the late 1800's were for spawning occult study, those were also times of political turmoil for the Irish, and Yeats became involved with Irish nationalism as well. His desire to express this nationalism was given voice through a Celtic literature that he hoped would inform and inspire his countrymen. Falling in love with a beautiful firebrand Irish patriot (who also had a taste for the occult) only served to further ignite the Celtic flames of imagination in Yeats. References to supernatural Celtic beings and the Irish spirit world abound in Yeats's early poetry. To make these passages seem less arcane, a look at the Tuatha de Danaan, the Sidhe, and the fairies is helpful. The Tuatha de Danaan literally means "people of the goddess Danu," Danu being a Celtic land or mother goddess, perhaps derived from the Sanskrit river goddess, Danu. Other associated names for her were the Welsh "Don," Irish "Anu" or "Ana," "Mor-Rioghain," and "Brighid." The Tuatha de Dannan were considered supernatural, angelic-like beings who came to Ireland and encountered two groups that they successfully overcame. Epic battles were waged to defeat both the Firbolgs and the Fomorians. The Firbolgs, early Irish settlers, were a short, dark race of men who derived their name from carrying clay in bags, or boilg, hence the name "fir bolg" meaning "bag men." Believed to be of early Greek origin, the mortal Firbolgs were overthrown by the god-like Tuatha de Danaan. The other army that lost in combat with the Danaan fighte... ...Richard. Yeats: The Man and the Masks. New York: Norton, 1979. Gregory, Lady. Gods and Fighting Men. New York: Oxford UP, 1970. Jeffares, A. Norman. A Commentary on the Collected Poems of W.B. Yeats. Stanford, CA: Stanford UP, 1968. Jeffares, A. Norman. W.B. Yeats: Man and Poet. New York: Barnes, 1966. Malins, Edward. A Preface to Yeats. New York: Scribner's, 1974. O hOgain, Daithi. Myth, Legend and Romance: An Encyclopedia of the Irish Folk Tradition. New York: Prentice, 1991. O' Suilleabhain, Sean. Irish Folk Customs and Belief. Dublin: Folklore, 1967. Skelton, Robin, and Ann Saddlemyer, eds. The World of W.B. Yeats, revised ed. Seattle, WA: U of Washington P, 1967. Yeats, W.B. The Collected Poems of W.B. Yeats, 2nd revised ed. Ed. Richard J. Finneran. New York: Scribner, 1996. Yeats, W.B. Mythologies. New York: Collier, 1959.

Henry David Thoreau Final

Henry David Thoreau uses contradictory tone in both â€Å"The e Moon† and â€Å"Indeed Indeed I Cannot Tell† to convey that love will always overshadow hate Furthermore, Henry David Thoreau use of contrast in tone portrays that d ring a time of secrecy, scandals, and mischievous actions, love will always neglect the dreads LU moments in life. â€Å"The Moon† is a dramatic poem about a man that expresses his amorous feelings towards a woman. The man has many problems in his life and the woman does not bring g any luck, but her light gives him hope.Hope that even though he is going through many memo nuts of secrecy, scandals, and mischievous moments that everything will eventually get better . Henry David Thoreau does this by personifying the moon as a lady and showing that his 10 eve for her helps him see all his bulky abundant problems seem small and limited. His love for the moon, lady, helps him realize that life is valuable and that there's no reason to abhor the life he I ivies.Moreover, Henry David Thoreau talks about how the moon, lady, â€Å"does not wane, but m y fortune,' which her rays do not bless,/ my wayward path declined soon,/ but she shines not the less† (Thoreau 71 0) in order to show the contrast between his frightful life and the power an d beauty of the moon. Henry David Thoreau uses tone shift in every other line in order to con trash himself with the moon, he uses a disconsolate tone when talking about his life in order to show that he is weak.Afterwards, he shifts to a omnipotent tone to describe the powerfulness s of the moon, lady, and that compared to him she will never become weak. He talks about how s he does not ‘Wane†; therefore, she does not fade, but he then he talks about that his fortune does fade making him seem powerless. He also talks about how she does not bring luck to his fortune e and that he took the wrong path that will soon be declining and bringing adversity to his life. La sta y, he talks about how none of that matters because the moon does not shine any less; t wherefore, she gives him hope that one day everything will turn out okay.The contrast is shown aft r every other line because he goes from describing his calamitous life to describing the influent al light of the moon to show how strong her light and beauty is. The moon is a reminder that t beauty still exist even in the darkest moments of ones life and his love towards the moon, lady , helps him see beyond his problems and the life he abhors. Likewise, Henry David Thoreau use of tone shift conveys that no matter h owe much hate and disgust you feel towards a person, there's always going to be a spark Of love u ender all that loath. Indeed, Indeed, I Cannot Tell† is a dramatic poem about a man and a choice between lover or hate. The man starts of hating a certain person and doesn't want to believe the at he truly loves them. He thinks that loving the person is some kind of sin and that he is not al lowed to love. Time starts to pass by and no matter how much he tries to hate the person 10 eve strikes him every time. He finally realizes that he can not truly hate the person no matter how much he tires. He figures out that love can not be hidden and that love will always find a away b ace to him no matter how much he tries to push it away.Hate can not always be a disguise f or love because love will always be able to break through the cracks of hate and when it does I can not be controlled. In addition to, Henry David Thoreau tone shift helps the reader s e the confusion Henry has about whether to love or hate the person. The tone shift is mostly n deiced in lines seven through twelve when Henry starts to talk about how he, â€Å"O, I hate thee with a hate/ That would fain, annihilate;/ Yet sometimes against my will,/ My dear friend, love the still. If it were a treason to our love,/ And a sin to God above,† (Thoreau 712). Henry uses a tone of abhorrence when talk ing about how much he hates the person, but then shifts to a tone o f affection to show owe much he wants to love the person. At first Henry starts talking about how he hates the person with so much hate that it will soon destroy him. He then shifts to talk Eng about how sometimes against his will he still loves them. Lastly, he shifts back to talking a bout how loving the person is a betrayal and a sin to the God above.By using tone shift the re adder can tell that Henry does truly want to love the person, but he is afraid to because he believe sees its a sin to love a person so much. Therefore, he tries to use hate as a disguise in order to make e himself believe that he doesn't not love the person. He soon sees the reality that he can't hate the e person and that his love towards the person is too strong to be hidden; therefore, he agrees that he does love the person. He knows that it's not right to love the person, but with hate comes 10 eve and eventually love starts to take ov er uncontrollably and there's nothing that can stop it.Furthermore, in both â€Å"The Moon† and â€Å"Indeed, Indeed, I Cannot Tell† Henry David Thoreau uses contradictory tone to portray that that love will always dominate hate, b UT at the same time he gives the poems their own unique styles. Thoreau poems both illustrate t e power of love, but in two different scenarios. Thoreau use of contradictory tone in â€Å"The Mo on† and â€Å"Indeed, Indeed, I Cannot Tell† illustrates not only how love can overshadow hate, but also how much of an impact love has in peoples lives.Moon† illustrates a man with a life full I of faults and his love for the moon, in this case a lady. Henry illustrates the impact of love BBC reading a scenario where the love Of a man towards a lady, moon, helps him loss sight Of all his t rubles in life. He makes the man go through many problems, but he doesn't let the man lose t he thought of love. In he end the love he has tow ards the moon,woman, helps the man realize that no matter what situation he is in his love will never alter.By only focusing on the good, in this case love, the man realizes that life is precious and that there's not a reason to abhor it no matter what challenges are being faced. While â€Å"The Moon† illustrated that love is powerful by using nature, â€Å"Indeed, Indeed, I Cannot Tell† illustrates the power of love by making It simple e and using a man that just simply believes he hates another person. â€Å"Indeed, Indeed, I Cannot Tell† is also a poem written by Henry David Thoreau that emphasizes the power of love. Indeed, Indeed, I Cannot Tell† helps the reader picture ho w love overshadows hate, but in a different scenario.In the poem there's a man that starts out hating a person with a passion, but the hate turned out to be a disguise for his love to wards the person. The man talks about how the person disgust him and how he doesn't know w hats eas ier to either love or hate them. Throughout the poem he keeps trying to convince himself that he hates the person and that there's no possible way that he could ever love them. As the poem starts to come to an end he admits that he really does love the person, but it wasn't his intent ion to love them.The poem shows that everyone has hidden love and that hate only occurs who en love is present because no one ever wants to believe that a person could love someone with so much passion; therefore, hate is a disguise for love. Henry David Thoreau used different see Marion in the poems in order to warn people that love is to be taken seriously, but he used contract actors tone in both of the poems to get the message out. By creating different scenarios, but using g the same tone Henry David Thoreau helps the reader gain some knowledge on how love imp acts different people in different ways.In conclusion, different people have different experiences, but love has the same amount of power. Some people are afraid of the thought of love because maybe they ha eve experienced love in a different way than others. Love can seem like a bad thing but if love is ex perceived in different ways it will leave different scars. Some scars might be bad and want to be forgotten, but they are there as a reminder of the mistakes that don't need to be repeated. Other scars are there as a reminder of how much of a difference love can cause and to show the b tackle that come with love.Henry David Thoreau flawlessly takes his experiences with love and hate and turns them into different scenarios to show the audience that love and hate can be experienced in different ways. In doing so, he is able to create the image that love will not alt err and that it will always stay same under every single circumstance. Henry David Thoreau, a p helicopter, chooses to take love and hate and show his audience that just because problems late r love doesn't. He helps his audience realize that hate is power ful, but hate really never is felt.

Vampire Academy Chapter 15

FIFTEEN MASON DELIVERED. He found me the next day before school. He was carrying a box of books. â€Å"I got them,† he said. â€Å"Hurry and take them before you get in trouble for talking to me.† He handed them over, and I grunted. They were heavy. â€Å"Christian gave you these?† â€Å"Yeah. Managed to talk to him without anyone noticing. He's got kind of an attitude, did you ever notice that?† â€Å"Yeah, I noticed.† I rewarded Mason with a smile that he ate up. â€Å"Thanks. This means a lot.† I hauled the loot up to my room, fully aware of how weird it was that someone who hated to study as much as I did was about to get buried in dusty crap from the fourteenth century. When I opened the first book, though, I saw that these must be reprints of reprints of reprints, probably because anything that old would have long since fallen apart. Sifting through the books, I discovered they fell into three categories: books written by people after St. Vladimir had died, books written by other people when he was still alive, and one diary of sorts written by him. What had Mason said about primary and secondary sources? Those last two groups were the ones I wanted. Whoever had reprinted these had reworded the books enough so that I didn't have to read Ye Olde English or anything. Or rather, Russian, I supposed. St. Vladimir had lived in the old country. Today I healed the mother of Sava who has long since suffered from sharp pains within her stomach. Her malady is now gone, but God has not allowed me to do such a thing lightly. I am weak and dizzy, and the madness is trying to leak into my head. I thank God every day for shadow-kissed Anna, for without her, I would surely not be able to endure. Anna again. And â€Å"shadow-kissed.† He talked about her a lot, among other things. Most of the time he wrote long sermons, just like what I'd hear in church. Super boring. But other times, the book read just like a diary, recapping what he did each day. And if it really wasn't just a load of crap, he healed all the time. Sick people. Injured people. Even plants. He brought dead crops back to life when people were starving. Sometimes he would make flowers bloom just for the hell of it. Reading on, I found out that it was a good thing old Vlad had Anna around, because he was pretty messed up. The more he used his powers, the more they started to get to him. He'd get irrationally angry and sad. He blamed it on demons and stupid stuff like that, but it was obvious he suffered from depression. Once, he admitted in his diary, he tried to kill himself. Anna stopped him. Later, browsing through the book written by the guy who knew Vladimir, I read: And many think it miraculous too, the power the blessed Vladimir shows over others. Moroi and dhampirs flock to him and listen to his words, happy just to be near him. Some say it is madness that touches him and not spirit, but most adore him and would do anything he asked. Such is the way God marks his favorites, and if such moments are followed by hallucinations and despair, it is a small sacrifice for the amount of good and leadership he can show among the people. It sounded a lot like what the priest had said, but I sensed more than just a â€Å"winning personality† People adored him, would do anything he asked. Yes, Vladimir had used compulsion on his followers, I was certain. A lot of Moroi had in those days, before it was banned, but they didn't use it on Moroi or dhampirs. They couldn't. Only Lissa could. I shut the book and leaned back against my bed. Vladimir healed plants and animals. He could use compulsion on a massive scale. And by all accounts, using those sorts of powers had made him crazy and depressed. Added into it all, making it that much weirder was that everyone kept describing his guardian as â€Å"shadow-kissed.† That expression had bugged me ever since I first heard it†¦ â€Å"You're shadow-kissed! You have to take care of her!† Ms. Karp had shouted those words at me, her hands clenching my shirt and jerking me toward her. It had happened on a night two years ago when I'd been inside the main part of the upper school to return a book. It was nearly past curfew, and the halls were empty. I'd heard a loud commotion, and then Ms. Karp had come tearing around the corner, looking frantic and wild-eyed. She shoved me into a wall, still gripping me. â€Å"Do you understand?† I knew enough self-defense that I could have probably pushed her away, but my shock kept me frozen. â€Å"No.† â€Å"They're coming for me. They'll come for her.† â€Å"Who?† â€Å"Lissa. You have to protect her. The more she uses it, the worse it'll get. Stop her, Rose. Stop her before they notice, before they notice and take her away too. Get her out of here.† â€Å"I†¦what do you mean? Get her out of†¦you mean the Academy?† â€Å"Yes! You have to leave. You're bound. It's up to you. Take her away from this place.† Her words were crazy. No one left the Academy. Yet as she held me there and stared into my eyes, I began to feel strange. A fuzzy feeling clouded my mind. What she said suddenly sounded very reasonable, like the most reasonable thing in the world. Yes. I needed to take Lissa away, take her – Feet pounded in the hallway, and a group of guardians rounded the corner. I didn't recognize them; they weren't from the school. They pried her off of me, restraining her wild thrashing. Someone asked me if I was okay, but I could only keep staring at Ms. Karp. â€Å"Don't let her use the power!† she screamed. â€Å"Save her. Save her from herself!† The guardians had later explained to me that she wasn't well and had been taken to a place where she could recover. She would be safe and cared for, they assured me. She would recover. Only she hadn't. Back in the present, I stared at the books and tried to put it all together. Lissa. Ms. Karp. St. Vladimir. What was I supposed to do? Someone rapped at my door, and I jerked out of my memories. No one had visited me, not even staff, since my suspension. When I opened the door, I saw Mason in the hall. â€Å"Twice in one day?† I asked. â€Å"And how'd you even get up here?† He flashed his easy smile. â€Å"Someone put a lit match in one of the bathroom's garbage cans. Damn shame. The staff's kind of busy. Come on, I'm springing you.† I shook my head. Setting fires was apparently a new sign of affection. Christian had done it and now Mason. â€Å"Sorry, no saving me tonight. If I get caught – â€Å" â€Å"Lissa's orders.† I shut up and let him smuggle me out of the building. He took me over to the Moroi dorm and miraculously got me in and up to her room unseen. I wondered if there was a distracting bathroom fire in this building too. Inside her room, I found a party in full swing. Lissa, Camille, Carly, Aaron, and a few other royals sat around laughing, listening to loud music, and passing around bottles of whiskey. No Mia, no Jesse. Natalie, I noticed a few moments later, sat apart from the group, clearly unsure how to act around all of them. Her awkwardness was totally obvious. Lissa stumbled to her feet, the fuzzy feelings in our bond indicating she'd been drinking for a while. â€Å"Rose!† She turned to Mason with a dazzling smile. â€Å"You delivered.† He swept her an over-the-top bow. â€Å"I'm at your command.† I hoped he'd done it for the thrill of it and not because of any compulsion. Lissa slung an arm around my waist and pulled me down with the others. â€Å"Join the festivities.† â€Å"What are we celebrating?† â€Å"I don't know. Your escape tonight?† A few of the others held up plastic cups, cheering and toasting me. Xander Badica poured two more cups, handing them to Mason and me. I took mine with a smile, all the while feeling uneasy about the night's turn of events. Not so long ago, I would have welcomed a party like this and would have downed my drink in thirty seconds. Too much bothered me this time, though. Like the fact that the royals were treating Lissa like a goddess. Like how none of them seemed to remember that I had been accused of being a blood whore. Like how Lissa was completely unhappy despite her smiles and laughter. â€Å"Where'd you get the whiskey?† I asked. â€Å"Mr. Nagy,† Aaron said. He sat very close to Lissa. Everyone knew Mr. Nagy drank all the time after school and kept a stash on campus. He continually used new hiding places – and students continually found them. Lissa leaned against Aaron's shoulder. â€Å"Aaron helped me break into his room and take them. He had them hidden in the bottom of the paint closet.† The others laughed, and Aaron gazed at her with complete and utter worship. Amusingly, I realized she hadn't had to use any compulsion on him. He was just that crazy for her. He always had been. â€Å"Why aren't you drinking?† Mason asked me a little while later, speaking quietly into my ear. I glanced down at my cup, half surprised to see it full. â€Å"I don't know. I guess I don't think guardians should drink around their charges.† â€Å"She's not your charge yet! You aren't on duty. You won't be for a long time. Since when did you get so responsible?† I didn't really think I was all that responsible. But I was thinking about what Dimitri had said about balancing fun and obligation. It just seemed wrong to let myself go wild when Lissa was in such a vulnerable state lately. Wiggling out of my tight spot between her and Mason, I walked over and sat beside Natalie. â€Å"Hey Nat, you're quiet tonight.† She held a cup as full as mine. â€Å"So are you.† I laughed softly. â€Å"I guess so.† She tilted her head, watching Mason and the royals like they were some sort of science experiment. They'd consumed a lot more whiskey since I'd arrived, and the silliness had shot up considerably. â€Å"Weird, huh? You used to be the center of attention. Now she is.† I blinked in surprise. I hadn't considered it like that. â€Å"I guess so.† â€Å"Hey, Rose,† said Xander, nearly spilling his drink as he walked over to me. â€Å"What was it like?† â€Å"What was what like?† â€Å"Letting someone feed off you?† The others fell quiet, a sort of anticipation settling over them. â€Å"She didn't do that,† said Lissa in a warning voice. â€Å"I told you.† â€Å"Yeah, yeah, I know nothing happened with Jesse and Ralf. But you guys did it, right? While you were gone?† â€Å"Let it go,† said Lissa. Compulsion worked best with direct eye contact, and his attention was focused on me, not her. â€Å"I mean, it's cool and everything. You guys did what you had to do, right? It's not like you're a feeder. I just want to know what it was like. Danielle Szelsky let me bite her once. She said it didn't feel like anything.† There was a collective â€Å"ew† from among the girls. Sex and blood with dhampirs was dirty; between Moroi, it was cannibalistic. â€Å"You are such a liar,† said Camille. â€Å"No, I'm serious. It was just a small bite. She didn't get high like the feeders. Did you?† He put his free arm around my shoulder. â€Å"Did you like it?† Lissa's face went still and pale. Alcohol muted the full force of her feelings, but I could read enough to know how she felt. Dark, scared thoughts trickled into me – underscored with anger. She usually had a good grip on her temper – unlike me – but I'd seen it flare up before. Once it had happened at a party very similar to this one, just a few weeks after Ms. Karp had been taken away. Greg Dashkov – a distant cousin of Natalie's – had held the party in his room. His parents apparently knew someone who knew someone, because he had one of the biggest rooms in the dorm. He'd been friends with Lissa's brother before the accident and had been more than happy to take Andre's little sister into his social fold. Greg had also been happy to take me in, and the two of us had been all over each other that night. For a sophomore like me, being with a royal Moroi senior was a huge rush. I drank a lot that night but still managed to keep an eye on Lissa. She always wore an edge of anxiety around this many people, but no one really noticed, because she could interact with them so well. My heavy buzz kept a lot of her feelings from me, but as long as she looked okay, I didn't worry. Mid-kiss, Greg suddenly broke away and looked at something over my shoulder. We both sat in the same chair, with me on his lap, and I craned my neck to see. â€Å"What is it?† He shook his head with a sort of amused exasperation. â€Å"Wade brought a feeder.† I followed his gaze to where Wade Voda stood with his arm around a frail girl about my age. She was human and pretty, with wavy blond hair and porcelain skin pale from so much blood loss. A few other guys had homed on her and stood with Wade, laughing and touching her face and hair. â€Å"She's already fed too much today,† I said, observing her coloring and complete look of confusion. Greg slid his hand behind my neck and turned me back to him. â€Å"They won't hurt her.† We kissed a while longer and then I felt a tap on my shoulder. â€Å"Rose.† I looked up into Lissa's face. Her anxious expression startled me because I couldn't feel the emotions behind it. Too much beer for me. I climbed off of Greg's lap. â€Å"Where are you going?† he asked. â€Å"Be right back.† I pulled Lissa aside, suddenly wishing I was sober. â€Å"What's wrong?† â€Å"Them.† She nodded toward the guys with the feeder girl. She still had a group around her, and when she shifted to look at one of them, I saw small red wounds scattered on her neck. They were doing a sort of group feeding, taking turns biting her and making gross suggestions. High and oblivious, she let them. â€Å"They can't do that,† Lissa told me. â€Å"She's a feeder. Nobody's going to stop them.† Lissa looked up at me with pleading eyes. Hurt, outrage, and anger filled them. â€Å"Will you?† I'd always been the aggressive one, looking after her ever since we were little. Seeing her there now, so upset and looking at me to fix things, was more than I could stand. Giving her a shaky nod, I stumbled over to the group. â€Å"You so desperate to get some that you've got to drug girls now, Wade?† I asked. He glanced up from where he'd been running his lips over the human girl's neck. â€Å"Why? Are you done with Greg and looking for more?† I put my hands on my hips and hoped I looked fierce. The truth was, I was actually starting to feel a little nauseous from all I'd drunk. â€Å"Aren't enough drugs in the world to get me near you,† I told him. A few of his friends laughed. â€Å"But maybe you can go make out with that lamp over there. It seems to be out of it enough to make even you happy. You don't need her anymore.† A few other people laughed. â€Å"This isn't any of your business,† he hissed. â€Å"She's just lunch.† Referring to feeders as meals was about the only thing worse than calling dhampirs blood whores. â€Å"This isn't a feeding room. Nobody wants to see this.† â€Å"Yeah,† agreed a senior girl. â€Å"It's gross.† A few of her friends agreed. Wade glared at all of us, me the hardest. â€Å"Fine. None of you have to see it. Come on.† He grabbed the feeder girl's arm and jerked her away. Clumsily, she stumbled along with him out of the room, making soft whimpering noises. â€Å"Best I could do,† I told Lissa. She stared at me, shocked. â€Å"He's just going to take her to his room. He'll do even worse things to her.† â€Å"Liss, I don't like it either, but it's not like I can go chase him down or anything.† I rubbed my forehead. â€Å"I could go punch him or something, but I feel like I'm going to throw up as it is.† Her face grew dark, and she bit her lip. â€Å"He can't do that.† â€Å"I'm sorry.† I returned to the chair with Greg, feeling a little bad about what had happened. I didn't want to see the feeder get taken advantage of anymore than Lissa did – it reminded me too much of what a lot of Moroi guys thought they cold do to dhampir girls. But I also couldn't win this battle, not tonight. Greg had shifted me around to get a better angle on my neck when I noticed Lissa was gone a few minutes later. Practically falling, I clambered off his lap and looked around. â€Å"Where's Lissa?† He reached for me. â€Å"Probably the bathroom.† I couldn't feel a thing through the bond. The alcohol had numbed it. Stepping out into the hallway, I breathed a sigh of relief at escaping the loud music and voices. It was quiet out here – except for a crashing sound a couple rooms down. The door was ajar, and I pushed my way inside. The feeder girl cowered in a corner, terrified. Lissa stood with arms crossed, her face angry and terrible. She was staring at Wade intently, and he stared back, enchanted. He also held a baseball bat, and it looked like he'd used it already, because the room was trashed: bookshelves, the stereo, the mirror†¦ â€Å"Break the window too,† Lissa told him smoothly. â€Å"Come on. It doesn't matter.† Hypnotized, he walked over to the large, tinted window. I stared, my mouth nearly hitting the floor, as he pulled back and slammed the bat into the glass. It shattered, sending shards everywhere and letting in the early morning light it normally kept blocked out. He winced as it shone in his eyes, but he didn't move away. â€Å"Lissa,† I exclaimed. â€Å"Stop it. Make him stop.† â€Å"He should have stopped earlier.† I barely recognized the look on her face. I'd never seen her so upset, and I'd certainly never seen her do anything like this. I knew what it was, of course. I knew right away. Compulsion. For all I knew, she was seconds away from having him turn the bat on himself. â€Å"Please, Lissa. Don't do it anymore. Please.† Through the fuzzy, alcoholic buzz, I felt a trickle of her emotions. They were strong enough to practically knock me over. Black. Angry. Merciless. Startling feelings to be coming from sweet and steady Lissa. I'd known her since kindergarten, but in that moment, I barely knew her. And I was afraid. â€Å"Please, Lissa,† I repeated. â€Å"He's not worth it. Let him go.† She didn't look at me. Her stormy eyes were focused entirely on Wade. Slowly carefully, he lifted up the bat, tilting it so that it lined up with his own skull. â€Å"Liss,† I begged. Oh God. I was going to have to tackle her or something to make her stop. â€Å"Don't do it.† â€Å"He should have stopped,† Lissa said evenly. The bat quit moving. It was now at exactly the right distance to gain momentum and strike. â€Å"He shouldn't have done that to her. People can't treat other people like that – even feeders.† â€Å"But you're scaring her,† I said softly. â€Å"Look at her.† Nothing happened at first, then Lissa let her gaze flick toward the feeder. The human girl still sat huddled in a corner, arms wrapped around herself protectively. Her blue eyes were enormous, and light reflected off her wet, tear-streaked face. She gave a choked, terrified sob. Lissa's face stayed impassive. Inside her, I could feel the battle she was waging for control. Some part of her didn't want to hurt Wade, despite the blinding anger that otherwise filled her. Her face crumpled, and she squeezed her eyes shut. Her right hand reached out to her left wrist and clenched it, nails digging deep into the flesh. She flinched at the pain, but through the bond, I felt the shock of the pain distract her from Wade. She let go of the compulsion, and he dropped the bat, suddenly looking confused. I let go of the breath I'd been holding. In the hallway, footsteps sounded. I'd left the door open, and the crash had attracted attention. A couple of dorm staff members burst into the room, freezing when they saw the destruction in front of them. â€Å"What happened?† The rest of us looked at each other. Wade looked completely lost. He stared at the room, at the bat, and then at Lissa and me. â€Å"I don't know†¦I can't†¦Ã¢â‚¬  He turned his full attention to me and suddenly grew angry. â€Å"What the – it was you! You wouldn't let the feeder thing go.† The dorm workers looked at me questioningly, and in a few seconds, I made up my mind. You have to protect her. The more she uses it, the worse it'll get. Stop her, Rose. Stop her before they notice, before they notice and take her away too. Get her out of here. I could see Ms. Karp's face in my mind, pleading frantically. I gave Wade a haughty look, knowing full well no one would question a confession I made or even suspect Lissa. â€Å"Yeah, well, if you'd let her go,† I told him, â€Å"I wouldn't have had to do this.† Save her. Save her from herself. After that night, I never drank again. I refused to let my guard down around Lissa. And two days later, while I was supposed to be suspended for â€Å"destruction of property,† I took Lissa and broke out of the Academy. Back in Lissa's room, with Xander's arm around me and her angry and upset eyes on us, I didn't know if she'd do anything drastic again. But the situation reminded me too much of that one from two years ago, and I knew I had to defuse it. â€Å"Just a little blood,† Xander was saying. â€Å"I won't take much. I just want to see what dhampir tastes like. Nobody here cares.† â€Å"Xander,† growled Lissa, â€Å"leave her alone.† I slipped out from under his arm and smiled, looking for a funny retort rather than one that might start a fight. â€Å"Come on,† I teased. â€Å"I had to hit the last guy who asked me that, and you're a hell of a lot prettier than Jesse. It'd be a waste.† â€Å"Pretty?† he asked. â€Å"I'm stunningly sexy but not pretty.† Carly laughed. â€Å"No, you're pretty. Todd told me you buy some kind of French hair gel.† Xander, distracted as so many drunk people easily are, turned around to defend his honor, forgetting me. The tension disappeared, and he took the teasing about his hair with a good attitude. Across the room, Lissa met my eyes with relief. She smiled and gave me a small nod of thanks before she returned her attention to Aaron.

Essay on Week 1 Assignment

Essay on Week 1 Assignment Essay on Week 1 Assignment EMG4412 August 29, 2014 Captain Honor’s behavior does not fully fit my schema of an effective leader. After researching more information about the incident, I believe that Captain Honors thought that he was providing comedy and laughter to an otherwise rigid environment. He showed a weakness in his leadership by acting in this manner. I believe that he used poor judgment by showing the video. I don’t believe that he realized the perception that he was portraying to his crew. I am sure that he was trying to use this video as a means to express his point about allowing gay people into the military, but going about it this way was a childish way to do it. He had great influence on the men on his ship. How did he know that one of the men on his crew wasn’t gay or that they had gay friends or family? What kind of perception of him would they then have? He was their leader and should be leading by example. Good leaders take into account the perceptions of all of their employees and how they perceive the world through their social perceptions. Captain Honors also displayed a stereotype of gay people. His statement was that ALL gay people acted in the way he portrayed them in the video. He also believed that no one would be offended by the foul language and sexual displays. I watched the video and although I found it humorous, I would have been totally embarrassed to watch it with people I work with, especially if they had been in it. According to news reports, he had a good rapport with his crew and they backed him 100 percent and acknowledged it online. This shows how influential he was to his crew. He should have thought about the repercussions that would follow from doing this and the perception of how his employees would look at him in the future as well as his commanders’ perceptions of him. Captain Honors made a bad choice and when the video surfaced, lost his job and then his credibility with the Navy. References: BUMILLER, E. (2011, January 4). The New York Times. Retrieved from Aircraft Carrier Captain Is Removed Over His Role in Coarse Videos: nytimes.com/2011/01/05/us/05military.html?_r=0 Kinicki, A., & Fugate, M. (2012). Organizational Behavior, Key Concepts, Skills and Best Practices. New York: McGraw-Hill. YouTube Video. (2011, January 4). Retrieved from Captain Owen P. Honors Jr. ( The Greatest Comedy Sketch Ever) : https://www.youtube.com/watch?v=CU8Yp2h_RVs EMG4412 Professor Curtis Curry August 30, 2014 According to the chapter opening case, qualities that are inherent to high-level executives such as Mark Zuckerberg are in line with the Big Five Personality Dimensions, including extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. In the second sentence of the case, Zuckerberg’s father described him as â€Å"strong-minded† and â€Å"persistent† (Kinicki & Fugate, 2012). Throughout my life, my parents labeled me as â€Å"strong-willed† and â€Å"stubborn†. I always had an â€Å"I can do that† attitude. I disliked the idea that someone would tell me I couldn’t do something. When comparing myself to the portrayal of Zuckerberg in the case story, I find many similarities such as being socially awkward or disinterested. It is not that I am either, I just have

The Tuskegee and Guatemala Syphilis Studies Were Racist

The Tuskegee and Guatemala Syphilis Studies Were Racist Some of the most unsettling examples of institutional  racism have involved medicine, such as when the U.S. government conducted syphilis research on marginalized groups (poor black men in the American south and vulnerable Guatemalan citizens) with disastrous results. Such experiments challenge the idea that racism simply involves isolated acts of prejudice. In fact, the racism that results in long-lasting oppression of people from minority backgrounds is typically perpetuated by institutions. The Tuskegee Syphilis Study In 1932, the United States Public Health Service partnered with educational establishment the Tuskegee Institute to study black men with syphilis in Macon County, Georgia. Most of the men were poor sharecroppers. By the time the study ended 40 years later, a total of 600 black men had enrolled in the experiment. It was called the Tuskegee Study of Untreated Syphilis in the Negro Male. Medical researchers swayed the men to participate in the study by enticing them with medical exams, rides to and from the clinics, meals on examination days, free treatment for minor ailments, and guarantees that provisions would be made after their deaths in terms of burial stipends paid to their survivors. There was just one problem: Even when penicillin became the main treatment for syphilis in 1947, researchers neglected to use the medication on the men in the Tuskegee study. In the end, dozens of study participants died and infected their spouses, sexual partners, and children with syphilis as well. The Assistant Secretary for Health and Scientific Affairs created a panel to review the study and in 1972, determined that it was ethically unjustified. The panel determined that researchers failed to provide participants with informed consent, namely that test subjects were to remain untreated for syphilis. In 1973, a class action suit was filed on behalf of the enrollees in the study that resulted in them winning a $9 million settlement. Moreover, the U.S. government agreed to give free medical services to the survivors of the study and their families. Guatemala Syphilis Experiment Until 2010, it remained widely unknown that the U.S. Public Health Service and the Pan American Sanitary Bureau partnered with the Guatemalan government to conduct medical research between 1946 and 1948. During this time, 1,300 Guatemalan prisoners, sex workers, soldiers, and mental health patients were intentionally infected with sexually transmitted diseases such as syphilis, gonorrhea, and chancroid. What’s more, just 700 of the Guatemalans exposed to STDs received treatment. A total of 83 individuals ultimately died from complications that may have been a direct result of the questionable research paid for by the U.S. government to test the effectiveness of penicillin as an STD treatment. Susan Reverby, a women’s studies professor at Wellesley College, uncovered the U.S. government’s unethical medical research in Guatemala while researching the Tuskegee Syphilis Study of the 1960s, in which researchers willfully failed to treat black men with the illness. It turns out that Dr. John Cutler played a key role in both the Guatemalan experiment and the Tuskegee experiment. The medical research conducted on members of the Guatemalan population stands out as especially egregious, given that the year before experiments there began, Cutler and other officials also conducted STD research on prisoners in Indiana. In that case, however, researchers informed the inmates what the study entailed. In the Guatemalan experiment, none of the test subjects gave their consent, a violation of their rights. In 2012, a U.S. court threw out a lawsuit Guatemalan citizens filed against the U.S. government over the unethical medical research. Wrapping Up Because of the history of medical racism, people  of color continue to distrust health care providers. This can result in non-white people delaying medical treatment or avoiding it altogether, creating an entirely new set of challenges for a group plagued with a legacy of racism. Sources About the USPHS Syphilis Study. Tuskegee University, 2019, Tuskegee, AL. Monastersky, Richard. Court dismisses suit over unethical US experiments. Springer Nature Limited, June 15, 2012.

Meaning of Over There, The Famous World War I Song

Meaning of Over There, The Famous World War I Song The song Over There was one of the most famous songs of World War I. Over There proved to be an inspiration both to the young men who were being sent to fight the war as well as to those on the home front who worried about their loved ones. The Meaning Behind the Lyrics On the morning of April 6, 1917, newspaper headlines across America announced the news that the United States had declared war on Germany. While most people who read the newspaper headlines that morning tried to comprehend how their lives were going to change, one man started humming. That may seem like an odd reaction to most people, but not for George M. Cohan. George Cohan was an actor, singer, dancer, songwriter, playwright, and Broadway producer who had composed hundreds of songs, including such famous songs as â€Å"Youre a Grand Old Flag,† â€Å"Marys a Grand Old Name,† Lifes a Funny Proposition After All, â€Å"Give My Regards to Broadway,† and â€Å"Im a Yankee Doodle Dandy.† So it is perhaps not completely surprising that Cohans reaction to reading the headlines that morning was to hum, but few might have expected Cohans humming to be the start of a very popular song. Cohan continued to hum all morning and soon began to compose a few lyrics. By the time Cohan arrived at work that morning, he already had the verses, chorus, tune, and title of what became the very popular Over There. Over There was an instant success, selling over 2 million copies by the end of the war. Perhaps the most popular version of Over There was sung by Nora Bayes, but Enrico Caruso and Billy Murray sang beautiful renditions as well. The song Over There is about the Yanks (the Americans) going over there (across the Atlantic) to help fight the Huns (what the Americans called the Germans at the time) during World War I. In 1936, Cohan was awarded the Congressional Gold Medal for writing the song, and it experienced a revival in World War II when the United States again faced Germany in war. Lyrics to Over There Johnnie get your gun, get your gun, get your gunTake it on the run, on the run, on the runHear them calling you and meEvery son of liberty Hurry right away, no delay, go todayMake your daddy glad to have had such a ladTell your sweetheart not to pineTo be proud her boys in line. CHORUS (repeated twice):Over there, over thereSend the word, send the word over thereThat the Yanks are coming, the Yanks are comingThe drums are rum-tumming everywhere So prepare, say a prayerSend the word, send the word to bewareWell be over there, were coming overAnd we wont come back till its over over there.Over there. Johnnie get your gun, get your gun, get your gunJohnnie show the Hun youre a son of a gunHoist the flag and let her flyYankee Doodle do or die Pack your little kit, show your grit, do your bitYankees to the ranks from the towns and the tanksMake your mother proud of youAnd the old Red White and Blue. CHORUS (repeated twice):Over there, over thereSend the word, send the word over thereThat the Yanks are coming, the Yanks are comingThe drums are rum-tumming everywhere So prepare, say a prayerSend the word, send the word to bewareWell be over there, were coming overAnd we wont come back till its over over there.Over there.

Reading Response - play by David Henry Hwang M. Butterfly Essay - 1

Reading Response - play by David Henry Hwang M. Butterfly - Essay Example sha, Linling’s love, and face the subsequent revelation of Linling’s true gender identity, Hwang creates a unique dramatic scope for his audience to experience the extremity of the West’s reaction to the orients’ self-decisive, so called, masculine activity. The development of the West’s stereotypical masculinity and feminization of the Asians as a dominant theme of the play mainly revolves around Galliard’s tragically flawed predisposition to assume Liling as a woman. Whereas at one end of this gender-confused relationship, Gallimard represents the West’s traditional prejudiced attitudes and stereotypes about the Asians, in a broad term, about the oriental people, their culture and nations, Liling serves as a representative of the disguised oriental masculinity. Gallimard as a representative of the West hegemonic masculine self is prone to accept Song Liling as a girl. Indeed his perception of Song is a typical extension of his assumption of the Chinese and Asians in general. Again since Hwang’s protagonist habitually is inclined to stereotype the Chinese women as subservient, compliant, submissive, and modest, the stereotypical feminine role, flawlessly played by Song Liling, keeps the truth of Song’s identity away from being revealed to Gallimard, without much effort. Indeed Hwang’s protagonist’s hegemonic and typical colonial attitude towards oriental cultures determines most part the relationship between Gallimard and Song. Gallimard’s tendency to stereotype Asian women is evident in the following lines: â€Å"She is outwardly bold and outspoken, yet her heart is shy and afraid. It is the Oriental in her at war with her Western education.† (27) The play’s theme is serious and finally it t urns into tragic. But the development of the theme is such that Hwang’s play cannot but assume a slight comic tone due to reversed gender relation. Yet in the play, Hwang’s primary tone is serious, grave and tragic. His deconstructive approach to

MGT3190 Assigment for August 2008 Essay Example | Topics and Well Written Essays - 1750 words

MGT3190 Assigment for August 2008 - Essay Example Cultural values, status issues, general living conditions, climate, healthcare facilities, everyday customs, food, transport, living costs, religious or spiritual opportunities, openness to change, conservation and self-transcendence were the variables taken into consideration in the study. (Van Vianen, De Pater and Kristof-Brown) A survey questionnaire was given to the test subject expatriates over an interval of three months. Surface-level differences only affect the attitude towards living conditions and changes like living, eating, and climate etc. deep-level differences are the ones that actually affect interaction with locals and adjusting to the new working environment over time. Deep-level differences affect an expatriate's adjustment to work, more. The study gave a detailed account of previous findings. If people are trained and prepared better for cross regional assignments, it will be easier for them to adjust and perform well. The research should have also concentrated on the new outsourcing trend and how the adjustment process takes place in a web based business world. The research question basically asked if the practical school of thought was justified. ... The study gave a detailed account of previous findings. If people are trained and prepared better for cross regional assignments, it will be easier for them to adjust and perform well. The research should have also concentrated on the new outsourcing trend and how the adjustment process takes place in a web based business world. Article-2: Managerial behaviors and job performance: a successful manager in Los Angeles may not succeed in Hong Kong Introduction The article studies whether the behavior that affects work performance of American managers, also affects the performance of American managers in Hong Kong. This study further compared the two schools of thought and did an in depth analysis of the practical school of thought and how it's not the ideal one, even if it is most widely used. The research question basically asked if the practical school of thought was justified. And if American managers' behavior in the US would have a positive affect on performance in Hong Kong The hypotheses were: 1. "American expatriate managers will have a similar behavior overseas, to American managers in the US." (Black) 2. "Managerial behaviors which are related to performance in the US will be related to performance overseas." (Black) Method LBDQ subscale variables were representation, demand reconciliation, tolerance of uncertainty, persuasiveness, and initiation of structure, tolerance of freedom, role assumption, consideration, production emphasis, predictive accuracy, integration and superior orientation. Also, friendliness, openness to communication and defining roles etc. were included. (Black) Questionnaire surveys were given to American managers in the US and Hong Kong, as well has Hong Kong based local managers. Results The findings mainly showed that

Dimensions of national culture Essay Example | Topics and Well Written Essays - 750 words

Dimensions of national culture - Essay Example Music, theatre, fine arts, language and literature are developed in order to add some color and entertainment in everyday living, as well as improve on communication. Sports and educational syllabuses are also developed for entertainment and improvement of skills. All these facets of life among others keep on changing from one form the other thus enriching culture (Marcus, 1995). All of these developments are recorded for future references in different symbols including writing, drawings, cave paintings or passed from one person to another orally. As this culture is passed on it is modified through innovation, borrowing from others. Elements like language therefore constantly improve and diversify as time goes by (Cohen, 1985). This paper sets out to analyze the development of national culture and to explain why people within a certain nationality or region typically develop traits that are unique to themselves. The paper looks at how different cultural backgrounds affect persons wor king within an organization. It also explains the effects impede or support the realizations of the objectives of the said organization. Elements of Organizational Culture Every nation is renowned for certain things. For instance the vast majority of people of Britain enjoy association football [also known as soccer] whose rules were founded in that country in 1863; very much. This is different when compared to Americans who prefer their own version of football which is closer to the Rugby that is also loved a lot in Britain (Maccambridge, 2004). This same case applies to organizations. According to Hofstede(1980), national culture directly influences organizational culture. Organizations exist within countries and are therefore influenced by the prevailing culture within them. In his study of national cultural influences he identified four dimensions of culture. These he classified as power distance, uncertainty avoidance, collectivism vs individualism and masculinity vs femininity (Hofstede, 1980). The first dimension, power distance, refers to the difference of power allowed by the society between the highest and lowest echelons of power. A high power difference score means that there is a great difference between the power wielded and the privileges enjoyed by people high ranking individuals and their lower ranking counterparts within the organization (Schein, 2005). A low score on the other hand means that everybody in the organization enjoys almost equal rights to anybody else (Schein, 2005). The measure of power distance in different nationalities revealed that countries such as Australia, Austria, Denmark and Israel had some of the lowest power distance levels while sub-Saharan African and Malaysia among others had the highest (Hofstede, 1980). The second one uncertainty avoidance refers to extent of anxiety about the unknown in a society. In cultures where there is strong uncertainty avoidance, people prefer operating with explicit rules and laws that govern labor and social relations. Employees in this system tend to keep the same job for long since they feel less uncertain about the future and feel strongly that the rules guarantee their rights. The societies with weak

English Essay Example | Topics and Well Written Essays - 500 words - 38

English - Essay Example We aim to acquire, collect and present to our customer the finest works of art available on the market scene in a variety of media and concepts as well as supplying art materials to our customers.† â€Å"Our vision is to expand our business into promoting a strong arts education and arts appreciation for our customers, the general public and educational institutions with interest in art. We aim to develop and integrate our brand (ABCs) into a household name in the art market.† The aim of the company is to gain a considerable market share through a differentiation strategy, maintain healthy terms with the Artists working for the company to ensure long term relationships and to create and sustain an effective and aggressive marketing, which will be the main key to the company’s success. ABC also aims at providing a fully interactive and real time website to be developed gradually from the basic eCommerce website. This is the basic plan for the set of up of a new business in the field of art. Hence this is a very effective and positive business plan which has been well thought out and planned and can be implemented with a lot of

Neoclassical and Romantic styles Essay Example | Topics and Well Written Essays - 250 words

Neoclassical and Romantic styles - Essay Example During this time, numerous artists came up whose works portrayed a theme of social and political issues being experienced during that time. The industrial revolution was essential as it gave numerous artists a platform where they could voice their cries. Art exhibitions, such as the Great London Exhibition, were seriously influential in spreading Neoclassical and Romantic styles. These exhibitions portrayed numerous Neoclassical and Romantic styles, which a lot of upcoming artists copied or adapted from other artists. The exhibitions also portrayed some of the talented artists who were not known in the past. Nationalism also influenced the spread of Neoclassical and Romantic styles. Critics consider that liberalism along with radicalism, which was brought about by nationalism, were significant influences of both Neoclassical and Romantic styles. Nationalism influenced the spread of music, visual arts and natural sciences. Finally, Christianity, which is a cultural factor, was the main factor that led to the spread of romanticism and its styles. This is because romanticist artists were extremely spiritual. The spread of Christianity was intense in the mid 1800’s, and what these artists, in reality, revolted against was the narrow mindedness of other

English Essay Example | Topics and Well Written Essays - 500 words - 38

English - Essay Example We aim to acquire, collect and present to our customer the finest works of art available on the market scene in a variety of media and concepts as well as supplying art materials to our customers.† â€Å"Our vision is to expand our business into promoting a strong arts education and arts appreciation for our customers, the general public and educational institutions with interest in art. We aim to develop and integrate our brand (ABCs) into a household name in the art market.† The aim of the company is to gain a considerable market share through a differentiation strategy, maintain healthy terms with the Artists working for the company to ensure long term relationships and to create and sustain an effective and aggressive marketing, which will be the main key to the company’s success. ABC also aims at providing a fully interactive and real time website to be developed gradually from the basic eCommerce website. This is the basic plan for the set of up of a new business in the field of art. Hence this is a very effective and positive business plan which has been well thought out and planned and can be implemented with a lot of

Resort Taxonomy Assignment Example | Topics and Well Written Essays - 1500 words

Resort Taxonomy - Assignment Example The explanation that the current categorization methods are based on some specific recreational activities or specific features that a resort possesses, is not also mentioned. The objection on such a classification is that a resort may fall into several categories this way. There is also not mention how clarity in categorization can be achieved by classifying resorts in mutually distinct categories. While explaining the resort classification criteria, the content has skillfully explained how it differs from existing methods. However, it fails to mention why only four categories and made for resorts and how they seem to classify all types of resorts. Definition of Resort Further on, the fact that why resorts have different overlapping definitions and why people seem comfortable to keep the definition of it broad has been ignored. The point to investigate is what people generally think of when resort is mentioned e.g. even if resorts fall in multiple categories, what are the basic feat ures that every resort should possess that people generally think of? The existing processes do not specifically provide clarity in classifying resorts; however it fails to mention the features of a resort that makes the categorization unclear in existing processes. One point raised is that resort is termed for even those places that possess non resort properties. Once again it fails to mentions what non resort properties are. ... It does mention that the approach may help the academics who carry out researches. No highlighting of how those classifications may help the consumers who will be targeted as a result of these researches and how to make the classification process understandable for them has been bothered about.. If we see from the review of the literature, the existing definitions of a resort also relied on the characteristics that a resort possesses. An attractive way of description on how the newly found definition maps to expectations and interpretations of consumers of resorts has been made. There is also a mention and explanation that there is a six pointer definition that is derived for a resort after this research. These six points are agreed upon by the industry people who agreed to appear in the interview so it reflects the agreed upon points in a definition. No points of disagreement between the professionals have mentioned, suggested or argued. The points of disagreement may help future re search in determining what factors usually do not matter to the consumers and which ones do not impact the people who belong for people who belong with the resort business. It also highlights which features actually belong to other categories of hotel stay and what reflect a true essence of vacation. It has successfully managed to discuss the implications of the definition in terms of consumer expectations of a resort. The comprehensive definition seems to encompass all what a consumer desires for in a resort. After the successive rounds of interviews, the definition is formed of a resort and it concludes that the industry professionals agree on the fact that the definition of a resort should comprise on the fact that it should encompass the amenities and features

The Influences of Music Essay Example for Free

The Influences of Music Essay According to social statistics (n.d.), 52.17 percent of people listen to music every day and 26.63 percent of people listen to music almost every day. It implies that music plays a vital role in society. Due to human’s creations, such as televisions and radios, which make music be heard more easily. Unsurprisingly, it becomes a huge part of people’s lives. It has a connotation in itself. Therefore, this essay will illustrate that music can influence people in various ways: feelings, thoughts and behaviors. Feelings can be affected by music. For me, rock songs, such as Know Your Enemy by Green day, makes me feel uncomfortable and upset due to its heavy, loud, and fast beat. Besides, according to North, Tarrant, and Hargreaves(2004), listeners who listen to a nonviolent rock song will have lower levels of opposed feelings than listeners who listen to a rock song with aggressive lyrics. Conversely, when I am upset or angry, a pop music, like Live High by Jason Mraz, can change my mood completely. Its smooth voice and soft tone fit perfectly together. And it has such a huge impact on me; it gives me a chill feeling which can help me feel better and get rid of such things. Furthermore, the lyrics of some song can make me smile unexpectedly, such as Happy by Mocca. The song says â€Å"Dont You Give up, Keep Your Chin up, And Be Happy†. It expresses that no matter what happens, just stay strong and be happy. It is such a lovely phrase that can instantly turn my whole world upside down. Music has an impact on thoughts. Muchet (2010) said that a study of 121 Midwestern high school students’ music preference pointed out that 75 percent of girls who like listening to heavy metal music have thought about suicide compared with 35 percent of girls who like listening to other kinds of music. Plus, almost 50 percent of boys who favor heavy metal have considered suicide compared to others who like listening to non-metal music. On the other hands, music can have a positive benefit on thoughts. Some song has meaningful lyrics that can motivate people. For example, the lyrics from Lose Yourself by Eminem: â€Å"You better lose yourself in the music, the moment You own it, you better never let it go You only get one shot, do not miss your chance to blow This opportunity comes once in a lifetime† It tries to convince people that you had better not let any opportunity slips away by not trying to grab it. This song can truly motivate me and change my thought. I used to think that there are abundant opportunities out there, and I can catch it whenever I want. Then, this song totally changed my thought. Music influences behavior. According to Palmer(2003), researchers from Iowa State University and the Texas Department of Human Services found that aggressive behavior is perpetuated from offensive music lyrics and have long-term effects. Sallinger(2005) stated that Richard Paul White, Colorados serial killer, said his action was inspired by the song Ride the lightning by Metallica. In the following lyrics: Guilty as charged But damn it, it aint right There is someone else controlling me Death in the air Strapped in the electric chair This cant be happening to me Who made you God to say Ill take your life from you! This phrase influenced him to commit the crime. Beside, in case of drug addiction, Not an addict by K’s Choice is a good example due to its lyrical content. It says â€Å"Its not a habit, its cool, I feel alive. If you dont have it, youre on the other side. Im not an addict (maybe thats a lie)†. It indicates that using drug is cool and you might be sort of weird if you do not use it. In fact, using drug does not even come close to the word â€Å"cool†. Therefore, it this lyrics might affect people in a poor way that they have to behave like this in order to be cool. To conclude, music has a massive effect on people’s lives. People listen to it almost every day and that gives music a power to be able to influence our lives. People’s moods, thoughts, and behaviors can be affected by the lyrical and tonal content of the song they listen to. It has both advantage and disadvantage, so it depends on which side they choose to perceive.

Ways Children Looked After By Local Authority Social Work Essay

Ways Children Looked After By Local Authority Social Work Essay In the context of Shona and her family, this assignment will firstly review the powers and orders necessary to bring the children to be looked after by the local authority along with the governing principles. It will then discuss relevant areas for review and the required order to ensure good care for the children, including how and when these should be reviewed. Finally, looking at the significance to the case study of s17 of Children Act, 1989 along with considering the different services presented to each sibling whilst in care. Police Powers Shonas case is discovered by police officers under-taking ordinary duties when social services departments and the courts are closed (Masson, 2001). CA, 1989 s46(1) gives the police power, without going to court, to remove or detain children for 72 hours if they have reasonable cause to believe that the children are likely to suffer significant harm (Brammer, 2010; Powell, 2001). Social Service Managers recognise the value of s46 as an emergency intervention but have criticised its excessive use as a result of police anxiety (Masson, 2001). The principle is that courts should make a decision to remove children wherever possible; therefore, s46 is to be used in exceptional circumstances. The local authority should have in place with the Clerks to the Justices an out of hours Emergency Protection Order (EPO) application process (HO Circular, 2008). Emergency Protection Order EPO is a short-term emergency measure, lasting up to 8 days with a possible extension of a further 7 days, whilst the local authority under CA, 1989 s47 investigates the childrens welfare. S44(1) of the act outlines the grounds for applications for an EPO of which there are two forms (any person and likely to suffer significant harm). The local authoritys application for Shona and her siblings is on the grounds that they are likely to suffer significant harm due to domestic violence. Although the court may agree that there are grounds for an EPO, it still needs to apply the principles contained in Part 1 of the act. Principles governing the decision-making Welfare Principle CA, 1989 s1 states that, the childs welfare shall be the courts paramount consideration. The meaning of s1 has been closely examined and criticised due to its wide range of interpretations (Brammer, 2010; Brayne and Carr, 2010). Decisions based on the welfare of the child are ultimately value judgements (Ryan, 1998: 8) Therefore, a checklist was added to maintain consistency and provide clear understanding (Ryan, 1998 and Brammer, 2010). For an EPO the court must consider the welfare principle but it does not have to consider the checklist (Brayne and Carr, 2010). Non-Delay Principle CA, 1989 s1(2), supported by European Court of Human Rights article 6(1), emphasises that any delay in court proceedings is potentially harmful to the welfare of the child (Brayne and Carr, 2010), therefore, the court needs to have regard to the non-delay principle. The Public Law Outline (PLO), 2008 attempted to address case management and avoid delays in court proceedings by setting a timetable. Masson argues that Legislating against delay did not change working practices; adult parties continue to create advantageous delay (2010; 55). No-order Principle CA, 1989 s1(5) directs courts to make no order, even if the harm threshold condition is satisfied, unless it considers that making an order would be better for the child than making no order at all (known as the no-order principle). The principle recognises the need for proportionality with three foundational aims: 1) discourage unnecessary court orders, 2) to ensure that the order is granted only where it is likely positively to improve the childs welfare and 3) discourage the making of unnecessary applications (DCSF, 2008: 7). If government guidance discourages unnecessary applications, this may account for research findings showing a general misunderstanding of this principle amongst local authorities who interpret it to mean that cases should not be taken to court unless it is totally necessary. The recent increase in court applications may demonstrate that the principle is not preventing Social Workers from carrying out their duties (DCSF, 2008; Brayne and Carr, 2010). The majority of court proceedings have resulted in orders being granted, therefore Mason argues, Neither the public nor the courts themselves have accepted the no order principle (2010, 57). Areas Needing to be looked at: Threshold Question As Shona has been in care for approximately three years, the local authority would have applied for a court order. This cannot be obtained without meeting the threshold criteria of CA, 1989 s31: identifying significant harm, cause for the harm and no order principle (Ryan, 1998; DOH, 1999). Significant harm has to be found to exist before the court will intervene in family life, however, as the term is not defined it causes considerable problems of interpretation. The Adoption and Children Act, 2002 s120 broadened harm to include witnessing or hearing it, which would be relevant in the case of Shona (Brammer, 2010). Assessment The children would be assessed under the child protection structure due to the physical abuse Liam endured and his sisters witnessed. This structure has evolved through a series of reports and government circulars. In 2008, the Children Act Guidance Volume One was revised and issued under s7 of the Local Authority Social Service Act, 1970 which provided clarity for what should be completed before making an order application (Brayne and Carr, 2010). Working Together to Safeguard Children, 2010 provides interagency guidance on assessment and investigation. The Framework for the Assessment of Children in Need and Their Families, 2000 provided, under one structured system, a holistic assessment and planning tool for all children in need (Thomas, 2005: 83). Using the framework, the local authority, through the core assessment process, will need to consider both the childrens and parents needs along with those in the wider family and community, to reach a decision that an order is necessary to safeguard their welfare. The local authority would also need to seek legal advice and communicate to the parents their concerns (DCSF, 2008). Care Plan ACA, 2002 amended s31 of the CA, 1989 so that an order cannot be made until the court has considered a care plan (Brammer, 2010). A separate plan would be required for Shona, Liam and Siobhan so the court can consider their individual needs. The plans should be based on findings from the initial and core assessments with the structure, as guided by Local Authority Circular 99(29), 1999, being: 1) overall aim, 2) childs needs, 3) views of others, 4) detail on placement and 5) local authority management. The courts decision on the no-order principle will take into account the care plan for verification as to how the order would be applied (DOH, 2000). What Orders May Have Been Necessary Care Order In having met the threshold criteria, completed assessment and care plan the local authority under s31 would apply for a care order for the children. A care order, rather than a supervision order, involves the children being removed from their home and provides the local authority with shared parental responsibility for the children alongside the parents (Brayne and Carr, 2010). Reviews by Local Authority Upon granting an order, the court has no influence in the plan being carried out (Brammer, 2010). ACA, 2002 amended s25(a) CA, 1989 by requiring an Independent Review Officer (IRO) to be appointed to chair all review meetings of looked after children, ensure the child is involved in the review and will challenge poor practice, and any drift in implementing the Care Plan (HMG, 2003: 45). If the plan is not implemented the IRO can pass the case to CAFCASS who can now return it to court (Brammer, 2010). CA, 1989 s26 makes it a legal requirement for local authorities to regularly review the childrens care plans. Reviews ensure that it [plan] is being effectively implemented and to make any changes that have become necessary (Thomas, 2005: 76). All involved in the care of the children, including the child, should be involved in the review. The minimum requirements which reflect the no-delay principle, are set out in the Review of Childrens Cases Regulations 1991, amended in 2004. The first review should be held within four weeks of the children becoming looked after, followed by a further review at three months later and then six monthly (Brammer, 2010; Ryan, 1998). Relevance of s17 to case study Views of Parents Under s17 of CA, 1989, the local authority has a general duty to promote the upbringing of children in need by their families and with article 8 of the Human Rights Act, 1989; they would need to justify any interference in family life. Working Together, 2010 re-emphasized the commitment of partnership with parents in making plans for the welfare and protection of their children. There are a number of ways the local authority can work in partnership with Shonas parents; through consultation, taking into consideration their views, attendance at case conferences and being notified of any public proceedings (Brayne and Carr, 2010). CA 1989, s17 also makes clear that the first priority is to promote and safeguard the childrens welfare and then try to keep them within their family (Brayne and Carr, 2010). Provided that the welfare and safety of the children is paramount then potentially there should be no conflict between the principles of family support and child protection (Parton, 1997). However, research has shown that full partnership is difficult to reach when risks are high and families disagree with the perceived risks (Bell, 1999). The recent case of Baby Peter has highlighted the importance of Shonas Social Worker having the skill to recognize when partnership with the parents is failing to protect them (Brayne and Carr, 2010). The fathers violence towards the children could be a reason to exclude him from any conferences but his wishes can be obtained by other means (DCSF, 2010). It is also important to recognise that the childrens views and wishes may be different to their parents. Childs wishes The Children Act, 2004 s53 amended s17 of CA, 1989 making it a requirement that before deciding what services should be provided the childrens wishes should be obtained and given consideration (DCSF, 2010). CA, 1989 s22 by mentioning the child before the parents suggests that the childs wishes are to be the first consideration (Brayne and Carr, 2010). The law has also been criticised for assuming that it is possible to know objectively what is in a childs best interest but instead should give the children themselves a role in determining what happens (Thomas, 2005). However, the emphasis of listening to the childs wishes has recently been criticised as it undermines the courts authority to make a best interest decision (Times, 2010). Laws, policies and procedures continue to reflect he tension between these twin goals of safeguarding children and advocating their rights (Adams, 2009; 304). To ensure that the childs interests, wishes and rights are upheld in court, CA, 1989 s41(1) contains the duty, if required, for a Childrens Guardian to be appointed from CAFCASS (Brayne and Carr, 2010). Placement Details The local authority whilst taking into consideration the views of the children and parents, will have regards for s17 when considering placements for the children. The CA, 1989 s44(a) was amended by the Family Law Act, 1996 giving power to include exclusion requirement in emergency protection order. This could have been an option looked at in the case of Shona with the father being excluded from the family home (Brayne and Carr, 2010). Consideration of family members and friends as potential carers for Shona and her siblings should be explored and clearly demonstrated in their care plans before making a court order application (DCSF, 2008). S23(7) CA, 1989 promotes contact between parents and children with local authority, as is reasonably practicable, providing accommodation near to the family home and keeping siblings together. Under schedule 2 of CA, 1989 there are powers given to the local authority to assist in maintaining links between children and their family (Brayne and Carr , 2010). Options Available to each child Family Group Conference There are several methods for compiling the childrens care plans, with one such option being Family Group Conference (FGC) (Thomas, 2005). FGC has been described as a, realistic methods for merging the needs and interests of children and families and the protection concerns of public child welfare agencies, the courts, and the community (Chandler and Giovannucci, 2004: 217). Although there is no factual data, reviews of FGCs have implied that it is not a suitable option for domestic violence cases due to the welfare of the child. However, in the case of Shona, FGC may have been a viable option when initially becoming children cared for to help explore the welfare concerns, deciding what services are necessary and to take into consideration the children and parents views when considering permanency so to prevent the children becoming entrenched in the care system (Chandler and Giovannucci, 2004). Accommodation The local authority has a power under s20 CA, 1989 to provide accommodation to the three children (Ryan, 1998). From initially coming into care (the sisters going to foster care and Liam to residential care) up until their current situation (Shona and Siobhan different wishes to return home) decisions on the provision of accommodation have been paramount with the options to be explored being: kinship, foster care, residential, reunification, adoption and independence. ACA, 2002 provides guidance on the timescales for decisions about adoption with permanence, including adoption, needing to be considered at the second care plan review (Brayne and Carr, 2010: 378). Education / Crime Due to the highly publicised statistics of children in cares educational underachievement, crime rates and employability, the recent government has made a number of changes to legislation. Under s20 of the Children and Young Persons Act, 2008 all three children will have (had) a designated member of staff at their school responsibility for promoting the educational achievement. The local authority under s22 should provide for under 25 year olds assistance to pursue education or training which is relevant to Liam and Shonas current situation (Brammer, 2010: 356). Although the agenda for change is not without criticism, Its policy recommendations are framed within a social investment approach which values education as the route out of exclusion and into employability (Williams, 2004; 423). Schedule 2(7) of CA, 1989 puts an onus on the local authority to take reasonable steps designed to reduce the need to bring criminal proceedings against such children (Brammer, 2010: 369). Therefore the Youth Offending Team (YOT) could be a service considered for Liam. Adams argues that the number of detained children is high in the UK with, policy and practice regarding children and young people who have committed offences remain stubbornly resistant to welfare principles (2009; 318). Legal Requirements In 2003 the government published Every Child Matters (ECM) which introduced five outcomes for service providers to make arrangements to improve the well being of children: being healthy, staying safe, enjoying and achieving, making a positive contribution and economic wellbeing (2003:6-7). CA, 2004 was passed to provide a statutory framework for applying ECM with the five outcomes included in s10(2) of the act (Brayne and Carr, 2010). The act also introduced the requirement for working together of statutory departments and other relevant bodies for achieving the five outcomes (Brammer, 2010). In theory this provides Shona, Liam and Siobham with greater opportunity for services from public, private and voluntary sectors, however, this legislative change did not come with an increase in budget (Williams, 2004). The responsibility of the local authority to provide services to the children is outlined in schedule 2 of CA, 1989. The wording is moderated for example reasonable steps or con sider appropriate, therefore the local authority can prioritise services based on what is available rather than having to meet every need (Brammer, 2010). When more than one agency is involved in the childrens care a lead professional will be appointed to be responsible for ensuring a coherent package of services to meet the individual childs needs (HMG, 2003: 9). Conclusion In the situation of Shona and her family, this assignment has highlighted the current social and political thinking towards safeguarding children with the balance in the CA, 1989 between welfare and childrens wishes; the emphasis on partnership with parents; the importance of accountability through reviews and the value placed on children remaining with their families. The five outcomes for children in care provide a framework for the provision of services, however, the limitation in budgets does not support the political agenda.

The Physics of the High Jump Essay -- Science Essays

The Physics of the High Jump The world consists of many phenomena. Some of them are mysteries to us as human beings, while many others can be explained. Progressively over the centuries, science has helped us to better understand the spectacular things that physically affect the human race and the earth. Almost every single thing that deals with the physical aspect of our existence can now be explained through physics, which in turn helps us to better understand our surrounding environment. Where I have always been involved in sports, I am very interested in the specific physics that each sport consists of. One such sport that fascinates me is the high jump, and for this reason I am going to delve into the physics of the high jump and break it down to explain the different laws and physics that encompass it. The high jump can be broken down into three stages: the run up phase or approach, the take off phase, and the flight or bar clearance phase. By understanding these three stages and the different laws of phys ics that make them up, one will have a much greater understanding of the high jump and its mechanics. In order to begin this analysis, I need to start with the very first stage of the high jump, which is the approach or run up phase. The run up phase begins with the jumper standing up vertically, in position to begin running, about ten strides away from the bar that is to be cleared. According to professors Jesus Dapena and Alexander P. Willmott of the department of Kinesiology, from Indiana University,â€Å"[the] run-up serves as a preparation for the takeoff phase, the most important phase of the jump†(2). The run up phase can be broken down into several parts. The first part of the run up phase generally follows a straight-... ... world that are associated with the high jump. The high jump may not be a spectacular phenomena or even a mystery to many people, but it doesn’t change the fact that it is governed by many principles of physics. By understanding the physics that make up the high jump, one can obtain a totally new understanding of the mechanics of this incredible sport, and in doing so can acquire an appreciation for the principles of physics that govern our earth and us as a human race. Works Cited Dapena, Jesus, and Alexander P. Willmott. â€Å"Scientific Services Project: (USA Track & Field),HIGH JUMP #23 (Men) Research Report.† â€Å"Diss. Indiana University, 2002.† Kirkpatrick, Larry D., and Gerald F. Wheeler. Fourth Edition Physics A World View. Fort Worth: Harcourt College Publishers, 2001. Santos, Jim. Practical Coaching Techniques for the HIGH JUMP. Iowa: Championship Books, 1981.

Tablets vs. Textbooks

During the 21st century, humans have developed the scientific technologies more rapidly than ever before. And the way of their lives is also changing according to the change of new technologies. Nowadays, we can easily see the people who are holding tablets with their hands around our place. A tablet is simply a mobile computer that is small, portable, and easy to use with just two fingers. Since it has been recognized for its usefulness and utility, many students study and do their homework with tablets. As tablets have become more prevalent, a new debate has formed over whether schools should replace print textbooks by tablets.In fact, many schools and states have begun transitioning from the paper textbooks to digital learning environments, â€Å"California launched a free digital textbooks initiative in 2009, and West Virginia replaced social studies print textbook purchases with digital textbooks† (FCC). However, there are some people who disagree with the idea of using t ablets in school. The opponent of tablets’ argument is that tablets can have a bad influence on student’s education in a way that it can distract student’s attention and contribute to an eye strain. I would argue that the positive aspects of using tablets in school outweigh the negative.The recent research has shown that tablets help students learn more materials faster, â€Å"Technology-based instruction can reduce the time students take to reach a learning objective by 30-80%, according to the US Department of Education and studies by the National Training† (FCC 9). Actually, tablets can provide various methods of studying which are very distinguishable from paper textbooks. It is possible for tablets to explain the concepts with such as sound and video clips. Not only do these functions make studying interesting, but it would really help students improve their learning abilities.In my experience, I also had more fun when I was studying with a tablet. R ather than just reading printed texts, variety of contents a tablet provides helped me understand the concepts more easily and interestingly. Also, tablets can hold thousands of books on one device. Usually, when we are using the paper textbooks, the books actually take up much space of our place. However, if we are using tablets, we can eliminate the need for physical storage of textbooks and classroom materials. It is known that â€Å"The average tablet contains anywhere from 8 to 64 gigabytes (GB)of storage space. On the Amazon Kindle Fire, for instance, 1,000 books take up one GB of space† (Price), which implies that people don’t need to go to the library every time when they need a book to borrow. Since they can find and read almost every book they need on one device, it can reduce the waste of time finding the books and help students concentrate on their studies. Furthermore, there is one another important aspect of the fact that tablets can hold thousands of boo ks, which is that it can eliminate the need for carrying heavy print textbooks.Up until now, students carry lots of heavy textbooks in their backpacks when they go to school. Not only does it make them feel tired, but it could actually cause injuries. According to the US Consumer Product Safety Commission, it was recorded that â€Å"during the 2011-12 school year more than 13,700 kids, aged 5 to 18, were treated for backpack-related injuries† (Dallas). In contrast, a tablet only weighs 1-2 pounds, while the average weight of a student’s backpack is 15. 4 pounds (Dallas). When I was in high school, there were some students who didn’t want to carry the textbooks in their backpacks just because of its heavy weight.But, if they are told to carry a tablet instead of textbooks, I am pretty sure all of them wouldn’t resist doing it. Using tablets can also save some of the money purchasing from the print textbooks. For the print textbooks, there are printing, tra nsportation and warehouse costs. However, if we are using E-textbooks on tablets, we can yield tangible savings in these costs. In fact, it is reported that â€Å"E-textbooks can save schools between $250- $1,000 per student per year† (Electronista). With that amount of money saving per student, we can see that it would exceed the amount of expenditure on providing a tablet for each student.Similarly, using E-textbooks can also save our environment. Since all the print textbooks are made of paper, we have to cut down the trees to make a paper and ultimately print a textbook. Some statistical data has shown that A school with 100 teachers uses on average 250,000 pieces of paper annually. A school of 1,000 students on average spends between $3,000-4,000 a month on paper, ink, and toner, not counting printer wear and tear or technical support costs. (Williams) Indeed, we can see that we are using huge amount of papers in school and losing a lot of trees accordingly.But, if we ar e using tablets, it will lower the amount of papers teachers have to print out for the assignments and handouts, which will consequently help to save the environment. Furthermore, tablets help students better prepare for a world immersed in technology. Students will be able to develop their technology skills with tablets by simply doing homework, customizing the apps or making out presentation materials. In the present and near future, more jobs would require the worker’s high technology skill, since the tools that workers use is also rapidly developing and changing.According to the US Bureau of Labor Statistics, it reports that â€Å"Employment in computer and information systems is expected to grow by 18% between 2010 and 2020†. Therefore, students that learn technology skills early in their lives will be better prepared to pursue relevant careers later in life. However, there are some arguments that tablets can have a bad influence on student’s education. The argument that tablets have too many distractions for classroom uses has been considered to be one of the most important concerns we shouldn’t neglect.Indeed, there is a high possibility that students may pay attention more to the apps, games and websites instead of their teachers. But, if there’s the app for teachers that allow them to control all the devices in classroom, there will be no need to worry about students being distracted. Likewise, when I was in high school, students were not able to call with their phones within a school area. That was because the system in school blocked the student’s communication network, so we needed to go outside of school to make a call.Thus, in the similar way, schools may be able to block the distracting games and websites within the classroom. Another argument is that tablets are more susceptible to theft than print textbooks. It is reported that â€Å"In San Francisco, New York, and Los Angeles, robberies related to in ternet –enabled handheld devices have accounted for 50, 40, and 25 percent respectively of all robberies in 2012† (Associated Press). Since the electronic devices such as tablets are likely to be more expensive than print textbooks, there will be a high possibility for the danger of theft.Therefore, it will be very important to have a system that protects against the danger of tablet theft, if schools replace print textbooks by tablets. For the solution, schools may limit the use of tablets outside of school and let students keep their own tablets in their lockers. And in fact, there is already the app that can track down the location of its device, so it would help prevent theft from others. Through researching the both advantages and disadvantages of using tablets in schools, I could have found that there are  more advantages than disadvantages.Even though tablets have some distractions and are more susceptible to theft than print textbooks, those problems can be re solved with the appropriate school’s policy. Rather, we should focus on the positive influence that tablets can bring up on the students’ education. In fact, many students easily fall asleep in class while reading the textbooks, because the print textbooks are boring to read and the reading level of some of the textbooks is too difficult so that students sometimes cannot understand the important concepts.But, tablets can help reduce this kind of problems, because it can make learning fun and easy in a way of explaining the concepts. In print textbooks, it explains the concepts usually with bunch of written words, sometimes with pictures. Every page looks almost same if we don’t look carefully on the content of writing. In contrast, the way of tablets can explain some particular concept is countless. Unlike the print textbooks, tablets allow us customize its software in several ways.In that way, teachers can make their lectures more interesting and attractive for the students. Then, students will less likely to fall asleep during the class and learn more materials. In addition, students no longer have to carry bunch of heavy textbooks, if they can use tablets. Also, not only using tablets instead of textbooks can save money from the printing, transportation and warehouse costs, but it can also save our environment by reducing the amount of trees cutting down to make a paper.Consequently, I could have noticed from researching the topic that the positive effect of tablets on student’s education outweighs the negative. Tablets can effectively help students improve their learning abilities and creativities. Besides, it positively influences on the environment and students’ health problem. But still, many people tend to stick to traditional education system. As we are living in an era of rapid technological change, it is also important for the education system to change and evolve correspondingly.