Sit Ins

North Carolina was a place filled with discrimination and racism. There were places where African Americans couldn't eat or shop in the same stores. Although slavery was over, some of the feelings that whites felt towards blacks were still empresses. With that being said, on February 6, 1960, four young men that went to A university decided that they should make a stand against discrimination in their town. I can remember the day like yesterday. It was the middle of February when they people started talking about doing the next sitIn, I knew that I would be there taking a stand with the rest of my people. We went Into the diner and Immediately sat down at the counter as tables. When I mean that there were hundreds of people that came down to help support the movement. And It wasn't all blacks that supported, there were whites down there too who helped In the sit-ins. We sat there for hours on edge Just walling for someone to service us, but they just stared. For a long time they Just watched us Like we were aliens. They didn't know whether to be confused or angry. After some time had past, they had soon called the cops.And to the officers surprise, they were out numbered by a lot. They had to call for back up just to start to get us out. We made sure we stood our ground and made sure we kept our composure. It had gotten really bad too. People were throwing drinks at us, food, and anything else that they thought would provoke us into reacting in a negative way. The police officers started to get physical and violent and we weren't even do anything wrong. All we wanted was to be serviced and waited on. What's the difference between blacks money and whites? Just knew that this would be a part of a long process that will soon end with positive results.

Death on Pine street Essay

In this essay I will be comparing two detective stories. Sir Arthur Conan Doyle’s story ‘The Speckled Band’ was written in the 1890’s and set in England. It follows Sherlock Holmes as he investigates the unusual death of a young woman. Through clever logic he manages to solve the case entirely by simply investigating the scene of the crime. ‘Death on Pine Street’ was written in the 1930’s and set in America. The detective in this is a more â€Å"street-wise† roughed up detective, investigating the murder of a woman’s husband. His sly and even dishonest methods of investigation solve the case, however there are a few complexities. Both stories are first person narratives. In ‘The Speckled Band’ Dr. Watson is the narrator but in ‘Death on Pine Street’, the Op himself tells us the story. This means that in the Holmes story the reader is kept in the dark about what is happening because we only know what Watson knows and, therefore, have to wait to the end of the story for Holmes to explain how he solved the crime to Watson. In the other story, because the Op is the narrator we know what he is thinking and what is happening to him. This different style works well, because although we know what he is thinking, we still have to wait to the end for the Op to explain how he solved the crime to the police; this way it doesn’t ruin the element of interest that keeps the reader going on. The detectives in the two stories, Sherlock Holmes and the Continental Op, have some things in common, but are also very different characters. This is due to the very different places and times in which the stories are set. Both are private detectives solving crimes for money. They are both loners with no wives, families or girlfriends. They are both quick thinking, clever and observant – they see clues and evidence that nobody else can see. They are both brave and strong, and can use weapons and know how to defend themselves. These are important factors in a good detective, which I think is why they share these traits whilst being from such different places and times. Sherlock Holmes was the first fictional detective ever, so it is probable that some of the inspiration for the Continental Op came from him. However they differ in many ways. Holmes is a more upper-class, well spoken and well-educated man. The Continental Op is more of a slang-talking, lower-class working man. He works for a company, and has to travel to meet clients. Holmes works from home; Miss Stoner comes to see him. He seems to do detective work simply for enjoyment, he tells Miss Stoner she need not pay him. Holmes seems more calm and collected, he doesn’t carry a firearm or get into fisticuffs – the Continental Op does both of these. Since Watson is narrating ‘The Speckled Band’, we get a good description of Holmes; the Continental Op does not describe himself at all – infact the only description of him is given by the Tenant, referring to him as â€Å"our little fat friend†. The Continental Op is always skulking around bad areas and apartments, Holmes usually takes a safe journey to the scene of the crime (in this case a mansion). It is the difference in location and time that plays an integral part in shaping these completely different characters that share similar and almost universal traits. ‘Death on Pine Street’ is set in America in the 1930’s; this was during the Great Depression when times were very hard on people. Unemployment was high, many people could barely afford to live and so naturally people were more highstrung or ill-tempered, and crime rose. It was this kind of tough way of life that forms the environment and the character in ‘Death on Pine Street’. ‘The Speckled Band’ is set in England, in the 1890’s, a fine period for upper-class people. Holmes would have been raised comfortably, and it would not have been a necessity for him to be â€Å"tough† like the Continental Op. He does not deal in the same way as the Continental Op; he quietly investigates a single place, and works without any interrogations or interviews. This greatly seperates the feel of the story from ‘Death on Pine Street’, as the Continental Op interracts far more, with many more characters.

Award Speech

Today ladies and gentleman it is my privilege to present the award for the strongest child of the year award. Introduction l. Hook: Imagine being a few weeks old finding yourself on the side of the road burled In some smelly trash or thrown Into a deep, dark, muddy hole near the busy streets of Nairobi, Kenya. No sign of your parents, food, or shelter. You are ultimately helpless. L.Credential Statement: Last year during spring break I had the privilege o go on a mission trip to Nairobi, Kenya with eleven other classmates. II. Thesis: Eve been preparing for this trip and was so excited to finally see how God could use me to serve others, but little did I know that a little boy name Harry was going to change my view on life forever. Body l. Remap Home A. 53 children 3-11 years old B. AIDS C. No shoes, barely clothing II. Harry A. About Harry 1. Huge Smile 2. 9 years old 3. Side of the road B.Physical Condition 1. AIDS 2. Heart stopped four times . Breathing Machine 4. Fluid in his lun gs 5. Wheel Chair 6. Going Blind C. Faith 1. First thing he told me Noon 15:12) How this applies to me and the audience Ill. A. Always turn to God when things get rough B. He's always going to be there for us C. Always love one another because you never know when your life will be taken away Conclusion: Harry deserves this award because no matter what life throws at him he always stays strong In Christ.I have never seen anyone as passionate about Christ Han Harry and that fascinates me because even though he has no parents, Is deathly Ill and doesn't even have any possessions of his own, he still praises the Lord to no Limit. He truly made me appreciate what I had and to never ever take anything for granted. He showed me how absolutely blessed I am in this life. He has been through so much Ana It truly snows now much strength n 110 NAS an tongue all t tough times he has endured. So I am proud to award him with the strongest child of the year award.

Justin Martyr Research Paper Example | Topics and Well Written Essays - 3000 words

Justin Martyr - Research Paper Example Introduction Justin is one of the most significant Greek apologists of the second century. No one actually knows his exact date and place of birth. The Apologies (the First and the Second Apology) and Dialogue may indicate his time and place of birth. Most people indicate that he was born around 100 AD. However, his place of birth is not clearly known, some indicates that Justin was born of pagan parents in Palestine around 100 A.D. and died as a martyr in 165 A. D. Others indicate that he was probably born in Flavia Neapolis (Nablus) around the same time. In the Dialogue, he narrates of his conversion to Christianity. This is after he had experimented with several Greek philosophies such as the Pythagorean, Peripatetic, and Stoic1. As a Christian, Justin continued to travel as an itinerant teacher. He was devoted to defend Christianity during his travels. Upon arrival in Rome, Justin established a school there. However, he was denounced by his adversaries and martyred in 165 along w ith other six companions. It is important to note that only three of Justin’s have survived despite the fact he was a creative writer. These works include his Dialogue with Trypho (the Jew) and his two Apologies against pagans. The Dialogue with Trypho is the most ancient apologetic against the Jews, and it was written after the two Apologies. However, a portion of the introduction has been lost2. Life Justin Martyr’s life, birth, and death details are relatively sketchy and obscure. Any understanding of Justin’s life must be assessed from various sources such as his works (the first apology, the second apology, and the dialogue with Trypho) and from ancient writers (Tatian, Irenaeus, and Eusebius) who mention Justin in their works3. Justin was born probably around 100 CE in Nablus (a Roman colony established when the Second Temple was destroyed near the Shekhem’s ruins). In the Dialogue, he asserted that he was of Samaritan origin; however, he might have been probably indicating his geographical roots. This is because he indicates in the First Apology that he belonged to one of the countries that did not get the revelation given to the Samaritans and the Jews. He also asserts that he was educated and raised as an uncircumcised pagan in the Dialogue4. Justin sought truth in four main philosophical schools (Peripatetic, Platonist, Pythagorean, and Stoic), and he was very much convinced that Christianity led to unambiguous and complete truth. After he was converted, he established an influential school in Rome. He became a devoted educator and defender for Christianity5. In the Dialogue with Tryphon, he states that he first placed himself under the Stoic. However, after sometime he recognized that he did not learn anything about God, and that his master did not have anything to teach him on the subject. The Peripatetic man welcomed him but after a while, he requested for a fee; this scenario proved to him that the man was not a philos opher. The Pythagorean man declined to teach him anything; Justin had to learn first astronomy, music, and geometry before anything else6. Finally, the Platonist delighted Justin for some time. These accounts

The capital structure decision and the cost of capital Research Paper - 1

The capital structure decision and the cost of capital - Research Paper Example Answer 1. Referring the balance sheet as on 5/1/2011, Source: http://finance.yahoo.com/q/bs?s=NVDA+Balance+Sheet&annual (In thousands of US dollar) Total liabilities = 1,313,784 Short term liabilities = 942,682Â   Long term liabilities = 23,389 Total Equity = 3,181,462 Market capitalization = 10.92 Billion Hence debt ratio, total liability/ (total liability + total equity) =1,313,784/ (1,313,784+3,181,462) = 29.2% Debt to equity ratio, total liabilities/total equity = 1,313,784/ 3,181,462 = 41.29% Again, debt ratio based on short term liabilities 942,682Â  / 942,682Â  + 3,181,462 = 22.85% Again, debt ratio based on long term liabilities 23,389/ 23,389 + 3,181,462 = 0.72% Debt to equity ratio based on short term liabilities 942,682/ 3,181,462 = 29.6% Debt to equity ratio based on long term liabilities 23,389/ 3,181,462 = 0.735% Answer 2 Debt to equity ratio shows how well creditors are protected. From the calculated ratios, following inferences can be made. Debt/equity ratio based on long term liability is quite low and the company Nvidia is going quite safe so far long term liability is concerned. It can also be gauged from this ratio that the company is quite conservative in exploiting the long term debt for the growth of the company. Debt/equity ratio based on short term liability is within the limits of healthy company. ... ket conditions but as market conditions improve and the company is in a position to enter new growth trajectories, the Nvidia should use more debt to finance its expansion needs instead of equity. That will help company to enhance its equity valuation in the market. Answer 3. Two companies chosen are Intel and AMD, which are also competitors to Nvidia in certain product range. A. Intel Corporation Referring, http://finance.yahoo.com/q/bs?s=INTC+Balance+Sheet&annual (as on 25 Dec, 2010) (All numbers in thousands) Total liabilities = 13,756,000 Short term liabilities = 9,327,000 Long term liabilities = 4,929,000 (calculated by difference from total and short term liabilities) Total Equity = 49,430,000 Market capitalization = 119.30 Billion (as on 5/27/2011) Hence debt ratio, total liability/ (total liability + total equity) = 13,756,000/ (13,756,000+49,430,000) = 21.77% Debt to equity ratio, total liabilities/total equity = 13,756,000/49,430,000 = 27.82% B. AMD Referring, http://financ e.yahoo.com/q/bs?s=AMD+Balance+Sheet&annual (as on 25 Dec, 2010) (All numbers in thousands) Total liabilities = 3,951,000 Short term liabilities = 1,674,000 Long term liabilities = 2,277,000 (calculated by difference from total and short term liabilities) Total Equity = 1,013,000 Market capitalization = 5.83 Billion (as on 5/27/2011) Hence debt ratio, total liability/ (total liability + total equity) = 3,951,000/ (3,951,000+1,013,000) = 79.6% Debt to equity ratio, total liabilities/total equity = 3,951,000/1,013,000 = 390% Summing up, the debt-equity ratio of all the three companies are found to be as per the following. Nvidia – 29.60% Intel – 27.82% AMD – 390% It is seen that debt-equity ratio of Intel and Nvidia are more or less in the same range but AMD is operating on very high

Select a topic in U.S. History that corresponds to the time period of Essay

Select a topic in U.S. History that corresponds to the time period of 1607-1974 - Essay Example www.nobelprize.org/nobel_prizes/peace/.../king-bio.htmlNobel Prize is the website that I chose to do my research. It clearly and precisely and analyzes the history of Martin Luther since the time he was born and through his activist ministry. It has explained the various civil right movements that he led between early 50s to 1968when he died. The website has given in details the key points, unlike the other websites and so preferred using it in this research. It has discussed the way Martin conducted his activism. I highly recommend this website to the rest for the information it gives is understandable and orderly arranged. The website also has highlighted in explicit details on successes of Martin Luther and the occurrence of his death. From this topic, I have learnt so much about Martin Luther. Martin advocated for nonviolent demonstrations. He educated the southern people on peaceful movements, civil rights and as well politics. He desired to be diplomatic in carrying out his campaigns on call for equality on African American. Martin was so persisting in his work and determined to achieve his targets. In Montgomery Bus Boycott, where an African American was put in prison for failure to give up her seat for an American he called for a lobby group. Boycotting was to carry on for 382 days of harassment and walking to working places. King being the leader was attacked but did not give up. Public transport had a severe economic problem since there was no business for them. Martin was able to get support from other African churches just after he formed the Southern Christian Leadership Conference (SCLC).He was able to go to many places across the country speaking on nonviolent protests. He had a meeting with politicians, religious leaders and other activists to show how devoted he was in work. In August 1963, Martin marched to Washington with his followers and many people came to listen as he gave the speech on â€Å"I have a Dream†. He

The Leitmotif Principle Essay Example | Topics and Well Written Essays - 2000 words

The Leitmotif Principle - Essay Example Today many types of music that have dramatic narratives ranging from television, video games, movies and rock operas borrow a lot from the leitmotif approach (Gorbman, 1987:43). This paper will discuss the leitmotif principle in opera and film. It will also explain and illustrate the operation of the principle during the nineteenth century opera and the influence and legacy it had on the twentieth century art. The term leitmotif was first introduced to the operas by Richard Wagner describing a recurring melody related to a specific object, character, emotion, people or idea. A musical phrase occurs constantly and is associated with the above aspects (Dahlhaus, 1989:195). This principle has been used as a standard technique or method of how film music or dramatic music is used and was applied especially during the era of classical Hollywood films during the nineteenth century (Burt, 2000:34). Some of the notable composers who used the principle in their works include Max Steiner and Erich Korngold. It is important to ask what qualifies as a leitmotif in film. To answer this question, several factors characterise a work that can be considered to have used the leitmotif principle.

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

Team Behavior and Communication - Essay Example Therefore the elements of communication play a vital role for an efficient communication. Effective communication clearly expresses the objective that it's intended to do. No matter how long the communication is but if it reaches the targeted audience clearly it is called effective communication. On the other hand efficient communication is one which is short and crisp. Efficient communication is likely to be quick and to the point. But an efficient communication can also be effective. Therefore effective communication gives more importance to the conveying the point to the listeners whereas efficient communication gives importance to the amount of time taken in communication. Careful listening avoids misunderstanding. Give your undivided attention to the speaker. Ask questions if you need more information. After you have listened carefully it is your turn to give your opinion and expression. Communication is a gift from God and therefore should never be taken for granted. Effective communication is a gift you give others. Never forget that the effectiveness of your communication determines the effectiveness of your life. .. But an efficient communication can also be effective. Therefore effective communication gives more importance to the conveying the point to the listeners whereas efficient communication gives importance to the amount of time taken in communication. A FEW TIPS FOR EFFECTIVE COMMUNICATION 1. Learn to express yourself Help others to get to know you better, so they will know what to expect from you. They will help you to get knowledge because they will offer information about themselves. 2. Learn good listening skills Careful listening avoids misunderstanding. Give your undivided attention to the speaker. Ask questions if you need more information. After you have listened carefully it is your turn to give your opinion and expression. 3. Learn to be assertive Say what you want to say with forthrightness and frankness without being aggressive. To be assertive means not say 'yes' when you want to say 'no'. CONCLUSION Communication is a gift from God and therefore should never be taken for granted. Effective communication is a gift you give others. Never forget that the effectiveness of your communication determines the effectiveness of your life. References 1. Chandra, Joseph(2004), "Power Communication", Chennai: Macmillan, p10-14 2. Pagare, Dinkar(1997), "Importance of Effective Communication" Mumbai: Premiere,

Environmental Ethics. Assignment 7 Essay Example | Topics and Well Written Essays - 1000 words

Environmental Ethics. Assignment 7 - Essay Example Although there are significant improvements in environmental protection, there still exist communities that continue to live in an unhealthy and unsafe environment. This is because of the discriminatory environmental policies enacted by the government, causing adverse impacts on the poor people and communities. It is evident that the current environment protection regulations have produced unfair outcomes, such as exposure to harmful substances, promotion of ‘risky’ technologies, economic and political exploitation of communities, as well as subsidized ecological destruction. Furthermore, the contemporary protection paradigm has enforced unequal environment controls by trading human health for economic profit. This tendency has placed a sense of responsibility on the part of the victims rather than the polluting industry. As stated by Bullard, procedural, geographic and social inequities has to be eliminated for ensuring just and fair outcomes from the environment protection policies. Firstly, governing rules, regulations and enforcement of environment policies has to be applied uniformly, without any discrimination. The environmental decision-making has to be reinforced with scientific and democratic opinions through effective communications. Secondly, geographic locations and its proximity to environment hazards have to be taken into account, while formulating the policies and regulations. Thirdly, sociological factors like race, ethnicity, class, culture, political power, etc., and their role in environment protection have to be assessed while making environmental decisions. Thus, the solution for this unequal environmental protection relies on enforcing nondiscriminatory way of environmental policies that includes â€Å"the right to protection, prevention of harm, shifting the burden of proof, obviating proof of intent to discriminate, and targeting resources to redress inequities.† (Bullard, 1994,

English Research Paper Example | Topics and Well Written Essays - 1250 words

English - Research Paper Example In this paper, I will seek to prove that Franz Kafka’s work has been to some extent influenced (directly or indirectly) by A Thousand and One Nights (Kafka, The Metamorphosis 67). The Research To come up with this, I had to do a lot of in depth research on all books and writers. This required me to re-read the book, A Thousand and One Nights, first. Next, I researched on the themes of the various books and the stylistic devices employed by the two writers in their books. I read reviews, journals, documentaries and watched movies made from all of the books mentioned above. While most of what I read seemed to confirm my idea, most materials did not share this idea, and I had to differ from them. The main challenge I encountered in my research is that no previous material has been written regarding this topic. As such, I had to start my research from scratch to confirm my ideas. This required extensive and intense reading which kept me awake for days. Luckily, the two books have many reviews on themes and stylistic devices, and I was lucky to refer to them (Foulkes 23). The comparison Transformation as the main theme In my research, I discovered that transformation has been employed in changing the behavior and attitude of the characters. In A Thousand and One Nights, the story of The Merchant and Hind has transformation as a major theme. This is observed when the witch’s wife goes on a journey leaving his witch-wife with the adopted son. The witch-wife, who is extremely ungrateful, uses her witchcraft to transform the adopted son into a calf. She also goes ahead to transform her husband’s other wife into a cow. When the husband returns, the witch informs him that his adopted son disappeared while his slave woman passed on. In the next eight months, the woman remained in the state of a cow without the husband having any idea about it. During the feat of Bairam, the husband asked the servant to choose any fat cow for their sacrifice. The cow he chose turned out to be her beloved wife. Although the woman was now transformed into a cow, she still possessed human consciousness. She lowed piteously in a bid to beg for mercy. â€Å"With eyes streaming with tears†. The husband tried to kill her but was unable. The servant killed her. Upon slaughtering her, they discovered that she was nothing but bones and skin, despite looking so fat. In Metamorphosis, the main character, Gregor Samsa wakes up to find himself transformed into an insect (Kafka 13). This transformation serves to change his entire family. Prior to this, they all depended on him for their financial needs. However, when he becomes an insect and can no longer work, they are forced to start working to earn their own money. The similarity between this transformation and the transformation of the woman in the story above shows that Kafka borrowed from A Thousand and One Nights (O'Neill Pp. 408-409). Use of animal characters One of the aspects used in poetry is t he use of animal characters. This helps to criticize human characters in a more acceptable and friendly way (Sperling Pp. 70-84). â€Å"The Husband and The Parrot† is one of the stories in A Thousand and One Nights that uses animal characters. In the story, the wife offends her good husband. The parrot is aware of this and tells the husband of this offence. The husband scolds the wife. To revenge this act, the woman lies to the parrot that it was raining. The parrot informs the

Media Bias in War Essay Example | Topics and Well Written Essays - 1500 words

Media Bias in War - Essay Example The media – which include print and electronic means of communication such as newspapers, magazines, television, radio and the internet – are not immune from such overarching impact of war. In particular, when their own people, ethnic groups, and countries are involved in the war, war reporters and media organizations can hardly remain unbiased unless they are prepared to be called unpatriotic and get demonized Actually, war affects media organizations and their war reporters more than many other segments of warring societies. War reporters have to gather news from the dangerous frontlines where many them lose their lives every year at the hand of one or the other party to war. If a reporter is killed by one side deliberately or accidently, media organizations and the public, out of spontaneous human instinct, often blame the killers and their side and project them in a bad light. Even when a war has not directly affected reporters and media outlets in such fashion, it influences them directly or indirectly in so many other ways. For instance, the death or deployment of a relative or friend in the frontline and disruption of their own plans, like a much-coveted trip, due to war might dilute the neutrality of reporters. When war affects individuals personally, their first instinctive reaction would be to blame the party that they perceive guilty of starting the war and causing them hardships. So much so that human beings blame the boulder when they stumble on it and hurt themselves rather that blaming themselves for not taking caution to avoid hitting it. Besides, so many other factors also often influence reporters and dilute their objectivity and neutrality. Such factors include personal links, philosophical conviction, media organizations’ mission and motto, cultural connections, geographical proximity, conditions in which reporting is done, sympathy for the underdog, etc. Individual reporters, due to their personal links to one of the pa rties to war or ethical and philosophical conviction, might have their own angles and biases to view a war or the parties engaged in it. For instance, one of the parties to war could be their ancestral country that occupies a special place in their heart. Reporters might also have a soft corner for one country more than other because of their experience or because of what they have read or been told by seniors and friends. Philosophically, they could innately be pro-war or anti-war. An anti-war reporter would begin by blaming the party that has started the war, even though there might have been sufficient underlying provocation from the other party. Confronted with the duty of war reporting, reporters’ first instinct would be to apply their ingrained bias based on their links, acquired wisdom and conviction and assign the blame on the perceived bad guy. Even the most dedicated and honest journalist cannot be free from these elements of bias in war reporting. Rational decision s of individual war reporters and other media players collectively put out lies, half-truths and disinformation that encourages war and discourages conflict resolution (Russ-Mohl). This explains why different reporters come up with different narratives for the same event. Such differences might also occur due to the motto, mission and orientation of media organization

Fascism vs Communism Essay Example for Free

Fascism vs Communism Essay All within the state, nothing outside the state, nothing against the state. † Benito Mussolini I am writing about a host of differences between Italian Fascism and Soviet Communism. Yes, they both are totalitarian regimes, one under Lenin, then Stalin, who, in my opinion takes the cake for worst ever when it comes to the world’s extensive list of dictators, and Mussolini’s Fascist Regime, who ruled from 1922-1945, the last three years serving as a somewhat puppet ruler in northern Italy for Adolph Hitler, before his unfortunate and brutal death at the hands of partisans. Both nations were militarized, both were dictated, both were ruthless and oppressive to political and foreign enemies, and both were aligned to Nazi Germany at one point. But let’s be real, this is where any sort of comparison comes to a screeching halt. The March on Rome took place on Oct. 22 and last until the 29th of October, 1922. In a time of uncertainty, it was a daring and bold move, and thanks to no intervention by the military on King Emmanuel III’s orders, was a successful one. That week, around 30,000 â€Å"black shirts† assembled and helped bring about the establishment of a new regime, the National Fascist Party. On Oct. 28th, with the King’s blessings, â€Å"Il Duce† assumed all powers as a functioning Prime Minister, and Fascism became a welcome way of living to most Italians. Mussolini would be recognized as his regime slowly but surely took power as a hero to many across Europe at the time and a savior in a sense to his people. As for the Soviets, their rise to power came about as they were being thoroughly and clearly defeated by the Germans on the eastern front in the First World War. †Peace, Land, and Bread† were promised, but the people of Russia and the occupied nations under Soviet control would soon learn otherwise. Military reverses and losses were mounting, and Vladimir Lenin, the coward that he was, made promises that him and his communist state had no intention of following through with. After the treaty was signed, the oppression had to begin immediately to shout down the majority of the populations present complaints. The war began soon between the â€Å"Reds† and the â€Å"Whites†, and the masses suffering at the time of the civil war was only a sample of the taste of what the Soviet people were going to go through in the future. Once Stalin took over, he would over shadow both Hitler and Mussolini in their respective cruelness combined. â€Å"Fascism should rightly be called Corporatism, as it is the merger of corporate and government power. † This is a direct quote from Benito Mussolini, and Fascism more or less lived up to it. The glorious destiny and manifestation of the nation and its peoples were more important than the individual, something that was the extreme opposite of the supposed rights for all individuals of Communism, which purpose was to ensure rights for the factory workers over the factory owners, the poor masses over the rich elite, something that was precarious considering the Soviets were as a majority peasants, who, when coming to power under Lenin or Stalin, now had to watch themselves as any move deemed too right or wrong could get you killed in this backwards, barbaric communist state. As factory workers in a nation such as Fascist Italy, you might be working for less Lira and strikes were out of the question unless you didn’t value your own life, but it was necessary for the resurrection and rebirth of the Roman Empire, which Mussolini tried in earnest to turn Italy from a 2nd rate European Power to a World Power, which he in my opinion succeeded. While the Soviets, especially under Stalin, were also into updating their countries industrialization and economy, at the cost of literally millions of human lives. I’m not trying to say that Italy’s Fascism was a saint, as many thousands were locked away and or perished under Mussolini’s Regime, but literally tens of millions would die for this greater â€Å"communist† cause. While Mussolini was promoting successfully an increased birth rate, the Communist cause was killing people as fast as the bubonic plague. Let me put it this way, Communism protects the individual at the all costs, while Fascism protects the States interests, to the cost and sacrifice of the individual and his rights. And lastly, if Fascism had anything in common with Communism, Mussolini wouldn’t have sent a expeditionary force in with the axis after Operation Barabossa opened up. What was a force of 50,000 was expanded into the 200,000 strong 8th Italian Army, fighting with bravery, valor and even leading the last documented (and successful) cavalry charge against the Soviets on the eastern front. Both nations had intervened for their opposing sides during the Spanish Civil War, the Soviets for the republicans, Fascist clearly for â€Å"Il Caudillo† General Franco and his Nationalists. While both were revolutionist governments with a need for oppression, I admire the Nationalistic aspects of all Fascist regimes in Europe. Not saying that I agree with or condone genocide on any scale commited by Fascism like the Ustasha Regime of Croatia, The Iron Guard of Romania, or the Anti- Jewish laws enforced by Germany or Italy, But they fought with selflessness and sacrificed their lives for their nation, something Americans used to do and believe in, when this liberal change took over I don’t know. But you can bet your life that if this country suffered invasion from China, I’d defend with my life this coast as the Germans had Normandy. Or if we were invaded by Mexico, I’d defend our deserts as the Italian Parachute Division Folgore defended their African positions, to the last man. Bottom line: Communism has more differences than similarities with Fascism. Sources: Brutal Friendship: Mussolini, Hitler, and the fall of Italian Fascism, F. W. Deakin Wikipedia. com BrainyQuotes. com The Third Reich: a new history, Michael Burleigh

Identifying stress among UTM students

Identifying stress among UTM students Chapter 1 Introduction Background of Study Stress is the expressive and physical strain caused by our response to pressure from the outside world. Common stress reactions include anxiety, bad temper, inability to concentrate, and a variety of physical symptoms that include headache and a fast heartbeat. Its almost impossible to live without some stress. (Whitman, 1985) The ability to identify when we are under stress and what is stressing us can greatly improve both our mental and physical well being. A model that is useful in understanding stress among students is the person-environmental model. According to a variation of this model, stressful events can be appraised by an individual as challenging or threatening (Lazarus, 1966). Students respond to college in a variety of ways. For some students, university is stressful because it is a rapid change from high school. For others, separation from home is a source of stress. Although some stress is necessary for personal growth to occur, the amount of stress can devastate a student and affect the ability to cope. Often, undergraduate students perceive that faculty exert great power over their lives and feel that they live in a state of substantial powerlessness (Altbach, 1970). Another source of stress is the difficulty of achieving social intimacy. It is difficult to find a friend or maintain a relationship with an existing one. The solution to reduce a student stress is providing students with a sense of control over their education, information about what to expect, and feedback regarding what can be done to improve their performance. Students who do not feel powerless will adopt their own coping strategies. (Whitman, 1985) Immediate coping such as dealing with ones own thoughts and feelings, can be facilitated by accessible professional and peer counseling, student support groups, and adequate faculty advising. Active coping, that is, dealing with the actual stressful situations or events, can be strengthened by providing students with early success. Excellent teaching cannot be overrated as a key to preventing and minimizing stress among students. Sometimes, faculty may not be good teachers if they are themselves stressed and if they feel unrewarded for good teaching. How to reduce stress among faculty and reward good teaching are questions for further study. Solutions for alleviating stress include improved orientation for new graduate students, more flexibility in core requirements, and expanding the role of faculty advisors. Solutions suggested for reducing stress in college students include stress inoculation for example, informing students in advance of what difficulties they might face and encouraging them to develop their own strategies to achieve personal goals. Other suggestions include improving campus mental health services and organizing peer counseling and self-help groups. (Falk 1975; Hirsch and Keniston 1970; Katz and others 1969). Problem Statement Stress is any situation that evokes negative thoughts and feelings in a person. (Whitman, 1985)The same situation is not evocative or stressful for all people, and all people do not experience the same negative thoughts and feelings when stressed. A critical issue concerning stress among students is its effect on learning. Based on the research conducted in a local public university in Malaysia, the adjustment difficulties faced by first year students were found to be academic problems, health problems, financial crisis as well as social and personal problems. (Kolko, 1980) The aim of this particular study is to assess what relationship perceived levels of stress in university students have and what suitable solutions can be recommend these variables have on levels of anxiety and depression. It must be noted that this study uses participants from the lower end of a normal distribution and therefore the analysis is on a skewed population sample. The participants will be UTM students. Purpose of Study In this case the purpose of the study is to identify the stress among the students in UTM. Nevertheless, the study will also will focus on the effects and solution of the students stress in UTM. Research Objective To achieve the target, several objectives are outline as follow: To identify the student stress in UTM. To determine the factors of student stress in UTM. To investigate the effects of the stress towards student in UTM. To provide solution and suggestion to improve and encourage students to handle stress in UTM. Scope of the Study The study will focus on the students in UTM only. This research will study through questionnaire survey where the survey only studies on random students selected in UTM. They are chosen as the respondents because they play a very important role in the university and are also involved in the teaching and learning in UTM. Limitation of Study The study will focus among the students in UTM. The conclusion of this study will represent the stress of the UTM random selected students only. There is several limitation of this study which is: The respondents of this study will be limited on UTM students in Skudai, Johor area only due to the limitation of the time, distance and also cost. The result of the study only accurate within the duration of the study only because the planning and development in teaching and learning will be change in future. Therefore, the result might be different in the future. Importance of the Study Provide a guideline to handle the stress among the students more effectively. It is hopeful that the result of this research may give contribution to further study on the university. The study can also help the university to monitor the students closely. This study is used to determine the major sources of stress, effects and the solutions among university students. Chapter 2 Literature Review Introduction The literature review examines relevant studies in the student field and highlights of most relevant reference in this stress topic. The review includes a detailed description of the factors of stress, effects of stress and solution that can help to reduce the effects of stress on students performance. Factors of Student Stress Studying Stress is a necessary thing in human beings lives because stress adds flavor, challenge and opportunity to our world. Nearly no one feels free from stress and each of us defines stress somewhat differently (Youngs, 1986). It is also a part of every students daily life. In the right dose, stress can be healthy, or even enjoyable. However, it provides many benefits; it can be very damaging for students when stress becomes excessive. Stress can harm students health, happiness, work performance, relationships and personal development. Studying can be as stressful as working because studying is a process that requires a lot of determination. However, stress in learning is also a subjective phenomenon. For some students, making a presentation in front of the class is not stressful while but for others it may mean is the end of the world. Some students consider quizzes as good challenges to their potential while others find them hard to handle. In other words, how one labels, interprets, thinks about and reacts to events in ones life has a lot to do with determining whether those events are stressful (Corey Corey, 1997). Moreover, students who prepare themselves for such events are most likely to experience less stress than those who fail to do so. Ineffective Time Management Many students reported experiencing stress during their studies in universities. One of the causes of stress among college and university students is ineffective time management. Quality time is something often neglected by students whether good or average. The good students often over-scheduled their time for study-related tasks while others under planned their valued time with inadequate activities thus increasing their stress level. Furthermore, a lack of proper time management brings stress to students. With a good time management it will help students become more organized in their academic and social life. Some are lucky enough to be blessed with lecturers who teach them the ways of proper management of time. But for most, it is left up to them to learn about it the difficult way. Without proper time management, students might have overloaded schedules because they will have a tendency to put things off until the last moment. Managing coursework and preparing for exams are stressful for every student. Expectation of Academic Achievement Another famous stressor among students is the expectation of academic achievement. This includes the expectation of examination performance and expectation of the academic results. A survey conducted by West and Wood (1970) reported that 65 percent of 331 students in nine American high schools experience stress just by thinking about the examination before they actually sit for it. Meanwhile, 59 percent of the students expressed that low achievement in the examination also causes a high level of stress. Perhaps one of the obvious mistakes in stress management among students, besides time management, is the inability to plan for upcoming obstacles in the study process. Students should foresee challenges and problems and prepare themselves for anticipatory stress which is more manageable. They can gather information on possible stressors through various ways including discussion with their seniors, advisors, lecturers, counselors and other resources in the university. However, many students are unaware of the need to prepare in advance for academic challenges. This will lead to reactive stress coping style once they experience situational stress. If the students fail to manage the situational stress effectively, it may later lead to residual or chronic stress. Frustration, conflict, change and pressure have been identified by Weiten and Lloyd (1994) as the main elements of psychological stress. Continuous stress can result in burnout among students; the students usually feel emotionally exhausted and lose interest in their studies, thus neglecting their pursuit of studies. According to Corey and Corey (1997), the problem with students is that they do not notice the warning signs that they have pushed themselves to the breaking point. They give too much time to their studies and assignments that they fail to realize the importance of maintaining relationships and spending some leisure time for themselves. New University Environment The cause of stress for university students is the new university environment itself. Human emotion and behavior are influenced by the surrounding. Change of social circumstances can make the university students stress. (Buchanan and Huczynski, 2004, pg. 157-8) If they go to university straight out of high school, they face the difficult challenges. Leaving home, separating from their parents, and beginning the process of finding their own identity as an adult and their place in the world. New Relationships Next, relationships among new friends and partners will bring stress to students. Students often seem more interested in the view out of the window or their pretty classmate in the next row than in what the instructor is saying. The Competitive Circumstances and Exams Moreover, university students want to get good grades and want to have higher scores than their friends since the course evaluation is based on the statistics. The stress happens when desires are not the same. They have an intense need to fit in and to be accepted by their friends. The serious competitive environment makes the students try hard to adapt themselves stressfully. Parental Pressure Parental pressure is also the most important source of stress for the university students. Children do not want to disappoint their parents, so they overwork and do everything to reach the goals no matter how much stress it produces. To avoid the undesirable disadvantages of stress, students should consider the causes of stress important as it help students make plan to reduce it. Effects of Stress Effects of stress to three categories (Dr. Jay Pearson, 2003) Stress happens when the body has to react suddenly to certain situations either mentally, emotionally, or physically. Physically The heart pumps faster and making the heart pound and blood pressure rise which can be said as some people experience palpitations. Muscle tension increases, leading to headaches, dizziness, jaw ache and even insomnia. The mouth goes dry and digestion slows causing butterflies in the stomach. (Dr. Jay Pearson, 2003)Breathing is faster and less efficient which can lead to over breathing and breathlessness. Changes in the flow of blood to the skin can cause sweating, blushing or clammy hands and feet. Mentally A certain amount of stress can be mentally stimulating but too much can affect our thinking ability. Thoughts may become disorderly and confused. Thinking becomes focused on worrying. We may become preoccupied with problems. It becomes much harder to make decisions or find solutions to problems. Thinking negatively and fearing the worst increases worry and stress. Stress when handled positively is beneficial to us. It helps keep us alert, active, and more energetic. When stress gets too much it turns into distress, and if we handle it in a negative manner, it begins having an effect on us mentally. This is really bad for us because it can strain our relations with everyone around us and deteriorate our mental condition. When stress is handled in a negative manner it usually leads to depression. To come out of this depression many take the harmful help of tobacco, alcohol, and drugs, all of which give a sense of stress relief. In reality your body and mental still remains stressed, and these substances just help make matters worse. There are numerous mental responses as illustrated by the following list of some signs and symptoms of stress to our mental. (Bill Burniece, 2008) Increased frustration, irritability, edginess Insomnia, nightmares, disturbing dreams Forgetfulness, disorganization, confusion Trouble learning new information Difficulty concentrating, racing thoughts Emotionally People respond to stress in many different ways. Common emotional effects are irritability, impatience, anger, frustration, fear, anxiety, self-doubt, panic, and despondency, feelings of inadequacy, insecurity, hopelessness, unhappiness, emotional withdrawal and depression. Stress can change peoples behavior towards one another. We may become less sociable, less caring, more hostile and insensitive towards others. When stress is accompanied by anger we may become less tolerant. Many people respond to stress by eating, drinking or smoking much more than is usual: some engage in risk taking behavior. Students often complain that when they feel stressed they find it hard to concentrate, feel tired all the time, perhaps start to miss lectures and deadlines and feel they cant cope. That extra rush of adrenalin, released during stress gives us a needed burst of speed when we escape from danger or an extra surge of power when we decide to stand and fight. However, when we fail to release stress by coping with lifes situations, it builds up until we either get angry or collapse. The consequences of stress can cause specific disorders in both mind and body. In addition to raising levels of the stress hormones, a buildup of stress can cause headaches, digestive problems, eating disorders, insomnia, fatigue, and lower our resistance to other illnesses like colds and flu. When we are overflowed by a sequence of stressful situations, our bodies dont have time to adjust and our minds dont have to make the decisions necessary to deal with stress in a healthy manner. This is episodic stress. Over time, unrelieved stress, like episodic stress, can result in increased heart rate, respiration, and blood pressure, which in turn put undue stress on bodily organs such as the heart and lungs. (Dr. Jay Pearson, 2003) Emotionally, stress can near literally burn us out. Long-term stress becomes chronic stress. Stress becomes inconspicuous, hiding behind feelings of hopelessness, constant anxiety, depression, and in severe cases serious mental aberrations such as paranoia and delusions. Of course, the worst-case consequence of stress is suicide. Just as each individual differs from the next in his or her responses, there is no set limit as to how much stress each of us can endure. Each of us seems to be endowed with our own stress thermometer. When the mercury rises or plummets, in order to stay healthy we need to have a planned strategy to manage stress. We need to know and use a few stress management tips that can make all the difference in the consequences of stress. (Dr. Jay Pearson, 2003) Overall Effects on Physically, Mentally and Emotionally Stress is complicated for scientists to identify because it is a highly subjective incident that differs for each of us. Things that are stressful for some individuals can be pleasurable for others. As demonstrated in the above list, stress can have wide ranging effects on emotions, mood and behavior. Equally important but often less appreciated are effects on various systems, organs and tissues all over the body, as illustrated by the following diagram. In fact, its hard to think of any disease in which stress cannot play an aggravating role or any part of the body that is not affected or not. This list will show the extensive results of stress are increasingly in human being. Solution and Suggestion of Stress Keep stress under control The key to success is to think positively and take control of your stress and anxiety by learning effective techniques to combat it. The most helpful method of dealing with stress is learning how to manage the stress that comes along with any new challenge, good or bad. Here are some things that can help keep stress under control. (Whitman, 1985) Take a stand against over scheduling. If youre feeling stretched, consider cutting out an activity or two, opting for just the ones that are most important to you. Be realistic. We dont try to be perfect no one is. And expecting others to be perfect can add to your stress level. If you need help on something, like schoolwork, ask for it. Get a good nights sleep. Getting enough sleep helps keep your body and mind in top shape, making you better equipped to deal with any negative stressors. Because the biological sleep clock shifts during adolescence, many teens prefer staying up a little later at night and sleeping a little later in the morning. But if you stay up late and still need to get up early for school, you may not get all the hours of sleep you need. Go to bed early, every night, before 10pm is best. Its almost impossible to function at your best if you are not getting quality sleep every night. This is a very worthwhile discipline that will help you enjoy your activities and be more successful. Learn to relax The bodys natural antidote to stress is called the relaxation response. Its your bodys opposite of stress, and it creates a sense of well-being and calm. The chemical benefits of the relaxation response can be activated simply by relaxing. You can help trigger the relaxation response by learning simple breathing exercises and then using them when youre caught up in stressful situations. And ensure you stay relaxed by building time into your schedule for activities that are calming and pleasurable: reading a good book or making time for a hobby, spending time with your pet, or just taking a relaxing bath. Relaxing bodily tension in order to reduce the physical sensations of stress is a good place to start. If your body is free of tension your mind tends to be relaxed. This helps you concentrate and study, take decisions and solve problems. When you are relaxed, you can view each task as a positive challenge, and use stress as a stimulus to help you to carry it out giving you a relaxing glow of achievement afterwards. Treat your body well. Experts agree that getting regular exercise helps people manage stress. And eat well to help your body get the right fuel to function at its best. Its easy when youre stressed out to eat on the run or eat junk food or fast food. But under stressful conditions, the body needs its vitamins and minerals more than ever. Some people may turn to substance abuse as a way to ease tension. Although alcohol or drugs may seem to lift the stress temporarily, relying on them to cope with stress actually promotes more stress because it wears down the bodys ability to bounce back. Watch what youre thinking. Your outlook, attitude, and thoughts influence the way you see things. A healthy dose of optimism can help you make the best of stressful circumstances. Even if youre out of practice, or tend to be a bit of a pessimist, everyone can learn to think more optimistically and reap the benefits. Solve the little problems. Learning to solve everyday problems can give you a sense of control. But avoiding them can leave you feeling like you have little control and that just adds to stress. Develop skills to calmly look at a problem, figure out options, and take some action toward a solution. Feeling capable of solving little problems builds the inner confidence to move on to lifes bigger ones and it and can serve you well in times of stress. Try to stand back and look at the problem carefully. Break it down into manageable parts. Talk it through with someone else, brainstorm solutions, or get help if you need it. Try to manage your time effectively and learn to say NO. Avoidance wont make the problem go away and can often make it worse. Leaving everything to the last minute is a major source of stress for students. Think about why you are finding it hard to get started: uncertainty about how to do the assignment, fear of being judged or failing? Starting a piece of work effectively reduces stress levels as it frees your mind, putting the thoughts of failure back into perspective. If youve had a row or a misunderstanding with someone, it rarely helps to avoid the issue. Talking it through with the other person or with someone outside the situation, often helps you express your feelings, regain a sense of proportion, and identify a way of resolving the differences. Accept the Inevitable Accept what you cannot change. Develop patience with the process of going to university. There is a lot it can offer you. Practice Gratitude Be grateful for the opportunity to learn and grow and build a better future for you. Get Organized Write down your homework assignments so they dont get lost. Write down your schedule of classes in more than one place so you always know where you are supposed to be. Be Disciplined Become disciplined about doing your assignment can reduce the stress and university syndrome. Attending classes when you have done your assignment is much less stressful then showing up without your assignment.Be disciplined about attending classes and studying daily. Cramming for exams creates unnecessary stress. Real learning and success is built on a foundation, step by step and class by class. Practice Time Management Skills Time management stress relief skills can help you achieve more and still have time for rest and play. Be Systematic Understand that your university success never depends on any single exam, teacher or class. You will naturally enjoy some classes more and do better in them. Simply do the best you can with each class and each challenge you face. Learn How to Take Tests Gather tips for test taking will help your improve your test taking skills and make your school days much easier. It will also build your self confidence and success. Be Determined and Persistent Even though stress and University may sometimes be a problem, dont let setbacks stop you. Just stay committed and keep going. At times you may think that youre a failure but just keep going anyway. You dont really fail until you stop trying. Breathe Deeply Breathing for stress relief means breathing slowly and deeply several times a day. Do this especially any time you feel tense, angry or worried. This can help you stay calm and focused. It can help you avoid doing or saying things that may get you in trouble, or that you may later regret. Be Kind Be kind, polite and respectful to everyone you meet and deal with, including yourself. When you treat people with kindness and respect you will find yourself making friends more easily and having fewer problems in your relationships. Communicating to reduce stress with improved listening skills will help avoid misunderstandings and promote harmony. Be Forgiving The benefits of forgiveness are many. Be forgiving of yourself and others. As human beings we are fallible. We inevitably make mistakes. Apologize for your mistakes and move forward. Dont hold grudges. They will only bring you down with bitterness. Recognize that we all do the best we can at the time. Exercise Regularly Be absolutely committed to using stress relief exercise almost every day! This is important for health and stress relief. Bodies are built to move and be active. Its much easier to sit patiently in university behind a desk when you have a daily opportunity to run, move and play. It can be sports, or dancing, or weight lifting, or simple walking or jogging. I found that the more hours I spent sitting and studying, the more time I had to spend exercising in order to think clearly and stay healthy. Sport and physical activity helps you to relax physically and also releases endorphins in the body which produce a real feeling of well-being. Walk, cycle, swim, join a gym or a sports team. Joining a club or society, maintaining an existing hobby or learning something new, talking to other people can all help you to take a mental and physical break. Eat Nutritious Food Avoid eating junk. Eliminate refined sugar and caffeine from your diet. Sure the soda pop and candy bars are fun to eat. And they can give you an immediate energy boost. But its an artificial energy boost that does not support your long term health. Request Help Ask for help when you need it. Sometimes an explanation from a classmate, teacher or tutor can help you understand a difficult topic. Lend a similar helping hand to your classmates when they ask for it. Cooperation can help everyone do better. Talk about it, write about it, shout or moan about it. By expressing your feelings can help to relieve stress. Acknowledging a problem to yourself and to others can be the first step in dealing with it. Sometimes having a good cry or bashing a pillow can release emotional pressure and calm your feelings of anxiety. Pray for Guidance Remember, prayer for stress relief is always available, and can help with school stress, work stress, family stress, or whatever challenge you may be facing. Past Researches Past researches are very important for researcher to do research scientifically. Although college student is Past researches has been done for the related title of student stress in university and colleges. Research conducted by Ida Hartina Ahmed Tharbe (2003) using the Social Readjustment Rating Scale (Holmes Rahe, 1967) on 58 subjects identified several changes in lifestyle as the cause of stress for students. Among the changes are: the change in eating habit (66 percent), change in sleeping and living habit (64 percent respectively), change in social activities and change in financial status (50 percent respectively). Using the Teen Scene: Stress Test (Youngs, 1986) the same research found other stressors which include: not performing as well as expected (66 percent), putting too much hope on oneself (64 percent), not being as popular as one wanted (56 percent), fear of being let down by friends (56 percent) and peer pressure (50 percent). Therefore, it is relatively true to say that stress is not merely caused by a single event but rather by a combination of life events. A study by Samsiah Jayos (2005) among 155 matriculation students found that 91 percent of the students regard not having enough time for revision as the main source of stress. Meanwhile, 65.2 percent argued that they do not have enough time to complete assignments. Academic workload is undoubtedly another source of stress for students. The same research reported that too many assignments and too many subjects to be taken have caused stress for 73.5 percent and 72.3 percent of the students respectively (Samsiah Jayos, 2005). Similarly, a research study on 94 students of an institute in South Alberta found that among the stressors for both female and male students is academic workload (Arthur Hiebert, 1994). Conclusion In conclusion, various past researches showed that the stress appear because of several factor that may create effect to our body and health. The effects were severe if we did not control it because from the past researches, it shows a problem that can make our life miserable. The effects to us include physically, mentally and emotionally. Various past study also make evident that the solution for stress management include think positively and take control of your stress and anxiety by learning effective techniques to combat it. Stress-management skills are best when we practice it correctly. Knowing how to de-stress and doing it when things are relatively calm can help us get through challenging circumstances that may arise. CHAPTER 3 METHODOLOGY Introduction This chapter is a vital part of the study that clarifies all features about how the survey will be carry out, beginning from the data collecting procedure to the analysis and understanding of d

Concept Models for Sports Development

Concept Models for Sports Development Part One Introduction There are many methods which one can rely on in order to undertake policy research. Often we will see policy makers undertaking primary research by way of observations and experimentation, resulting in a first-hand account of the effectiveness of a certain policy in a given context. However, such primary research is not always available or easily accessible, and often persons need to rely on secondary accounts of information to base their decision making processes on. It is this reliance upon secondary information that can lead to problems as to quality and reliability, which may contribute to the lack of effectiveness of a certain implemented policy. The purpose of this essay is to explore the principle of concept models and their effectiveness in relation to the formulation of policy as regards sports development. In doing so, it will attempt to identify what concept models actually are, what sports development is defined as, how the two areas interrelate, and finally the advantages and limitations of relying on concept models as a form of research. It is important to note at the outset that relying on secondary research is arguably fraught with danger in any case, however this essay also recognises the fact that primary sources or material may not always be available, and will consider whether concept models make a valuable alternative form of research. What are ‘Concept Models’? Concept models are a logical form of data collection, which researchers and academics often use to gauge and measure certain aspects of a sample of a population, so as they can form general conclusions based on the results. Often a concept model is the result of laborious analysis and experimentation, which uses scientific data collection methods to formulate and test hypotheses, so as a person studying a particular area can gain knowledge and intuition in a logical manner. Clearly there is a significant difference between the application of a reasoned hypothesis to a particular set of circumstances, as opposed to the application of theoretical principles, and this is perhaps where the conflict arises between these two methods of research in particular areas of study. It is important to understand the fact that there may be times where a concept model is perhaps the most appropriate method of research in a particular matter. However, other situations will require a more theory-based approach. This is the difficult issue that the study of society and culture presents to the academic and researcher: society and social values are often not accountable to rhyme or reason. They cannot be justified by the application of facts and figures, but rather one must attempt to understand the underlying rationale of a social context so as to have an idea as to what conclusions can be drawn about that particularly sample’s behaviour. The purpose of this essay is to highlight the tension which concept models bring to a social issue such as sports development. What is ‘Sports Development’? Sports development cannot be defined by one singular term. It can have a variety of meanings depending upon the context it is used. Perhaps the most succinct definition, but by no means definitive, is the following: Sport development deals with the opportunities available for people to progress to their potential in sport, from taking part for fun and health to competition and also encompasses the provision of opportunities for addressing the social issues of the day through participation in sport.[1] Furthermore, it is important to note that: As a profession sport development needs to justify the claims made for it by politicians and practitioners alike by providing an evidence base for the claims made for its value as a legitimate social service.[2] Therefore, sports development is regarded as having a role in society in general, and is not limited just solely to participation in sport itself. It can relate to health, in the sense that participation in sport and physical activity can lead to a reduction in obesity levels and cases of coronary heart disease and the like. It can link to crime, in the sense that sport can be used as a method of implementing structure and rigidity into a person’s life, with the theory being that a person is less likely to offend as a result. It can even delve as deep as other social issues such as gender equality, in relation to the access to top competition sporting events and activities being geared more towards men than women. All these different concepts are important, and all need to be understood in order to truly grasp the overall concept of sports development. But how does one teach this to others? How does one understand the relationship between these very different entities, in a us er-friendly way? How are Concept Models used in Sports Development? Concept models can be a useful tool in sports development, and in fact have been in discussion and policy research since the 1970s. Since first being coined as a term in the 1960 Wolfenden report,[3] sports development has undergone somewhat of a development in itself. New concepts have arisen, that need to be explained to scholars, researchers and laypeople alike. This is where concept maps may serve a valid purpose. They visually represent how various aspects of areas interrelate and flow on from one another. For example, the area of sports development has traditionally been associated with the ‘pyramid model’,[4] whereby a person begins at the bottom of the pyramid with many others at the foundation level, and gradually moves up the pyramid to the excellence level, which is only reached by much fewer people. This brief pyramid concept basically tells the reader in a visual way the overall principle of sports development, and what its ultimate goal is. However, this do es promote limitations. Firstly, it implies that the only way a participant in sport can move is up, and does not allow for the frequent occurrence of participants having to drop down one ‘level’ and attempt to climb up again. Secondly, it also imposes a quite rigid framework, and does not allow for the individual or unique nature of each and every participant. These issues will be discussed in further detail in due course. Concept models are also useful in the sense that sports development is an area which has been identified as severely lacking in empirical and scientific data to justify any other major form of modelling.[5] Riddoch also goes on to say that, as a result of this lack of ‘hard evidence’, we must rely more so on â€Å"theory, common sense, observation and expert opinion as on hard evidence†.[6] This essentially proves the usefulness of concept models in the context of sports development; however it also signifies the need that we need to begin developing a ‘bank’ of hard evidence so as to support the faith the government shows in this area. Essentially then, concept models are useful as an introductory tool, however one should seek to qualify these concepts with rigid empirical data. What are the Advantages of using Concept Models? The overwhelming benefit that concept models play in relation to the design, planning and delivery of the sports development process is that fact that is essentially simplifies the concepts and the relationships between various aspects of sports development and the wider community. It can essentially explain otherwise complicated topics quite clearly and reasonably, while also guiding the policy development process as a whole, given that it can highlight specific target ideas and values that a policy may wish to address. An excellent example of a concept model for sports development can be found in the PAT 10 report entitled ‘Sport and Social Exclusion’ (1999) at page 10 thereof, which attempts to represent the relationship between sport (or physical activity generally) and the wider economic benefits to the community as a whole.[7] On the basis of this concept model, one can trace the path of consequences that a specific activity or outcome can carry. For example, an in creased time in sprints can lead to an increase in sports injuries, and then an increase in costs to the NHS. However, the same outcome could also result in an increased achievement in sporting activities, then an increase in one’s health, and accordingly a decrease in costs to the NHS. This diagram maps out this particular issue quite well, although it is still quite ambiguous, in the sense that it does not indicate which path is more likely than the other to occur, and implies an even chance of either (or even both) occurring. What are the Disadvantages of using Concept Models? The above discussion in relation to the advantages of concept models also perhaps highlighted what some of the disadvantages are. A person who seeks to rely on a concept model in developing sports policy may be making a decision based on misleading information. This is primarily due to the fact that concept models can imply ambiguity in the data they represent. As mentioned above, the example in relation to the PAT 10’s concept model does not give any indication as to what event is more likely to occur than the other, meaning that the policy makers cannot accurately measure their issues as against the consequences due to the lack of empirical data in support. Therefore, it is important for policy makers to make their own enquiries into the reliability of the information, and they also should seek to support it with some ‘hard’ evidence before drawing a conclusion and formulating policy to guide the sport development process. Also, a pre-existing concept model may not cater for the policy maker’s particular circumstances, and therefore it would be important to have further information available to tailor the concepts to fit the situation. Concept models may also only prescribe one manner of ‘moving’ through the various concepts, which does not cater for all eventualities, and therefore one must exercise caution when relying on them, and perhaps only rely on concept models which might allow a certain amount of flexibility in their guidance. Conclusion On the basis of the above discussion, it would be reasonable to conclude that concept models can be a valuable tool in guiding the design, planning and delivery of sports development policy, however they should be relied upon with caution, and the policy maker should make an effort to familiarise himself with other ‘hard’ evidence so as he can make policy in the best interests of achieving the objectives he has set for the policy. It is the unique objectives of the policy that should come first, and it is the role of the policy maker to design and implement policy which will achieve these goals otherwise it will be of no benefit. Therefore, it is incumbent upon the policy maker to make all reasonable enquiries so as to ensure that they are making their decision based upon reliable and sound evidence. While concept models are valuable resources, they are certainly not definitive, and should not be viewed as such by those who seek to rely on them. Part Two Childhood obesity is becoming an ever increasing problem in todays modern society. So often do we see advertisements for fast food, junk food and other unhealthy habits and lifestyles, such as video games, on the television which are predominantly aimed at a younger audience. This places significant pressure on the sports industry as a whole, as children who become disillusioned with sport may suffer consequences not only to their own health, but the heath of the industry overall. After all, children are the future of our society, and it is in the interests of sport into the future to promote its values to the younger generation. The purpose of this case study is to highlight ways that sport is used at a younger level, such as school age and the like, in order to promote the positive message of health and fitness to children. This is often achieved through the implementation of social policy and activities which promote physical activity and are generally catered to the fitness and s kill levels of younger children. It is difficult to rebut the proposition that obesity in general, let alone childhood obesity, it reaching epidemic proportions around the world, specifically in the United States. The purpose of this brief therefore is to identify the objects of school-based activity programs, and rationale which underpin these programs, the design and implementation of these programs as well as their implications for management. Specifically, given the writers residence in Australia, it will tend to focus more on Australian-based research based on the writers experience in after-school childhood sport programmes. There is substantial evidence and policy in existence which supports the proposition that sport can promote a healthy lifestyle and decrease the risk of coronary heart disease and stroke at a later stage in life. In particular, the PAT 10 report Arts and Sport (Department for Culture, Media and Sport, 1999) includes health as an area in which sport can contribute to neighbourhood renewal. The Value of Sport (Sport England, 1999) suggests that sport can make a contribution to the new policy agenda by assisting in the improvement of fitness and health the reduction of risk of coronary heart disease, obesity and osteoporosis; psychological benefits (eg reduction of depression) and a range of more specific health benefits.[8] Therefore, sports development serves a vast social purpose from a health perspective, in the sense that encourages its participants to increase their physical activity in order to improve their health and not face as many potential health problems down the track. In the Australian context, where the writer is based, there is clear evidence of a policy shift towards enforcing compulsory school-level sport within the curriculum for all primary school age students. In the state of Western Australia, this was recently introduced and, according to Education Minister Mark McGowan, what I dont want to see is us reach the obesity levels of the United States and acknowledged that governments cant take all the responsibility here. Two hours a week in a school curriculum in which were loading up literacy and numeracy as well is a good outcome. What we need is after school and on weekends, parents to play their bit as well.[9] A Western Australian school principal remarked about the policy It is certainly very popular with the students. The teachers like the fact that we can now program it rather than it just being an add-on to the curriculum and it seems a very good way for us to resource the problem that were facing.[10] What this demonstrates is the f act that the government only has a limited role in the decrease of the epidemic of childhood obesity. Its hands are effectively tied, in the sense that much of the encouragement and enforcement needs to come from the parents of the children rather than the government. Essentially, the government only has control of children for about six hours per day, whereas parents are responsible for their children after school and on weekends, so there is a need for this value of childhood health and fitness to spread as a social value, rather than simply becoming an imposition by government. Perhaps most relevant to the after-school programs that the writer was involved in was the key points in relation to health which were made by Coulter in his research report entitled Realising the Value of Cultural Services: the case for sport (2001), and the following seven conclusions on this report can be drawn: Much of the research evidence relates to the health benefits of physical activity, rather than sports per se†¦ There is a need to focus on behaviour change rather than formal activity, promoting facility use and uptake of classes and sessions. Among sports participants, the frequency of activity is often less than that required to achieve and sustain health benefits. Qualitative evidence suggests that the greatest gains from involvement in activity relate to psychological health and increased feelings of well-being. It is important that such experiences are complemented by a recognition of the unique physiological benefits of exercise. Factors underpinning the success of activity provision have included appropriate and convenient local facilities; recognising the importance of participants friendship groups in getting involved and staying involved; providing reassurance that people just like us are able to participate; acknowledging, particularly to older people, that some physical activity will be better than none; and recognising that if the activity has some intrinsic value (good fun, enjoyable, a change of environment etc), it may be more appealing and ensure adherence. There is a widespread absence of robust monitoring information on the health benefits of participation and little long-term monitoring of adherence to activity programmes. This reflects the short-term nature of many initiatives, the lack of funding for such monitoring and the lack of expertise to undertake such work.[11] The above points perhaps best capture the underlying rationale behind after-school sports programs. There is no need for a child to participate in sports per se, but rather in activities which result in an increase in physical activity. While the definition between sports and physical activity can appear clouded on occasions it is clear that, for the purposes of Coulters report, they are two entirely different concepts. One of the key programs that the writer was involved in, in order to be able to comment upon this issue first-hand, is known as the ‘Active After-School Communities’ program, which is operated under funding provided by the Australian federal government. A documented case study has been undertaken in regards to the effectiveness of this program in encouraging younger children to participate in physical activity. Parents acknowledged the concerns in the current social environment in relation to obesity and later health problems, however sought to support the program where they were able to, having regard for barriers such as travel and distance, as well as time constraints in relation to parents being able to pick up and drop off children in line with their work commitments.[12] However, in an attempt to promote maximum attendance and participation, it was important for the deliverer of the program at each venue to follow certain policies in relation to the activities that they organise. First and foremost, it needed to be an activity that the children would enjoy. This meant that it needed to cater to the wants of the children, rather than the deliverer simply imposing a certain program upon the group. The deliverer therefore needed to be flexible in terms of ideas and planning of activities, however needed to remain firm enough to impose a sense of order, control and structure to the activities, in order to ensure that the overall objectives of the program were still being met. Another key feature of the Active After School Communities program is the ‘non-exclusion’ policy behind all of its activities. In essence, this means that no child should be excluded from the activities, and activities which provide for a person being ‘out’ should provide another physical role for that child as part of the activity. For example, in a game of dodge ball, a person who is hit by a ball (in a safe manner) would ordinarily be out, howeve r a good program deliverer could find an alternate role for these participants while they are waiting for a new game to start, such as throwing balls in from the sidelines as part of the game, which still keeps them involved and active. This often meant that the deliverer had to create unique games or activities within ‘their own rules’ in order to implement the policies laid down by the program. This required special training on the part of program deliverers, and thus all deliverers were required to complete accreditation in the delivery of the program before being able to conduct the program unsupervised. Of course, the design and implementation of the program is not without its impact upon the management of the program. It is important for the Federal Government to have regard for the fact that many parents are somewhat unable to pay large amounts for this program, and hence the participants of the focus group expressed a desire for the program to be heavily, if not fully, subsidised by the government.[13] This creates an issue, in the sense that the funding of the program is a significant concern given the associated expenses of program delivery. This is particularly due to the need to pay the deliverers for their services, but also that the program takes place outside of school hours. This means that supervision of the program often falls outside of the scope of a teacher’s ordinary duties, and thus often a casual employee (or a number of them) needs to be engaged in order to fill this role. Magnifying this issue is the need for a large number of sites to exist, especially i n rural areas, in order to maximise participation by minimising the distance and travel factors. Additionally, the case study also highlights the lack of suitably qualified staff to fill these roles in any event.[14] This means that the management need to outlay a substantial amount of funding to initially reach the required training and staffing standards that the policies of the program demand. Therefore, the management need to be mindful of the concerns raised by the parents of the children of the program, as they are reluctant to absorb any major costs associated with the program. As a result, the management need to ensure that the appropriate budgets and costings are obtained so as to meet the objectives of the program, and it is clear that these policies perhaps impose a great deal of pressure and responsibility upon the management. In summary, it would appear that the Active After School Communities program which the writer was associated with serves a valid purpose. It recognises the need for children to become physically active, in a society which promotes generally unhealthy lifestyles and habits. The responsibility for this negative social shift would have to be shared between the government, parents and corporations; however the responsibility to fix the problem ironically sits with the same people. For example, the AASC program relies heavily upon funding from Nike, which provides clothing and equipment so the program can run efficiently. The government needs to put the framework in place, but ultimately it is the role of the parents to encourage their child to attend the program, and to ensure continued participation, so as the child can receive the full benefit of the program. Bibliography Books Houlihan, B., and White, A., The Politics of Sports Development (2002), London: Routledge Hylton, K., Bramham, P., Jackson, D., and Nesti, M., Sports Development: Policy, Process and Practice (2007, 2nd ed), London: Routledge Reports Coulter, F., Realising the Value of Cultural Services: the case for sport (2001) LGA, London PAT 10, ‘Research Report: Sport and Social Exclusion’ (1999) Institute of Sport and Leisure Policy, Loughborough University Riddoch, C., ‘Relationships between physical activity and physical health in young people’ in Young and Active? Young people and health enhancing physical activity – evidence and implications’ (1998) Ruiz, J., ‘A Literature Review Of The Evidence Base For Culture, The Arts And Sport Policy’ (2004), Scottish Executive, Edinburgh The General Council of Physical Recreation, ‘Sport and the Community’ (1960), CCPR, London. Internet Sources ABC News, Compulsory sport to tackle childhood obesity (2007), http://www.abc.net.au/news/newsitems/200705/s1924710.htm> at 2 August 2008 Colmar Brunton Social Research, ‘Evaluation of AASC Program: Community Case Study – Vasse Community’ (2008), Australian Sports Commission, http://www.ausport.gov.au/__data/assets/word_doc/0004/200389/Evaluation_of_AASC_program_-_Community_Case_Study_-_Vasse.doc> at 2 August 2008 Sports Development, www.sportsdevelopment.org.uk> at 2 August 2008 [1] Sports Development UK, ‘Sports Development’ (2008) http://www.sportsdevelopment.org.uk> at 2 August 2008. [2] Ibid. [3] See The General Council of Physical Recreation, ‘Sport and the Community’ (1960), CCPR, London. [4] See Casey (1988). [5] Janet Ruiz, ‘A Literature Review of the Evidence Base for Culture, The Arts And Sport Policy’ (2004), Scottish Executive, Edinburgh, 15; see also Chris Riddoch, ‘Relationships between physical activity and physical health in young people’ in Young and Active? Young people and health enhancing physical activity – evidence and implications’ (1998). [6] Ibid. [7] PAT 10, ‘Research Report: Sport and Social Exclusion’ (1999) Institute of Sport and Leisure Policy, Loughborough University, 10. [8] F. Coulter, Realising the Value of Cultural Services: the case for sport (2001) LGA, London, 15. [9] ABC News, Compulsory sport to tackle childhood obesity (2007), http://www.abc.net.au/news/newsitems/200705/s1924710.htm> at 2 August 2008. [10] Ibid. [11] These points are drawn from sportdevelopment.org.uk at http://www.sportdevelopment.org.uk/html/rg_health.html> at 2 August 2008. [12] Colmar Brunton Social Research, ‘Evaluation of AASC Program: Community Case Study – Vasse Community’ (2008), Australian Sports Commission, http://www.ausport.gov.au/__data/assets/word_doc/0004/200389/Evaluation_of_AASC_program_-_Community_Case_Study_-_Vasse.doc> at 2 August 2008. [13] Ibid. [14] Ibid.

Merchant of Venice Essay: Shylock - Antagonist or Victim?

The Merchant of Venice: Shylock - Antagonist or Victim?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   In The Merchant of Venice, by William Shakespeare, there appears Shylock - a Jew. As the play unfolds Shylock is seen to be the villain and is portrayed as being cold, unbending, and evil.   Shylock can easily be assumed to be the antagonist in this play or, after careful research and study, he can also be viewed as persecuted individual who resorts to revenge as a last resort after he has been pushed too far.    To fully understand the character of Shylock we must first look at Elizabeathen attitudes towards Jews.   In the sixteenth century Jews were rarely if ever seen in England.   In the Middle Ages Jews had fled to England to escape persecution in France under the Normans.   They were granted charter in England by Henry I in return for a percentage of their profits from trade and moneylending.   It is here that the stereotype of Jews lending money was started.   Because of the tariffs placed on them by the crown Jews took to charging high interest rates to secure profits for themselves.   Here we see echos of   Shylock with his usury. Finally the Jews were ordered out of England in 1254 by Edward I. They did not return to England until the later half of the seventeenth century. (Lippman 3-4) Jews were also viewed as devils by Elizabeathan audiences.   Old stories portrayed them as "blood-thirsty murders" that poisoned wells and killed Christian children for their bizarre Passover ritual!   als. (Stirling 2:1)  Ã‚   These were the stereotypes which Shakespeare's audience held in regard to Jews.   Shakespeare himself had never seen a Jew but he goes to great lengths to humanize Shylock even while perpetuating the stereotype.    In Act 1:3, before Shyl... ...d, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is?   (III,i,54-59)    At this point in the play it seems that Shylock is no different from any other man except for the fact that his religion has made him in outcast from society.   Our understanding of this fact does not lessen the horror we feel at his cruelty towards Antonio, but we are able to remember that the passion for revenge is a common human failing and not the unique characteristics of a ferocious and inhuman monster as the Elizabeathans believed. (Lippman 3)    Works Cited: Lippman,   Laura.  Ã‚   Merchant of Venice   Princeton, NJ: Peterson's Guides, 1999. Stirling, Grant. "Shakespeare and Anti-Semitism: The Question of Shylock." February 1997. http://www.geocities.com/Athens/Acropolis/7221. Merchant of Venice Essay: Shylock - Antagonist or Victim? The Merchant of Venice: Shylock - Antagonist or Victim?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   In The Merchant of Venice, by William Shakespeare, there appears Shylock - a Jew. As the play unfolds Shylock is seen to be the villain and is portrayed as being cold, unbending, and evil.   Shylock can easily be assumed to be the antagonist in this play or, after careful research and study, he can also be viewed as persecuted individual who resorts to revenge as a last resort after he has been pushed too far.    To fully understand the character of Shylock we must first look at Elizabeathen attitudes towards Jews.   In the sixteenth century Jews were rarely if ever seen in England.   In the Middle Ages Jews had fled to England to escape persecution in France under the Normans.   They were granted charter in England by Henry I in return for a percentage of their profits from trade and moneylending.   It is here that the stereotype of Jews lending money was started.   Because of the tariffs placed on them by the crown Jews took to charging high interest rates to secure profits for themselves.   Here we see echos of   Shylock with his usury. Finally the Jews were ordered out of England in 1254 by Edward I. They did not return to England until the later half of the seventeenth century. (Lippman 3-4) Jews were also viewed as devils by Elizabeathan audiences.   Old stories portrayed them as "blood-thirsty murders" that poisoned wells and killed Christian children for their bizarre Passover ritual!   als. (Stirling 2:1)  Ã‚   These were the stereotypes which Shakespeare's audience held in regard to Jews.   Shakespeare himself had never seen a Jew but he goes to great lengths to humanize Shylock even while perpetuating the stereotype.    In Act 1:3, before Shyl... ...d, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is?   (III,i,54-59)    At this point in the play it seems that Shylock is no different from any other man except for the fact that his religion has made him in outcast from society.   Our understanding of this fact does not lessen the horror we feel at his cruelty towards Antonio, but we are able to remember that the passion for revenge is a common human failing and not the unique characteristics of a ferocious and inhuman monster as the Elizabeathans believed. (Lippman 3)    Works Cited: Lippman,   Laura.  Ã‚   Merchant of Venice   Princeton, NJ: Peterson's Guides, 1999. Stirling, Grant. "Shakespeare and Anti-Semitism: The Question of Shylock." February 1997. http://www.geocities.com/Athens/Acropolis/7221.

Clark and Menefee Architects :: essays papers

Clark and Menefee Architects The Reid House was designed by W.G. Clark and Charles Menefee and built in John’s Island, SC in 1986. Menefee and Clark designed primarily in the American South. Clark and Menefee are known for their â€Å"tripartite vertical organization.† The base level normally consists of secondary bedroom(s)/studio spaces and services. The First floor is a â€Å"piano nobile of principal rooms with a double-height living space.† The attic level usually consists of the master bedroom and bath. The Reid House is set up in this fashion. The house is located in a modest setting, surrounded by house trailers and cheaply built houses. The image of the house was â€Å"derived from vernacular farm buildings as well as from more formal Palladian structures.† One author described the setting as â€Å"John’s Island, a peaceful landscape where truck farmers tend tomato fields carved out of scrub-pine and dwarf-cedar forests, and where the front yards of shacks ar e littered with junked cars, rusting agricultural machinery, and other decaying impedimenta of the Industrial Revolution.† The house is a three-story tower with two components. The first is a 20 ft. sq. section made of concrete block, housing the living and bedrooms, referred to as the â€Å"served space(s).† The second part, referred to as the â€Å"serving space(s),† is a wood-frame shed that holds the kitchen and the bathrooms. These two components are â€Å"joined at the fireplace and chimney, around which the stair winds.† The materials used for the house are inexpensive, in keeping with the surrounding structures. One section is made of concrete blocks, exposed on the inside and covered with waterproofing paint on the outside. The other part of the house is â€Å"sheathed in plywood and battens and its roof is covered in asphalt shingle.† The floors are painted pine, the interior partitions, painted plywood. The total cost of the house was $102,000, only $2,000 over the budget that the Reids had set. They wanted the house built because they wanted to move their two small children out of a trailer home, and they wanted to have a larger space in which they could manage their 120-acre horse farm. The total area of the house is only 1600 sq. ft. One author noted that the house â€Å"[reconciles] lofty aspirations and modest means.† W.G.