A Christmas Memory Essay Example | Topics and Well Written Essays - 500 words

A Christmas Memory - Essay Example The adventures they went through were actually unlikely due to the wide gap in their ages. It could actually be said that it was commendable on the part of Sook, who, as a senior citizen, was still feeling so much young at heart. Her passion in making and flying kites could very well be extraordinary for an old female individual. For Buddy, as the narrator, the experiences were his memories of Sook, more than her cousin, friend, a guardian, who supported his every needs, provided the impetus for his remarkable memory and adoration for this woman. Due to the need to pursue his education, he was eventually separated from Sook, but his thoughts never left her. Each and every Christmas of his life is thereby dedicated in memory of his last Christmas spent with Sook, despite the simplicity and lack of grandeur in celebrating the festivities; it still was his perfect Christmas memory. The rationale is the pure love and affection that was shared between them. There was a sense of reliance and dependability to each other. Whatever was lacking in one, was provided by the other. Buddy knew from this heart that the last Christmas spent with Sook would always be cherished and would never be forgotten for the simple reason that the love and happiness shared between them could never be surpassed nor replaced by anyone els e, ever. When we were made to experience being blindfolded and let by someone to go places in school, the experience was actually terrifying. There was a mixture of fear, anxiety, confusion, and a little bit of relief that someone I know was actually leading me. There was fear because of being subjected to the unknown. By being blindfolded, one was not allowed to use the sense of sight which is a very important element in creating a sense of security. Anxiety was felt due to the feeling that I would like to know until when will I be blindfolded and led and be fully depended on the assistance of a friend. I was also confused

Should the federal government provide health care to all American Term Paper

Should the federal government provide health care to all American citizens - Term Paper Example Talking about the American healthcare system and the medical insurance in the US, it is necessary to mention that the poorest layers of the society have to stay behind the amenities of the democratic life. Even though people are American citizens, the norms of the Constitution do not refer to them, strange as it may seem. As one of the richest countries dedicated to the standpoints of democracy, the United States should never go without providing people with basic and advanced healthcare. Otherwise, it shows its underdevelopment in this field. The overall opinion on this matter is as follows: â€Å"A June 12-16, 2009 poll shows that 64% of Americans say health care should be a right† (ProCon 1). It makes everyone believe in the public urge for equality in terms of healthcare prospects. On the other hand, the opponents of the healthcare for all Americans might think that working hard should be the main basis for letting people get their medical coverage and proceed on healthcar e services. The thing is that the followers of the capitalistic way of living think that if the federal government assigns the universal right for healthcare, it will lead to the use of tax revenues for masses which is like in the socialist way of living (ProCon 1). However, the United States is still a huge and the main debtor to the world countries and to China (socialist country), in particular. Hence, it should be a reminder for the officials in their tries to get the life better for the electorate. The question is that it is really a disgrace to the United States when 46 million people are uncovered with medical insurance (Phillips and Bostian 136). In the world arena, America seems not so attractive when people from other countries see a low rate of social guarantees for all citizens. On the other side, all American talks on the democracy which should touch upon every country of the world render null in this case. In fact, Americans have encountered the perils of the bureaucra cy in the federal government letting all ordinary people cast adrift. Neither Clinton nor Obama was apt at introducing the healthcare reform in the short run. This is why Americans covered by the insurance feel anxiety about their future: â€Å"All Americans now expect Medicare to be there for them when they reach the age threshold, or if they become disabled, and use this knowledge in their financial planning† (Levine 31). Hence, when the officials talk about that not all Americans get insurance, it makes the public opinion right opposite to the idea of the appropriate Medicaid knowing that healthcare is the largest industry in the country employing 14 million people (ProCon 1). By and large, behind the healthcare, there might stand people with solely commercial interests going apart from the human ideals of democracy. To say more, the US healthcare system should be re-evaluated first. Needless to say, to make reforms come true, the officials are to think of their promises b efore the electorate. However, one of the main impediments to the universal healthcare system is â€Å"the unnecessary fragmentation of the US delivery system† (Shi and Singh 2). In this respect along with the overall desire of officials and ordinary people to make the universal healthcare delivery system possible, the US federal government

Effect of Communication on Practitioners and Service Users

Effect of Communication on Practitioners and Service Users Standing still enough to absorb the emotional impact of (service users) experiences is something that allows the movement hidden beneath the frozen state of psychological hypothermia to emerge in a tolerable way at the right time.† (Kohli, 2007, p. 180). This paper will address the relevance of Kohli’s statement above to the discussion on the effective communication with accompanied minors. The paper will first define the term â€Å"unaccompanied minors†. It will then provide a definition of communication, then identify and examine its main theoretical perspectives. The paper will unpack the meaning of Kholi’s quotation by advancing a discussion of the importance of timing when working with unaccompanied minors and the intricacies involved in navigating the sometimes harrowing and emotional experiences of unaccompanied minors. The paper will also examine the issue of silence and how this reflects a state of being frozen in time with unaccompanied minors and will interrogate methodologies for delving below these issues, in a timely manner while ensuring that the service feels safe revealing their often locked away emotions. All these factors will be examined in the context of how communication can impact both the practitioner and the service user and how managing each factor effectively is essential to unlocking hidden feelings, emotions and trauma from which unaccompanied minors may suffer. The paper will draw on contemporary literature to empirically ground its arguments. Both the United Nations High Commission for Refugees (UNHCR) and the United Nations Children Fund (UNICEF) defines unaccompanied as: â€Å"under 18 years of age or under a countrys legal age of majority, are separated from both parents, and are not with and being cared for by a guardian or other adult who by law or custom is responsible for them. This includes minors who are without any adult care, minors who are entirely on their own, minors who are with minor siblings but who, as a group, are unsupported by any adult responsible for them, and minors who are with informal foster families.† (United Nations: 2007) More recently, there have been a plethora of studies examining the psychosocial and day to day needs after they arrive in Western countries. Communication is said to be a difficult concept to pin down by way of definition because of its many complexities, forms and application to everything. For the purposes of this paper, the definition provided by Fiske (1990:2) that communication is â€Å"social interaction through messages†, provides a good starting point to examine the concept in relation to unaccompanied minors. Thompson (2003) contends that the social aspect of communication is vital to consider because individuals interact within a social space and the nature of this communication dictates the nature of a relationship or how that relationship develops or breaks down. Thompson (2003) navigates various theoretical model of communication by drawing on the work of other scholars. He identifies Shannon and Weaver’s 1949 definition of communication which locates 3 elements: The transmitter (person who starts communication), noise (the actual message communicated, and the receiver (the person who the message is communicated to). This definition has received ample criticism for oversimplifying a difficult concept wherein communication is not always transmitted by noise but also through silence and body language. In addressing these omissions, the semiotics model was advanced as an alternative. In this model, communication is described by Cobley (2001) as a form of semiosis which is concerned with the exchange of any messages whatsoever: from the molecular code and the immunological properties of cells all the way through to vocal sentences.† This definition introduces other aspects rather than the spoken word into the communication discourse and Miller (1973) articulates that â€Å"communication includes not only the study of spoken communication between people, but also the many kinds of unspoken communication that go on constantly when people interact.† In this respect, communication also encompasses culture, because culture determines shared norms and values, language and ultimately these norms affect how information is communicated or transmitted. Thompson (2003) draws on Pierre Bordieau’s concept of cultural capital based on the strength of power bases, to explain ho w culture and power can interact to determine how information is understood and communicated, because it informs the semantics of language and the formation of identity. The identification of language as a prominent variable in any communication discourse is inescapable because as Thompson (2003) states, language does not only reflect reality, but it also constructs reality. This fact is elucidated when certain words or actions communicate a task, or certain actions communicate joy, distress or uncertainty, as is postulated by the speech act theory. Similarly, identity is informed by cultural norms and values, and determines how individuals view themselves and how they relate to others. It is this connection between culture, identity, language and power which informs the foundations of the discussion on how practitioners can cut through the difficulties of intercultural communication barriers to assist usually traumatized unaccompanied minors. Intercultural communication skills in the social work discipline, is fraught with difficulties. Husbands (2000) maintains that the various biographical routes and stories of practitioners does interact in the social space of service users and can affect how information is communication based on how trust is fostered when communicating to service users that difference will be accepted and not judged. Kohli (2006) deftly describes the vulnerable unaccompanied child who arrives in a new country and who is reticent about divulging details to practitioners. He, alongside other scholars (Kohli and Mather: 2003; Beek and Schofield: 2004) observes that unaccompanied children often remain silent, or emotionally closed about their past. He writes that such children have usually been told over and over by others to remain quiet about themselves in order to keep safe. Kohli (2001, 2006, 2007) insists that it is imperative that social work practitioners gain skills that enable them to probe the past of unaccompanied asylum children, in order to truly understand their needs. Kohli recognizes that demands to meet targets faced by modern day practitioners, may interfere with the time they need to build trust and safely pry open the thoughts of unaccompanied minors. In light of this, the nature of their silence and the impact their experiences may have had on them must be explored, before addressing how social workers should â€Å"time† their intervention to open communication and prompt life histories from unaccompanied minors. The silence displayed by unaccompanied minors should not be immediately adjudged to be because they are hiding harmful secrets. In fact, scholars such as Finkenauer et al (2001), argues that the keeping of secrets are normal adolescence developmental characteristics. However, the literature on silences among refugee children often points to explanations of fear and the silencing effects of war on children. Psychological studies (Melzak: 1992) contend that children often bury extreme hurt, pain or loss in order to survive, some to the extent that they can forget some events or the sequence of events as a defense mechanism. The risk of acting out buried emotions in a harmful way, compels many practitioners and scholars to argue for methodologies to unlock these stories which according to Kohler’s quotation, presented at the beginning of this paper, may be in a â€Å"frozen state of psychological hypothermia†, wherein they are unable to communicate their hidden pain. Papad oupolos (2002) posits that this frozen state could be purposely imposed to assist in healing and may be necessary to allow affected children the space to reflect, make sense of and accept before being able to move on successfully. Kohli (2006) therefore views this silence as both â€Å"burdensome and protective†, and it requires a skillful practitioner to know when to encourage unaccompanied minors to open up. Krause (1997) and Rashid (1996) both warn against social workers rushing to conclusions about unaccompanied minors based on their cultural backgrounds and what is known about their country of origin. Focusing on organizational targets and not the clients needs first, may result in the practitioner missing the cultural contexts of the minors’ experiences, within specific times and risks simplifying complex information that may be transmitted without adequate reflection on the communication experience overtime. In order to determine when it is appropriate to prompt for hidden information or stories from unaccompanied minors, social workers must recognize that such children may be trying to be accepted within a new culture while suffering a loss from their own (Kohli and Mather: 2003). Therefore, social workers must be observant and reflective (Schà ¶n: 1987, 1983) to determine when a child is assimilated enough and trusting of the practitioner service user relationship to revea l any hidden stories of their past lives. Richman (1989) also reminds that many unaccompanied children are very resilient because of their experiences and they may be busy trying to figure out their next move, or how to survive within a new environment and culture, or thinking about their asylum status, than they are interested in reliving past experiences which do not in their estimation contribute to their present survival. Consequently, practitioners are encouraged to engage in â€Å"therapeutic witnessing† (Kohli and Mather: 2003) rather than feeling the need to wring past experiences from unaccompanied minors. In drawing on Blackwell and Melzak (2000), Kohli and Mather (2003: 206) states: â€Å"In essence, workers are asked not to become action orientated helpers in the face of ‘muck and bullets’, but stay still enough to bear the pain of listening to stories of great loss as they emerge at a pace manageable for the refugee.† While Kohli acknowledges that it is difficult for a practitioner to remain still and allow a â€Å"discovery by drip† process to unfold with the refugee, he maintains that it allows refugees to â€Å"exorcise their demons and ghosts in the process of self-recovery† (Kholi and Mathers: 2003). This does not diminish the level of practical support that workers should offer to refugees, in fact it is through assisting to order their lives, that they will also make sense of their past and be more willing or open to sharing information about themselves. However, if and when refugees begin to share their experiences, practitioners must be versed on skills to encourage such interaction and should also be cognizant of their own reactions and judgement which can also be communicated to the client nonverbally and affect the â€Å"drip† method of divulging information. It is to these issues which this paper now turns. Relationship based interaction between service users and practitioners remain central to the core value of social work and reflect its best practice. Holloway (2003) concurs with this view by asserting that conversations between practitioner and client dictate how the trust relationship is formed and how the worker is emboldened to assist the client. In this context, a discussion on emotional intelligence (EI) and its importance to the communication process is relevant. Morrison (2007) quotes Goleman’s 1996 definition of EI as â€Å"Being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to empathize and to hope.† This delayed gratification is applicable to the need for social workers to allow unaccompanied minors the space to understand themselves and their new realities while making sense of their past. It requires great empa thy and being able to perceive and identifying feelings in the self and others. Morrison (2007) links emotional intelligence and successful social work as being able to be conscious of the self while establishing good communication channels with the refugee. Morrison advises that social workers must be in tuned with their own prejudices and assumptions because many vulnerable clients such as unaccompanied minors are used to reading body language and silent communication signs to determine whether they should trust individuals. Therefore practitioners must ensure that their methods of practice reinforce good communication values rather than downplay them. One of the first methodologies used by the social work practitioner is that of assessment. Assessment frameworks in the UK give little space for the exploration of histories (Morrison: 2007). Consequently, the emotions which compel youth behaviour is often not deeply understood from unaccompanied minors, especially since they may be silent and initially provide minimal normative sketches of their past. Accurate observation during assessment will take note of feelings which may hide deeper emotions and record the moments when these windows into the past were glimpsed or sensed. Much can also be gain by the observation that expression is void of emotion, as this may also be an indicator that the unaccompanied minor realize that communication certain emotions in their language may give the practitioner space to questions their past and they may be skilled at hiding such feelings in their language and tone. If information from the refugee is sparse and void of emotion, the practitioner s hould make extra effort to be reflective in practice to ensure that their own perceptions or impressions are not being transmitted to the client. Goleman et al (2002) articulates that there is a situation of dissonance when one party feels like the other is out of touch with their feelings. The Audit Commission’s 2006 report (p.66) into the treatment of unaccompanied children, demonstrates how practitioner bias can affect the level of treatment given to refugee children: â€Å"Many unaccompanied children have multiple needs because of their experiences of separation, loss and social dislocation . . . Yet in many cases they do not receive the same standard of care routinely afforded to indigenous children in need, even though their legal rights are identical.† Practitioners must therefore guard against treating unaccompanied minors as â€Å"another client†, because the literature identifies them as being particularly in tune to all forms of communication within the interaction process, and they use this as a guide on who, when and how to trust. A vital part of the assessment is the interviewing of the unaccompanied minor. Wilson and Powell (2001: 1) maintain that â€Å"a childs thinking is dependent on a number of factors including memory, conceptual development, emotional development and language formation.† They further assert that there are three aspects to remembering information: knowledge, sequencing and prioritizing. They contend that practitioners must seek to gain all three trough safe methods when interviewing and practice patience. It is important to note their guidance that a memory may not always be told in the right sequence, and be prioritized according to the present needs of the child or in the case of this paper – the unaccompanied minor. Furthermore, they remind us that a child’s memory may not be accurate, this could be deliberately so (as already explored by Kohli: 2006), and they argue that it is up to the interviewer to use a method of questioning when appropriate to maximize the accuracy of responses. The Achieving Best Evidence in Criminal Proceedings (2007) document which provided information on interviewing children stated that interviewers must approach the interview with an open mind and that enquiries should not increase the distress of a child by allowing them to reluctantly relive bad experiences. Similarly, the 1998 Cleveland Inquiry Report suggests that: All interviews should be conducted by a professional with child interview training; Interview questions should be open-ended; There should be one and no more than two interviews for the purpose of assessment and it should not be too long; the interview should be paced by the child not the adult among others and it is recommended that the both the police and the social worker (if necessary) interview the child at the same time. These guidelines ensure that the interview adopts a child-centered approach. Another method that is advised with unaccompanied children is the phased interview approach. The phased interview approach is structured in three parts: the introduction and initial rapport establishment, the free narrative section and questioning section where the child is given space to communicate, alongside being questioned, and the closure of the interview. It is important to prepare children for the interview, through pre-interview contact to lessen any stress which may arise from being fearful of the process. Children should get ample time to consider whether they wish to share their stories or keep them locked away. Furthermore, the skill to actively listen is paramount to a social work practitioner as it not only assists with accurately observing, but it assures the child that what they are saying is being heard (Wilson and Powell: 2001). To assist in accuracy, the interviewer should reflect back the child’s responses to them for affirmation of clarification paying particular attention to maintaining neutral body language and tone while doing so (Thompson: 20 02). However, Wilson and Powell (2001) maintain that if a term is not familiar to the interviewer or seems like slang, the interviewer should make every effort to clarify its meaning with the child in order to maximize accuracy and assist in avoiding possibilities of intercultural communication. Bradford (1994) further posits that the interviewer has the responsibility to ensure the validity of the communication process by pursuing the statement validity analysis (SVA). The SVA checks that the testimony contains no contradictions or logical inconsistencies, the abundance of details, the accuracy of contextual evidence which may be verifiable, the ability to reproduce conversations and interactions and the presence of complicated obstacles. However, Davies (2006) warns that while this tool may be useful, it is not a accurate fix, particularly in the case of silent children who may choose to withhold traumatic information (Kohli: 2006). Wilhelmy and Bull (1999) argues that the use of drawings within interviews with child by practitioners should be encouraged where appropriate because it also provides assurance to the child that the interviewer is child centered. If this method is used, the interviewer must be very observant that this method does not make the child uneasy. While drawing may presents many opportunities to further question the child, the practitioner must as Kholi’s quotation suggests be extremely patient to unlock information and allow the interview to be paced by the child, thereby giving them space to trust the interviewing process. A child’s comfort with drawing, ay actually provide an opening to more difficult or painful areas and care should be taken to note and protect the child’s wellbeing and level of distress when painful information is disclosed. The use of role play and storytelling also offers unique methodologies to social workers to assist children in disclosing pain ful information. Outside of the interview process, Chamberlain (2007) recounts the use of storytelling by the Medical Foundation for the Care of Victims of Torture to assist refugee children from war torn countries to unlock their deeply buried painful memories when they are ready. He quotes Sheila Melzack the centers consultant child and adolescent psychotherapist as saying: â€Å"Many are in a state of suspended animation because they do not know whether they will be forced to return home. We are trying to give them coping strategies to deal with all these issues. But instead of saying directly what they saw or did we deal with it through displacement. They can be extracted through stories which create safe arenas to talk about these issues.† Therefore, Chamberlain (2007) and Davis (1990) asserts that stories can be utilized as a therapeutic intervention method to assist unaccompanied children to recall incidents, not necessarily airing them, but developing coping strategies that assist in building resilience in a new environment. There are however, instances where unaccompanied children come from countries whose language differ from that of the receiving country. Gregory and Holloway (2005) maintain that language is used both to grant and restrict access to a society or organization. Chand (2005) identifies the lack of adequate interpreting and translation services within the UK social work sector. Chand’s research located many instance where the services of interpreters and translators were needed but they did not show, usually because of lack of resources, so they prioritise which cases they believe are more important such as more formal case conferences. Humphreys et al (1999) found that many interpreters left case conferences and assessment early, or that interviews or conferences may be rushed because of lack of resources. In light of the previous discussion on the need for social workers to be patient and allow unaccompanied minors to work through past recollections until they are in a space to s hare, this practice of rushing sessions to facilitate interpreters, is detrimental to the communication process between practitioner and the unaccompanied child and could discourage disclosure and engender trust issues. As was discussed earlier in the theoretical section of this paper, language is closely related to power and can be used to control and regulate discourses and effect social control, based on its ability to include or exclude. The client-practitioner relationship is one in which the practitioner asserts their professionalism and therefore must take great care that such imbalance of power is not misunderstood by the client or imposed on them to hinder effective communication (Gregory and Holloway: 2005). Unaccompanied children, who have suffered trauma are usually used to being victimized by relationships of power imbalances, and therefore the social worker must always recognize that the relationship with such individuals is aimed at building their resilience and capacity :to adjust to all or any part of their new environment. While keeping practice client focused, recent years have seen the introduction of numerous guidelines, new legislation and policy changes which require the adherence and commitment of the social work practitioner. Some critics (Young: 1999; Malin: 2000), debate that social work has become mediatory and managerial under modern day guidelines and stipulations which risk the developing of solid client-practitioner relationships and the development of trust. While Gregory and Holloway (2005) argue that the language of such guidelines can be interpreted as the social control of the social work profession which ultimately seeks to â€Å"fix† the meanings of grounded work with vulnerable clients to suit political agendas. Social workers must remain committed to the ethic of the profession and promote good social work values by ensuring that such language of control is not transferred from the managerial spheres to what Schà ¶n (1983) terms as the trenches of social work, that is, th e interpersonal communication with clients. It is this regard that social workers must be aware of the power of language in working with unaccompanied minors, and ensure that the practice language is not dominated by a controlling or power induced thrust, but recognizes the vulnerability of clients and their need to slowly build trust and thaw their emotions (Kohli: 2006, 2007). As with language, the relations between social work practitioners and other services, can directly affect relationship with unaccompanied minors and how they trust the professionalism of those who communicate to them that they care. The death of eight year-old Victoria Climbie presents an example of how the lack of effective communication between professional practitioners can result in harm, especially to children from foreign cultures. The Laming Report of 2003, an inquiry into Victoria’s death concluded that the young girl’s death could have been avoided if individual social workers, police officers, doctors and nurses who came into contact with the girl, had effectively responded to Victorias needs. The National Service Framework for Children and Young People (NSF) and the Common Assessment Framework (CAF), both strive to ensure the effective communication between service providers across sectors. Glenny (2005) states that: â€Å"a lot of inter-agency collaboration is not about collaborative activity as such, but about communicating effectively with regard to individual pieces of work , ensuring patchwork of individual effort in relation to a particular [case], made sense†¦Ã¢â‚¬  Ensuring proper communication between agencies when dealing with unaccompanied minors, is therefore essential to build trust in the client-practitioner relationship (Cross:2004) and to remove any doubts the minor may have that the capillaries of power that agencies appear to be, will work for their benefit and well being and not contribute to any further victimization they may have suffered. It is therefore conclusive to say that the issue of managing effective communication is absolutely essential to successful social work practice with unaccompanied minors. The paper navigated the theoretical intricacies of the concept of communication to highlight its broad nature and how culture, language, body language and even silence are powerful communication tools tapped into by both practitioner and the unaccompanied minor in establishing boundaries of trust. One of the most evident revelations of this paper, is the need for practitioners to practice patience to allow unaccompanied minors the space to unlock their hidden stories, while providing them with support for their daily needs. Furthermore, the issue of intercultural communication difficulties that lack of interpreting and translation resources can cause in fostering best practice with accompanied minors was explored and it was identified that despite the lack of resources, unaccompanied minors are better served when th ey are not rushed for their hidden experiences. Finally, the paper identified the how the language of managerial control within social work can hinder best practice, if control of power imbalance is communicated even non-verbally to unaccompanied minors, who are very attuned to detecting such relations in order to protect themselves. References Beek, M., Schofield, G. (2004) Providing a Secure Base in Long-term Foster Care. London, British Association for Adoption and Fostering. Bradford, R. (1994) developing an Objective Approach to Assessing Allegations of Sexual Abuse. Child Abuse Review, Vol. 3 (2), 93-106. Chamberlain, P. (2007) Tell it like it was. Young People Traumatised by Violence are Confronting their Past through Storytelling. Community Care, 5-11th April. Chand, A. (2005) Do You Speak English? Language Barriers in Child Protection Social Work with Minority Ethnic Families. British Journal of Social Work, Vol. 35, 807-821. Criminal Justice System (2007) Achieving Best Evidence in Criminal Proceedings. London: The Stationery Office. Cobley, P. (2001) The Routledge Companion to Semiotics and Linguistics. London: Routledge. Cross M. (2004) Children with Emotional and Behavioural Difficulties. London: Jessica Kingsley. Davis, N. (1990) Once Upon a Time: Therapeutic Stories. Nancy Davis Publications. Davis, G. (2006) Statement Validity Analysis: An Art or a Science? Commentary on Bradford. Child Abuse Review, Vol. 3 (2), 104-106. Finkenauer, C., Engels, R., Meeus, W. (2002) Keeping Secrets from Parents: Advantages and Disadvantages of Secrecy in Adolescence. Journal of Youth and Adolescence, Vol. 31 (2), 123–136. Fiske, J. (1990) Introduction to Communication Studies. (2nd Edition). London: Routledge. Glenny, G. (2005) Riding the Dragon: Developing Inter-Agency Systems for Supporting Systems. Support for Learning, Vol. 20 (4), 167-175. Goleman, D., Boyatzis, R. and McKee, A. (2002) Primal Leadership, Boston: Harvard Business School Press. Gregory, M., Holloway, M. (2005) Language and the Shaping of Social Work. British Journal of Social Work, Vol. 35 (1), 37-53. Husbands, C. (2000) Recognising Diversity and Developing Skills: The Proper Role of Transcultural Communication. European Journal of Social Work, Vol. 3 (3), 225-234. Humphreys, C., Atkar, S., Baldwin, N. (1999) Discrimination in Child Protection Work: Recurring Themes in Work with Asian Families. Child and Family Social Work, Vol. 4, 283-291. Kohli, R.K.S. (2006) The Sound of Silence; Listening to What Asylum-seeking Children Say and do not Say. British Journal of Social Work, Vol. 36 (5), 707-721. Kohli, R. (2001) Social Work with Unaccompanied Asylum Seeking Young People. Forced Migration Review, Vol. 12 (1), 31–33. Kohli, R. (2000) Breaking the Silence. Professional Social Work, June 2002, 6–9. Krause, I.B. (1997) Therapy Across Cultures. London: Sage. Laming WH. (2003) The Victoria Climbià © Report. London: Stationery Office. Accessed on January 10, 2008 at: www.victoria-climbie-inquiry.org.uk/finreport/finreport.htm. Malin, N. (2000) Professional Boundaries and the Workplace. London: Routledge. Melzak, S. (1992) Secrecy, Privacy, Survival, Repressive Regimes, and Growing Up. London: Anna Freud Centre. Miller, G. (1973) Communication, Language and Meaning: Psychological Perspectives. New York: Basic Books. Morrison, T. (2007) Emotional Intelligence, Emotion and Social Work: Context, Characteristics, Complications and Contributions. British Journal of Social Work, Vol. 37 (2), 245-263. Papadopoulos, R. K. (ed.) (2002) Therapeutic Care for Refugees. No Place like Home, London: Karnac. Richman, N. (1998b) Looking Before and After: Refugees and Asylum Seekers in the West. In: P.J. Bracken C. Petty (Eds.) Rethinking the Trauma of War. London: Save the Children. Schà ¶n, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Schà ¶n, D. (1983) The Reflective Practitioner. New York: Basic Books. Thompson, N. (2003) Communication and Language. Hampshire: Palgrave. United Nations (2007), Report No. A/52/273. Report of the United High Commission for Refugees, Questions Relating to Refugees, Returnees and Displaced Persons and Humanitarian Questions: Assistance to Unaccompanied Refugee Minors. Accessed at: http://www.un.org/documents/ga/docs/52/plenary/a52-273.htm. Wilhelmy, R., Bull, R. (1999). Drawing to Remember: The Use of Visual Aids to Interview Child Witnesses. Practitioners’ Child Law Bulletin, 12, 66-69. Wilson C and Powell M (2001) A Guide to Interviewing Children. London: Routledge. Young, J. (1999) The Exclusive Society. London: Sage.

Horror and Self-punishment in Sophocles Oedipus Rex Essay -- Oedipus

Horror and Self-punishment in Sophocles' Oedipus Rex An ancient plate portraying Oedipus listening to the riddle of the Sphinx. Oedipus Rex is a play whose qualities of inscrutability and of pervasive irony quickly come to complicate any critical discussion. It is a play of transformations in which things change before our eyes as we watch; where meanings and implications seem to be half-glimpsed beneath the surface of the text only to vanish as we try to take them in; and where ironical resemblance and reflections abound to confuse our response. The play encourages us to make connections and to draw out implications that in the end we are forced to reassess, to question and perhaps abandon. The play's meaning through two oppositions is defined by its stage action and its language, are parallel and complimentary to each other. The play is, in a way that determines our response to its meaning, a sequential experience. Our response is shaped through the duration of its performance. The opening of the play presents us with a gathering, the old and the young, no women, no fully adult males, so that Oedipus is, at once, magnified and isolated. His calm authority is overwhelming and majestic. But on what does Oedipus' authority rest? There is a crucial uncertainty here. The opening scenes present us with an image of Oedipus as a political figure, a human king whose power derives from the community he rules, whose perceptions and whose feelings are indissoluble bound up with the experience of the men of Thebes, whose language he speaks and where he belongs. We are swept aside as a gathering panic occupies Oedipus' mind at hearing mention of a place he remembers, where he once killed a man. If that man was Laius, Oedipus s... ...e vain attempts of mankind to escape the evil that threatens them. There is an unmistakable indication in the text of Sophocles' tragedy itself that the legend of Oedipus sprang from some primeval dream-material that had as its content the distressing disturbance of a child's relation to his parents owing to the first stirring of sexuality. At a point when Oedipus, though he is not yet enlightened, has begun to feel troubled by his recollections of the oracle, Jocasta consoles him by referring to a dream, as she thinks, it has no meaning. It is clearly the key to the tragedy and the complement to the dream of the dreamer's father being dead. The story of Oedipus is the reaction of the imagination to these typical dreams. And just as the dreams, when dreamt by adults, are accompanied by feelings of repulsion, so too the legend must include horror and self-punishment.

Smoking in Public Places

In some country people are no longer allowed to smoke in many public places and office buildings. Do you think it is a good rule or bad rule? Use specific reasons and details to support your position. Earth is a good creation of God. So this is our duty to make it beautiful. If our surrounding is good and has no pollution then we feel happy and have a good health. A person who is healthy has good ideas. In my opinion I would like to say if smoking is not allowed in public places and office buildings then it is a good rule. There are many reasons behind this.They are as follows: In my view, smoking is not good for health. If a person who has the habit of smoking then he or she can have breathing, lungs and heart problems. The smoke of cigarette is also very harmful for health. If people smoke in public places then it is not only injurious for the smoker but also for others who do not smoke. For a healthy life, smoking is not good. The smoke of cigarette has toxic metals like Cadmium. If human body contains excess of cadmium then it creates many health problems like bone and heart diseases.For the safety of humans it is necessary to ban smoking in public and office buildings. For a good and healthy generation, ban on smoking in public places and office building is also necessary. If there is a ban then chain smokers cannot smoke and they will be safe. A lady who is pregnant and has the habit of smoking then a ban can be helpful for her child’s health. It is very important for the baby. Sometimes people can also save their money with the help of ban on smoking. People can use this money in other works.For instances, if people save money then they donate or eat healthy food. People who are allergic to smoke do not like smoking in offices and public places. These people do not feel good if any one smokes. As a good person, smokers’ should be careful and give the preference for others convenience. People can also increase their business if smoking is ba ne in public places and office buildings. For example, people who are chain smokers and have the habit of smoking during work that decrease their work skills and earning.The customers who do not like smoking do not like to come. Therefore, the ban can be beneficial if it increases the business. All in all I would like to say if smoking is not allowed in public places and office buildings then it is not only good for health of present and future generation but also can increase earning of people. If we want a good pollution free country, healthy life and more money then we will have to stop smoking. We should support the campaign against smoking.

Informal Letter

Dear Sally, Thanks for writing such a long and funny letter. I always enjoy reading what you’ve been doing. I’ve recently been on holidays with my sister Anna. We were saving as much money as we could only for one reason: LONDON, the city of our dreams. We are absolutely fascinated by the city, it's really awesome! As you know, London is the capital city of England and it's on the River Thames. Anna and I stayed at a luxurious hotel called â€Å"London Marriot Hotel† very close to the city center. We tried to do as much things as we could, only in 5 days. We spend a fortune on the flight on the famous London Eye. In only 30 minutes we saw more that fifty London's most famous landmarks! After the flight, Anna and I went to watch Changing the Guard, which takes place inside the railings of Buckingham Palace. The Queen's Guard is always accompanied by a band and the ceremony lasts 45 minutes. It was really amazing! Also, we took some photos of the Houses of Parliament, of Big Ben and of Westminster Abbey. And we had a nice walk along the riverside. I was mesmerized by London by night. However, not all in Britain is so amazing. We've already noticed that Londoners are very busy people; they're in a hurry all the time. As for the food, I don't like English food. It's tasteless and very greasy. Fish & chips seem to be their national dish. But I must admit that I like English beer. Of course, we didn’t have enough time to visit all the places we wanted to. So I think that I must come back here next summer. Maybe you would go with me -what do you think? Write to me about it in your next letter. Best wishes, Vero Informal Letter Dear Sally, Thanks for writing such a long and funny letter. I always enjoy reading what you’ve been doing. I’ve recently been on holidays with my sister Anna. We were saving as much money as we could only for one reason: LONDON, the city of our dreams. We are absolutely fascinated by the city, it's really awesome! As you know, London is the capital city of England and it's on the River Thames. Anna and I stayed at a luxurious hotel called â€Å"London Marriot Hotel† very close to the city center. We tried to do as much things as we could, only in 5 days. We spend a fortune on the flight on the famous London Eye. In only 30 minutes we saw more that fifty London's most famous landmarks! After the flight, Anna and I went to watch Changing the Guard, which takes place inside the railings of Buckingham Palace. The Queen's Guard is always accompanied by a band and the ceremony lasts 45 minutes. It was really amazing! Also, we took some photos of the Houses of Parliament, of Big Ben and of Westminster Abbey. And we had a nice walk along the riverside. I was mesmerized by London by night. However, not all in Britain is so amazing. We've already noticed that Londoners are very busy people; they're in a hurry all the time. As for the food, I don't like English food. It's tasteless and very greasy. Fish & chips seem to be their national dish. But I must admit that I like English beer. Of course, we didn’t have enough time to visit all the places we wanted to. So I think that I must come back here next summer. Maybe you would go with me -what do you think? Write to me about it in your next letter. Best wishes, Vero

Free Essays on Day Of Reconing

NEW YORK (AP) Dozens of teachers and students at a high school next to the World Trade Center site are having trouble breathing and school officials have brought in an epidemiology team to find out why. About 80 of the Stuyvesant High School's 3,200 students and teachers have complained of respiratory problems, headaches and nausea since returning to classes October 9. A few students are wearing respirator masks to school, four blocks north of where the twin towers once stood. "It smells bad and I know there are other things in the air that are harmful to my health," said Joseph Lew, 16, who left school Thursday with a white mask over his nose and mouth. Alex Menglide and Paola Conery, both 14, also held respirator masks. Stuyvesant school administrators brought in an epidemiology team to find out why some students, such as Ruofei Xiang, right, and June Liang, both 15, are having trouble breathing. "We just want to be on the safe side," said Menglide, admitting "It's not exactly the cool thing to do." One problem could be the elevated levels of carbon dioxide, because only 10 percent of the building's air had been coming from outside, compared to 25 percent before September 11, a school spokeswoman said. On Thursday, that level was restored. Epidemiologists began examining indoor air quality data Wednesday. Outdoor tests have indicated no problematic levels of asbestos or toxins. "We just want to have an abundance of caution here," said Karen Finney, a spokeswoman for the school. A doctor and nurse from the Department of Health have been at the high school since it reopened.... Free Essays on Day Of Reconing Free Essays on Day Of Reconing NEW YORK (AP) Dozens of teachers and students at a high school next to the World Trade Center site are having trouble breathing and school officials have brought in an epidemiology team to find out why. About 80 of the Stuyvesant High School's 3,200 students and teachers have complained of respiratory problems, headaches and nausea since returning to classes October 9. A few students are wearing respirator masks to school, four blocks north of where the twin towers once stood. "It smells bad and I know there are other things in the air that are harmful to my health," said Joseph Lew, 16, who left school Thursday with a white mask over his nose and mouth. Alex Menglide and Paola Conery, both 14, also held respirator masks. Stuyvesant school administrators brought in an epidemiology team to find out why some students, such as Ruofei Xiang, right, and June Liang, both 15, are having trouble breathing. "We just want to be on the safe side," said Menglide, admitting "It's not exactly the cool thing to do." One problem could be the elevated levels of carbon dioxide, because only 10 percent of the building's air had been coming from outside, compared to 25 percent before September 11, a school spokeswoman said. On Thursday, that level was restored. Epidemiologists began examining indoor air quality data Wednesday. Outdoor tests have indicated no problematic levels of asbestos or toxins. "We just want to have an abundance of caution here," said Karen Finney, a spokeswoman for the school. A doctor and nurse from the Department of Health have been at the high school since it reopened....

Self-sufficient Sustainable Community essays

Self-sufficient Sustainable Community essays Our community has at its heart a sprawling ten acre park that exhibits a wide range of indigenous plant and animal life. Walking and bicycle paths wind through the park, which also provides clean air within an otherwise urban area. Moreover, next to the park is a huge recreation center complete with a well-stocked public library and athletic facilities as well as a small independent movie theater. Streets in our community seem like natural extensions of the park, as they are lined with shade-bearing trees. We have instituted a moratorium on chain stores and restaurants: all businesses here will be independent, small-scale operations. The shopping district is walking distance from all the residences, which discourages vehicle traffic and encourages people to get some exercise and to take advantage of the pleasing aesthetics of the neighborhood. There is a moratorium on vehicular traffic in many parts of the community, and parking lots have been set up on its perimeters. The neighborhood is located near a hub of public transportation, offering direct connections to almost anywhere in the city. A large community garden, including a greenhouse, offers a space to grow organic vegetables and fruits so food is as fresh and local as possible. Waste water in our community is reclaimed to be used for agriculture. We have implemented a composting program that benefits the community garden directly. Residential consumption of tap water will be limited to prevent waste; tap water is also not chemically treated with chlorine. Our recycling program is extensive: we process just about every type of commonly-used material, as we have located markets for all of them. New homes and businesses are built using revolutionary building products made with recycled materials and no new lumber. All homes and businesses are being gradually transferred to solar and wind power, as we are easing our ...

The Woman Who Explained the Sun and Stars

The Woman Who Explained the Sun and Stars Today, ask any astronomer what the Sun and other stars are made of, and youll be told, Hydrogen and helium and trace amounts of other elements. We know this through a study of sunlight, using a technique called spectroscopy. Essentially, it dissects sunlight into its component wavelengths called a spectrum. Specific characteristics in the spectrum tell astronomers what elements exist in the Suns atmosphere. We see hydrogen, helium, silicon, plus carbon, and other common metals in stars and nebulae throughout the universe.  We have this knowledge thanks to the pioneering work done by Dr. Cecelia Payne-Gaposchkin throughout her career.   The Woman Who Explained the Sun and Stars In 1925, astronomy student Cecelia Payne turned in her doctoral thesis on the topic of stellar atmospheres. One of her most important findings was that the Sun is very rich in hydrogen and helium, more so than astronomers thought. Based on that, she concluded that hydrogen is THE major constituent of all stars, making hydrogen the most abundant element in the universe. It makes sense, since the Sun and other stars fuse hydrogen in their cores to create heavier elements. As they age, stars also fuse those heavier elements to make more complex ones. This process of stellar nucleosynthesis is what populates the universe with many of the elements heavier than hydrogen and helium. Its also an important part of the evolution of stars, which Cecelia sought to understand. The idea that stars are made mostly of hydrogen seems like a very obvious thing to astronomers today, but for its time, Dr. Paynes idea was startling. One of her advisors - Henry Norris Russell - disagreed with it and demanded she take it out of her thesis defense. Later, he decided it was a great idea, published it on his own, and got the credit for the discovery. She continued to work at Harvard, but for time, because she was a woman, she received very low pay and the classes she taught werent even recognized in the course catalogs at the time.   In recent decades, the credit for her discovery and subsequent work has been restored to Dr. Payne-Gaposchkin. She is also credited with establishing that stars can be classified by their temperatures, and published more than 150 papers on stellar atmospheres, stellar spectra. She also worked with her husband, Serge I. Gaposchkin, on variable stars. She published five books, and won a number of awards. She spent her entire research career at Harvard College Observatory, eventually becoming the first woman to chair a department at Harvard. Despite successes that would have gained male astronomers at the time incredible praise and honors, she faced gender discrimination throughout much of her life. Nonetheless, she is now celebrated as a brilliant and original thinker for her contributions that changed our understanding of how stars work.   As one of the first of a group of female astronomers at Harvard, Cecelia Payne-Gaposchkin blazed a trail for women in astronomy that many cite as their own inspiration to study the stars. In 2000, a special centenary celebration of her life and science at Harvard drew astronomers from around the world to discuss her life and findings and how they changed the face of astronomy. Largely due to her work and example, as well as the example of women who were inspired by her courage and intellect, the role of women in astronomy is slowly improving, as more select it as a profession.   A Portrait of the Scientist Throughout her Life Dr. Payne-Gaposchkin was born as Cecelia Helena Payne in England on May 10, 1900. She got interested in astronomy after hearing Sir Arthur Eddington describe his experiences on an eclipse expedition in 1919. She then studied astronomy, but because she was female, she was refused a degree from Cambridge. She left England for the United States, where she studied astronomy and got her PhD from Radcliffe College (which is now a part of Harvard University).   After she received her doctorate, Dr. Payne went on to study a number of different types of stars, particularly the very brightest high luminosity stars.  Her main interest was to understand the stellar structure of the Milky Way, and she ultimately studied variable stars in our galaxy and the nearby Magellanic Clouds. Her data played a large role in determining the ways that stars are born, live, and die.   Cecelia Payne married fellow astronomer Serge Gaposchkin in 1934 and they worked together on variable stars and other targets throughout their lives. They had three children. Dr. Payne-Gaposchkin continued teaching at Harvard until 1966, and continued her research into stars with the Smithsonian Astrophysical Observatory (headquartered at Harvards Center for Astrophysics. She died in 1979.

Sources of Stress and Anxiety in Adolescent Students Study Assignment

Sources of Stress and Anxiety in Adolescent Students Study - Assignment Example Stress is the response or the reaction that a body shows when faced with disturbances that may be external or internal in nature and is actually a process by which one meets the challenges and threats in our daily lives (Myers, 2005). In an adolescent, if stress enhances the learning abilities it is known as good stress (â€Å"Eustress†), but if it inhibits or suppresses the capabilities and inherent potentialities of the adolescent, then it is bad stress (â€Å"Distress†) and must be avoided. An adolescent may face stress owing to parental pressure to excel in their studies, poor time management while organizing studies, while planning for their future which may often be hampered by parental interference, and also often due to impending school report cards and the parental reaction thereafter. This article will examine these causal factors for ‘adolescent stress related to studies’, and will explore its outward manifestations in various ways, like psycholo gical, physiological and social dysfunction in adolescents, and interventions to lessen stress. â€Å"Children are constantly being subjected to stress and conflict in their external environment: from family school and work, and nature; and in their internal environment: from their feelings of anger, anxiety, sadness and loneliness† (Arnold, 52). Stress may manifest itself in various ways, which may in effect cause our bodies to function differently as a reaction to the stressful situation. Khalid in his research papers on adolescent students has shown that over one-third (35.5%) of adolescents have had stress (Khalid, 33-37) while Bawens and Jack in their papers have concluded that adolescent stress comes mostly from school and are related to disproportionate amounts of assignments amounting to huge workload, frequent class examinations, biased behavior of the school teachers and the indignity of lagging behind the school peers in class studies.

Importance of Food Safety in Restaurants Research Paper

Importance of Food Safety in Restaurants - Research Paper Example Restaurant owners and managers should benchmark the famous example of Ray Kroc, the founder of McDonald when he canceled the license of a franchise restraint when he saw a fly. Such was his commitment to cleanliness and food safety. All restaurants should make food safety and cleanliness an integral part of their mission statements, rules and regulations and should also incorporate them into their training programs. Benefits: A good training program protects the customers from any harmful effects and so in the process, it protects the business venture. Trained employees will not just ensure food safety and cleanliness but they will also be efficient and productive. Apart from protecting the customers a good training also safeguards the health and safety of employees. Employee training also ensures their motivation and loyalty because training makes them feel that they are involved in the bigger picture. A training program also makes employees more customers driven. The point that should be of emphasis is that training should not be considered a short term solution. It should be considered a policy of continuous improvement and an ongoing process. So the new standards and techniques should be taught all the time to employees. Organizations should keep in touch with national and local organizations and authorities that specialize in food and restaurant safety and training programs. Last but not least is the fact that a good training program is a great tool to reinforce in customers a feeling that the organization cares about them and the environment they provide to them. This, in fact, is crucial in building long term relationships with them.

Completing the GDP Rates Table Essay Example | Topics and Well Written Essays - 1000 words

Completing the GDP Rates Table - Essay Example Name: Instructor: Course: Date: Completing the GDP Rates Tables TABLE 1: USA (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) Year GDP in US$ GDP % growth Pop. ... 35 2000 1075.57 1.25 30,689 1.24 271.9 1.339 178,940.9 230,838.3 -23,023 1.67 2.343 2001 1107.46 0.45 31,021 0.27 252.5 1.373 163,424.1 216,267.9 -13,717 1.68 2.417 2002 1154.95 0.94 31,373 -0.98 225.8 1.404 160,922.7 209,087.7 -48,167 1.69 2.578 2003 1214.60 0.2 31,676 0.80 275.8 1.443 169,923.7 221,594.7 -51,671 1.70 2.626 2004 1290.19 0.92 32,048 0.93 185.6 1.470 189,879.9 256,359.8 -45,678 1.7 1 2.785 2005 1368.73 1.35 32,359 0.40 221.3 1.502 211,898.7 290,384.3 -67,897 1.72 2.89 2006 1450.40 1.24 32,723 1.13 200.3 1.531 524,075 487,674 -56,432 1.76 2.345 2007 1529.58 0.98 33,115 0.69 213.8 1.565 534,718 505,055 -78,456 1.73 2.964 2008 1603.41 1.35 33,506 0.75 237.1 1.602 563,075 538,654 24,421 1.81 3.104 a) Column 5 = column 2 divided by column 4 [i.e. (2)/(4)] b) Column 10 = column 8 minus column 9 [i.e. (8)-(9)] c) Column 11 = column 8 divided by column 2 and multiplied by 100 [i.e. (8)/(2)*100] d) Column 12 = column 9 divided by column 2 and multiplied by 100 [i.e. (9)/(2)*10 0] How to do this assignment, 1. You should complete tables 1 and 2 on the page 1 which I will upload it. 2. Compare the GDP rates of growth and the Trade Balance of CANADA and the US and try to draw any conclusions based on economic theory The GDP rate of growth for U.S has been increasing constantly since 1994 until 2001. The growth rate for Canada has no particular sequence as it has been constantly increasing and decreasing as a result of the economic conditions. The trade balance for U.S is less than that of Canada over the years. Levi (2009) describes that Canada is the tenth largest economy as measures in US dollars. This is as a result of the importance of its primary sector with more revenue from the logging and oil industries. The manufacturing industry as well as the automobile

Computer networking and management Essay Example | Topics and Well Written Essays - 5000 words

Computer networking and management - Essay Example It is also possible for network managers to restrict or otherwise bock the service for specific types of traffic or threats. (Herman 2006) These tools can be as simple as blocking certain domains from access using open dns or as sophisticated as virus and spyware protection software products. (Korzeniowsk 1998) However there can sometimes be too much control and blocking useful resources can result from over zealous network traffic mangers. Blocking VoIP is just one such threat that may be considered. Blocking peer-to-peer traffic is also another example of the general problem of this threatened innovation. This can also fall into the commercialization of networking. Often many telecommunications executives have threatened to charge extra fees for valuable services simply because they can by blocking the service otherwise. â€Å"As soon as a new application increases the value of network resources†¦ or disproportionately draws upon those resources†¦BSPs [Binary Space Partitioning] may have the economic incentive to surcharge or degrade those services.† (Herman 2006) BSPs can therefore extort fees from users in direct proportion to thier perceived value of the new advancement. Conversely they can also block bandwidth-intensive mechanisms instead of upgrading their networks. â€Å"This systematically favours the technological status quo, reducing the competition for new online innovations and therefore reducing social welfare.† (Herman 2006) Many users have seen this on their existing network where upgrades and updates are avoided rather than spending extra money on new equipment to increase memory and bandwidth. As more and more management tools become available there has been a need for management of the management tools. An excellent example of this is Microsoft’s Small Business Server (SBS) toolbox of management software. Using the windows SBS console the network manager can add view, and edit users quickly and

Presentation Assignment Example | Topics and Well Written Essays - 1000 words

Presentation - Assignment Example Such individuals must therefore develop numerous yet effective public relation strategies in order to interact with their publics and succeed in influencing their viewpoints. Individuals in the limelight carry out public relations strategically depending on their demands. While some may maintain a positive relationship with the public at all the time, the occurrence of crises often expedite the need for effective public relation plans in order to counter the negative effects of such crises. In such cases, the individuals contract public relation agencies who in turn develop effective public relation messages and communicate them effectively thereby earning them the desired viewpoints. Public relations campaigns target specific audiences for particular durations. Within such periods, the agencies must develop effective messages and assess the effectiveness of the campaigns at the end of the period. This way, the agency decides on the future action depending on the public’s mindset. Effective public relations campaigns result in the desired public view about the individuals. Robert Bruce Ford, commonly known as Rob Ford is an iconic Canadian politician and the current mayor of Toronto. Rob Ford has been a politician for more than three decades serving a two terms tenure in the council before being elected to the mayor’s position. As Such, Rob Ford is a public figure who requires a likable public image in order to achieve widespread acceptance since such enhances the success of the mayor. Despite such, the mayor’s political career has had numerous work elated and personal controversies some of which threatened his political career. The latest of such scandals was the drugs and substance abuse charges in 2013. Rob denied all the allegations but after extensive investigation into the allegations, the police discovered videos of

Week 2 ILAB Research Paper Example | Topics and Well Written Essays - 250 words

Week 2 ILAB - Research Paper Example The sweetener is relatively safe in terms of both physical and chemical reactions. The sweetener reacts slowly with both cold and hot water. The sweetener is soluble in all liquids but its solubility depends on different temperature. However, it creates certain diseases such as diabetes mellitus and diabetes insipidus if consumed at high or low levels respectively. Different research studies show that sucrose is not associated with obesity, for example Bolton-Smith and Woodward found no relationship between bodyweight, and sugar intake in Australian adults aged between 25-64 years (Winsome Parnell, 2007). This data is in agreement with that of Gibson, who found no evidence that obese people in the United Kingdom were consuming a diet high in sucrose. A study carried out in New Zealand also showed that overweight adults did not have a high sugar intake than normal weight adults; obese children also gave the same results (Winsome Parnell,

Presentation Assignment Example | Topics and Well Written Essays - 1000 words

Presentation - Assignment Example Such individuals must therefore develop numerous yet effective public relation strategies in order to interact with their publics and succeed in influencing their viewpoints. Individuals in the limelight carry out public relations strategically depending on their demands. While some may maintain a positive relationship with the public at all the time, the occurrence of crises often expedite the need for effective public relation plans in order to counter the negative effects of such crises. In such cases, the individuals contract public relation agencies who in turn develop effective public relation messages and communicate them effectively thereby earning them the desired viewpoints. Public relations campaigns target specific audiences for particular durations. Within such periods, the agencies must develop effective messages and assess the effectiveness of the campaigns at the end of the period. This way, the agency decides on the future action depending on the public’s mindset. Effective public relations campaigns result in the desired public view about the individuals. Robert Bruce Ford, commonly known as Rob Ford is an iconic Canadian politician and the current mayor of Toronto. Rob Ford has been a politician for more than three decades serving a two terms tenure in the council before being elected to the mayor’s position. As Such, Rob Ford is a public figure who requires a likable public image in order to achieve widespread acceptance since such enhances the success of the mayor. Despite such, the mayor’s political career has had numerous work elated and personal controversies some of which threatened his political career. The latest of such scandals was the drugs and substance abuse charges in 2013. Rob denied all the allegations but after extensive investigation into the allegations, the police discovered videos of

Child Devlopment Essay Example for Free

Child Devlopment Essay Cognitive Development consists of imagination, sequencing, problem solving and memory, all these are featured in the boy I observed, Aaron King who was the little boy I chose to observe. He is a four year-old preschooler at the above named learning center. I started observing Aaron at the beginning of their circle time. During the circle time, Aaron amongst other fourteen kids in his classroom, sang the popular American Song: â€Å"IF YOU ARE HAPPY AND YOU KNOW IT, CLAP YOUR HANDS†¦. † While singing this song, the children’s voices were up and loud which indicated that they enjoyed singing songs. Aaron’s participation was great, he was so excited about the choruses, clapping stomping of his feet. All the children in turn repeated and imitated all the actions of the teacher; as she needed the audience and focus of the kids for easy understanding of the wordings including choruses of the song. Aaron standing close to two other kids, a boy and a girl sang the song with seriousness while clapping their hands stomping their feet at the same time. The teacher taught the Safety signs briefly. The children’s literacy is very high while learning safety signs as they were very interested in the emphasis laid in the safety signs. In order to ensure that the children understood what they were taught, the teacher asked Aaron what a particular sign stood for which he answered correctly. For example, stop sign is signified by a red color while â€Å"no bicycle† sign is signified by a cross on a bicycle, so on and so forth. The teacher taught the kids about â€Å"Me† book which described the parts of the body, however, she asked Aaron to touch his hands, elbows cheek which he did correctly. After singing the clapping song and some other songs, the teacher changed the activity to coloring books. Meanwhile, Aaron moved from one place to another. He jumped and hopped around the classroom showing excitement. At a time, the teacher had to sit him down â€Å"Aaron sit down and do your coloring † He sat down to color while another boy watched him doing the coloring. Bryan Joy who sat together sharing the same table with Aaron were also coloring; they also talked to one another in friendly manner while looking at each other’s work. Aaron was as excited as he was coloring his book. He finished his coloring using nice colors to color different animals indicating that he had a good taste. He also made a ship with legos, I asked him why he made a ship, and he told me that he would like to be an architect. Aaron amongst others was able to write their names and figure out pictures on the paper. For example, the letter Bb for ball and drew a line to join the letter to the picture of ball. He was able to do that for all the alphabetic letters to compliment individual pictures on the paper. Soon, Aaron stood up to go to the library; as he got to the place where the inscription of â€Å"Quiet Zone† was, another boy ran towards him and pushed him together with the book that he just picked â€Å"Alphabet adventure†. He staggered, but he immediately got control of himself while he looked so surprised that he was pushed without doing anything. He reported the matter to the teacher â€Å"Ms. Patty, Josiah push(ed) me † then the teacher told Josiah to say sorry to Aaron which he did, then they both hugged one another. Thereafter, he went to sit down quietly in the library corner to read his book. He opened up the book so fast as if he knew where to read, then he stirred at a page that really caught his attention and started reading quietly. In summary, Cognitive Development is a very important outcome of learning for preschoolers as they always have their brain developed through creative arts. This consists of imagination, sequencing, problem solving and memory; all these are featured in the boy I observed. Acting drama is acting another character by putting on the costumes – for example, acting as a professional doctor or a lawyer or a nurse can be an eye opener to the preschoolers on what profession they may aspire to be in the near future; Aaron wants to be an architect, he says he likes to put up beautiful buildings. A good imaginative skill is very important for preschoolers to become smart; similarly, sequencing – doing things in an orderly manner is also a good learning skill. Ultimately, Aaron Kingsland has all these qualities. Child Development 201 A Preschool Language Literacy Development Observation Child’s Name: Aaron Kingsland (An imaginary name) Date: October 7th, 2011 Time: 9:00am – 11:30am. Observer’s Name: - Location:Early Creativity Learning Center Classroom LANGUAGE LITERACY DEVELOPMENT OBSERVATION OF A PRESCHOOLER 4 YEARS OLD. My observation of language and literacy in a preschool classroom for children of four and five years old was interesting. Aaron Kingsland (four years old) was the preschooler at the above named learning center whom I chose to observe. I started observing Aaron at the beginning of their circle time. The kids in the classroom were seventeen in number – eight girls and nine boys. I observed Aaron in particular in the class for two and half hours from the beginning of the circle time till the end. The primary language used by the teacher was English; Aaron also speaks same language as well as the whole class. Language is said to be a means of communicating ideas, feelings. There are four basic developmentally appropriate practices and clear language outcomes in the preschool classroom I observed. They are Literacy Development, Intellectual, Physical, Social and Emotional Developments. Literacy is a very important developmental appropriate practice. The four basic skills which young children need are Speaking, Listening, Writing and Reading. These were ultimately displayed by Aaron in the circle time activities performed that morning. During the circle time, Aaron amongst other seventeen kids in his classroom, started to sing the popular American Song: â€Å"IF YOU ARE HAPPY AND YOU KNOW IT, CLAP YOUR HANDS†¦. † If you are happy and you know it, clap your hands } Thrice. If you are happy and you know it, then your face will surely show it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. } If you are happy and you know it, clap your hands } If you are happy and you know it, stamp your feet †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦} Thrice. If you are happy and you know it, nod your head †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ } Thrice. If you are happy and you know it, do all three †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. } Thrice. While singing this song, the children’s voices were up and loud which indicated that they enjoyed singing songs. Aaron’s participation was great, he was so excited about the choruses, clapping stomping of his feet. All the children in turn repeated and imitated all the actions of the teacher; as she needed the audience and focus of the kids for easy understanding of the wordings including choruses of the song. Aaron standing close to two other kids, a boy and a girl sang the song with seriousness while clapping their hands stomping their feet at the same time. The teacher taught the Safety signs briefly. The children’s literacy is very high while learning safety signs as they were very interested in the emphasis laid in the safety signs. In order to ensure that the children understood what they were taught, the teacher asked Aaron what a particular sign stood for which he answered correctly. For example, stop sign is signified by a red color while â€Å"no bicycle† sign is signified by a cross on a bicycle, so on. After singing, the teacher changed the activity to coloring books. Meanwhile, Aaron moved from one place to another. He jumped and hopped around the classroom showing excitement. At a time, the teacher had to sit him down â€Å"Aaron sit down and do your coloring † He sat down to color while another boy watched him doing the coloring. All the Children talked and cooperated with one another in friendly manner. Bryan Joy who sat together sharing the same table with Aaron were also coloring; they also talked to one another in friendly manner while looking at each other’s work. Aaron was as excited as he was coloring his book. He finished his coloring using nice colors to color different animals indicating that he had a good taste. Soon, Aaron went to the library and sat close to the place where the inscription of â€Å"Quiet Zone† was hanging. He picked a book â€Å"Alphabet adventure†. He went to report a boy who pushed him on his way to the library to his teacher, he said â€Å"Ms. Patty, Josiah push(ed) me † The teacher took an appropriate action by telling Josiah to say sorry to Aaron and he did, then they both hugged one another. Thereafter, he went to sit down quietly in the library corner to read his book. He opened up the book so fast as if he knew where to read, then he stirred at a page that really caught his attention and started reading quietly and studiously. In summary, Language and Literacy development is the use of words to communicate ideas, listen and comprehend others’ ideas. Reading, talking and expressing what they do and following directions go a long way for preschoolers Through reading, Aaron amongst other peers has book knowledge, comprehension and appreciation of what he read. More importantly, literacy goes a long way in our society and even in the world.

The Respiratory Response To Exercise Physical Education Essay

The Respiratory Response To Exercise Physical Education Essay Exercise refines the ability of the cardiorespiratory system to take oxygen from air inspired into the lungs, and then load and transport it more effectively. Greater efficiency in the movement of blood through the cardiovascular system allows greater amounts of oxygen to be transferred from the respiratory system and also lung size does not increase due to exercise by any estimable degree.When you are exercising your respiratory system responds by increasing the respiratory rate and tidal volume as you start to breathe heavily, deeper and quicker, so that a greater supply of oxygen can get to the muscles. In contrast when you finish exercising your respiratory rate and tidal volume will decrease and gradually return to baseline. The increase in the respiratory rate and tidal volume in response to exercise leads to an increase in the pulmonary ventilation and thus greater delivery of oxygen to the alveoli to meet the increased demand of the exercising muscles. It also ensures greater removal of carbon dioxide which is produced by the increased workload of the musculature. Responses to Anaerobic Exercise In order to immediately meet the unexpected higher energy demand, stored ATP is the first energy source. This lasts for approximately 2 seconds. Muscles begin to fatigue when ATP resynthesis can no longer match requirement. If the exercise continues at a high intensity, and so Oxygen is not available at a fast enough rate to allow aerobic metabolism to take over, the production of lactic acid will reach the point where it interferes with muscular function. This is called the Lactate threshold. When stored ATP is broken down into ADP + P, the rising ADP level excites Creatine Kinase to begin the breakdown of Phosphocreatine (PC). The ATP-PC system can only last 8-10 seconds before PC stores are decreased. The lactic acid system (Anaerobic glycolysis) must then take over as the predominant source of energy production. High intensity (but sub-maximal) exercise can last for between 3 and 5 minutes using this system Responses to Aerobic Exercise Due to the necessity of Oxygen being present for aerobic metabolism, the first few minutes of low to moderate intensity exercise are powered by anaerobic metabolism as described above. The intensity and duration of exercise determines which fuel source is used. Fat metabolism is a slow process and so can only be used as fuel for exercise at less than 60% VO2 max. The intensity of exercise which can be maintained drops as fat cannot supply the required amount of energy. Continued low to moderate intensity exercise is then fuelled by carbohydrate and fat stores using aerobic metabolism. Carbohydrate is a much faster fuel source and so can be used for exercise up to 80% (in trained individuals). Carbohydrate stores within the muscle and liver can fuel exercise for up to 80 minutes. As carbohydrate stores get lower, the body has to rely more and more on fat stores. The effects of exercise training on the respiratory system : During exercise of the muscle cells, the organism use more oxygen and produce increased amounts of carbon dioxide. So after the exercise of the muscle cells your lungs and heart have to work harder to supply the extra oxygen and remove the carbon dioxide.Eventually your breathing rate increases and you breathe more deeply and also heart rate increases in order to transport the oxygenated blood to the muscles. Muscle cell respiration increases , more oxygen is used up and levels of carbon dioxide rise. The brain detects increasing levels of carbon dioxide and a signal is sent to the lungs to increase breathing. Breathing rate and the volume of air in each breath increase, which means that more gaseous exchange takes place. The brain also tells the heart to beat faster so that more blood is pumped to the lungs for gaseous exchange. More oxygenated blood is gets to the muscles and more carbon dioxide is removed. A conditioned athlete gradually develops increased maximum oxygen consumption (VO2 max) and lung capacity, which are contributors to being fit and healthy. Moreover, athlete who has not properly trained their cardiovascular system is likely to incur other injuries more easily by the rapid onset of fatigue and the consequent lowering of motivation and mental awareness. For anyone emulating at varying altitudes, they must allow themselves a considerable period to acclimatise before an event. Even climbing to a moderate altitude decreases the maximum uptake by 7% to 8% due to the change in atmospheric pressure. This decrease in oxygen being supplied to the muscles may decrease performance by 4% to 8% depending on the duration of emulation, a considerable disadvantage at the finish line. Finally, athlete who prepares and acclimatises well may still not match natives of high altitude areas such as the Andes, who have a larger chest capacity, more alveoli, larger capillary beds and higher red blood cell count.Thenceforth, people may suffer from altitude sickness when moving from low to high altitudes, sufficient time must also be allowed for these symptoms to vanish before starting intensive training. Conclusion : Biological control mechanisms increase ventilation in response to exercise to meet the demand for increased gas-exchange rates and to maintain PaCO2, pHa and PaO2 during moderate exercise and heavy exercise. Finally all humans possess specific kinds of muscle fibers, each of which is allotted relatively evenly throughout the muscles of the body in keeping with the genetic makeup of the individual. The two general muscle fiber types are fast twitch and slow twitch fibers. The definition between fast and slow is determined by the frequency with which the neuron that dominates the impulses that control the contraction of the particular fiber. Fast twitch neurons begin at a rate of approximately 10 times greater frequency than does a slow twitch neuron.Also the effective function of fast twitch fibers is necessary to anaerobic sports such as sprinting and jumping. Specialized exercise, such as plyometric programs, can increase the performance of fast twitch fiber. The proportion of slow twitch muscle fibers, the backbone to the muscle function in stamina sports such as marathon running and cycling, will increase in proportion to fast twitch fibers when the athlete undergoes vigorous stamina training.

Essay --

Unsupervised Neural networks A neural network is a system composed of many simple processing elements operating in parallel whose function is determined by network structure, connection strengths, and the processing performed at computing elements or nodes. Neural networks are commonly known as "artificial neural network" (ANN). An Artificial Neural Network (ANN) is an information-processing system that is evolved by the way biological nervous systems works, such as the human brain. Neural networks have broad applicability to real world business problems. In fact, they have already been successfully applied in many industries. Since neural networks are best at identifying patterns or trends in data, they are well suited for prediction or forecasting needs including: Sales forecasting Industrial process control Customer research Data validation Risk management Target marketing These neural networks are also used in the following specific paradigms: recognition of speaker s in communications; diagnosis of hepatitis; recovery of telecommunications from faulty software; inte...

Critical Analysis of Group Work Essay -- Organizational Dynamics, Grou

After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members. In order to evaluate my role within the group it is important to identify what makes a group. A group must firstly consist of more than three members, â€Å"Two members have personal relationships; with three or more there is a change in quality† of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed. Having now completed my group work task, I can look back and reflect upon the process that my group went thought it get to the presentation end point. Firstly my group had to form (Kottler, Englar-Carlson 2010 p.93). There are many theories on how groups come together and the stages they go though. Tuckman is a commonly used theories due to the simple nature of his five stage theory. Tuckman believes that in order for a group to form they must go through his five stages: forming, storming, norming and performing (Tuckman 1965 p.17). In 1977 along side Jensen Tuckman added mourning to his process. Tuckman’s theory of development claims, â€Å"In the first stage of team development or organization, individuals come together to establish the ground ru... ...in Groups and other papers. London: Tavistock Publications. BENSON, J.E. 1987. Working More Creatively with Groups. 2nd edn. London: Routledge COREY, G. COREY, M.S. CALLANAN, P. RUSSELL, J.M. 2004. Group Techniques. 3rd edn. London: Thomson Learning COREY, M.S. COREY, G. COREY, C. 2010. Groups: Process and Practice. 8TH edn. Canada: Brooks/ Cole JAMES, N. 2010. Individual and Group Work Facilitation Skills. Newport: Newport University Press. KOTTLER, J.A. ENGLAR-CARLSON, M. 2010. Learning Group Leadership, An Experiential Approach. 2nd edn. London: Sage TUCKMAN, B. 1965. Developmental Sequences in Small Groups. Psychological Bulletin 63, p 384 – 99. cited in DOEL, M. and SAWDON, C. (2001). The Essential Group Worker: Teaching and Learning Creative Group Work. London: J Kingsley. SCHNEIDER, M. 2003. Building a Team. New York: Delmar Learning Critical Analysis of Group Work Essay -- Organizational Dynamics, Grou After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members. In order to evaluate my role within the group it is important to identify what makes a group. A group must firstly consist of more than three members, â€Å"Two members have personal relationships; with three or more there is a change in quality† of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed. Having now completed my group work task, I can look back and reflect upon the process that my group went thought it get to the presentation end point. Firstly my group had to form (Kottler, Englar-Carlson 2010 p.93). There are many theories on how groups come together and the stages they go though. Tuckman is a commonly used theories due to the simple nature of his five stage theory. Tuckman believes that in order for a group to form they must go through his five stages: forming, storming, norming and performing (Tuckman 1965 p.17). In 1977 along side Jensen Tuckman added mourning to his process. Tuckman’s theory of development claims, â€Å"In the first stage of team development or organization, individuals come together to establish the ground ru... ...in Groups and other papers. London: Tavistock Publications. BENSON, J.E. 1987. Working More Creatively with Groups. 2nd edn. London: Routledge COREY, G. COREY, M.S. CALLANAN, P. RUSSELL, J.M. 2004. Group Techniques. 3rd edn. London: Thomson Learning COREY, M.S. COREY, G. COREY, C. 2010. Groups: Process and Practice. 8TH edn. Canada: Brooks/ Cole JAMES, N. 2010. Individual and Group Work Facilitation Skills. Newport: Newport University Press. KOTTLER, J.A. ENGLAR-CARLSON, M. 2010. Learning Group Leadership, An Experiential Approach. 2nd edn. London: Sage TUCKMAN, B. 1965. Developmental Sequences in Small Groups. Psychological Bulletin 63, p 384 – 99. cited in DOEL, M. and SAWDON, C. (2001). The Essential Group Worker: Teaching and Learning Creative Group Work. London: J Kingsley. SCHNEIDER, M. 2003. Building a Team. New York: Delmar Learning

Behavior and thinking Essay

Humans are conditioned to act according to stimulus that are present in their environment. Thus was the belief or Russian scientist/physiologist Ivan Petrovich Pavlov (1849-1936) (Encarta, 2008). Though noted also for his work in the field of physiology, he is more remembered for the conduct of experiments for the demonstration of conditioned and the opposite unconditioned reflexes, first done on dogs in 1889 (Encarta, 2008). Pavlov’s discovery of the â€Å"conditoned reflex† was of great importance to the field og biology, since it showed a physiological foundation for the development of creatures of diverse reactions, or, behaviors, in order for the organism to be able to adapt to their surroundings (Bluden, 2001). Many researchers have tried to know the link between the physical and the mental bridge (cited in Biology and Medicine, 2008). The intersection of how the mind thinks and the behaviors that will emanate from the person is addressed in the field of biopsychology,i. e. a scientific undertaking to determine the biological basis of a person’s behavior and his thought processes (Encarta, 2008). Accroding to Catherine Harris, in her position paper, â€Å"What is the most important psychological finding of the century? †, she states that one’s biological tendencies tend to play a good part in an individual’s mental disorders (Harris, 1999). In her paper, centuries of human evolution have created an indominatable â€Å"information processing system†, one that does not take failure lightly (Harris, 1999). Anti social behaviors evolve under the most extreme adaptive pressures to adapt to one’s environment (Harris, 1999). These are forms of â€Å"cheat† behaviors to allow people to adapt. For example, â€Å"obsessive-compulsive behaviors† may be a reaction to the society’s rules and rituals imposed on an individual (Harris, 1999). Crowding is another social behavior one is prone to adapt to often (Southwick, 2008). In his observations, overcrowding tend to display the breakdown of normal behaviors, an upswing in aggression and violence, among others (Soutwick, 2008). The mind and the body does act in unison, but the final link of that act still has to be known with furhetr studies and research.

Fda and Tobacco Regulation

The FDA and Tobacco Regulation 10/15/2012 MAN 4701/ 82844 Do you agree with the Food and Drug Administration that nicotine can be classified as a drug and that cigarettes can be classified as devices under the definitions in the Food, Drug, and Cosmetics Act? Under the definition of a drug in the Food, Drug , and Cosmetics Act of 1938 it is defined as a product that affects the structure or any function of the body. As a group we decided that is in fact considered a drug because as a company, the tobacco manufactures in fact knew what their product was doing to potential consumers.Due to the abundance of deaths occurring each year, we figured a ban would be best for the situation. Unfortunately, as Kessler believed, a ban would be unworkable. 1) Did the FDA make any legal or political errors that defeated its efforts to regulate tobacco? We did believe that the FDA did make some political errors in defeating its efforts to regulate tobacco. To start with, the FDA recognized the tobac co industry to be very powerful. Also, they decided to regulate cigarettes as medical devise which did not lead to a ban. Another action that went wrong is that they didn’t impose restrictions on adult smoking, instead focused on under aged smoking.2) Do you agree with the decision of the U. S. Supreme Court? Why or why not? As a group, we didn’t agree with the decision of the Supreme Court. The court ended up with a 5-4 majority split. Both sides had valuable points in the argument but the Supreme Court came out on top. Defendant Justice O’Connor stated that although tobacco was one of the nation’s most troubling public health problems, the FDA had no jurisdiction over it.As stated earlier, since they considered nicotine a drug, they would have to ban them completely which was unworkable. 3) Do you believe that the story reveals flaws in American Government and the regulatory process, or do you believe that the story reveals a system that, despite faults , is ultimately responsive and just? We viewed the story as determining right from wrong. We believed since the ban didn’t fall through, then there must be some sort of flaws in the government. Since banning cigarettes would save tons of lives, we figured that would be the correct approach. ) Should congress enact FDA regulation of tobacco products even if it adds to the competitive advantage of Philip Morris? We agreed that a regulation should be placed on tobacco products even if it adds to the competitive advantage of Philip Morris. We though the public’s health should be of the highest priority instead of worrying about a competitive advantage. With that said, if regulations were passed cigarette smoking would be passed then followed by less deaths related to tobacco usage.

Mr. Ajinkya Deshmukh

In 1990, Buick advertised extensively that a survey of over 26, 000 new-car buyers had revealed that Buick was the only American car line ranked in the top 10 in initial quality based on owner reported problems during the first 90 days. Buick featured in its ads, a list of the top-10 automobiles in the survey, in which it was ranked fifth: behind Lexus, Mercedes-Benz, Toyota, and Infiniti and ahead of Honda, Nissan, Acura, BMW, and Mazda. All nine of these other car lines are Japanese or German. In his nationally syndicated column, â€Å"High Five Is Goodbye Wave, Not the Symbol of Quality,† August 23, 1990, columnist George Will somewhat berated Buick for bragging about only being fifth. He stated that the â€Å"We’re Number One† boasts of wining college football players and their fans may be â€Å"mistaken, and the passion may be disproportionate to the achievement, but at least it is better than chanting ‘We’re Number Five. †Ã¢â‚¬â„¢ Mr. Will noted that such ads imply, â€Å"Don’t expect us to measure up to the big boys – the ones overseas. † He wanted Americans to become â€Å"impatient and censorious about lax standards (We’re Number 5) that are producing pandemic shoddiness in everything rom cars to art to second graders’ homework. † Mr. Will ended his column: â€Å"Americans would feel better, and might be more inclined to buy Buick, if they saw an ad reprinting the list above, but with a text that says: ‘Fifth place is not nearly good enough for Americans to brag about. And until we do better, we apologize! †Ã¢â‚¬â„¢ Mr. Will may well have been correct that many U. S. firms were not producing products up to the quality standards of many foreign firms. We want to point out, however, that his criticism of Buick’s boast of being number five as indicative of shoddy American quality may not have been quite valid. In fact, it may be great to be â€Å"Number Five†.

Mandatory and discretionary Research Paper Example | Topics and Well Written Essays - 250 words

Mandatory and discretionary - Research Paper Example Mandatory spending is that part of the federal budget which is allocated by law toward the provision of such programs as social security and Medicare. Mandatory expenditures are the payments required by specific laws. Discretionary budgets are renewed annually as part of the budgeting activity (Novick, Morrow & Mays, 2014). This form of spending is negotiated by the President and the Congress every year through annual appropriation bills such as funding for cabinet department. Most public health programs fall within the mandatory budgets because they involve the allocation of proper medical care to the public through construction of health care facilities, building hospital, provision of health insurance and proper home care to the elders (Pickett & John, 1990). These programs also relate to creation of awareness to the public on benefits of maintain proper health. An example of an expenditure that is considered mandatory is funding for defense and security which is necessary to maintain law and order as well as security to the citizens. An example of a discretionary expenditure would be funding for such activities as housing, educations and space exploration (Pickett & John, 1990). This is so because, the weight of the needs of these services is not so mandatory but necessary for state