Compare and Contrast of Renaissance Furniture Research Paper

Look into of Renaissance Furniture - Research Paper Example The seats had turned legs which were likewise cut by hand. Cabinet fronts and entryways were additionally cut carefully. This examination gives us that renaissance furniture was from the outset impacted by the Roman and Greek plans, and sooner they were received by the Italian skilled workers. The Italian renaissance furniture impacted numerous different styles just as the Art restoration period prompted the upgrade of an alternate and one of a kind style. The Italian renaissance furniture further enlivened the Dutch furnishings. Generally speaking, the renaissance time frame had various periods in which various styles of furniture were available. The entirety of the furniture pieces were cut and painted utilizing subjects of culture and history. The collectibles were incredibly enlivened by noteworthy and social images, for example, castles, structures, figures, blossoms, and other critical figures. The renaissance furniture shows the change from Gothic structures, to verifiable and methodological, to social. Early furniture pieces were made and intended for the well off and royals while later it was seen that progressively household and unique structures were made. With extraordinary changes in the renaissance period found in instruction, expressions, and writing, there was additionally critical change found in the furniture qualities. History of Furniture Design in the Renaissance. (n.d.). History of Furniture Design in the Renaissance. Recovered October 15, 2014, from

Looking for Alaska – Miles’ Eulogy

Searching For Alaska Book Report †Eulogy Hello everybody. I might want to thank all of you for coming to respect our companion, Alaska Young. I am Miles Halter, referred to most as Pudge. I moved to Culver Creek Boarding School from Florida to ‘seek a Great Perhaps’, to abandon the irrelevant things I was doing, to look for something that was maybe more noteworthy. I gather people’s kicking the bucket words and â€Å"I go to look for a Great Perhaps†, were the final expressions of Francois Rabelais, however not at all like him, I would not like to hold back to pass on to begin looking for it. This school has given me a lot of my firsts: first companion, first portion of fiendishness and the first and last young lady. Gold country was the most confounding and strange individual I have ever met. Each component of her being entranced me, from her smell of cigarettes, vanilla and sweat, her imagination when arranging tricks on our director, her astounding capacity to prevail in preâ€calculus, and her fixation on strawberry wine, which we needed to drink in mystery. The first occasion when I had a genuine discussion with her she revealed to me the final expressions of Simon Bolivar, which I had never heard â€Å"Damn it, by what means will I ever escape this maze! At the point when I asked her what the maze was, she revealed to me that that was the puzzle. Is the maze living or passing on? Is it true that we are generally attempting to get away from the world, or its finish? This statement totally compares my Great Perhaps, I hoped to look for and she hoped to get away. Af ter she passed on I found a note in one of her books in her ‘life long library’, an assortment of books that she had purchased from carport deals that she had been collecting since the time she was youthful. She had composed that the main way out of the maze was straight and quick. The Frozen North instructed me to live at the time and not to prepare. She said â€Å"Imagining what's to come is a sort of wistfulness, you consume your entire time on earth stuck in the maze considering how you’ll get away from it one day, and how wonderful it will be, and envisioning the future props you up, however you never do it. You simply utilize the future to get away from the present. † (John Green, Looking For Alaska) I realize individuals have murmured among themselves pondering whether Alaska’s demise was a self destruction or an unadulterated mishap. I have been pondering the equivalent. Individuals who don't realize Alaska may consider her to be as childish, seeing the individuals near her awfully heart broken. I need to demonstrate her innocence. At the point when Alaska was 8 years of age, she watched her mom having a seizure and pass away. Gold country was solidified in dread and didn't call 911 and she never excused herself. The day Alaska passed on, was the commemoration of her mother’s birthday. The Frozen North had been drinking and I recall her awakening in the late evening reviling and crying, revealing to us that we needed to occupy our dean so she could head to her mother’s grave. She collided with a truck on her way with no endeavor to turn the vehicle. I understand now the maze was not decisive, it was enduring, fouling up and having incorrectly things transpire. How would you escape the maze of affliction? The Frozen North picked straight and quick, regardless of whether it was deliberately or not. I knew Alaska for one hundred and thirty †six days, however I don't think anybody really knew her. Her passing tossed me into the acknowledgment that I have consistently been caught in a maze of affliction. Before I got to this point, I thought for quite a while that the exit from the maze was to imagine it didn't exist, yet to manufacture a little, self †adequate world in the back corner of the unending labyrinth to imagine that I was not lost, yet home. I detested Alaska and I abhorred everything for some time after she was no more. I detested myself for being a quitter and not preventing her from leaving that night. It all just felt so frightfully unjustifiable, every last bit of it, the inarguable treachery of cherishing somebody who may have adored you back, yet can not because of deadness. I adored Alaska since she indicated me both my maze and my Great Perhaps †she had demonstrated to me that it was justified, despite all the trouble to leave my minor life for more stupendous maybes, and now she is gone and with her my confidence in maybe. The Frozen North is as yet showing me a thing or two; the main way out of the maze is to excuse. I wish Alaska had understood this too before it needed to end thusly. Her mom pardoned her; similarly as I am certain Alaska excuses we all at this point. You see â€Å"we are for the most part going, nothing can last, not even the earth itself. (John Green, Looking For Alaska) The Buddha said that enduring was brought about by want, and that the suspension of want implied the end of anguish. So when you quit wishing things would not self-destruct, you would quit enduring when they did. So Alaska, I have some final words for you, Thomas Edison’s, â€Å"It’s extremely lovely over yonder. † I don't have the foggi est idea where there is, however I trust it is some place and I trust it is wonderful. After the entirety of this I will gain proficiency with not any more final words since I know such huge numbers of, however I will never know hers.

Teaching Special Education Students free essay sample

An assessment of straightforward changes which should be possible to a homeroom to oblige extraordinary requirements understudies. This paper presents a functional manual for educators who may consider showing uncommon requirements kids in a similar study hall as customary understudies. It further looks at various types of handicaps and how to manage them. These incorporate youngsters with ADD, visually impaired, hard of hearing, engine debilitated and hyper discouragement. The paper clarifies that it is a developing pattern to attempt and standard specialized curriculum needs kids as ahead of schedule as could reasonably be expected. In the study hall, educators are basically answerable for guaranteeing that specialized curriculum understudies are furnished with equivalent open doors for instruction. While teachers ought not bring down scholarly norms in the homeroom, they should bend over backward to make sensible housing for understudies with inabilities. By making basic modifications, for example, permitting understudies to record addresses or changing the arrangement of a test, instructors can ensure that specialized curriculum understudies don't have scholastic or social weaknesses. We will compose a custom article test on Showing Special Education Students or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page

Character and Iago

The Balance of Iago and Desdemona’s Characters in Othello In William Shakespeare’s lamentable play Othello the equalization of good versus fiendish is seen in Desdemona and Iago. â€Å"Every character is [†¦] adjusted by another comparative or differentiating character†(Kernan 877). We see this parity in Desdemona’s â€Å"innocence† and Iago’s debasing disdain (877). The impacts both Iago and Desdemona have on the primary character Othello all through the play just assistance to show this equalization. Othello turns into the grievous gem because of the adjusting of Iago’s disdain and Desdemona’s unwaveringness all through the play.At the start of the play, Iago’s scorn is obvious through his longing to have retribution on Othello. As he addresses Roderigo, he examines this disdain for Othello. â€Å"These colleagues have some spirit,/And such a one do I purport myself. /It is as certain as you are Roderigo,/Were I t he Moor I would not be Iago. /In tailing him, I follow however myself-/Heaven is my appointed authority, not I for adoration and obligation,/But appearing to be so for my unconventional end. † (Shakespeare 1. 1. 56-62). From this Iago starts his plot to overwhelm Othello by controlling others to do his offering which just adds to the furthest point of his character.With his plot moving, Iago, as indicated by Amy Clark, utilizes an exceptional procedure to deceive Othello by â€Å"cleverly [appearing] to be hesitant to talk sick against others. † This method â€Å"makes Othello not presume Iago of any unscrupulous behavior† (Clark). This is the place Othello accepts his alleged companion over his significant other. This technique that Clark talks about shows Iago’s misleading towards Othello. Iago says to Othello, â€Å"Cassio:/In rest I heard him state â€Å"Sweet Desdemona,/Let us be careful, let us cover up our loves†;/And at that point, sir, wou ld he issue and wring my hand,/Cry â€Å"O sweet animal! and afterward kiss me hard,/at that point laid his leg/Over my thigh, and sigh'd, and kiss'd; and/Cried â€Å"Cursed destiny that offered thee to the Moor! † (Shakespeare 3. 3. 418-426) Iago is likewise ready to do nearly anything to get his vengeance. This is demonstrated again at the outcome of the play, when Iago murders his own better half, as she reveals to Othello that Desdemona was in truth honest. Iago attempts to quiet Emilia down from expressing reality by saying, â€Å"Zounds, hold your piece† (Shakespeare 5. 2. 231), â€Å"Be savvy, and get you home† (Shakespeare 5. 2. 236), â€Å"Villainous prostitute! (Shakespeare 5. 2. 243) and â€Å"Filth, thou liest! † (Shakespeare 5. 2. 246). Iago isn’t fruitful in quieting Emilia down until he cuts her and she bites the dust. Iago controls and winds numerous activities inside this play to assist him with prevailing in his vengeance agains t Othello; be that as it may, toward the finish of the play it isn't just Othello yet in addition Iago who makes his own downfall. Desdemona thus adjust Iago’s unadulterated disdain with the affection and dedication she has towards her better half. Desdemona says to Othello, â€Å"For ‘twas that hand that parted with my heart† (Shakespeare 3. . 43) demonstrating that her adoration and dedication was for Othello, and Othello as it were. William Long says this is appeared in Desdemona’s â€Å"exposition of the reasons she adores Othello [and this serves to define] her fundamental character as a lady of dependability and loyalty to him† (Long). This can likewise be seen when Desdemona is interrogated regarding leaving Venice to follow Othello to Cyprus. She says, â€Å"The ceremonies for why I love him are dispossessed me,/And I an overwhelming break will bolster/By his dear absence.Let me go with him† (Shakespeare 1. 3. 258-60). As the play goe s to its peak, we can see the impact that Desdemona has on her significant other. Defeat with an envious anger, because of the way that he thinks Desdemona is undermining him, and gratitude to Iago’s scorn, Othello winds up executing her regardless of her requests. Despite the fact that, Desdemona is totally guiltless of this demonstration, she stays devoted to her better half in her final gasp as she pronounces to Emilia that â€Å"nobody† did this to her aside from herself (Shakespeare 5. 2. 128).Othello has been called one of William Shakespeare’s most prominent catastrophes, and all through the whole play, Alvin Kerman’s hypothesis of each character having another character that is â€Å"similar or contrasting† to make balance is demonstrated straightforwardly through the characters Iago and Desdemona (877). Othello’s corruptive conduct is brought about by Iago’s scorn and is adjusted by her blamelessness just as her adoration and commitment for her significant other. The equalizations they make Othello the disaster it is known as today. Works Cited Clark, Amy. â€Å"Analyze The Techniques Iago Uses to Plant Suspicion In Othello’s Mind. Coursework. Information. Web. 03 Apr. 2012 Kernan, Alvin. â€Å"The Complete Signet Classic Shakespeare. † Backpack Literature: An Introduction to Fiction, Poetry, Drama and Writing. Ed. X. J. Kenndy and Dana Gioia. fourth ed. New York: Longman, 2012. 877. Print. 03 Apr. 2012 Long, William R. â€Å"Desdemona's Love and Othello. † Dr. William Long and Dr. Bill Long. 1 Jan. 2004. Web. 03 Apr. 2012. Shakespeare, William. Othello, The Moor of Venice. Knapsack Literature: An Introduction to Fiction, Poetry, Drama and Writing. Ed. X. J. Kenndy and Dana Gioia. fourth ed. New York: Longman, 2012. 762-875. Print. 03 Apr. 2012

How to Kill your Plants free essay sample

A hilarious, in reverse way to deal with home plant care. An amusing and engaging paper on home plant care. The creator addresses a few different ways one can guarantee the passing of plants. As most everybody knows, the demise of a house plant is a typical event. A considerable lot of us have encountered this misfortune, albeit some more regularly than others. While obliviousness can be guaranteed much of the time, there are a few of us who buy houseplants with the spirit goal of killing them.

Gauge Your Procrastination Habit With a Simple Quiz

Gauge Your Procrastination Habit With a Simple Quiz Theories Personality Psychology Print Gauge Your Procrastination Habit With a Simple Quiz By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on July 10, 2018 Paul Bradbury / Getty Images More in Theories Personality Psychology Myers-Briggs Type Indicator Behavioral Psychology Cognitive Psychology Developmental Psychology Social Psychology Biological Psychology Psychosocial Psychology Just how bad is your procrastination habit? The fact is that we all procrastinate at some time or another. You might even be procrastinating right now by taking an online quiz instead of focusing on something else you really need to be doing. There are plenty of reasons why we procrastinate, but one of the first steps toward overcoming this often destructive tendency is to evaluate your own behavior. Procrastination Quiz Grab a pen and a piece of paper to jot down your responses for each statement and then score yourself at the bottom of the page.   1. You have a major deadline approaching and lots of work to finish. a. I usually find things to distract myself until the last minute and then finish just in time in a hair-raising frenzy.b. I work on things here and there  but still find myself rushing to finish at the last minute.c. I set a schedule, work a little each day, and actually end up finishing early. 2. How do you feel about deadlines? a. Whats a deadline? Seriously, I just tend to ignore them.b. They are annoying and I always feel like Im struggling to get things done in time.c. I enjoy them. They help me stay focused and on track. 3. Do you have a tough time getting started, particularly with things that you dont enjoy doing? a. Yes! I sometimes spend hours just planning to get started.b. Sometimes. Or I will start something and then stall out before I finish.c. Never. The soon I get started, the sooner Ill be done. 4. How do you react when something is difficult or if you are not sure how to do it? a. I usually just avoid doing it altogether.b. Ill put it off until the last minute.c. Ill do some research or ask for help and then get started. Id rather tackle the difficult projects right away. 5. What approach do you use for staying on track? a. I like to just wing it and I never make plans.b. I hate feeling constrained by schedules so I like to leave things open.c. I make to-do lists for each project and set deadlines for each step. 6. How often do you find yourself feeling stressed out because you waited until the last minute to finish a project? a. Almost every day. I feel like Im always behind on something.b. Sometimes, especially if Im dealing with a big project.c. Rarely. I try to stay on top of things because I hate dealing with last-minute stress and anxiety. 7. How often do you wait until the last moment to pay bills? a. All the time. Most of my payments are actually a couple of days late. Oops!b. Sometimes I forget and barely make my payments on time.c. Never. I carefully track all of my payments and utilize any automatic payment options that are available to help me stay on track. 8. Which motto sounds most like you?   a. Why do today what I can put off until tomorrowb. Its easier to keep up than to catch up.c. The best way to get something done is to begin. 9. How often do you think about improving your time management skills? a. Frequently, but it just seems like a lot of work.b. There are times I think I could probably do better.c. Rarely. Im a time management maven. 10. Whats your favorite way to waste time at work?   a. I think I spend more time playing online games, checking my email, and playing on Facebook than I spend working.b. Sometimes I wander into another cubicle to chat with a co-worker for a few minutes.c. I sometimes switch to working on other work-related tasks just so I can stay on top of things. Scoring Your Procrastination Quiz Results Mostly As: If you answered A on most of the questions, then you probably have a fairly serious problem with procrastination. Your habit of putting things off might be having a negative impact on multiple areas of your life, including your personal life, work, and social life. It may be a good idea to review a few tips that can help you stop procrastinating as much. Mostly Bs: If you answered B on most of the questions, then you probably dont have a terribly serious problem with procrastination. Sure, you might find yourself dawdling on certain things, but you have managed to avoid making a habit out of dithering. If you find that there are certain times of day or tasks that you procrastinate more often, explore some tips on overcoming those challenges. Mostly Cs: If you answered C on most of the questions, then you are not much of a procrastinator. You are good at organizing your time. You enjoy tackling projects and crossing them off of your to-do list. Keep this up and dont let procrastination become a bad habit in the future. A Word From Verywell We all procrastinate just a little bit and its not the end of the world and some people simply thrive on deadlines. It only tends to become a problem if it interferes with our work, social and home life, or if it leads to a dangerous situation. Keep this quiz in mind and do your best to avoid putting things off too long. You might notice a significant reduction in stress when you do.

Ivancevich et al (2008) - Free Essay Example

INTRODUCTION A group is defined by Ivancevich et al (2008) as â€Å"two or more individuals interacting with each other to accomplish a common goal†. Groups are important aspect of work pattern of an organization (Mullins 2002) and a part of modern life (Ivancevich et al 2008). A group can be formal or informal (Armstrong 2009). Informal groups according to Newstrom (2007:277) â€Å"Are established by the organization and have a public identity and goal to achieve while formal groups emerge on the sense of common interest, proximity and friendship†. Informal groups are set up by the organization in other to achieve organizational goals while formal groups are set up by individuals for the purpose of satisfying the needs of its members (Armstrong 2009). The group used for the purpose of this study is the formal groups. This study will analyze the impact the group has on the individual, factors affecting the behavior of the individual, human relations theory and the factors affecting the behavior and performance of the individual in the group. IMPACT OF THE GROUP ON THE INDIVIDUAL The performance of a group depends on how well its members engage in communication with each other or interacts with each other and also on how the individual learns in the group (Mullins 2002). Mullins (2002:465) argues that â€Å"how people behave and perform as members of a group is as important as their behavior or performance as individuals†. Usually, lack of interaction between the individual and members of the group will have effect on the performance of the group as well as the individual in the group and result to lack of satisfaction for the individual (Mullins 2002). It is believed that the group generates better ideas than the individual does, by drawing resources from individual members of the group (brainstorming), the group thereby brings in more ideas and input into decision process than a single person can (Robbins 2001). In one of my experiences in a group I learnt that groups can be rewarding to the individual because an individual can actually learn fr om other members of the group. I joined a decoration group in my church and we were told to decorate the church for a program, we all had our ideas on how we want the decoration to look like but instead of pursuing personal goals we brought our ideas together and we came up with a better idea and I also learnt things I did not know before, also I found the experience challenging because I had to think beyond what I know in other to be able to contribute but at the end I left with more knowledge than I went in with. It is also believed; however, that group ideas can hinder creative thinking, in other words, individuals will ignore their idea in other to conform to the idea of the group (Mullins 2002). For example, as a member of a group of four in one of my classes in Salford University, we were asked to solve a particular question, we were different people with different beliefs, attitudes, perception, culture and behavior, however, three out of four were in agreement but one par ticular person in the group had a different idea from what the rest of us had and was trying so hard to convince us which was impossible because it was one against three, in other to avoid conflict the individual had to ignore the idea and agree with that of the group. Groups bind the individual and members of the group in togetherness and in other to be in togetherness, individuals have to see themselves as members of the group and not isolate themselves in other for them to achieve the goal of the group and also to meet their needs (Robbins 2001). Huczynski and Buchanan (2007) discussed the work of Tayfel and Tunner (1986) who argued that â€Å"as long as individuals see themselves as more important than the group the group cannot function effectively†. However, It is believed that individuals have different needs or reasons for joining or been in a group and it can be the need to fulfill social needs, achieve group goals or to derive greater economic benefits or for soc ial security reasons, which is believed that groups can serve as a medium of meeting these needs of the individual (Ivancevich et al 2008) and in other to remain a member of the group and to meet these needs the individual must set aside their personal goal to achieve the groups goal ( Newstrom 2007). FACTORS AFFECTING INDIVIDUAL BEHAVIOR There are different types of ways of explaining the behavior of the individual in a group; they are Perception, Attribution, Orientation, Role and branded rationality (Armstrong 2009). Perception is one way of explaining the behavior of an individual in a group. Perception according to Maund (2001: pg 444) is â€Å"the process by which individuals interpret sensory impression so that they can assign meaning to it†. Perception is when an individual gives meaning or interprets the things happening around them and people tend to perceive situation that satisfies needs, emotions, attitudes or their self concept (Ivancevich et al 2008). Members of a group can see the same thing or be in the same situation but their interpretation of the situation will be different from each other based on how they see it (Mullins 2007). Attribution according to Luthans (2002:197) refers to â€Å"how people explains the cause of anothers or their behavior†. Attribution can be the way people interpret the situation they are in (Armstrong 2009). Attribution can lead to conflict in a group because the way one person see things (perception) may not be the same way another sees the same thing (Armstrong 2009). While Orientation can be said to be an individuals attempt to make sense of life which can be different from that of the group (Armstrong 2009). Role is the part played by the individual in caring out their duties (Armstrong 2009). There is a particular role expected from the members of the group once they have lived to the expectation of the role then it is believed they have performed their role successfully and it is believed that this role shapes the individuals behavior (Armstrong 2009). While branded rationality can be said to be the ways individuals understands how complicated the situation they are in is and their reaction to the situation limits the way they behave rationally (Armstrong 2009). Huczynski and Buchanan (2005:279) discuss the work of Marion Hampton (1999)who argues that â€Å"groups are seen as taking over the individuals mind, depressing intelligence, eliminating moral responsibility and forcing conformity, they can cause their members a great deal of suffering and despair and can perpetuate acts of cruelty†. There are various factors affecting the individual in the group, But before explaining that we are going to analyze a theory that explains what effect a group has on the individual. HAWTHORNES THEORY (Human relations approach) The theory that explains the effect of groups on the individuals behavior and performance is the Hawthorne experiment of the human relations theory written by Elton Moyo (Mullins 2002). The experiment is called the bank wiring observation room experiment; the experiment was carried out on 14 men who were organized into three subgroups which contained three wires, a supervisor and an inspector that moved around the group (Moorhead and Griffin 1995). After the study there were two major findings; 1) The level of interaction that was observed among the men showed the existence of informal groups within the three groups and, 2) It was also revealed that these groups develop norms or rules that guides behavior and also set structures to enforce the rules (Moorhead and Griffin 1995) The hawthorns researcher found that the group established a level of output for its members (Mullins 2002). They found out that the group did not produce up to what they are capable of producing; the y produced below their capability which had effect on their earning because their output was low(Moor head and Griffin 1995). The group produced a specific level of output for its members which are the only accepted level of production, in other to be accepted the individual has to slow down production when getting close to the accepted level of production in other not to over produce (Moorhead and Griffin 1995). Moorhead and Griffin (1995) discuss the work of Roethlisberger and Dickson (1939) who points out that â€Å"The social organization of the bank wiremen performed a twofold function which is to protect the group from internal indiscretions and to protect the group from outside interference†. Moorhead and Griffin (1995) also points out that almost all the activities carried out by the group can be said to be a means of controlling the behavior of its members. The research shows that peer pressure has more effect on the individual than things that may encourage the i ndividual and forces of control or orders from management, individuals would rather do things required by the group than doing things that would encourage or reward their actions (Mullins 2002). This theory shows how working in a group can be both challenging an rewarding for the individuals which leads us to the factors affecting the performance and behavior of the individual in the group. FACTORS AFFECTING THE INDIVIDUAL PERFORMANCE IN THE GROUP Group norms Norms according to Greenberg and Baron (2008) can be defined as â€Å"the generally agreed upon informal rules that guides the behavior of the members in a group†. Norms influence group behavior and refer to what should be done and also represents value judgment and appropriate behavior in social situations (Psyblog 2010). Norms are of great importance to groups in controlling behavior and in measuring performance (Hanh 2007). Groups have norms that are set to guide members behavior (Greenberg and Baron 2008) and also to reduce ambiguity in terms of behavior that are of importance to the group (Rollinson 2005). Norms are set up in groups which the individual must conform with and groups have ways of making the individual conform to such norms (Rollinson 2005). Norms keeps the group functioning as a system instead of as a collection of individuals and members of the group come together to achieve a common goal instead of pursing individual groups (Hanh 2007). Groups do not se t rules or norm for every situation but only set rules for situations that are of importance to the members of the group which could be in relation to their job or how they communicate with each other or with others outside the group (Hanh 2007). Group norms makes life predictable, individuals know what is expected of them, know their roles and how much time to spend in the execution of their job, know the values and beliefs and the image of the group, and subscribe to the norms of the group (Rollinson 2005). Norms are usually assessed to know if group members are interacting with each other which can be rewarding and which gives the individuals a sense of belonging (Heathfield 2010). Group members come together to develop the group norms which gives the individual a feeling of belonging, sense of identity and feelings of security because they were part of the making of the rules (Brooks 2005). Norms are believed to be of importance because some members may harm the project or th e success of the group with their behavior or action unintentionally but if there is agreed upon framework of interaction, misunderstandings and negative conflicts in the group can be prevented (Heathfield 2010). However, group norms can have negative effect on the individual (Armstrong 2009). According to Psyblog (2010) who argues that â€Å"groups rarely come up with great ideas because the individual in them are powerfully shaped by group norms and the rules of what people are and how they must behave† it is believed that changes are hard to spot unless they are carefully measured, individuals deny their own beliefs, ideas and senses just to conform with the groups even if they are wrong (Psyblog 2010).it is believed that, Norms serves as a form of constraint to the individuals, it hinders them from thinking freely because they would not want to think outside the group norms or the groups way of doing things, individuals can not pursue their personal goal, can not see t hings from their point of view because it might clash with the goals of the group (Psyblog 2010). Social Support Social support according to Dalgard (2009) is â€Å"receiving help from other people when in need of help†. An individual can receive support among groups of people who have a similar problem to what they have and in their relationship with others be it their family or friends (Curtis 2009). Curtis (2009) argues that† if you have a support network you will not feel as alone; you will learn new ways to deal with your problem and may try harder to overcome it†. Group members can serve as as a source of support, advice and encouragement to an individual facing any difficulty and also the individual can be a source of support to the group (Curtis 2009). Individuals in a group can benefit from the members of the group while members who are not part of the group cannot enjoy such benefits, having friends to talk with, to gain insight from, to listen to during times of need or borrow money from, all this are forms of support (Scott 2007). Social support makes the ind ividual safe and gives them a feeling of being loved and cared for (Rollinson 2005). In one of my experience when I was writing my final dissertation for my bachelor degree, I wrote on the societal support for the elderly people in my community and I had the privilege working with the elderly people in that community and I found out that most of them lack social support from their family and friends, in other to feel loved, feel secure or have a feeling that they belong they had to join a group with the believe that the group would be able to meet their needs. Peer Pressure Peer pressure is another factor that has effect on the behavior of the individual in the group. Peer pressure is when other people impose pressure on a person (Nemours 2010). Peers have influence over others, by listening to other people a person learns from them and they also learn from the individual (Nemours 2010). Some individuals usually join groups in other to fit in, so in other to fit in the individual goes along with the idea of the group and sets aside their idea and go along with the groups idea to avoid being bullied by the other members of the group (Nemours 2010). However, peer pressure can have a positive impact on the individual because it can push the individual into doing the things they have no courage of doing or talking the individual out of doing things thats not in their best interest (Wilmer 2010). Individual Accountability Individual accountability can be defined as â€Å"an obligation or willingness to accept responsibility or to account for ones action† (McDaniel 2007). Individual accountability is a foundational component as it evaluates an individual core competence, strength and weaknesses (McDaniel 2007). Its the individual taking responsibility for their action in carrying out their duty or them being accountable for their duties (McDaniel 2007). The individual must be accountable for achieving its goal and for its contribution to the group, individual accountability occurs when performance is assessed and the result are given back to the group and the individual in other to ascertain who needs more support, encouragement and assistance (Cooperate learning center 2009). Accountability is not to punish mistake or to generate immediate result but to ensure the individual gives all their best in the achievement of goals and behaving responsible to one another (Luthans 2002). By empowering them over job performance and then holding them accountable for the outcomes (Newstrom 2007). Conflict Rollinson (2005:401) defines conflict as â€Å"the behavior of an individual or a group when purposely sets to block or inhibit another group or individual from achieving its goals†. Competition is one of the main causes of conflict in a group, when the members of a group are in competition against each other it can lead to conflicting interest (Rollonson 2005). Some groups encourage competition because they believe that when members of the group compete against each other it will result to successful performance or quick performance but mostly it might lead to conflict (Rollinson 2005). However, Vodosek (2007) argues that â€Å"Researchers have noted that high level of task conflict can lead to reduced member satisfaction and commitment to the group† Individual have different interest, skills, personality and attributes which may act as cohesion or a clash in the group (Brooks 2009). Some individuals tend to work towards achieving personal goals by doing so they t end to ignore the goals of the group and focus more on achieving their personal goals which might lead to conflict in the group (Newstrom 2007). CONCLUSION It can be assumed that, groups have both positive and negative effect on the individual, and for the individual, being a member of a group can be rewarding as well as challenging as working alone. Working alone as an individual might lead to a quick decision making but working in a group can lead to a more effective decision making, because it is a group of people with different ideas, perception, attributes and behavior coming together to form the group (Rollinson 2001), also the individual can also learn from the other members of the group. However, it is believed that there is no ideal individual for a particular job, that no individual can have all the necessary qualities needed for a job but a group of individuals can, and when they come together with their different qualities it can lead to a successful decision making (Antony Jay, cited by Mullins 2002). REFERENCES 1. Armstrong, M. (2009) Armstrongs Handbook of Human Resource Management Practice, 9th edn, Kogan Page, London. 2. Brooks, I. (2009) Organizational Behavior: Individual, Groups and Organisation, 4th edn, Prentice Hall, Harlow. 3. Cooperative Learning Center (2009) â€Å"Cooperative Learning† Co-operation.org www.co-operation.org/pages/cl.html#accountability [Accessed 10/03/2010]. 4. Curtis, J. (2010) â€Å"Support groups and social support† Yahoo.com health.yahoo.com/mentalhealth-treatment/support-groups-and-social-support/healthwise-ug4350spec.html [Accessed 11/03/2010]. 5. Dalgard, O.S. (2009) â€Å"Social Support: Definition and Scope† Euphix.org www.euphix.org/object_document/o5479n27411.html [15/03/2010]. 6. Elizabeth Scott, M.S (2007) â€Å"Social Support: The Hows and Whys of Cultivating a circle of friends† About.com Guide stress.about.com/od/relationships/a/circleoffriends.htm [11/03/2010].s 7. Greenberg, J., Baron, R.A. (2008) Behavior in Organizations, 9th edn, Pearson Education, New Jersey. 8. Hahn, M. (2007) â€Å"Group norms in organizations† ArticleGratuits.com www.en.articlesgratuits.com/group-norms-in-organizations-id1546.php [15/03/2010]. 9. Heathfield, S.M. (2010) â€Å"How to develop group norms† About.com Guide humanresources.about.com/od/teambuilding/ht/group_norms.htm [15/03/2010]. 10. Huczynski, A. A., Buchanan, D.A. (2007) Organizational Behavior, 6th edn, Prentice Hall, Harlow. 11. Ivancevich, J M, Konopaske, R, Matteson, M T (2008) Organizational Behavior and Management, 8th edn, McGraw-Hill/Irwin, Newyork. 12. Luthans, L. (2002) Organizational Behavior, 9th edn, McGraw-Hill, Newyork. 13. Maund, L. (2001) Introduction to Human Resource Management: Theory and Practice, Palgrove, London. 14. McDaniel, D. (2007) â€Å"How Important is Individual Accountability† www.everyjoe.com/articles/how-important-is-individual-accountability-198/ [Accessed 10/03 /2010] 15. Moorhead, G. Griffin, R.W. (1995) Organizational Behavior: Managing People and Organizationa, 4th edn, Houghton Mifflin Company, Boston. 16. Mullins, L. J. (2002) Management and Organizational Behavior, 6th edn, Pearson, Harlow 17. Nemours (2010) â€Å"Dealing with peer pressure† Kidshealth.org kidshealth.org/kid/feeling/emotion/peer_pressure.html [13/03/2010] 18. Newstrom, J. W. (2007) Organizational Behavior: Human Behavior at Work, 12th edn, McGraw-Hill, Newyork. 19. Psyblog (2010) â€Å"Why group norms kill creativity, Spring.org.uk† www.spring.org.uk/2009/06/why-group-norms-kill-creativity.php [Accessed 11/03/2010]. 20. Robbins, S.P (2001) Organizational Behavior, 9th edn, Prentice Hall, New Jersey 21. Rollinson, D. (2005) Organisational Behaviour Analysis: An integrated Approach, 3rd edn, Pearson Education, Harlow. 22. Vodosek, M. (2007) Intergroup conflict as a mediator between cultural diversity and work group, International J ournal of Conflict Management, Volume 18, Issue 4 23. Wilmer, D. (2010) â€Å"The difference between negative and positive peer pressure† About.com Guide parentingteens.about.com/cs/peerpressure/a/peer_pressure.htm [Accessed 23/03/2010].

Essay Electoral College - 1371 Words

THE ELECTORAL COLLEGE- IT’S TIME TO MOVE ON The next President of the United States, the successor to William Jefferson Clinton and man who will lead America as the first President of the new millennium is George W. Bush, the Republican governor of Texas, the son of a former President. Or it’s Democratic Vice President Al Gore, President Clinton’s right hand man for the past eight years. One of these gentlemen is the next leader of the free world. Who that gentleman is will in all likelihood be determined by the Supreme Court. Which is probably not what our nation’s Founding Fathers had in mind when they designed the Presidential election process. The 2000 Presidential Election has been nothing short of a fiasco on many†¦show more content†¦One of the biggest proponents of the direct vote was future President James Madison, who, despite his concerns over unfairness to the underpopulated southern states, felt that since one of the President’s jobs was to guard the people from the legislature, he should be elected by the people he is guarding. (Pierce 41). It was generally believed, however, that the people were essentially misinformed and easily confused and misled. Despite being voted down on two separate occasions, the direct vote system did demonstrate the hazards of the legislature selecting the president. (Pierce 41) Eventually, what developed was the Electoral College. The idea behind the Electoral College was to have â€Å"electors† that could not be a member of Congress, vote for the President. The final plan, after two were voted down, was to have the electors selected by each states legislatures. It was agreed that each state’s electors would be the total of the states representatives and senators.( Electoral 256). The process for electing the President of the United States had been determined.(Pierce 44). The states used three methods for choosing electors. The first was the legislative system, in which state legislatures chose the electors, the district system whereby electors were chosen by Congressional district and the general ticket, where the winner was determinedShow MoreRelatedThe Electoral And Electoral College1017 Words   |  5 Pagestoday as the Electoral College is one that has been in place in our country for over 100 years. The Electoral College is a system that helps determine who is elected as President and Vice President during major elections. The Electoral College is the primary source of determining who is elected. This system although having withheld through the times and stayed in place is not effective to me, and can lead to unfair elections in the eyes of some American People. The Electoral College gained its originsRead MoreThe Electoral And Electoral College993 Words   |  4 PagesThe Electoral College The Electoral College system was first established in article two of the constitution and updated by the 12th Amendment in 1804 which is one of the two major contemporary political parties in the United States, combine with the Republican Party to its right. Tracing to its origins returns to Thomas Jefferson s and James Madison s Democratic-Republicans. The modern-day Democratic Party was founded around 1828, making it the world s oldest operational party. During the 2000Read MoreThe Electoral And Electoral College1286 Words   |  6 PagesQuery 1) The Electoral College was created in the beginning to make a buffer between the selection of a President and the population. It was also created so that the smaller states received extra power as to not be overpowered by the larger states. Currently, the Electoral College consists of 538 electors. The number of members in the House of Representatives and Senate decides the numbers of votes that a state receives. The District of Columbia however has three electors and has been looked at likeRead MoreThe Electoral And Electoral College1756 Words   |  8 PagesHillary Clinton won the popular vote, yet Donald Trump is president because he won the Electoral College. The Electoral College is the system that the United States of America uses to elect the president and vice president. A couple of groups have a problem with how the Electoral College currently operates with people like Barbara Boxer, a California Senator, stating that â€Å"94% of campaigning by the presidential candidates in 2016 took place in 12 states. That was it. Two-thirds of these general electionRead MoreThe Electoral And Electoral College2107 Words   |  9 Pagespresident, they are actually voting for presidential electors, who are known as a whole to be the electoral college. These electors, who are elected by citizens of the United States, are the ones that elect the chief executive. The electoral college has shaped the past, present, and future of the United States ever since it was constructed by the Constitutional Convention of 1787. The electoral college was created with fair and good intentions. It was created to allow all citizens to participate inRead MoreElectoral College Essay1455 Words   |  6 Pages1787, the Electoral College was originally created during the Constitutional Convention to help make a fair way for the president to be elected without giving too much power to either the national government or individual states. Over the years, the Electoral College has undergone a few changes in attempt to make it more fair, but there is still much debate about whether or not the Electoral College is the most effective way to elect a president. Some people believe that the Electoral College does anRead More Electoral College Essay1290 Words   |  6 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;With the surge of controversy surrounding the recent election, the United States has rekindled the Electoral College debate. However, this isn’t the first time that a tight election has resulted in unclear or contested results. Nor is it the first time the Electoral College has made a pr esident out of the popular vote loser. In the over two hundred years since its construction, the Electoral College has demonstrated its shortcomings with more than its share of mishaps. Is this system a tribute toRead MoreEssay on Electoral College1295 Words   |  6 Pages Electoral College (audience: people of the U.S.) You walk into the voting booth on the first Tuesday of November to cast your vote for who you think should be President. You take your ballot into the box believing, as most people do, that your vote will be counted along with the rest of the population. You do this because you believe it could be the deciding vote for the presidential race. Well, you are horribly mistaken. What you may not realize is that the Electoral College actually elects theRead MoreThe Election Of The Electoral College Essay1380 Words   |  6 Pagesestablished the electoral college to give the original thirteen states a fair voice in the election process. This country electoral called the electoral college into question on more the one occasion. In the most recent election, President-elect Donald Trump won the electoral vote over Hillary Clinton. Hillary Clinton won the popular vote. This election has sent the country into an uproar and citizens of the United States are now challenging the legitimacy of the electoral college process. This paperRead MoreRepresentation Of The Electoral College Essay1183 Words   |  5 PagesFounding Fathers’ idea of an Electoral College is not the same as our current Electoral College as amendments have changed their structure and function. Despite the changes and adaptations to our country’s changes, the Electoral College is still the method that selects presidents and vice presidents. Exploration of the structure and function of the Electoral College will provide an opportunity to understand its formation and operation while the debate between the Electoral College and popular vote usage

Teaching Technique For Students With Learning Disabilities...

My research started by observing the teacher leading the After School Action Program (ASAP) in which I volunteer. Teaching methods were administered to all students to include students with disabilities. While conducting my observation, several questions arose which lead to my research. Finding the appropriate teaching technique for students with learning disabilities will benefit all level students which will inevitably help in filling the gap within the general education system. First, I will discuss my observations to explain what happened and how the teacher used different approaches on students. Then I will explain how these observations were fundamental in my research. Finally, provide a few examples of teaching methods that were proven effective in inclusion process. Because of this, I am understanding more of the teaching approaches being used to achieve the desired outcome. Ultimately, this observation will help me better prepare for my future endeavors as a special educati on teacher. During multiple observations with the teacher, there have been a few techniques that were implemented to enhance students learning experiences. First, in problem-solving issues, the teacher will ask the student what approaches they will use in order to solve a problem. Another approach the teacher implemented was having the students attempt their own theory, even though the teacher knew the theory was incorrect, the focus was not to achieve the right answer but for the studentShow MoreRelatedI Am Observing For The After School Action Program Essay1724 Words   |  7 Pagesthe critical and analytical thinking in students while developing leadership skills. In this program, there are approximately 12 students, which 4 students have learning disabilities. Research has been conducted by my observation of various techniques implemented for the inclusion of these students. During my observation, several approaches have been used with success in retaining students understand ing of the material being presented. First, as a student whose major is ECL-6 Special Education, IRead MoreA Puzzling Paradox1462 Words   |  6 PagesAbby Suggs April 26, 2015 This writer was given an assignment of researching three questions related to learning disability. The three questions are: 1. what is a learning disability? 2. How do individuals with learning disabilities process information? and 3. What challenges are related to how these individuals process information? This writer has learned a lot about learning disability and special education all throughout this course, during this research, and during observation time in theRead MoreChildren With Disabilities : Right Vs Wrong1105 Words   |  5 PagesTierra West Children with Disabilities: Right Vs Wrong Tennessee State University â€Æ' Proposed research Topic- Children with disabilities and their education: Right Vs Wrong Research Question-Should children with learning disabilities be allowed in classrooms or should they have their own class with professionally trained special needs teachers Introduction It was stated that not everyone including teachers and students are excited about disabled students being in the mainstream classroom. TheRead MoreDeveloping Instructional Practices For Students With Specific Learning Disabilities Case Study1280 Words   |  6 Pages Developing Instructional Practices for Students with Specific Learning Disabilities Student’s Name Institution Affiliation Developing Instructional Practices for Students with Specific Learning Disabilities Part One How to Support Students with Specific Learning Disabilities The research-based instructional practices for supporting students with reading, mathematics, and language disabilities in the science and social studies content areas throughout elementary school includeRead MoreTeaching Methods For Students With Disabilities Essay1487 Words   |  6 Pagessystem but also on public consciousness. Still, there are debating questions that plague this very subject. What teaching techniques are being implemented to include students with disabilities in a general education setting? Many techniques have been implemented in the attempts to include students with disabilities. Some have been successful and some have not. However, there are many techniques that needs to be explored, researched and thus implemented especially if the educational system expects thisRead MoreIntegrated Co Teaching And Its Effects On Middle School Students1467 Words   |  6 PagesIntegrated Co-Teaching and its effects on Middle School Students Integrated Co-Teaching, also known as ICT, is an educational setting where students with disabilities learn alongside general education students. The ICT setting provides students the support of a special education teacher within the general education classroom. 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They need a specialized educational program to learn self-care skills, functional academic skills, social skills, and vocational skills (Korir, 2015). Successful strategies educators can use when teaching students with severe visual impairments include vision training, support strategies, functional vision training, and orientation and mobility training (WestlingRead MoreTeaching Assistant Level 3 Assignment 11667 Words   |  7 PagesHayley Simpson HAY851SI Teaching Assistant level 3 Assignment 1 Question 1 Give examples of how you would plan activities. Planning and preparation of teaching is supremely important, the teacher and teaching assistant need to work together to achieve the best learning result. Lesson plans and structures will be implemented and will be catered for each learner; they will include teaching methods and techniques, assessments and targets. 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The Symptoms Of Adult Bipolar Disorder - 2168 Words

This paper will delve into the symptoms of adult bipolar disorder and explain the psychological, sociocultural and treatment associated with this psychological disorder. Using research through online and offline resources this paper will compare the major types of bipolar disorders and relate different treatments associated with this type of disorder. This paper will also examine the management of the disorder, as well as, the impact on the friends, family and coworkers. According to American with Disabilities Act (http://www.ada.gov) bipolar disorder is recognized to be protected under law against discrimination. This paper will study the effects of disclosing the psychological disorder in the workplace. This paper will also analyze what†¦show more content†¦That equates to 2.6% of the population over the age of 18 every year. 250 million people worldwide are estimated to have bipolar disorder and more than two-thirds have one or more family members that have a mental illne ss. That is why the National Institute of Mental Health has indicated that bipolar disorder may have an inheritable component to the disease. The risk is low only between 0.5 and 1.6%, but the disorder is one of the most devastating, with a suicide rate of 10 to 20% among patients (Huffman/Dowdell). According to the NIMH bipolar is a manic-depressive illness which causes unusual shifts in mood, energy, activity levels, and the ability to carry out day-to-day tasks. It is a brain disorder and can be severe. The symptom that a person with the bipolar disorder suffers with is different than the normal ups and downs that everyone goes through in life. The disorder can ruin relationships, result in poor job performance and even can get as severe as suicide. With treatment the disorder can be controlled through a comprehensive plan. Research has hinted that there is a genetic component to the bipolar disorder; but research on children with a family history of bipolar disorder, compared wi th those that did not have a family member with the disorder, were inconclusive. Brain-imaging studies show that patients with bipolar disorder have different brain from healthy people and even those with

Essay about Lab Simulation Exercise 7 Respiratory System...

1.) When you forcefully exhale your entire expiratory reserve volume, any air remaining in your lungs is called the residual volume (RV). Why is it impossible to further exhale the RV (that is, where is this air volume trapped, and why is it trapped?) This dead space of air needs to stay in your lungs constantly; otherwise the lung will completely deflate. If the lung has every bit of air sucked out of it, it will collapse and need to be re-inflated. 2.) How do you measure a person’s RV in a laboratory? By the air remaining in the lung 3.) Draw a spirogram that depicts a person’s volumes and capacities before and during a significant cough. Additional Questions for Activity 1. The following questions†¦show more content†¦Returned to normal were TV, ERV, FEV1 (%); smooth muscles in the bronchioles didnt return to normal blue mucus still blocks the airway 6.) How much of an increase in FEV1 do you think is required to be considered significantly improved by the medication? 10-15% improvement 7.) With moderate aerobic exercise, which changed more from normal breathing, the ERV or the IRV? How well did the results compare with your prediction? IRV changed more with moderate activity 8.) Compare the breathing rates during normal breathing, moderate exercise, and heavy exercise. TV increased over normal breathing with both moderate and heavy exercise. Activity 3. Effect of Surfactant and Intrapleural Pressure on Respiration Chart 3: Effect of Surfactant and Intrapleural Pressure on Respiration Surfactant Intrapleural pressure left (atm) Intrapleural pressure right (atm) Airflow left (ml.min) Airflow right (ml/min) Total Airflow (ml/min) 0 -4 -4 49.69 49.69 99.38 2 -4 -4 69.56 69.56 139.13 4 -4 -4 89.44 89.44 178.88 0 -4 -4 49.64 49.64 99.38 0 0.00 -4 0.00 49.64 49.69 0 0.00 -4 0.00 49.69 49.69 0 -4 -4 49.69 49.69 99.38 1.) Why is normal quiet breathing so difficult for premature infants? They dont have much surfactant. 2.) Why does a pneumothorax frequently lad to atelectasis? If the lungs are broken down mechanically, then the chances of developingShow MoreRelatedPhysioex Exercise 7 Essay1359 Words   |  6 PagesEXERCISE 7: RESPIRATORY SYSTEM MECHANICS ACTIVITY 1: Measuring Respiratory Volumes and Calculating Capacities | Answers | 1. Which of the following processes does not occur during inspiration? a. The diaphragm moves to a flattened position. b. Gas pressure inside the lungs is lowered. c. Inspiratory muscles relax. d. The size of the thoracic cavity increases. | C-Inspiratory muscles relax. | 1. During normal quiet breathing, about ______ ml of air moves into and outRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesRESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner—without the written permission of the publisher. Thomson Higher Education 10 Davis Drive Belmont, CA 94002-3098 USA For more information about our products, contact us at: Thomson Learning Academic Resource Center 1-800-423-0563Read MoreProject Managment Case Studies214937 Words   |  860 Pageson acid-free paper. @ Copyright O 2006 by John Wiley Sons, Inc. All rights reserved. Published by John Wiley Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permissionRead MoreFundamentals of Hrm263904 Words   |  1056 PagesThis online teaching and learning environment integrates the entire digital textbook with the most effective instructor and student resources With WileyPLUS: Students achieve concept mastery in a rich, structured environment that’s available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visualRead MoreDeveloping Management Skills404131 Words   |  1617 PagesRiver, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions DepartmentRead MoreManagement Challenges for the 21st Century.Pdf60639 Words   |  243 Pagesgovernment-run Watertown Arsenal of the U.S. Army. The first job to which the term â€Å"Manager† in its present meaning was applied was not in business. It was the City Manager—an American invention of the early years of the Management’s New Paradigms 7 century. The first conscious and systematic application of â€Å"management principles† similarly was not in a business. 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Ways Free Essays

Mtunzini (Mm-tun-zee-nee) is a small coastal town that is situated almost exactly halfway along KwaZulu-Natal’s coastline in South Africa approximately 140 km north of Durban. The name is an isiZulu word meaning place in the shade. After the breakup of the Zulu Kingdom after the Anglo-Zulu War, Sir Garnet Wolseley created 13 ‘kinglets’ – with two strategically located as buffer zones between Port Natal and Zululand. We will write a custom essay sample on Ways or any similar topic only for you Order Now One of these kinglets was John Dunn who used Mtunzini as his capital. Umlalazi Lagoon at dusk In 1948, 9 square kilometres of dune forests, lakes and lagoon at Mtunzini was proclaimed a nature reserve known as the Umlalazi Nature Reserve. This area falls under the protection of the Ezemvelo KZN Wildlife (previously known as Natal Parks Board). The Umlalazi Lagoon is a popular tourist attraction for watersports enthusiasts and fisherman alike. Recreational and commercial ski-boat boat fisherman also launch their boats in the lagoon and they then head for the Indian Ocean via the mouth of the Umlalazi River. Mtunzini is a bird watchers paradise and is renowned as one of the few places where one of South Africa’s rarest birds of prey, the Palm-nut Vulture, is found. These birds feed on the fruit of the Rafla Palm which produces its fruit once every twenty years before dying. Visitors can enjoy a walk through the lush vegetation at the Rafla Palm Monument, which features a raised boardwalk that meanders through to the magnificent palms. Mtunzini Beach Mtunzini boasts, among other attractions, pristine beaches, a 9 hole golf course at the Mtunzini Country Club, AA-Event and Guest House, numerous Bed-and-Breakfast establishments as well as a range of camping, caravanning and other self-contained holiday accommodations. Be warned, the beach is NOT protected by shark nets due to Mtunzini’s proximity to a shark breeding ground populated by Zambezi Sharks as well as many others. How to cite Ways, Papers

Karoon Gas Australia Limited

Question: Discuss about theKaroon Gas Australia Limited. Answer: Introduction The mean, standard deviation, variance, coefficient of variation and correlation coefficient for the two sub periods for Karoon Gas Australia Ltd. and the market is presented below: Karoon Gas Australia Ltd. Market Sep 2013 to Jan 2015 Feb 2015 to June 2016 Sep 2013 to Jan 2015 Feb 2015 to June 2016 Mean -21.02% -15.17% -18.19% -12.15% Standard variation 0.149 0.124 0.045 0.045 Variance 0.022 0.015 0.002 0.002 Coefficient of variation -0.712 -0.823 -0.25 -0.37 Coefficient -correlation 0.468 0.522 Beta 1.538 1.448 (Yahoo. Finance, 2016) Karoon Gas has a higher mean return in both the periods as compared to the market. The returns have decreased in the sub period February 2015 to June 2016. This is due to a fall in the price of the shares in 2015 and 2016, thus decreasing the returns on the company shares and the market. The company is generating higher returns as compared to the market. Karoon Gas has a higher standard deviation in both the periods as compared to the market. This means it is more risky. However, the standard deviation and the variance have decreased in the later sub period as the returns have also decreased. Coefficient of variation represents the volatility of the returns i.e. the risk assumed for an expected level of return. It is the ratio of standard deviation to the mean. Lower the ratio, the better it is. However, since the value is negative, it is difficult to comment on the same. Coefficient correlation is the relationship between two variables. In this case, it measures the relationship between the returns of Karoon Gas and the market returns. Since the coefficient correlation is positive in both the periods it means that the prices of shares of Karoon Gas move in tandem with the market index. If the market index increases, the share price of the company also increases. The correlation is stronger in the period from Feb 2015 to June 2016. This means the change in return of the share is higher with a change in market return in the second sub period. Beta is the volatility of the returns of a stock in relation to the returns of the market. Higher the beta, higher is the volatility of the stock and vice versa. The beta of market is assumed to be 1 and the beta of the company stocks is then compared with the market beta to determine the volatility of the stock. The beta for the shares of Karoon Gas is 1.53 in the first sub period which means the shares of Karoon Gas are 53% more volatile than the market index. The beta for the second sub period is 1.44 which means the company stocks are 44% more volatile than the market index. Since the beta for both the sub-periods is more than 1, it means the movement of the company stocks is more than the market index movement. However, the stocks are more volatile in the first period as the beta is higher. This means that the returns provided by the company shares in the first sub period will be higher than the market returns. The estimated value of beta is different for the two sub periods as there is difference in the returns of the stock and market and also a difference in the standard deviation of stock and market in the two sub periods. The standard deviation of the stock is higher in the first sub period due to which the stock becomes more risky and volatile. As the risk of a stock increases, the beta also increases as the beta is a measure of risk itself. However, the standard deviation of the market is the same in both the periods. Also the coefficient correlation is lower in the first sub period. This means that the movement of the company stocks in relation to the market is lower as compared to the first period. This increases the volatility between the stock and the market. Hence both higher standard deviation and lower coefficient correlation together increases the volatility of the stock in relation to the market and hence the beta is higher. Whereas for the second sub period, the standard dev iation for the stock is lower while the standard deviation of the market remains the same, and the coefficient correlation is also higher which renders positive movement between the stock and the market, thus reducing the stock volatility. Thus, lower standard deviation coupled with higher coefficient correlation reduces volatility of the stock in relation to the market and thus a lower beta value is obtained. (Damodaran, NA) References Damodaran, A., (NA), Estimating Risk Parameters, accessed online on 20th September, 2016, available at https://people.stern.nyu.edu/adamodar/pdfiles/papers/beta.pdf Yahoo. Finance, (2016), Karoon Gas Australia Ltd. (KAR.AX), accessed online on 20th September, 2016, available at https://au.finance.yahoo.com/q/hp?s=KAR.AX Yahoo. Finance, (2016), All Ordinaries (^AORD), accessed online on 20th September, 2016, available at https://au.finance.yahoo.com/q/hp?a=b=c=d=8e=22f=2016g=ds=%5EAORD%2C+ql=1

Go to Your Room Essay Example For Students

Go to Your Room Essay I lock the door I am now free, To do as I please My friends they have been waiting for me With a fast flicker of flame My room is lit with a light darkness The candle burns with the grace of a dame. Standing out like earth in the emptiness of space In my room I am the king and I am the keeper My television wakes up for me at the push of a button, Shes a restless sleeper. My good friends the Beastie Boys, Theyve been waiting In my speakers ready to rhythmically rap a rhyme with impact that destroys. My friends on the bookshelf, Frodo and Bilbo Baggins, Never speak to me, Tolkin tells me theyre too busy helping wizards and slaying dragons. The cosy, consolatory, comforting lazy boy chair Consciously confides with my body As though swimming in a vat of liquid heat Tranquillizing volts pulsate through my limbs. Nature wants to be in my room. On windy days I see trees leaning, bending, towards it, Leaves reaching into it. I just close the glass mouth. On some days I see her drool dripping down the windowsill, Like a cats chin when looking out to sea. Go to your Room! Gladly.

Helicopter Antisubmarine Operations Essay Research Paper Helicopter free essay sample

Helicopter Antisubmarine Operations Essay, Research Paper Helicopter Antisubmarine Operations by for SA367, Mathematical Modeling 09 November 2000 Drumhead The intent of this study was to find whether the effectivity of the antisubmarine warfare chopper would be enhanced if an extra gunman would be added to its warhead. As of now, the chopper carried two gunmans for its missions. It was found that in developing the theoretical account, an estimation of the chance of killing a pigboat was based on the distance to reach data point and the figure of gunmans carried. Restricting the size of the job to fifty and 75 maritime stat mis, the inquiry became how many gunmans should the chopper carry. It was found to be more effectual for the SH-60 anti-submarine chopper to transport two gunmans. Simply put, the putting to death chance drops excessively significantly at long scopes with three gunmans. An 87 % bead in kill chance between two and three gunmans is undoubtedly really important. We will write a custom essay sample on Helicopter Antisubmarine Operations Essay Research Paper Helicopter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, kill chance at short scopes differ by merely 17 % , and remain high while transporting both two and three gunmans. Unfortunately, our naval forces can non ever number on enemy pigboats looking within the 50 maritime stat mi scope, so it # 8217 ; s of import to hold an anti-submarine platform that retains its mission outside of this scope. If an SH-60 # 8217 ; s warhead could be increased to transporting three gunmans and 20 sonobuoys, the SH-60 loses this mission ineffectualness. Introduction Anti-submarine warfare is going an built-in portion of the protection of our naval forces in foreign seas. The proliferation of highly quiet, diesel engine pigboats has proved to be a deathly menace peculiarly in the littoral countries. To battle this soundless menace, the United States Navy developed the most capable anti-submarine chopper forces in the universe. Today # 8217 ; s SH-60 chopper, equipped with technically advanced sonobuoys, sensing equipment, and gunmans, are a great plus to protecting our surface forces from the menace of foreign pigboats. Initially, pigboats were spotted by long-range airborne antisubmarine units that patrol continuously in the assigned operational country. Once sighted, the patrol relayed the contact # 8217 ; s scope and bearing from the undertaking force. The choppers so deployed and began their hunt utilizing sonobuoys. After turn uping the pigboat, the SH-60 chopper attacked utilizing the extremely capable ADCAP gunmans. Problem The intent of this survey was to find whether or nor it is more effectual for the chopper to transport an extra gunman. Measure of Effectiveness The step of effectivity ( MOE ) used for this job was the chance that the pigboat was detected and killed by the SH-60. Goals The job was addressed through the undermentioned stairss: 1. Using the supplied information, find how much weight was available for sonobuoys and gunmans. 2. Determine whether it was more effectual to transport type A or type B sonobuoys. 3. Determine whether it was more effectual to transport two gunmans or carry three gunmans. Premises The testing of our theoretical account was based on the undermentioned premises: 1. The initial contact data point was obtained from fliting ocular periscope sensing by a long-range airborne anti-submarine unit policing continuously within the operational country of the undertaking force. 2. Information on the contact data point was non be updated during the transition of the chopper. 3. The pigboat was submerged and heading in an unknown, but changeless, way from the contact point. 4. Once the chopper reached station, it was assumed that the pigboat had no farther important motion. 5. The chopper scattered the sonobuoys in a unvarying random form over the country defined that the pigboat could perchance be in. 6. The entire distance traveled by the chopper during the deployment of the sonobuoys and gunman putting to death stage was defined as eight times the radius of the circle specifying the maximal country that the enemy pigboat could be in. 7. Maximum submerged velocity of the pigboat was 20 knots. 8. The pigboat had an initial contact scope from the undertaking force of 50 or 75 maritime stat mis. Datas The undermentioned figures give the public presentation informations that was used in making the theoretical account. ASW Helicopter Performance Data Cruising Speed ( knots ) 100.00 Fuel Consumption ( lbs per nanometer ) 5.00 Maximum Payload 2850.00 Emergency Fuel Reserve 50.00 Maximum Sonobuoy Rack Capacity 10.00 Existing Torpedo Rack Capacity 2.00 Typical Time Into Action 5.00 Figure 1 Torpedo Performance Data P ( Kill given sensing and location ) 0.50 Weight per Torpedo + Rack ( pound ) 400.00 Sonobuoy Performance Data Type A Type B Detection Radius ( nanometer ) 3.50 4.00 Detection Area ( nm^2 ) 38.47 50.24 Weight of Sonobuoy + Rack 30.00 40.00 Maximum Speed of Enemy Submarine ( knots ) 20.00 Figure 2 Model for chance of sensing To find whether transporting an extra gunman would heighten the putting to death chance of the SH-60 chopper, the critical factor proved to be the allowable warhead. We recognized that at some distances, the weight of transporting three gunmans would slightly restrict our figure of available sonobuoys, thereby cut downing the chance of sensing and finally, kill chance. In analysing this job, our first measure was to make a theoretical account that could cipher the weight available for sonobuoy usage. Since our informations assumed both changeless velocity of the pigboat and an estimate of the sensing radius in which the pigboat may be runing, we could find the exact poundage of fuel needed as a map of the distance to reach data point. From at that place, we merely added in the weight of the fuel modesty, sonobuoys, and gunmans. This gave a on the job theoretical account for the available weight for sonobuoys, which can be seen in figure 3. Figure 3 Distance to Contact ( nanometer ) 50.00 Time of Flight ( min ) 35.00 Radius of Detection ( nanometer ) 11.67 Entire Search Distance ( nanometer ) 93.33 Entire Distance Traveled ( nanometer ) 193.33 Fuel Needed ( pound ) 966.67 Round Area of Detection ( nm^2 ) 427.39 # of Torpedoes 3.00 Weight of Torpedoes 1200.00 Weight Available for Sonobuoys 633.33 However, our following measure towards our ultimate end of finding the chance of putting to death was to develop a theoretical account that could state us the chance of sensing. This depended entirely on the available sonobuoys and the hunt country. In the terminal, it was decided to utilize a theoretical account that was true optimistic. This theoretical account assumed that the sonobuoys would be placed in the country of absolute efficiency. In other words, no convergence of sensing country was accounted for in the theoretical account. However, this was non a confining factor in the truth of our testing, since the theoretical account tested the same for both two and three gunmans. Even though the theoretical account inflated the existent putting to death chance, it did so proportionately with each variable, so that the pick of transporting two or three gunmans was non affected by this inaccuracy. This is seen in figure 4. Figure 4 ( Using the # s from the above illustration ) Type A Type Bacillus Sonobuoy Capacity 6.00 4.00 Max Area of Detection 230.79 200.96 Probability of Detection 0.26 From this chance of sensing, finding our putting to death chance consisted of the simple undertaking of including the chance of putting to death of each gunman. In our theoretical account, the kill chance of a individual shooting was 50 % . Therefore, to gauge putting to death chance, we took the chance of sensing and multiplied it by 1- ( 1-P ( Kss ) ^n ) , where n reflected the figure of gunmans carried. Figure 5 ( Using the # s from above illustration ) Probability of Kill 0.23 In the terminal, the theoretical account developed an estimation of the chance of killing a pigboat based on the distance to reach data point and the figure of gunmans carried. Our concluding measure was to set our theoretical account to utilize and analyse which option for torpedo passenger car was preferred. Analysis In analysing our theoretical account for kill chance, we recognized that the distances to reach would run from really short distances of 30 maritime stat mis, all the manner up to really long distances of over 100 stat mis. However, for intents of simpleness, the scope was limited to reach distance of 50 to 75 maritime stat mis. It was besides concluded that as a normal distribution, the bulk of contact distances would happen within this scope. The analysis of each scope and torpedo passenger car is listed below: Distance to Contact ( nanometer ) 75.00 Time of Flight ( min ) 50.00 Radius of Detection ( nanometer ) 16.67 Entire Search Distance ( nanometer ) 133.33 Entire Distance Travelled ( nanometer ) 283.33 Fuel Needed ( pound ) 1416.67 Round Area of Detection ( nm^2 ) 872.22 # of Torpedoes 3.00 Weight of Torpedoes 1200.00 Weight Available for Sonobuoys 183.33 Type A Type Bacillus Sonobuoy Capacity 6.00 4.00 Max Area of Detection 230.79 200.96 Probability of Detection 0.26 Probability of Kill 0.23 Distance to Contact ( nanometer ) 75.00 Time of Flight ( min ) 50.00 Radius of Detection ( nanometer ) 16.67 Entire Search Distance ( nanometer ) 133.33 Entire Distance Travelled ( nanometer ) 283.33 Fuel Needed ( pound ) 1416.67 Round Area of Detection ( nm^2 ) 872.22 # of Torpedoes 2.00 Weight of Torpedoes 800.00 Weight Available for Sonobuoys 583.33 Type A Type Bacillus Sonobuoy Capacity 10.00 10.00 Max Area of Detection 384.65 502.40 Probability of Detection 0.58 Probability of Kill 0.43 75 MILES TO CONTACT 75 MILES TO CONTACT 3 TORPEDOES 2 TORPEDOES Figure 6 From the above informations, it is absolutely clear that, at long scopes, transporting two gunmans is more effectual than transporting three. In fact, the putting to death chance additions by a full 87 % when the added weight of an excess gunman can be used for sonobuoys. This was absolutely consistent with outlooks. It was expected that at the longer distances, the maximal weight capacity of the chopper would restrict the available figure of sonobuoys. This job was magnified when a 3rd gunman was added. However, the analysis of the shorter ranges differs: Distance to Contact ( nanometer ) 50.00 Time of Flight ( min ) 35.00 Radius of Detection ( nanometer ) 11.67 Entire Search Distance ( nanometer ) 93.33 Entire Distance Travelled ( nanometer ) 193.33 Fuel Needed ( pound ) 966.67 Round Area of Detection ( nm^2 ) 427.39 # of Torpedoes 3.00 Weight of Torpedoes 1200.00 Weight Available for Sonobuoys 633.33 Type A Type Bacillus Sonobuoy Capacity 10.00 10.00 Max Area of Detection 384.65 502.40 Probability of Detection 1.00 Probability of Kill 0.88 Distance to Contact ( nanometer ) 50.00 Time of Flight ( min ) 35.00 Radius of Detection ( nanometer ) 11.67 Entire Search Distance ( nanometer ) 93.33 Entire Distance Travelled ( nanometer ) 193.33 Fuel Needed ( pound ) 966.67 Round Area of Detection ( nm^2 ) 427.39 # of Torpedoes 2.00 Weight of Torpedoes 800.00 Weight Available for Sonobuoys 1033.33 Type A Type Bacillus Sonobuoy Capacity 10.00 10.00 Max Area of Detection 384.65 502.40 Probability of Detection 1.00 Probability of Kill 0.75 50 MILES TO CONTACT 50 MILES TO CONTACT 3 TORPEDOES 2 TORPEDOES Figure 7 At this shorter scope of 50 maritime stat mis, it becomes apparent that transporting three gunmans has some advantage over transporting merely two. Since in both instances, sonobuoys do non restrict the country of sensing, the putting to death chance depends entirely on the figure of available gunmans. In this instance, chance of a putting to death increased by 17 % when a 3rd gunman was carried. Sensitivity Testing Several variables in this theoretical account proved to be sensitive, but merely one variable was sensitive plenty to perchance alter the decision. That variable was maximal warhead, or entire weight available for passenger car. Our initial estimation of maximal warhead was 2850 pound. However, it was found that if this warhead was increased to 3100 pound, our recommendation changed: Distance to Contact ( nanometer ) 75.00 Time of Flight ( min ) 50.00 Radius of Detection ( nanometer ) 16.67 Entire Search Distance ( nanometer ) 133.33 Entire Distance Traveled ( nanometer ) 283.33 Fuel Needed ( pound ) 1416.67 Round Area of Detection ( nm^2 ) 872.22 # of Torpedoes 3.00 Weight of Torpedoes 1200.00 Weight Available for Sonobuoys 433.33 Type A Type Bacillus Sonobuoy Capacity 10.00 10.00 Max Area of Detection 384.65 502.40 Probability of Detection 0.58 Probability of Kill 0.50 Distance to Contact ( nanometer ) 75.00 Time of Flight ( min ) 50.00 Radius of Detection ( nanometer ) 16.67 Entire Search Distance ( nanometer ) 133.33 Entire Distance Traveled ( nanometer ) 283.33 Fuel Needed ( pound ) 1416.67 Round Area of Detection ( nm^2 ) 872.22 # of Torpedoes 2.00 Weight of Torpedoes 800.00 Weight Available for Sonobuoys 833.33 Type A Type Bacillus Sonobuoy Capacity 10.00 10.00 Max Area of Detection 384.65 502.40 Probability of Detection 0.58 Probability of Kill 0.43 MAXIMUM PAYLOAD = 3100 LBS MAXIMUM PAYLOAD = 3100 LBS Figure 8 We can see here that even at the longer scope of 75 maritime stat mis, the chance of putting to death remains higher while transporting three gunmans. The ground for this alteration is simple. The added warhead of the chopper takes off the disadvantage of being unable to transport maximal sonobuoys. If the warhead can be increased up to 3100 pound, our recommendation will be to increase the torpedo passenger car. Decisions From our analysis, we have come to our concluding determination. It will be more effectual for the SH-60 anti-submarine chopper to transport two gunmans. Simply put, the putting to death chance drops excessively significantly at long scopes with three gunmans. An 87 % bead in kill chance between two and three gunmans is undoubtedly really important. However, kill chance at short scopes differ by merely 17 % , and remain high while transporting both two and three gunmans. Unfortunately, our naval forces can non ever number on enemy pigboats looking within the 50 maritime stat mi scope, so it # 8217 ; s of import to hold an anti-submarine platform that retains its mission outside of this scope. If an SH-60 # 8217 ; s warhead could be increased to transporting three gunmans and 20 sonobuoys, the SH-60 loses this mission ineffectualness.

Phrases for Greeting People in English

Phrases for Greeting People in English Greetings There are a number of greetings we use when meeting people. These greetings depend on whether we are meeting people, leaving people or meeting people for the first time. Meeting People for the First Time When introduced to someone for the first time, use the following greetings: Hello, its a pleasure to meet you.How do you do. Example Dialogues Person 1: Ken, this is Steve.Person 2: Hello, its a pleasure to meet you. Person 1: How do you do.Person 2: How do you do. Note: The reply to How do you do. is How do you do. This is appropriate when you meet someone for the first time. Meeting People When meeting people during the day, use the following phrases. Formal Good morning / afternoon / eveningHow are you?Its good to see you. Informal HiHey, hows it going?Whats up? Example Dialogues Person 1: Good morning John.Person 2: Good morning. How are you? Person 1: Whats up?Person 2: Nothing much. You?

For postmodernists, the debate on whether the mass media has created a Essay

For postmodernists, the debate on whether the mass media has created a mass culture is no longer tenable. Evaluate this claim - Essay Example However, in this globalised world, these geographical lines have blurred due to the far reaching media. That is, omnipresent media reaches various territories cutting across geographical lines and covers the activities of specific cultures and broadcasts or reports in a certain way, so that culture becomes a mass culture. In today’s age of technology and information, media influences every aspect of human life. The thinking and the attitude of the people towards a particular issue is shaped by the media or shaped by how the media shows or broadcasts or reports. The manner in which cultures are represented in media has a major impact on the way people look and imbue that culture. The mainstream mass media in the form of television, movies, newspapers, internet, etc has the ability to dominate the airwaves as well as the ‘mind waves’ of the spectators or audience, ‘injecting’ their view as our view. This form of injecting their view as our view mainly leads to the creation of mass culture. From earlier centuries, it is a common knowledge that for a nation to reach the top echelons, its armed forces has to be strong. But, now along with the armed power or â€Å"hard power†, the concept of â€Å"Soft Power† or mass media is turning out to be one of the vital factors for a nation’s development and importantly for the development of mass culture. With media entering majority of the homes and thereby minds of majority of the world population, it is used by nations, organizations and many other entities to optimally tune the people’s mind, making many of them exhibit specific behaviours, thereby leading to the formation of a mass culture. Thus, mass media is playing a major and influencing role in the creation of mass culture and this notion has found favour among majority of the Postmodernist thinkers. Jean Baudrillard, French sociologist and a

Crisis Communication Essay Example | Topics and Well Written Essays - 1000 words

Crisis Communication - Essay Example There were clearly ethical issues involved in the SARS crisis. This had to do with the handling of information, where it was necessary that accurate statistics on the crisis will be made known to the public for further action to be taken. However, this was concealed from the public in most parts of China. In the case of SARS, there could hardly be any form of pre-crisis contingency planning. This is because the cause of the disease was virtually not known and so it was going to be difficult to control its emergence. However, for most other parts of the world, there could be pre-crisis contingency plans to ensure that the disease did not spread to those areas. Examples of these could have been the screening of all people undertaking cross-border journeys. In cases where diseases were detected in people also, using a coherent quarantine system that ensured that there was no mingling of affected people with unaffected people. What is more, at the crisis event level, a rapid response con tingency plan was going to be necessary. This rapid response was supposed to ensure that as many cases of SARS were identified and rapidly responded to. Noting the high level of mortality associated with the disease, this rapid response contingency plan was going to be a way of ensuring that people who contracted the disease were not made to live with the disease for a very long time. Finally, an evaluation contingency plan was necessary at the post-crisis recovery phase to find ways of avoiding future occurrences. Media communication in times such as the SARS crisis is so important in ensuring that the right information was sent to the public. Such information was also necessary for educating the populace so that they would not over worry with events that were taking place. To this end, as a communication expert, one of the best ways to deal with the media is to ensure that there were specialized media reporters to give information to the public on the disease. This would have been done by sampling a section of the media who had some background in medicine or health and giving them professional and specialized information on the disease. Consequently, the public will be made aware that for any official and professional reportage on the disease, they had to look up to these media persons. These specialized media persons would be made to work with all media outlets as resource persons and spokespersons on the disease. They would have also used avenues of the new media such as social networks to give out information on the disease. Case # 3– 1997 Red River Valley Floods The 1997 Red River Valley Flood is a typical case of public environmental crisis that affected a group of people within an identified locality. The 1997 Red River Valley Flood is also a typical natural disaster that hit its victims in a spontaneous manner. Like with all natural disasters, the Red River Valley Flood was one that needed an integrated management strategy to address it at all levels of it including the pre-crisis and crisis phases. With an integrated management strategy, it was going to be possible to bring on board as many experts and professional in the field of flood disaster as control as possible to handle the flood. Most

Gender Differences In The Experience Of Body Image Psychology Essay

Gender Differences In The Experience Of Body Image Psychology Essay Gender differences in the experience of body image dissatisfaction and eating disorders Although in the past decades psychologists have conducted little research on males and body image, it has only been within the past 10-15 years that adequate studies have been completed (Cafri et al., 2005). As asserted by Kevin Thompson, Leslie Heinberg, Madeline Altabe and Stacey Tantleff-Dun (1999) most research pertaining to body image has been dominated by females, focusing on the female ideal for thinness, and predicting the development of eating disorders (McCreary, 2007). New research on males reveals that body image and eating disorder concerns are not limited to only females (Olivardia, 2000). Do males and females experience body image dissatisfaction and eating disorders the same? Through comparisons of studies of females and males with body image dissatisfaction and eating disorder it is argued that there is less than a difference in than popularly perceived. There are several sources for body image dissatisfaction (BID), but the most influential is the media exposure of women and men to cultural ideals that are often unattainable (Dalley, Buunk, Umit, 2009). Simon Dalley, Abraham Buunk and Turual Umit (2009) assert that media exposure is a form of social comparison that is spontaneous, effortless and unintentional. Self evaluation is created through contrast with the target, which are thinner media images. Kevin Thompson and Leslie Heinberg (1999) affirm that although there are individual variations in the internalization of the media pressures, investigations show that the media is a significant factor developing eating disorders. Eating disorders are classified in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, (DSM IV-TR1) as syndromes characterized by disturbances in eating behaviour, accompanied by grief /extreme concern about body shape and or weight, which are sub-categorized by anorexia nervosa, bulimi a and eating disorders not otherwise specified (Levenson, 2005). Eating disorders commonly occur in industrial cultures where there is access to food and thinness is considered attractive. Due to globalization, eating disorders are quickly spreading around the world, but they are most common in predominately Caucasian developed nations such as United States, Canada, Europe, Australia, New Zealand and South Africa (Fairburn Harrison, 2003). Body Image Dissatisfaction in Females Body image dissatisfaction is a significant predictor of eating behaviours in females (Dalley, Bunnk Umit, 2009). Although there are several sources that create body image dissatisfaction (BID), the most influential is the media which exposes women to cultural thin ideals that are often unattainable. While there are individual differences that influence that impact of exposure to thin ideals, many researchers have concluded that there is a distinct correlation between thin media exposure and female BID (Dalley, Bunnk Umit, 2009). Kimberly Vaughan and Gregory Fouts (2003) reported that the â€Å"ultra-slender ideal-body image† that is depicted within media texts is 15% below the weight of an average woman, and 90% of female models are below average weight. Combined with the unrealistically thin ideals represented by female models, digital enhancement of images adds to unattainable standards. Sonia Tucci and Jennifer Peters (2008) noted that high levels of body dissatisfactio n are associated with emotional distress, appearance rumination and cosmetic surgery. In a study conducted at the University of Liverpool of female students between the ages of 18 and 25 years it was found that exposure to thin-ideals in media images reduces body satisfaction scores (Tucci Peters, 2008). The opposite was found when the same participants were exposed to images of larger models, resulting in an increase of body satisfaction scores. Tucci and Peters (2008) additionally found that eating disorders, the drive for thinness and body dissatisfaction increased after the subjects were shown thin images. â€Å"Fat talk† is a notable subject in discussing body image dissatisfaction. As first suggested by Mimi Nichter (2000), â€Å"fat talk† is the tendency of females to belittle their bodies by claiming they are fat, even when it is not true. Although Nichter (2000) describes the social value of fat talk as a way for girls to bond through socially expected gender roles (dieting, weight loss and the pre-occupation of the body), â€Å"fat talk† creates body image dissatisfaction regardless of the initial reason for engaging (Tuckers, Martz, Curtin Bazzini, 2007). Katheryn Tucker, Denise Martz, Lisa Curtin and Doris Bazzinis (2007) study of south-eastern American university female students, found that personal body image dissatisfaction is influenced by the social norms of â€Å"fat talk†. These findings suggest that regardless of actual body image dissatisfaction, there is a normative unhappiness of body size in women, which further is increased by the pres sure to perform â€Å"fat talk†. Eating Disorders in Females Nancy Moses, Mansour-Max Banilivy and Fima Lifshitz (1989) conducted a study that examined the perception of weight, dieting and nutrition among adolescent high school girls in comparison to their body weight. The subjects reported a high concern with obesity regardless of their current body weight and nutrition knowledge. Over half of the underweight (anthropometric measured) sub-category of females (51%) described themselves as having an extreme fear of being overweight. The underweight category also reported having a pre-occupation with body fat (36%). Although normal and overweight girls were better able to perceive their actual body weight for height, the frequency of reported binge eating, and vomiting behaviours was similar among all three groups (underweight, normal weight and overweight). Moses, Banilivy and Lifshitz (1989) concluded that a fear of obesity and eating disorders were common amongst adolescent girls despite of body weight and knowledge of nutrition. Eating disorders are also evident in women attending college. Dean Krahn, Candance Kurth, Edith Gomberg and Adam Drewnowski (2005), reported that due to the intensity and frequency of college women dieting behaviour, two-thirds are at risk for eating disorders. A study conducted at a large Midwestern university of 324 female students concluded that a high proportion (49%) of subjects report binge eating, and/or compensatory behaviours such as excessive exercise at least once a week (Berg, Frazier Sherr, 2009). Non-purging compensatory behaviours (excessive exercise and fasting) are the most common form of eating disorder behaviours. Kelly Berg, Patricia Frazier and Laura Sherr (2009) also established that there are high rates of binge eating amongst female students but in contrast, purging behaviours (vomiting, laxative use, diuretics) were executed less frequently. Very little research has examined sexual orientation in a relation to eating disorders in females. i) Body Image Dissatisfaction in Males Unlike females desire to obtain thinness, men experience anguish when they perceive their body to be underweight (Olivardia, Pope, Borowiecki Cohane, 2004). Roberto Olivardia (2007) found that the male desire is to obtain a lean muscular physique (mesomorphic body type), which is produced by Western ideals (McCreary, 2007). In a study conducted by Christopher Ochner, James Gray and Katrina Brickner (2009) of male students attending a Mid-Atlantic college, it was found that body dissatisfaction was present in the male population through the desire for an increase in muscle gain (86%), as measured by the Male Body Dissatisfaction Scale. While much of the sample wanted to gain more muscle, 34% also wanted to gain weight, and 31% wanted to lose weight. Only 34% of the subjects were happy with their current weight (Ochner, Gray Brickner, 2009). In order to obtain a muscular physique with little body fat men engage in such practices as steroid use, ephedrine use, and dieting (Cafri et a l., 2005). The use of illicit anabolic-androgenic steroid (AAS) is reported to be between 3% to 12% of American adolescent males. A study conducted at examining legal steroids, also known as prohormones revealed that the lifetime use is 4.5% in adolescent males (Cafri, Thompson Yesalis, 2004). Harrison Pope, Amanda Gruber, Precilla Choi, Roberto Olivardia and Katharine Phillips (1997) make known a form of body dysmorphic disorder called â€Å"muscle dysmorphia†. Men who suffer from muscle dysmorphia are concerned that they are not large or muscular enough. In order to create a desirable physique, men participate in obsessive weight lifting and dieting, which still does not eliminate the distress of being too small (Pope et al., 1997). Precilla Choi, Harrison Pope and Roberto Olivardia (2002) conducted a small sample of weightlifters with and without muscle dysmorphic disorder. The men with muscle dsymorphic disorder reported significantly higher body image dissatisfaction, a s well as reporting frequent thoughts about their muscularity, and missed social opportunities for working out (Choi, Pope Olivardia, 2002). Men commented on concealing their appearances through clothing, checking mirrors and the use of steroids, all contributing to the experience of body dissatisfaction through body dysmorphic disorder (Choi, Pope Olivardia, 2002). Eating Disorders in Males Previously noted research in male body image is a relatively new area; the same pertains to eating disorders. Daniel Carlat, Carlos Camargo, and David Herzog (1997) assert that information on eating disorders in males inadequate and often restricted to small cases studies. Although research is restricted, eating disorders are not unusual in males (Carlat, Camargo Herzog, 1997). Differences have been found in the ways that homosexual and heterosexual men experience eating disorders, and body perception (Harvey Robinson, 2003). Unlike women who use eating disorders to obtain thinness, men strive for a lean body mass (Harvey Robinson, 2003). For this reason the criteria in diagnosing eating disorders in males is unlike females. Jeffery Harvey and John Robinson (2003) discuss how abuse of steroids and dietary supplement is examined. A 1993 study conducted by Cliff Sharp, Stella Clark, Julie Dunan, Douglas Blackwood and Colin Shapiro (1994) on 24 male anorexics, notes that eating diso rders emerge at an older age in males than in females, and men display similar behaviours of binge eating, vomiting and anxiety towards eating. Sharp, Clark, Dunan, Blackwood and Shapiro (1994) also concluded that men display a lower use of laxatives, sexual fears and higher amounts of excessive exercising. The high amounts of exercising are discussed in the context of the high male gender roles and standards set for athleticism in society. Thus Sharp, Clark, Dunan, Blackwood and Shapiro (1994) emphasized that excessive physical activity is more socially acceptable as a means of weight control in order for males to obtain a lean physique. Carlat, Camargo and Herzogs (1997) sample size of 135 males concluded that bulimia nervosa is the most common eating disorder, affecting 46% of males. An alarming 32% of the males suffered symptoms of eating disorders not otherwise specified. Only 2% of the males were diagnosed with anorexia nervosa. Significantly noted, binge eating affected 11 patients. A study conducted by Daniel Carlat, Carlos Camargo and David Herzog (1997) revealed that a high number of males suffering with eating disorders are of homosexual orientation. Although only a small portion of the population identifies themselves as homosexual (3-5%), Arnold Anderson suggests that a quarter of these men may have an eating disorder (Anderson, 1999). The risks of developing eating disorders are higher for homosexual males due to the overall less satisfaction with their bodies (Herzog, Newman Warshaw, 1991). In a nonclinical sample of 43 homosexual and 32 heterosexual males by David Herzog, Kerry Newman and Meredith Wa rshaw (1991) it was found that although males in both sexual orientations current and ideal bodies selected were similar, homosexual males aspired for a physique that was underweight. The researchers attribute this desire to place men at a higher risk of developing eating disorders. Harvey and Robinson (1999) contribute the differences between homosexual and heterosexual males and the development of eating disorders are due to the societal factors surrounding the gender roles of masculinity and femininity. Looking at both Body dissatisfaction and eating disorders in males and females are experience in different ways. As noted by Christine Knauss, Susan Paxtaon and Francois Alsaker (2007), females strive for thinness while males have a goal to lose or gain weight or gain more lean muscle. Although there has not been subsequent research examining the causes of gender difference in body dissatisfaction, Nita McKinely (1999) emphasises that there is larger socio-cultural demand for females to be physically attractive in Western societies, therefore creating greater body dissatisfaction amongst girls and women. Although researchers argue that there are greater media influences on females to obtain thinness (Vaughn Fouts, 2003), males also undergo similar influences but with lean, muscular physiques (Olivardia, 2007). Over time males have been exposed to an increasingly muscular body that is contributes to higher numbers of males experiencing body image dissatisfaction (Olivardia, Pope, Borowiecki Cohane , 2004). Neala Ambrosi-Randic (2000) conducted a study on children aged 5-6 years as to their perceptions of both current and ideal body size. Ambrosi-Randic (2000) had the children indicate current and desired body size on a picture of male and female figures pre-adolescent in age. Sex differences were found in the ideal figure in females, with the girls preferring a thinner figure than boys. A 2007 study by Knauss, Paxtaon and Alsaker examined the relationships between body dissatisfaction and the internalization as well as pressure of media images in both sexes. Through a sample of 1610 adolescent males and males from different schools and socioeconomic status regions in Switzerland, the researchers found that girls felt that there is more pressure from the media to achieve ideals (d=.36), as well there is a higher internalization of body ideals (d=.37) (Knauss, Paxtaon Alsaker, 2007). Predictors of body dissatisfaction also have sex differences. Girls reveal a high correlation between body dissatisfaction and internalization (.62), and internalization and pressure (.71). A medium strength correlation is scored between BMI and body dissatisfaction (.38) and a low strength between internalization and BMI and pressure (.22). Boys displayed a medium correlation between body dissatisfaction and internalization (.38) and dissatisfaction and pressure (.41). Internalization and pressure scored a high correlation (.55), while BMI and internalization, as well as pressure and body dissatisfaction were low (.07). Knauss, Paxtaon and Alsaker (2007) concluded that there is a variance in body dissatisfaction between girls and boys, with female subjects displaying a higher overall body dissatisfaction than boys. Females internalize and feel more pressure from media ideals than boys. Males as well as females body dissatisfaction can be predicted by internalization, pressure, and BMI (Knauss, Paxtaon Alsaker, 2007). In a study examining university students from a Midwestern university, gender differences in body dissatisfaction was examined (Penkal Kurdek, 2007). It was found that women had a stronger dissatisfaction with middle parts of the body such as waist, stomach as was as display higher levels of physique anxiety. Males have a stronger dissatisfaction with facial parts (Penkal Kurdek, 2007). Jessica Lynn Penkal and Lawrence Kurdek attribute males higher dissatisfaction with facial body parts due to the evidence that women describe facial characteristics as an important desirable body characteristic (2007). In a 2004 Youth Risk behaviour study conducted by Grunbaum et al. it was reported that females engage in more eating disorder behaviours then males. Grunbaum et al. (2004), found that 29.6% of students reported themselves as being overweight, but the prevalence in females (36.1%) was much higher than males. This is not to say that males do not perceive themselves to be overweight as 23.5% of interviewed men claim to be fat (Grunbaum ,2004). In a 1989 groundbreaking meta-analysis by Geroge Hsu, asserted that eating disorders are more prevalent in women due to greater dysmorphia, poor self image and body concept, and role confusion that can occur during adolescent years. Hsu (1989) analysis revealed that over all females have higher rates of eating disorders, in a female to male ratio of 10 to 1. Although Hsus study is over 20 years old, he raise several questions that researchers are currently examining, such as the socio-cultural pressures to be thin, why there are higher occurrences in adolescents as a part of self and body concepts, identity formation and reasons for overall increase prevalence in women. Jeffery Harvey and John Robinson (2003) suggest that symptoms of eating disorders are similar between men and women but anorexia nervosa is the most challenging to diagnose in males due to amenorrhea being one of the critical warning signs in women. Amenorrhea is usually one of the first discovered symptoms of eating disorders, therefore for this reason men are often overlooked (Harvey Robinson, 2003). Another critical difference between the ways that women and men experience eating disorders is men often believe that their body is not too thin, while women continue to believe that they overweight (body dysmorphia) (Harvey Robinson, 2003). Establishing the prevalence of eating disorders in adolescents of both genders, Einar Kjelsà ¥s, Christian Bjà ¸rnstrà ¸m and Gunnar Gà ¶testam (2004) examined 1960 adolescents (1026 girls and 934 boys), 14 to 15 years of age. According to the diagnosing criteria in the DSM-IV and DSM-III-R, females experience a higher lifetime prevalence of all eating disorders (17.9%, 18.6%), anorexia nervosa (0.7%), bulimia nervosa (1.2%, 3.6%), binge eating disorder (1.5%) and eating disorders otherwise not specified (14.6%, 12.9%) (Kjelsà ¥s, Bjà ¸rnstrà ¸m Gà ¶testam, 2004). Although males did not display the same prevalence of eating disorders (6.5%), Kjelsà ¥s, Bjà ¸rnstrà ¸m, and Gà ¶testam (2004) found high numbers of boys with anorexia nervosa (0.2%), bulimia nervosa (0.4%, 0.6%), binge eating disorder (0.9%) and eating disorders otherwise not specified (5.0%, 4.%). Kjelsà ¥s, Bjà ¸rnstrà ¸m and Gà ¶testam (2004) final ratio results for eating disorders in female to males was 2.8:1, anorexia nervosa 3.5:1. Bulimia nervosa revealed a ratio of female to male of 2:1, while females and males were closely diagnosed with binge eating, with a ratio of 1.7:1. Eating disorders otherwise specific female to male ratio was 2.9:1. The total number of girls who thought they were very/slightly obese was 32.3% while only 2.6% were classified as obese (Kjelsà ¥s, Bjà ¸rnstrà ¸m Gà ¶testam, 2004). Only 15.9% of males reported perceiving themselves as very/slightly obese, while 5.1% were classified as obese. Both sexes displayed subjects who considered themselves as obese when classified as underweight or normal weight, girls 74.3% and boys 62.1% displaying distinct body image dissatisfaction (Kjelsà ¥s, Bjà ¸rnstrà ¸m Gà ¶testam , 2004). Conclusion Females appear to be at a greater risk for developing body image dissatisfaction and eating disorders through the internalization and pressure from the media (Knauss, Paxtaon Alsaker, 2007) and a higher socio-cultural demand to be physically attractive (McKinely, 1999). Although research predominately examines females, males should not be forgotten. As asserted by Olivardia (2007), males also undergo similar influences by the media. Both men and women experience anxiety towards their body, but it is experienced in different ways, therefore body dissatisfaction and eating disorders are not the same in the sexes. Females have an overwhelming desire to obtain thinness often through calorie restriction, excessive exercise and fasting (Berg, Frazier Sherr, 2009). Males desire is to attain a lean, muscular physique (Olivardia, 2007), therefore engage in such practices dieting, exercise and more dangerously steroid and ephedrine use (Harvey Robinson, 2003). In order to fully answer whether males and females experience body image dissatisfaction and eating disorders the same more research needs to be conducted examining males, body image dissatisfaction and eating disorders. Additionally several factors should be taken into account while conducting such research. Body dissatisfaction and eating disorder research often uses the self-report method, therefore under or over reporting is subject to occur. Kjelsà ¥s, Bjà ¸rnstrà ¸m and Gà ¶testam (2004) discuss the complications in creating survey questionnaires that are concise but can discriminate those with and without eating disorders in difference sexes. Females might over-report the rates of body dissatisfaction due to engaging in the socially valuable â€Å"fat talk†, as first asserted by Mimi Nitcher (2000). It has also been noted that when self reporting on body dissatisfaction males answers are superficial because they do not feel that the content applies to them (Kjelsà ¥s, Bjà ¸rnstrà ¸m Gà ¶testam, 2004). Many of the studies on body dissatisfaction and eating disorders use Caucasian students. This is disconcerting because the subjects are apart small population (Caucasian, educated) to draw conclusions upon. Future research needs to completed to investigate not only male body dissatisfaction and eating disorders, but also race, age and different socioeconomic statuses. 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