Utilizing Solution Focused Brief Therapy with Domestic...

Introduction Domestic violence is one of the most pressing issues facing social workers today. It occurs between individuals of all ages and nationalities, at all socioeconomic levels, and in families from all types of religious and non-religious backgrounds (Straus Gelles, 1990; Carter McGoldrick, 1999). Domestic violence remains a significant social and public health problem affecting not just the couple but the entire family as well. Increased parental conflict negatively impacts children’s academic, behavioral and social-emotional functioning and the parents’ well being (Carlson, 2000; Carter McGoldrick, 1999; Lyon, 1998). The overall rate of incident has been found to be similar for city, suburban, and rural†¦show more content†¦In the same manner, in relation to the ecological framework family factors would refer to the processes in the family such as family environment, family interaction, family stressors, and parenting skills. Family stress in co njunction with financial difficulties, chronic poverty and unemployment is one major area that could overwhelm a family’s capacity to function. The stresses and strains of socioeconomic hardship are associated with higher rates of domestic violence (Kaufman Kantor Straus, 1999). Community factors refer to the community in which the family lives, the peer groups of the family members, the formal and informal supports, the availability of jobs, the availability and access to community services (i.e. transportation, mental health services, health care, shelters). Increased levels of neighborhood crime and family poverty can impact and increase the risk and co-occurrence of domestic violence and child maltreatment (Andrews, 1996). At the societal level, the established laws and policies in relations to domestic violence may in fact fail to protect the victim and consequently re-victimize her. For example, domestic violence victims are increasingly being charged for â€Å"fai lure to protect† even when the partner is abusing the child and the mother (Beeman, Hagemeister, Edelson, 1999). In addition, some states have considered legislation that makes a child’s witnessing of domestic violence a form of criminal abuseShow MoreRelatedThe Role Of Professional And Ethical Codes1499 Words   |  6 PagesCounselling Federation of Australia (PACFA). These codes with the assistance of therapeutic techniques are the core components that help provide beneficial recovery for all clients; this will be explored through the topics of cyber bulling and domestic violence. Cyber bullying Cyber bullying is when an individual has the intent to intimidate, humiliate or threaten another individual by using electronic communication such as texting or social media. This is displayed in the video â€Å"Exploring Cyber-BullyingRead MoreI Collected Rhonda s Demographic And Intake Information1991 Words   |  8 Pages I collected Rhonda’s demographic and intake information (Murphy Dillon, 2015; Reamer, 2001). This included a signed consent for treatment, which we reviewed and all her questions were answered, as well as signed medical releases for previous therapy and agency records, i.e., DVIS, CPS, CASA, that will be requested (Murphy Dillon, 2015; Reamer, 2001). Additionally, she was informed about HIPAA, patient privacy rights, billing practices, professional boundaries and expectations, and how to contactRead MoreA Thorough Assessment And Treatment Plan For Rhonda Essay1750 Words   |  7 Pageslabel of Asian-American (Murphy Dillon, 2015; Chavez Chavez, 20 12). 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A third study found that recidivism risk was reduced by 25% for those individuals who completed a treatment program while in custody (GrellaRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesor for customer service please, call 1-800-CALL WILEY (225-5945). DeCenzo, David A, Robbins, Stephen P. Fundamentals of Human Resource Management—10th ed. ISBN-13 978-0470-16968-1 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Brief Contents PA RT 1 Chapter 1 Chapter 2 UNDERSTANDING HRM The Dynamic Environment of HRM 2 Fundamentals of Strategic HRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights andRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Read More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesAdvanced Placement Statistics instructors have acknowledged as difï ¬ cult for their students. We have also expanded the variety of examples and exercises, recognizing the diverse potential futures envisioned by very capable students who have not yet focused on a college major. Topic Coverage Our book can be used in courses as short as one quarter or as long as one year in duration. Particularly in shorter courses, an instructor will need to be selective in deciding which topics to include and whichRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesed. p. cm. Includes indexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and

Why NYU Thesis Statement - 1335 Words

Why NYU? Two summers ago, I designed and executed my own experiments focused on cell adhesion and its implications in the metastasis of cancer. When I fixed my cells for the first time in the Dictyostelium Discoideum lab, I was scared. I was even more scared when I told my mentor I bleached my cells with the spinning disk confocal microscope. However, it was through the endless trials and errors that I discovered a love for biology and seeking answers to the unknown. Through the College of Arts and Science at NYU, I hope to pursue a Global Public Health/Science major concentrated in Genetics and Genomics. This past summer, I participated in the Minority Introduction to Engineering and Science Program (MITES) at MIT, and I had the†¦show more content†¦As a dynamic learner, I would love to travel and get a taste of the NYU cosmopolitan experience elsewhere. In a setting such as Abu Dhabi, I would take advantage of the world-class research university with its over six-hundred courses, w hile also enjoying events such as the Pink Run and the Abu Dhabi Festival. All in all, NYU will provide me with a worthwhile college experience, prompting personal and intellectual growth as I delve into the realm of STEM and engage with a global, interconnected community of scholars. What factors influenced your decision to apply to Barnard College and why do you think the College would be a good match for you? (100-250 words) â€Å"There’s nothing a Barnard woman can’t do.† I hear microaggressions more often than I should. Constant reminders of my ‘responsibilities’ as a woman drive me insane, as it is implied that I should relinquish my aspirations of being a women in STEM to assume my ‘role.’ Alongside Barnard, I hope to transcend stereotypes and be surrounded by a community that sees my gender as a form of empowerment rather than a hindrance to my goals. I wish to be a part of Barnard’s long tradition of perceptive women to increase my independence, confidence, and resourcefulness in the classroom. I refuse to be silenced, as I hope to accomplish what’s deemed impossible. I hope to merge my interests in biology and biomedical engineering to propelShow MoreRelatedYoung Adults : Gender Equality And Marriage3766 Words   |  16 Pagesalso aim to find out whether the current trends are going to continue forth into the future to benefit the society based on the results that I receive. I gathered my findings by sending out two surveys and taking interviews of my fellow students at NYU. It was interesting to gather results of the young adults perspectives and wishes. I found out that most young adults wish to delay marriage and aim for higher gender equality in the future but the reasons for delaying marriages and how they plan toRead Moredsfsdsfs4469 Words   |  18 Pages 4 Forms and styles 4.1 Cause and effect 4.2 Classification and division 4.3 Compare and contrast 4.4 Descriptive 4.5 Dialectic 4.6 Exemplification 4.7 Familiar 4.8 History (thesis) 4.9 Narrative 4.10 Critical 4.11 Economics 4.12 Other logical structures 5 Magazine or newspaper 6 Employment 7 Non-literary types 7.1 Visual Arts 7.2 Music 7.3 Film Read MoreInternational Management67196 Words   |  269 Pagesthe eighth edition of International Management: Culture, Strategy, and Behavior. Whereas other texts stress culture, strategy, or behavior, we feel that our emphasis on all three critical dimensions and the resulting synergy has been a primary reason why the previous editions have been the market-leading international management text. Specifically, v vi Preface this edition has the following chapter distribution: environment (three chapters), culture (four chapters), strategy (four chapters)Read More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesfaraway places. He is especially proud of his wife, Carol, a retired elementary school teacher, his daughter Allison, who works for the Center for Women and Excellence in Boston, and his daughter Teri, who is ï ¬ nishing a graduate program in education at NYU. ROXY PECK is Associate Dean of the College of Science and Mathematics and Professor of Statistics at California Polytechnic State University, San Luis Obispo. Roxy has been on the faculty at Cal Poly since 1979, serving for six years as Chair of

Romantic Era Poet John Keats Essay Example For Students

Romantic Era Poet: John Keats Essay In order to truly understand the genius behind Keats work, it is important to first understand how he began his writing career. His life began in Mortgage, London, England on the 31st of October in 1795. The oldest of four children, he was born to keepers of a London livery stable that sadly, both died during his younger years (Holder 559). He had, what many would identify as, little to no advantages in life, advantages that would help bring out his poetic ingeniousness, and all of these disadvantages started with him having to overcome these early tragic deaths (559-560). At the age of eight, Keats father was killed in a horse accident. Only a few years later, his mother was killed as well, however, the details surrounding her death are not as clear, but many assume that it was from complications of Tuberculosis (560). Following the death of his mother, Keats grandmother appointed two London merchants, Richard Abbey and John Rowland Sandals as guardians (561). Abbey took a majority of the responsibility. Abbey withdrew Keats from the school at which he was attending, Enfield, and started his training with an apothecary-surgeon (Clarke 1). Although this is quite efferent than the path that one would expect from the writer of Bright Star, Keats went on to gain his certificate in 1816 and would soon discover his true love for writing was waiting Just around the corner (1). Leading into his great career, Keats met a man named Leigh Hunt, the editor of The Examiner, who published some of Keats sonnets. Hunt also introduced Keats to a circle of literary men, including the poets Percy Byes Shelley and William Wordsmith. (Clarke 1) These inspiring people influenced Keats to write his first set of poems with the name of Poems by John Keats and it was published in the year 817 (1). The poems received much criticism but Skates literary merit prevailed. In 1818, Keats finally finished his epic of poems that was a compilation of four books (Merrimac 1). He soon took on the task of caring for his brother who was suffering from tuberculosis. While tending to his brothers health, he met a unique woman who he would soon fall in love w ith (Clarke 1). Frances, Fanny, Brawny was the name of the woman, and shortly after they were already engaged (Merrimac 1). Soon after he fell in love with Fanny, in the years of 1818 and 1819, he wrote some of his greatest otter (Clarke 1). He wrote one of his more famous sonnets to her titled Bright Star, would I were steadfast as thou art (Merrimac 1). Keats then continued to work on Hyperfine until the death of his brother which caused him to stop working. In 1819, he picked up his last piece and rewrote it as The Fall of Hyperfine (Clarke 1). In, that same autumn Keats contracted tuberculosis, and by the following February he felt that death was already upon him, referring to the present as his posthumous existence (1). Keats then became very sickly and in 1820 published his next volume of poetry. Next he ventured to Rome with a painter named Joseph Severe. While enjoying his endeavors in Rome, he fell into a great depression and refused to read or write to Fanny because he believed that it would cause them both too much pain (Merrimac 1). One of the greatest Romantic Era poets died that cold winter night on February 3rd 1821 (1). His poems reflect many things such as the pain and problem that he endured in his short years and ultimately his own physical and spiritual suffering in love and illness (1). Keats poetry took a turn in a new direction toward the middle of his short life. One poem that exemplifies this specific change is Bright Star. His Earlier poems are more concerned with self-consciousness and personal matter but his later work, such as Bright Star! Would I Were Steadfast as Thou Art, include a more harmonious acceptance of nature for what it is, beyond the self interpretation of it (Gale 45). Cultural diversity EssayI believe that he wanted to express his true feelings for Fanny. He did so by incorporating all of his wonderful tactics to make the poem strong and well built. He then placed himself into the poem and thought of things in ways that others would not. Keats brilliance has been shown throughout all of his poetry. Bright Star was written proof that Fanny was Keats one and only. He uses many ways to emphasize the meaning of Bright Star. For example he uses figurative language to help make the poem flow more easily and bring out its uniqueness. In most of his poems he uses a great amount of figurative language. In Bright Star every stanza uses complex structures to traumatized the poem. Also, the overall strength of each stanza brings out the well-built tone of this poem. In this poem Keats uses alliteration, imagery, personification, oxymoron, and repetition. Breaking down Keats poem by each stanza reveals that by the end of the poem he understands his wish cannot be true. In the beginning of the poem Keats expresses how he desires to be as steadfast as a star. But by the end he realized this cannot be achieved by a human because the world is constantly changing. The steadfastness of the star is emphasized in the beginning lines. Keats desires to be like this star but in lines two through eight it is shown that he is nothing like the star. The star is alone and cannot live in the beauty of the earth. Keats goes on to define his terms of steadfastness in a world unlike the stars. By the end of the poem he is content with the way things are. Bright Star is a well thought out poem. If I was given the change anything in this poem I would not change one thing. This poem is well thought out and structured great. Keats way of writing is fantastic. He defines things in ways others would not see things as. This poem should be celebrated and learned in class because it is a good example of romantic poetry. The language and the connotation of each stanza are so strong that the poems meaning is greatly emphasized. Although the poem might hard to understand at first, if taught in classrooms children could break down ND comprehend the poem. Also, when kids are taught about figurative language Keats poem should be used as a prime example. Overall John Keats had a short life but contributed a lot to our world of literacy. Although Keats did not start his career as a poet it is miracle that he could switch to the career he wanted and be amazing at it. Many of Keats poems have been called some of the greatest poems of time and I believe Bright Star is one of them. Keats didnt Just love to write he also understood how to write and was very successful. He used a lot of figurative language and had well-built poems. He tended to write with complex thoughts.

The musical techniques Essay Example

The musical techniques Essay There is only one similarity between the two films in the musical techniques which occurs when Miss Havisham asks to see some play, when both films have a small crescendo and both use many notes in a short time which really makes an impact. There is a large build up in questioning, as if to ask, What is your fancy? Making this moment in the film very suspicious where Miss Havisham could either be a complete psychopath with a sick bordering on perverted mind or just an over-interested old woman. Both films use music to build suspense but the 1946 version uses considerably more music than Jarrold, however, the music Jarrold does use is very effective. As Pip enters the room in Leans version, there is an enormous crescendo on the brass and strings which gets louder as the door opens and more of the room is revealed and only quietens when Miss Havisham talks, and increases further until you actually see Miss Havisham, when it comes to an abrupt halt, this music builds tension and really gets the viewer going because nobody has any idea of what is lying behind the door. We will write a custom essay sample on The musical techniques specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The musical techniques specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The musical techniques specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There is total silence as Pip and Miss Havisham talk, making the scene spooky and totally unpredictable. As Miss Havisham puts her hand on her heart and makes the viewer feel sympathetic towards her, there is some sad, depressing music on the strings and a small trill (alarm sound) to increase this potential sadness. A very delicate, melodic piece of music is played on the woodwind until the end which creates a sense of confusion and slight bewilderment. This is in contrast with Jarrolds 1999 version where a quiet, magical, mysterious piece is played using a piano which emphasises the questioning aurora of the room, i.e. the room used to be so beautiful and involved in the happiest day of a life and now it is almost discarded and uncared for. As the camera shows the purposely stopped clocks, a cymbal is hit gently to emphasise them and this noise is weird which is a perfect match with the clocks. As Pip opens the jewellery box, the music completely stops which makes the viewer expect Miss Havisham to appear at that point but Jarrold keeps us in suspense, and keeps us hanging on the end of our seats for a little longer. From the point of Pip entering to him opening the box, there is a constant drone in the background which makes the viewer think another person is present besides Pip; this coincides brilliantly with the high camera shots mentioned in the last paragraph. When Pip is looking in the mirror, there is a roll on the kettle drums to create a sweeping sound as Miss Havisham appears. A very ghost like noise, for a very ghost like person. The notes on the piano get quicker at this stage, as does Pips heart rate and leaves us with the question, Is Miss Havisham going to shout? Lean and Jarrold use a few visual effect similarities with almost identical characteristics. The main similarity in both extracts is that lots of shadow is used to create corners that cant be seen and cast shadows that add to mystery and makes the viewer question what is hiding behind the cover of darkness.  The 1946 version takes a much darker, silhouetted approach, to bring out Pips pathetic appearance in comparison to the room. Lean creates a silhouette of Pip as he enters, from dark to light as he walks into the room, showing Pip as a patronised young boy, lost in a huge and scary room, again, Pip looks patronised by his silhouette, at this point the spotlight focuses on Miss Havisham, portraying her as the main part of the room, and then jumps to Pips face as he starts talking. As Estella enters, she walks into the spotlight. When the card game appears on screen, the spotlight focuses on Miss Havisham even though she doesnt speak; this is done for three reasons. Firstly, to show Miss Havishams expression when Pip is being insulted. Secondly, to prove that Miss Havisham is still the most important person in the room even when she has no participation in the main activity (the card game) and the light draws the viewers attention to this. And finally, it adds to the dominance of Estella and Pip, that she is that much greater she must be the focal point. This is in contrast with Jarrolds ideas, which predominantly has brighter lights and a lighter atmosphere, however, the amount of shadow he does use is very effective. Jarrold begins by putting a spotlight on the door before Pip enters, this is simply to point the door out to the audience, and show it is the entrance. The rooms interior is quite dark and lit only by candles; this creates a vast amount of tension, which is added to by Pips position in a dark shadowed area. Pip creates long shadows, making the whole process of fumbling around the room a lot scarier, elongated, twisted shadows build up creepiness and mystery. When Pip sees Miss Havisham, full light is on both of their faces to show both reactions at once. When a long shot shows Miss Havisham and Pip fully, Pip is stood in her shadow which shows power over Pip and makes a very daunting image of control. Pips face is only half lit up which again creates tension as we dont totally know what facial expressions Pip is making. When Miss Havisham tells Estella what Pip said about her, the spotlight zooms onto Pip showing his mortified and embarrassed expression and how he reacts when he realises he has been used. Estella is shown in the dark during this as she is not involved in the conversation. I think both extracts build up mystery, tension, confusion and audience questioning superbly. Both have used their independent filming techniques to create as good an interpretation of the book as possible and although both are very different, both get the important points across well. Each scene has portrayed each character as they should be, i.e. over-confident, snobbish Estella, unconfident Pip and powerful, intimidating Miss Havisham. The rooms appeared totally different, Jarrolds interpretation was much more glamorous and pretty at one point and Leans was dull and old, and, I agree more with Jarrold, the room, like Miss Havisham, was beautiful at some point but is now messy and discarded, and Jarrold shows this perfectly. Miss Havisham appeared much stricter in Leans version, and I have to say I dont agree and think Jarrolds Miss Havisham was better played. Although very different filming techniques were used, both portrayed all the necessary emotions very well. Both directors use totally different approaches in all aspects, but it is necessary to look a little deeper into the reasons for using each option. Although Jarrold uses a lighter approach to shadow techniques and his silhouettes arent as bold, the effects put across to the viewer are very strong and portray the correct atmosphere for Pips belittlement. The music used by Jarrold is minimal compared to Leans interpretation but the delicate tune is more of a background noise that increases tension to a greater amount than a full orchestral approach, it just sits in the back of the audiences mind and is almost spooky.

Reasons You Can Be Denied a Firearm Transfer

Reasons You Can Be Denied a Firearm Transfer Since the passage of the Brady Handgun Violence Prevention Act of 1993, anyone who purchases a firearm in the United States must submit to a background check to determine if they are eligible to buy and possess a gun. Licensed gun dealers must check each person who tries to buy a firearm through the FBIs National Instant Criminal Background Check System (NICS). When a prospective buyer wants to purchase a firearm, they must first provide the dealer with photo identification and a completed Firearms Transaction Record, or Form 4473. If the buyer answers yes to any of the questions on Form 4473, the dealer is required to deny the sale. It is a felony,  punishable by up to five years in prison, to lie when completing the form. If the buyer qualifies, the dealer will then request a NICS check. The NICS has three business days to either approve or deny the sale. If the three days pass without a NICS determination, then the dealer can process the sale of the firearm (depending on local laws) or wait until the NICS responds. On average, only about one percent of firearms transfers are denied by the NICS system, mainly because most convicted criminals already know they are not eligible to own a gun. Prohibitive Criteria for Firearm Transfers Under federal law, there are specific reasons that a firearm transfer can be denied. If you have had a firearm transfer denied, it is because you or someone else with a similar name or descriptive features has ever been: Convicted of a felonyConvicted in any court of a crime which is  punishable by a term of more than one year or a misdemeanor punishable by more than two years. This is the number one reason why requests for firearm transfers are denied.Indicted for a crime punishable by more than one yearA fugitive from justiceA user of illegal drugs or an addictInvoluntarily committed to a mental institutionAn illegal alienDishonorably discharged from the armed forcesRenounced your U.S. citizenshipSubject to a restraining order for threatening a family memberConvicted of domestic violenceUnder an  indictment, but not convicted, of a crime carrying a possible year-long prison sentence State Prohibitions The NCIS can also deny a firearm transfer based on any applicable state laws. For example, if your state has a law prohibiting the possession of a specific type of firearm, the NICS can deny your transfer even though possession of that firearm is not prohibited by federal law. The Brady Law was designed to make sure that only law-abiding citizens can purchase and own firearms, but critics claim that the law only created a huge black-market demand for illegal guns sales to criminals. NCIS Accuracy In September 2016 the Department of Justices Office of the Inspector General performed an audit to check the FBIs quality control of NICS transactions. They selected 447 denied transactions and found that only one transaction was incorrectly denied, which resulted in a 99.8 percent accuracy rate. Next, the auditors looked at records that the FBI had denied the transaction within three business days. Out of 306 records chosen randomly, 241 were processed by the FBI appropriately. However, six of the transactions were denied internally by the FBI, but the denial was not communicated to the dealers from one day to more than seven months after the denial. Auditors also found 59 transactions which the FBI approved, but should have denied. The FBI’s quality control checks caught and corrected 57 of these errors as a part of its internal controls. Appealing a Firearm Transfer Denial If you try to purchase a gun and you  receive a firearms transfer denial during the background check, you  can appeal that denial if you do not meet any of the above criteria and you believe a mistake has been made. Approximately, one percent of firearms transfers are denied and many times it because of mistaken identity or incorrect records at NICS. Therefore, many firearms transfer denial appeals are successful. Source U.S. Department of Justice, Federal Bureau of Investigation, Criminal Justice Information Services Division. Guide for Appealing a Firearm Transfer Denial.

How to Find the Lyra Constellation

How to Find the Lyra Constellation The nighttime skies of the northern hemisphere summer and southern hemisphere winter feature a tiny constellation called Lyra, the Harp. Located next to Cygnus the Swan, Lyra has a long history and harbors a few fascinating surprises for stargazers. Finding Lyra To locate Lyra, look for Cygnus. Its right next door. Lyra looks like a small lopsided box or a parallelogram in the sky. Its also not far from the constellation Hercules, a hero honored by the Greeks in their pantheon of myths and legends. The Myth of Lyra The name Lyra comes from the Greek myth of Orpheus, a musician. Lyra represents his lyre, made by the god Hermes. Orpheus lyre produced such beautiful music that it brought inanimate objects to life and charmed the legendary sirens. Orpheus married Eurydice, but she was killed by a snakebite, and Orpheus had to follow her to the underworld to get her back. Hades, the god of the underworld, said he could have her back as long as he didnt look at her as they left his realm. Unfortunately, Orpheus couldnt help but look, and Eurydice was lost forever. Orpheus spent the rest of his life in grief, playing his lyre. After he died, his lyre was placed in the sky as a tribute to his music and the loss of his wife. The constellation Lyra, one of the 48 constellations of antiquity, represents that lyre. The Stars of Lyra The IAU official constellation outline of Lyra. This also shows the location of two deep-sky objects observers can search out. IAU/Sky Telescope.   Constellation Lyra has only five main stars in its main figure, but the full constellation with all its boundaries contains many more. The brightest star is called Vega, or alphaLyrae. Its one of the three stars in the Summer Triangle, along with Deneb (in Cygnus) and Altair (in Aquila). Vega, the fifth-brightest star in the nighttime sky, is an A-type star that appears to have a ring of dust around it. At 450 million years old, Vega is considered a young star. It was once our North Pole star about 14,000 years ago and will be again about the year 13,727. The Summer Triangle and the constellations that lend their stars to it. Carolyn Collins Petersen Other interesting stars in Lyra include ÃŽ µ Lyrae, which is a double-double star, meaning that each of its two stars is a double star, as well. ÃŽ ² Lyrae (the second-brightest star in the constellation) is a binary star with two members that orbit so closely that occasionally material from one star spills over to other. That causes the stars to brighten as they do their orbital dance together.  Deep-sky Objects in Lyra Lyra has a few interesting deep-sky objects. The first is called M57, or the Ring Nebula. Its a planetary nebula, the remains of a sun-like star that died and expelled its material out to space to form what looks like a ring. Actually, the cloud of star-atmosphere material is more like a sphere, but from our point of view on Earth, it looks more like a ring. This object is easiest to spot with good binoculars or a telescope.   The Ring Nebula as seen by Hubble Space Telescope, with a white dwarf at the heart of the Ring Nebula. This is a Hubble Space Telescope image. Through binoculars or a small telescope, the ring looks like a small greyish-green oval. NASA/ESA/STScI. The other object in Lyra is the globular star cluster M56. It, too, can be seen with binoculars or telescope. For observers with a good telescope, Lyra also contains a galaxy called NGC 6745. Its more than 200 million light-years away, and scientists think it collided with another galaxy in the distant past.   Scientific Findings in Lyra The constellation Lyra is home to stars with planets that orbit them. Theres a Jupiter-mass planet circling an orange star called HD 177830.  Other stars nearby also have planets, including one called TrES-1b. It was discovered crossing the field of view between Earth and its parent star (called a transit discovery), and theres some thought the star might be somewhat like Earth. Astronomers will have to do more follow-up observations to determine what kind of planet it really is. Such planetary discoveries are part of the Kepler Telescopes mission to find stars with exoplanets. It stared at this region of the sky for years, searching for worlds among the stars of the constellations Lyra, Cygnus, and Draco.

Archaeology Essay Example | Topics and Well Written Essays - 1750 words

Archaeology - Essay Example Body Evolutionary approaches to archaeology were seen through the theories of Gordon Childe, Julian Steward, and Leslie White. Through the evaluation of the original elements of Classical cultural evolutionism, the Historical school, the Functionalist Approach, and the neo-evolutionary theory were established (Eddy, 1991). With the work of Childe, the idea of revolutions in human economy and how it can be fulfilled through an evolutionary response was also established (Eddy, 1991). Steward’s concern was based on establishing how evolution is set within parallel lines which are based on varying environmental changes. White also discussed that universal evolution can be blamed on the technical usage of energy (Garbarino, 1977). These theories highlighted the importance of the environment as a means of supporting cultural evolution (Giacobbe, n.d). The cultural ecology theory of Steward included the observation of the environment and how such environment impacts on technology. .. . Steward’s theories on multilinear evolution also had a significant impact on evolutionary approaches. Such concept secured various theories in different cultural manifestations. In so many ways, these theories were a rich and dynamic fount of knowledge where the range of global cultural differences were understood based on reasonable strategies and ideas (Willey and Sabloff, 1980). Leslie White believed that cultural evolution was also a valid theory. White discussed that the issues which classical evolutionists have encountered while implementing theories were based on standard measures in cultural change (Garbarino, 1977). He also indicated that such measurement must be based on universal concepts covering all societies and different levels of development. His theory was labelled as neo-evolutionism and his ideas were expanded and reformulated; and it later opened the door to New Archaeology founded on evolutionary theory and thought (Garbarino, 1977). The ideas of White and Steward and New Archaeology were bridged through the work and ideas of Elman Service and Marshall Sahlins. These theorists were among the first to admit how cultural evolution is very much related to biological evolution (Wenke, 1981). They established the idea of universal evolution in relation to the manifestation of human culture. They also pointed out that not all cultures go through the same stages as discussed by White. Sahlins and Service (1960) pointed out that the biological and cultural evolution shifted in different directions at one and the same time and they believed that evolution leads to diversity and the progression of certain adaptations. These two theorists further indicate that diversity causes changes which then lead to new forms and new

Finanical Cyberproblem Essay Example | Topics and Well Written Essays - 750 words

Finanical Cyberproblem - Essay Example h. Over the last 52 weeks, the stock has performed variably. The stock were rising in value during November, but then started to decrease in value and were at the lowest value of around 31 during April. The stock then rose in value again, peaking at over 44 in August. The stock now appears to be on a downward slope again. The S&P rose steadily between October and February, where there was a small dip before rising again until mid-July. The market then dipped again and is now on the rise. The Brady Corp. stocks did not follow the S&P performance until March, when it rose along with the S&P. This continued until the S&P dipped, however Brady Corp. stock then began to decrease in value despite the S&P being on the rise. .. The S&P rose steadily between October and February, where there was a small dip before rising again until mid-July. The market then dipped again and is now on the rise. The Brady Corp. stocks did not follow the S&P performance until March, when it rose along with the S&P. This continued until the S&P dipped, however Brady Corp. stock then began to decrease in value despite the S&P being on the

Food Insecurities Essay Example for Free

Food Insecurities Essay Have you ever seen a person yell at his colleague or his partner, overreacting on a particular matter that has caused not only the person who got yelled at to feel annoyed, but also third parties who know about it or have witnessed the scene? For the many who do not wish to get into the mess, or has enough logic sense to not judge immediately, they will most likely give out a fair statement and try to reason out that person’s overreaction by saying he probably had a bad day or he probably has dilemma at home. However, if we take a bit closer and look closely, all of us will eventually realise that it all goes down to one matter; insecurity. Insecurities are not something new and unfamiliar to the human kind. Everyone has insecurities, regardless of whether they realise it or not. The Oxford Dictionary defines insecurity as the uncertainty or anxiety about oneself or lack of confidence. Insecurities exist in every living soul on this planet. Till today, it is still seen as a negative matter as not many have addressed this issue in proper ways using proper mediums. Most parents don’t even talk about it and shove it away when their children decide to speak up about it. Little do people know that the slightest things in life are the ones that add up to our insecurities. The amount of insecurity in a person differs from one to the other. The types of insecurities that one possesses also vary. The most common type of insecurity is physical insecurity. Let’s face it; human beings are never satisfied. Even when you have all the parts of the body needed to sustain and go through your daily routine with ease, you still beg for more. Some want healthier and shiner hair, some want to be taller, but most importantly, everyone wants something. It is not just human beings as an individual who face insecurities, but also countries and states. Currently, the world is looking at the issue of food insecurity, which is also classified as a type of insecurity. Food security may be said as the availability of food and one’s access to it. Hence, the United Nations have defined food security as all people at all times having both physical and economic access to the basic food they need. For more than 2 billion of people on this planet, they are lucky to not worry about this form of insecurity. However, we might not realise this but this matter is more complicated than it seems. Food securities may result from many different causes. It is imperative that we focus on why are the food insecure, and why are the people are food insecure. Among the most common causes of food insecurities are drought and extreme weather changes. This setback, which is very commonly faced by third world countries, usually ranges from overnight floods to droughts. In short, the climate changes faced by these countries are extreme. In most African countries, like Nigeria, droughts are not new to them. It has been a setback since the time of their ancestors; nonetheless, they are helpless at it and have no comeback on solving this matter. In many comparisons throughout time, some of the most severe food crises were all preceded by drought or by other similarly extreme weather events. These extremities result in poor and failed harvests which in turn results food scarcity and high prices of the available food. As mentioned in the Climate and Development Knowledge Network report entitled ‘Managing Climate Extremes and Disasters in the Agriculture Sectors: Lessons from the IPCC SREX Report’, such force of nature causes impacts which will include not only food insecurity, but changing productivity and livelihood patterns, economic losses, and impacts on the infrastructure. Besides that, the natural resource base for the poor and food-insecure is invariably narrow and, in many areas, fragile. With the exception of Uganda only 4 to 10 percent of the land area is classed as arable, and just a small area of land suitable for rainfed cultivation. The greatest numbers of poor people are concentrated in the arid and semi-arid ecosystems and on marginal land in the higher rainfall parts of the region. It has become axiomatic to say that poverty is one of the main causes of environmental degradation. This can be seen all too clearly in the farming of steep slopes, which takes place as an increasing population is forced to cultivate marginal land. The falling crop yields that characterize the marginal areas are a result of the loss of massive quantities of topsoil throughout the region, declining soil fertility as fallow systems are replaced by continuous cultivation, reductions in soil organic matter as manure is burnt for fuel, and shrinking holding sizes. However, the poor are also the most vulnerable to environmental degradation because they depend on he exploitation of common property resources for a greater share of their incomes than richer households do. In the rangelands, the evidence for long-term secular environmental degradation is ambiguous. The successive cyclical growth and decline of herds reflects cycles of rainfall and rangeland productivity, and is perfectly normal. As animals die in large numbers, the rangelands recover remarkably quickly. However, when there i s a major drop in the number of animals, the people who depend on them for their livelihoods also suffer. Development programmes that have sought to increase animal production on rangelands through water development and animal disease prevention have all too often failed to find, at the same time, sustainable ways of increasing animal nutrition, so the resulting increased numbers of animals may wreak havoc on the range itself. Many of the available freshwater resources are in river basins and lakes that extend beyond the boundaries of individual nations. Shared water resources include lakes Victoria, Albert, Edward, Kivu and Turkana and major rivers such as the Blue Nile, White Nile, Atbara, Awash and Shebele. The potential for developing irrigation from these sources is constrained by the problem of achieving agreement on sharing the resources and avoiding conflict. Although natural climatic factors have played their part in the process of desertification, in general, it is increased population and the related development of unsustainable production systems that have had most negative impact on the fragile natural resource base. Wood and manure have remained the main sources of domestic energy, even in urban centres. This situation has contributed to depleting the forest and range resources, resulting in an overall decrease in biomass and biodiversity, reduced water infiltration and increased runoff and soil erosion. These factors, which contribute to the impoverishment of ecosystems, have led to a vicious circle of environmental degradation, lower system resilience to erratic rainfall, decreased agricultural productivity and increased poverty and food insecurity. Not only that, the cause of food insecurity in these third world countries are also caused by the poor state of development and maintenance of roads and transport, energy sources and telecommunications in the marginal areas of countries in the Horn of Africa makes it difficult for these areas to become integrated into the national and regional economy. As with all other indicators of development, the countries of the region have some of the worst figures worldwide with respect to access to roads and water supply. A recent report suggests that, in terms of access to infrastructure, the gap between Africa and the rest of the world has widened over the past 15 years. The sparse road and communications network hampers emergency relief operations as well as the commercialization of the rural economy. The density of the road network in the countries of the region gives an idea of both how difficult it is to reach people in rural areas with services and the problems such people face in participating in the market economy. For example, in Ethiopia, every kilometre of road serves 72 km 2 and 3 000 people, compared with only 8 km 2 and 850 people in North Africa. Even after strenuous efforts by development agencies and NGOs, access to a clean water supply is still an unobtainable luxury for most rural inhabitants in the Horn. Piped systems are uncommon in rural areas and protected wells and hand pumps are the best that rural communities can expect. The burden of collecting water, as with so many other menial tasks, falls almost exclusively on women in the communities, who must spend many hours each day collecting water from unsafe sources. The statistics on access to water and sanitation reveal wide differences within the region. In three countries, namely Eritrea, Ethiopia and Somalia, only one-quarter of the population has access to safe water, and in two others (the Sudan and Uganda) the figure is less than 50 percent. Access to sanitation is as low as 13 percent and, except for Kenya, barely exceeds 50 percent anywhere. In addition to that, the indicators of access to social services in the countries that face the setback of food insecurity are also among the lowest in the world. While the average figures are bad enough, they mask fundamental inequalities in access to services within the region. Again, rural areas, especially remote, low-potential areas are the least well served. Nomadic and semi-nomadic pastoralists are the most difficult populations to provide services to and, consequently, they are invariably the ones with the poorest health services and least education. All these indicators, combined with malnutrition and poor access to safe water, have adverse consequences for productivity and for the long-term physical and cognitive development of people in the region. Also, let us not forget the fact that crop and plants as well face diseases. Diseases affecting livestock or crops can have devastating effects on food availability especially if there are no emergency back-up plans in place. For example, an epidemic of stem rust on wheat which was spreading across Africa and into Asia in 2007 caused major concern. A virulent wheat disease could destroy most of the world’s main wheat crops, leaving millions to starve. The fungus had spread from Africa to Iran and may already be in Pakistan. A different threat, on the other hand, has attacked the African continent’s second biggest crop; wheat. In 1999, 50 years since the last outbreak, a contemporary and virulent strain of stem rust attacked the Ugandan crops. Its spores then travelled to Ethiopia and Kenya, before appearing in Iran last year. The Food and Agriculture Organisation of the United Nation (FAO) has given warning to six other countries in the Central and South Asia to be prepared and keep an eye for symptoms of this new strain while scientists in the United States of America are working diligently in searching for a resistant that combats this problem. It is important that the remedy for this will be obtained quickly as in India alone; more than 50 million small-scale farmers are at risk because they depend on wheat for their food and earnings. Most importantly, we must not overlook that politics and dictatorship also play a role in food insecurity. Many do not realise that politics play a part in something as serious as this. As mentioned by Nobel Prize-winning economist Amarya Sen, â€Å"There is no such thing as an apolitical food problem. It is more often than not that the administration of the country that determines its severity, or even whether the famine will occur. If truth be told, the 20th century is full of examples of governments undermining the food security of their own nations. Let us take a look at Nigeria, Africa’s most densely inhabited state, where a legacy of corrupted governance and an economy based primarily on oil exports has left the agriculture sector significantly undermined, leaving millions of N igerians in deep hunger. True, the neighbouring countries export food to Nigeria in exchange for money, but remember; the people in these neighbouring countries need food too. And they are much poorer than those living in Nigeria. It was reported by the United Nations that thousands of children in countries neighbouring Nigeria died because of malnutrition. These kids paid the price not because of food shortage in their country, but because of food shortage in Nigeria. The distribution of food is often a political issue in most countries. The government will always give priority to urban areas and cities, since most influential and powerful families and enterprises are located there. The ruling government over and over again for generations overlooks the subsistence farmers and rural areas in general. In other words, the more rural an area, the less likely the government will pay attention to solving its needs. Whats more is that the governments of these countries would normally keep the price of basic grain at extremely low levels that subsistence farmers cannot accumulate sufficient capital to make investments to improve their production. Hence, they are prevented from getting out of their precarious situation. In addition, food has always been a political arsenal by the dictators and warlords, where they reward their supporters and deny food supplies to those areas that are against them. Under this condition, food has become more like a currency instead of a basic need that cannot be denied rights of. Food has become the money to buy support and used against the opposition. Even in Guatemala, income inequality is amongst the worst in the world, with indigenous communities at a disadvantage. In some areas, an estimated 75 percent of the children, ranging from infants to children ages six and seven years old, are severely malnourished. And this is a shocking statistic relating food scarcity coming from a country that is merely a four-hour flight away from the USA. Furthermore, it was pointed out in William Bernstein’s 2004 publication entitled ‘The Birth of Plenty’ that individuals without property will lead to starvation and it is much easier to bend the fearful and the hungry to the will of the state. If a farmer’s property can be arbitrarily threatened by the state, that power will inevitably be used to intimidate those with different political and religious opinions. It is fundamental and crucial that we understand and be aware of the consequences of this global food scarcity. The effects might be similar to the effects of malnutrition and hunger, where, at the outset, the human population will be affected greatly in the sense where stunted growth may occur. The stunting starts in when the baby is still in the mother’s womb and happens till the age of three. Once stunting happens, giving proper nutrition to these helpless children will not help in reversing the damage or improving the child’s condition. Pregnant mothers who do not receive the correct amount of nutrition needed may risk of having a higher chance of infant and child mortality later on, which is, of course, a very heartbreaking circumstance. Apart from that, severe malnutrition during one’s early childhood also leads to defects in cognitive development. Stunted individuals also have a higher chance of getting diseases and illnesses as compared to those who have not experienced stunting. It must also come to the attention that food insecurity is also associated with various developmental consequences for children in the United States. A research was conducted by Diana F. Jyoti, Edward A. Frongillo, and Sonya J. Jones to prove that food insecurity is linked to specific developmental consequences for children, and whether these consequences may be both nutritional and nonnutritional.

Analysis of the Market for Olestra Based Potato Chips Essay -- Busines

An Analysis of the Market for Olestra-Based Potato Chips Who wouldn?t want to munch on delectable potato chips all day without the worry of adding extra inches to the waistline? This is the assumption the manufacturers of Olestra-based potato chips are banking on. Olestra is a ?fake-fat?; it is a cooking oil, made by a combination of sucrose and vegetable oil, whose numerous fatty acid chains are indigestible by the human body. Therefore, it imbues potato chips with the same flavor and texture as their full-fat cousins but diminishes the guilt factor substantially. Olestra chips have zero fat and half the calories of the full-fat varieties (ACSH). Obviously, this is quite an attractive prospect to chip producers, especially in the current times where thinness and physical fitness reign supreme. Presently, there appear to be three major potato chip brands using the fake-fat technology: Frito-Lay?s WOW! Chips, Procter and Gamble?s Fat Free Pringles, and Utz Brand Yes chips (though Utz is sold almost exclusively on the eastern half of the country). The market structure is a bit interesting, considering that the Olestra oil is an innovation of Procter and Gamble alone. Adding to this interest is the heated controversy surrounding the fake-fat chips, which has undoubtedly had some effect on pricing and market behavior. Before examining the market workings of today, it could perhaps be beneficial to review a brief history of Olestra. Olestra is not a new fat substitute by any means; Procter and Gamble scientists discovered it in 1968. They esterified eight fatty acid residues to a molecule of sucrose, reasoning that the increased number of fatty acid chains would help premature infants to absorb more fat. However, ... ...98. http://www.acsh.org/publications/story/olestra Annual Report: Pepsico Corporation. ?1998 Annual Report.? 1998 http://www.pepsico.com Annual Report: Pepsico Corporation. ?1999 Annual Report.? 1999 http://www.pepsico.com Annual Report: Pepsico Corporation. ?2000 Annual Report.? 2000 http://www.pepsico.com Baumol, William J. and Alan S. Blinder. Economics: Principles and Policy. Fort Worth: Harcourt. 2001 Center for Science in the Public Interest. ?A Brief History of Olestra.? 2000. http://www.cspinet.org/olestra/history.html CNN. ?FDA Panel Generally Endorses Safety of Olestra.? June 17, 1998. http://www.cnn.com/HEALTH/9806/17/olestra.fda FDA Backgrounder. ?Olestra and Other Fat Substitutes.? November 28, 1995 http://www.fda.gov/opacom/backgrounders/olestra.html Olean. ?Answers to Questions about Olean.? Procter and Gamble. 1998 http://www.olean.com

Globalisation of Higher Education Essay

The term ‘globalization’ means integration of economies and societies through cross country flow of information, ideas, technologies, goods, services, capital, finance and people. Globalization is a process, which has affected many areas of human life, one of those being education. The effect of globalization on education bring rapid developments in technology and communications are foreseeing changes within learning system across the world as ideas, values and knowledge, changing the roles of students and teachers, and producing a shift in society from industrialization towards an nformation- based society. Globalization has a multi- dimensional impact on the system of education. It promotes new tools and techniques in this area like E- Learning, flexible learning, distance education programs and overseas training. The globalization of education is shaping young children of a country into ‘global citizens with a broad range of skills and knowledge to apply to a competitive information based society. Globalization also facilitates international collaboration and cross- cultural exchange. Globalization of higher education is a major concern for all societies. As the essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economic and culture. This paper will analyze the positive and negative impact of globalization on Higher education for developing countries. Effective education system is the foundation of opportunities to lead a decent life. One should ensure that all Children should have adequate access to education at all income level. The paper argues that education is a core element of society. The basic cause of global inequality is due to the difference in opportunities in education between different countries. People can only contribute and benefit from globalization if they are endowed with knowledge, skills, and values and with the capabilities and rights needed to pursue their basic likelihoods. The accuracy of the analysis is dependent upon the accuracy of the data reported by various people of the country. The result of this study will help all the sectors of the society to understand better, the culture, values and education system of other countries and facilitates its adoption. Educators can also use this result to bring the changes in their areas if necessary. Introduction The term â€Å"Globalization† represents the international system that is shaping most societies today. Globalization is a process by which many areas of human life such as economies, societies, politics, business and cultures have been affected around the world. One of these areas being education. The term ‘globalization’ means integration of economies and societies through cross country flows of information, ideas, technologies, goods, services, capital, finance and people. It s characterized by an accelerated flow of trade, capital and information as well as mobility of individuals, across geographical borders. It reflect comprehensive level of interaction than that has occurred in the past, suggesting something beyond the work â€Å"international†. Globalization means more competition, not just with other companies or institutions in the same city or the same region. Globalization also means that national borders do not limit a nation’s investment, production, innovation and education. Therefore, the term â€Å"globalization† has acquired many emotive commutations. At one extreme, globalization is seen as an irresistible and benign force for delivering economic prosperity to people throughout the world. At the other, it is blamed as a source of all contemporary ills. However, while the theory of globalization is relatively new, the process is not. Roberson (1992) further states that globalization was initially discussed from economic perspectives, but soon after it became a topic for discussions among intellectuals from cultural perspectives as well. According to Giddens â€Å"Globalization the dialectic of homogenization and heterogenization† (1991. p22). In other words, globalization, by intensifying the interconnectedness among different people, things and ideas, homogenizes the world and yet at the same time, the world becomes heterogenized as people are more aware of differences due to the increasing proximity with differences under a globalize world (Giddens, 1991 ). The notion of the world community being transformed into a global village, as introduced in 1960 by Marshall Mc Luhan in an influential book about her newly shared experience of mass media, was likely to be the first expression of the contemporary concept of globalization. Cited in Epstein, 2002). After 1980, accounts of globalization focused on a professed tendency of societies to converge in becoming modern, described initially by Clark Kerr and colleagues as the emergence of industrial man (cited in Robertson, 1992). One critical issue that emerges from all of these restructuring processes is the central role of Knowledge, education and learning for the success of the Global Information Society (GIS) and global information economy. Globalization impacts all aspects of society. Higher education may and business contents seem particularly influenced by them. In the twentieth century, may developing countries have xperienced growth in the educational facilities available to them due to the entry of institution from the west. Some believe that this process is an invaluable opportunity for the people of the developing counties to increase their skills and standard of education. Other fear that it is merely a modern version of cultural imperialism that will lead to the creation of a universal, ultimately western society. People can only contribute and benefit from globalization if they endowed with knowledge, skills and with capabilities and rights needed to pursue their basic livelihoods. They need employment and incomes, and a healthy environment. These are the essential conditions with empower them to participate fully as citizens in their local, national and global communities. Education is a major concern for all societies. As the foundation and essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economics and culture. Steven Schwartz (http:// www. Ssn.. flinders. edu. u) believed that â€Å"Education, where possible, hould be integrated into the private sector because ‘higher education is increasingly and international enterprise’ and thus will increasingly be pressured and drawn into deregulation and privatization. † This paper analyses the effect of globalization on higher education and also discusses about the impact of globalization on higher education, various opportunities and challenges on the society. Imp act of Globalization of Higher Education. Education is undergoing constant changes under the effects of globalization. The effects of Globalization on education bring rapid developments in technology and communications are oreseeing changes with in school system across the world as ideas, values and knowledge, changing the role of students and teachers, and producing a shift in society from industrialization towards and information- based society. It reflects the effect on culture and brings about a new form of cultural imperialism. It brings rapid development in technology and communications are foreseeing changes within school system across the world as ideas, values and knowledge. The rise of a global society, driven by technology and communication development are shaping hildren, the future citizens of the world into ‘ global citizens’, intelligent people with a broad range of skills and knowledge to apply to a competitive. , information based society. The future of countries often lies with in their ability to compete in a global market where industrial based economies are giving way to knowledge based industries, realizing the importance of â€Å"knowledge skills and the intellectual capacity to meet the challenges of accelerated change and uncertainty†. Education is becoming a lifelong learning and training process, developing ransferable skills and knowledge that can be applied to competitive markets where knowledge and information is being trades as a commodity. Although globalization seems to be unavoidable to many counties and numerous initiative and efforts have been made to adapt to it with aims at taking the opportunities created from it to develop their societies and people, in recent years there are also increasing international concerns with the dangerous impacts of globalization on digenous and national developments. Various social movements have been initiated against the threats of globalization particularly in eveloping countries. The negative impacts of globalization include various types of economic, political, and cultural colonization by advanced countries on those developing and under- developed countries. In evitable, how to maximize the opportunities and benefits from globalization to support local developments and reduce the threats and negative impacts of globalization will be the major concerns of developing countries. Opportunities of globalization of higher education Knowledge is the driving forces in the rapidly changing globalize economy and society. Quantity nd quality of specialized human resources determine their competence in the global market. Emergence of knowledge results in both challenges and opportunities. It is well known that the growth of the global economy has increased opportunities for those countries with good levels of education. Globalization has a multi-dimensional impact on the system of education. It promotes new tools and techniques in these areas like- E- learning, flexible learning, distance educational programme and overseas training. The introduction of technology into the classroom is changing the nature f delivering education to the students is gradually giving way to a new form of electronic literacy , more programs and education materials are made available in electronic form. Teachers are preparing lectures in the electronic form and even students are presenting assignments and giving papers in the electronic form. The blackboards have been replaced by the LCD’s. The chalk has been replaced by the pointers and the power point presentations. Books have been replaced by compact discs. Even grades and the exams are gradually becoming available through electronic means and notebooks are replaced by laptops. Now the students do not have to carry heavy bags to the classrooms. Even the students can be examined through computer managed learning system and do tutorials exercises on a computer rather than in the classroom. Even, the technology has given the opportunity to deliver the material through electronic source i. e. via power point presentation and even the notes can be distributed to the students via electronic mail. With such changes and the emergence of video conferencing and the internet, the barriers of distance are being broken down at a rapid rate, due to the key aspect of globalization. Students and adults or in other works each and every person can now learn in variety of ways and there is no longer any need to be physically present in the education institutions in order to learn. The material is becoming readily available over internet, through video conferencing and tape recordings. Teacher can deliver the lecture to the whole class with the help of video conferencing without being physically present in the class. Now, the student of can get the education from any part of the world without traveling over there. The person can stay in his /her own country and et the education of which country he/ she wishes without going over there. Students can learn any time and at any place. Anyone can maintain libraries of texts, images computer software and other forms of data, anywhere at any time. The rapid growth of television services, with their immense influence as media of mass communication, has been very relevant in the technological shift. Other larger contribution to this shift includes the transistor and space satellites. Communication and information based technology over the years is the internet. This is a massive network of computers located hroughout the world. Developments in the delivery of education is allowing for individuals to explore new areas of learning and thinking that could not be done with pen and paper. They are discovering knowledge through inquiry and experimentation rather than memorizing facts in a teacher dominated classroom setting. Another opportunity of international trade leads to allocation of resources that is consistent with comparative advantage. Globalization results in specialization which enhances productivity. Thus, the international trade, in general, is beneficial and that restrictive trade practices impede rowth. That’s why many off the emerging economies, which originally depended on a growth model of import substitution, have moved over to a policy of outward orientation. Globalization of higher eduction also gives the opportunity in movement of capital. Capital is a key factor of production. Capital flows across countries have played an important role in enhancing the production base. Without capital any type of economic activity is not possible. Capital mobility enables the total saving of the world to be distributed among countries which have the highest investment potential. Emergence of strong capital market has been one of the important features of the current process of globalization while the growth in capital and foreign exchange markets have facilitated the transfer of resources across borders, the gross turnover in foreign exchange markets has been extremely large. The internationalization of higher education can be linked to various internal and external changes in the international system. Externally, there have been changes in the labor market, which have resulted in calls for more knowledge and skilled workers and workers with deeper nderstandings of languages, cultures and business methods from all over the world. â€Å"Modern education is almost exclusively focused on preparing children for an urban future. † Challenges of globalization of higher education No doubts, higher education has attained a key position in the knowledge society under globalize economy. However, the challenges faced are immense and far- reaching. Its impact on the clientele via, individuals, institutions, systems and societies are not only not clear but also not comprprehentible at this moment unless it is viewed in the context of various other factors that re simultaneously operating on the higher education system. Some agrees that the rapid cross national flows of people, goods , capital and information may dissolve the nation states, push institutions( university is the one) into a common mould where as others disagree. It is assumed that globalization promises dramatic and rewarding change to the higher education system, of societies, which are relatively stable in their political, social and institutional make up, while for the will performing higher education system. It is also true that globalization has given the dvanced economies a huge advantage as they had made enough preparation prior to its launching while others are caught in the trap without any preparation. Integration into world economy today’s implies not only mastery of traditional knowledge but also the capacity to acquire the new skills required by a knowledge society. It is therefore evident that an unequal sharing of the new communication and information technologies only serves to reinforce existing inequalities. While education deficits are obviously greater in developing countries, this is a major issue in developed countries as well. In many industrialized countries there is a persistent problem of illiteracy and low skills, which is and important source of social exclusion. Unequal access to education also fuels growing wage inequality and worsen the income distribution. The uneducated and unskilled in industrialized counties face sever disadvantage in an increasingly competitive global market. However, the provision of both primary and secondary schooling increased during the 90’s across the globe, but progress is inadequate and hides the differences between counties and regions. There are many evidences that the more rapid progress is possible if the political will nd the resources exists, in high and low income countries alike. The increase in poverty in the world is the most tragic phenomenon in this era of abundance. It is the cause of marginal and the exclusion of increasingly bigger groups of the world population and in particular, affects children, the young and women. As a consequence, we see the development of cultures of poverty and marginalization that lock the same people into the cycle of poverty and reinforce their exclusion. But it is still the inequality with regards to knowledge that constitutes one of the biggest challenges of our societies. The traditional raw materials and non renewable natural resources under threat of extinction no longer occupy the most important place in the process of production and development . It is knowledge in itself that has become one of the key resources of economic growth. The introduction of technology is also becoming a challenge to the society. As the implementation of technology and communication to be successful and to educate a society, both the students and teachers need to be technologically literate. Communication technology is offering new challenges for students of all abilities as they can discuss issues of concern with heir fellow students from around the world. A shift in education is becoming evident where more responsibility is being placed on the individual for his or her learning, instead of solely on the teacher. Subsequently, the teachers themselves also need to be highly technologically literate, needing the competence and confidence to prepare students for a global information society. Just because of technology and communication seems to be creating in human life between the ‘haves’ and the ‘have nots’ resulting in a bifurcated society of those who can afford such information technology and those who can’t. so too does globalization. While education institutions in western societies are embracing technology, developing countries are once again left behind, too weak and fragile to implement development programs for education, let alone introduce technology as well. There are severe limitations in delivering basic services. A lack of infrastructure and funding makes it difficult to implement any technological and communication advancements. However, despite differences in economy, political, cultures and society, second and third worlds have adopted educational ideals from western thought and are anxious to appear odern and therefore promote education as a symbol of modernity and development to their own population and the foreign countries. The spread of education internationally, as a result of globalization, has clearly had effects on Cultures worldwide. Now the sources of wealth come from knowledge and communication instead of natural resources and physical labour, which once characterized the United States as a n industrial society. This is a global rather than a national economy. The new economy puts a premium on intellectual capital and the people who produce it. This means that the demand for igher education is expanding dramatically. Education is needed throughout a lifetime, and the marketplace for that education is international. This growth makes education appealing to the private sector. Educational institutions have reacted by becoming more market oriented. Due to this increasing free trade around the globe- to end protection in many sectors so that there is more competition and privatization, education is increasingly being drawn into this global capitalist competition. The internationalization of education has become one of the key themes of ducational policy and planning in the 1990’s and the integration of worldwide capital and labour markets; educators are being forced to respond to a new set of challenges. The demographics of higher education have changed substantially. Less than one fifth of today’s college students meet the traditional stereotype of attending school full time. For the new majority of students, higher education is not as central to their lives as it was for previous generations of students. Research shows they want a very different relationship with their college than students have historically had. They are unwilling to pay for activities and services they do not use. Higher education is being subjected to greater criticism than in the past on issues varying from low productivity and higher cost to the quality of leadership and the inadequacy of technology use. This is an invitation to a private sector that rightly or wrongly sees higher education as the next health care industry. Another challenge is of currency trade. Currency trade has become an end in itself. However, the volatility in the foreign exchange has created often times panic situations. The most recent xample of this was the East Asian crisis. Contagion of financial crises is a worrying phenomenon. When one country faces a crisis, it affects others. It is not as if financial crises are solely caused by foreign exchange traders. Another, major concern is to deliver world class education with updated curriculum and practical exposure. This is possible only by attracting talented and experienced persons in to academics. At present it is difficult to assess not only the nature and dimensions of globalization, but also what it means to the field of education. A few educational researchers have attempted to made onnections between the several dimensions of globalization and the policies of education. Globalization of Higher Education in India India is also following the global phenomenon. As part of globalization, the economic reform packages were introduced in India in the beginning of 1991. These reform packages imposed a heavy compression on the public budgets on education sector, more specifically so on higher education. This has trickled down to public expenditure on education in general, and higher education in particular. Indian government and Indian corporate sector has recognized the importance of management ducation in the ganging global scenario. Today under the reforming economic conditions, integration of the Indian economy with world economy presupposes efficiency and competitiveness in the domestic front as well as in the international arena. As the process of globalization is technology-driven, and knowledge driven, the very success of economic reform policies critically depends upon the competence of human capital. But, what is observed is the reverse. Even within the education sector, relative priority assigned to higher education has been on the decline. It is to be realized that higher education institutions lay an important role insetting the academic standard for primary and secondary education. They are also responsible for not only providing the specialized human capital in order to corner the gains from globalization, but also for training inside the country, provide policy advice, etc. Globalization is expected to have a positive influence on the volume, quality an spread of knowledge through increased interaction among the various states. Today our education system is strong enough but central and state governments should change their roles with in the education system, re- inventing them as facilitating supervisory rganizations. Teacher training, infrastructure and syllabuses need to be urgently upgraded. Industry should come forward to share experience with students and to offer more opportunities for live projects. Commercial institutions offering specialized education have come up everywhere. In view of globalization many corporate universities, both foreign and Indian, are encroaching upon our government institutions. Our Institutes like IIM’S and IIT’S have produced world class professionals. These institutes imparts quality education as per industry expectations and give due importance to institute Industry interface. Under the new scenario, Government – Private partnership is becoming important in Management Education. Now India is a transforming country. We are near to achieve status of developed nation. The demand for higher education has been growing rapidly with comparatively faster growth in enrolment in higher educational institutions than the growth in number of higher educational institutions. The growth rates are doubled among the students enrolled in post- graduate and research, while the number of institutions for post –graduate and research studies has grown at a slower rate in 1990’s than in 1980’s. India is witnessing new era in the field of Management Education. Many Corporate groups like Reliance, Nirma, Tata, Sterlite etc have promoted Management Institutes. Some reputed foreign universities are also coming to India. But government should issue some guidelines so that fees structure remains with in certain limit and those who are from economically poor background have same opportunity. Conclusion Globalization has had many obvious effects on educational technology and communication systems change the way education is delivered as well as roles played by both teachers and tudents. The development of this technology is facilitating the transition from an industrial based society to an information-based one. At the same time, there is a dark side to globalization and to the very openness of the new information systems. While the richest countries grow richer, the poor are becoming poorer. Income, information and education gaps between the rich and the poor are widening not narrowing: economic crises, trade imbalances and structural adjustments have precipitated a moral crisis in many countries, tearing the basic social and ultural fabric of many families and communities apart, resulting in increasing youth unemployment , suicide, violence, racism and drug abuse and anti social behavior form schools. In the 21st century, education systems face the dual challenge of equipping students with the new knowledge, skills and values needed to be competitive in a global market while at the same time producing graduates who are responsible adults, good citizens both of their country and of the world. Thus, globalization challenges us to rethink not only how much education is needed but also its ultimate purposes.

Philosophy of Sport

History of Volleyball History and Philosophy of Sport and Physical Education Lauren Swift March 26, 2010 Volleyball has grown over the past couple of centuries starting in 1865 to the 20th century. There are millions of people playing the game of volleyball and growing more and more each day. Volleyball has gone worldwide and many people have accepted the game and has become the most popular sport than any of the other sports in American and international countries. Volleyball became both a recreational as well as a competitive sport in the United States due to its popularity. The development of volleyball both gave people to play with no stress, fundamental skills, and to just have fun playing this newly developed game. as time went on, competitive play was introduced and more and more teams practiced and developed their skills to become better players at the game of volleyball. Since volleyball’s first origin, the sport has seen amazing changes and variations. Volleyball started out slow but now is in the Olympics every year where millions and millions of people watch the competition of the world’s best teams all over the country. When people watched volleyball at the Olympics or at a professional (college), they would leave thrilled and excited that the game of volleyball had such an impact on them. The game of volleyball was developed by William G. Morgan who was the physical director of the YMCA in Holyoke, Massachusetts. He attended Mount Herman Preparatory School, but after one year transferred to the School for Christian Workers (now Springfield College) where he received a good background in recreational skills (Bertucci p. 11). Springfield College was where the first volleyball game was played and consisted of two teams with five players on each side. He was involved with the Playground Movement in 1890-1900 for group games. Morgan developed future studies under Dr. Luther Gulick who said that games should have many participants rather than only a few. Volleyball began in the middle ages and moved all around the country from there. In 1893 the sport was introduced to Italy and then to Germany and they called the sport Faust ball. Morgan, however, when he developed the game in Holyoke gymnasium he called it mintonette and shortly after in 1896 Morgan changed the name to volleyball. When the first games of volleyball were played and the sport was globally impacting everyone who played the game, volleyball started to become more and more popular. In 1897, the printed rules of volleyball appeared in the first Handbook of the Athletic league of the Young Men’s Christian Association of North America. The game was thus taken by physical directors of the YMCA to countries throughout the world (Bertucci p. 3). In 1915, volleyball became so popular that it was noted as a team sport and was ranked with basketball, football, and baseball as another fantastic game to go into the school programs. Volleyball was also popular near the end or World War 1. The YMCA physical directors introduced to the troops the game of volleyball. The total participation from July 1, 1918 to July, 1, 1919, amounted to nearly a million (985, 876), and the distribution of more than 15,000 volleyballs by the YMCA alone bears out this statement (Bertucci p. 15). In 1924 in Pittsburgh and Pennsylvania, the first scholastic volleyball program was developed by Harry Batchelor and C. Lawrence Walsh. They taught classes about volleyball, organized leagues, and created intramural teams in 1922. In 1946, schools began to develop club teams like; Stanford University, University of California, and Earlham College. In 1974, the federation of High School Athletics developed a committee to encourage on a worldwide scale that every high school be promoted to championships and to write their own rules and regulations. In 1956, there was reported that 60 million people were playing volleyball annually on an organized basis. Growth and development was essential to the game of volleyball and has made it to what it is today. Two organizations played a huge part in the game of volleyball to help get its start and room for growth and development; they are the YMCA and the USVBA. The role of the YMCA was to provide leadership and direction for volleyball and they were the only group that had facilities at that time to open to the public to play volleyball and other sports. The YMCA played such a huge role in the development of volleyball because, when volleyball first started out up until 20 years after the game came into existence, the YMCA ruled volleyball. Things changed after those 20 years and the original rules finally changed. The YMCA in 1916 was the main leaders in having the National Collegiate Athletic Association (NCAA) help out with revising the rules and regulations in effect to promote volleyball more efficiently. As a result the Spalding Athletic Library â€Å"blue cover† volleyball rulebook was published (Shondell, and McManama p. 7). The YMCA was the main leader in inventing the sport of volleyball, having facilities and gymnasiums where people can come and play indoors whenever they want, and giving the people a chance to experience and play the game of volleyball. The YMCA also was credited for the competitive aspect of the game and sponsored tournaments and also held their own YMCA championship in 1922. The YMCA continued th ese tournaments and championships while playing indoors until 1928. The USVBA has been around since 1928 and the first 30 years they were in business, volleyball had no direction or any rules of the game to be enforced. The USVBA was created to regulate the rules worldwide and to hold national open tournaments. The â€Å"father of volleyball† was Dr. George J. Fisher and was elected president and served until 1952 of the USVBA. The USVBA had its first actual tournament in Chattanooga, Tennessee that developed three divisions. One division was the maters division, 1949 they added a women’s division, and an armed forces division in 1952 but was cancelled or depleted in 1965. The USVBA consisted of many national organizations to involve all sport groups to promote the regulation of volleyball. The USVBA was the main company to govern the championships and tournaments, promoting the sport, and the rules and regulations of volleyball. The YMCA and the USVBA were the main two companies’ of the competitiveness of volleyball, but other groups contributed for the growth of the game of volleyball. Volleyball has been more and more educated by individuals over the past 30-40 years. Educators fully understood that volleyball was a team sport just like football, baseball, and basketball. The NCAA promoted that volleyball be given to a huge facility to where college students could take place in organized activities. From there volleyball was put into many different aspects of schools, and intramural programs in college settings. In 1960, Midwestern institutions formed an Intercollegiate Association (MIVA) and the main goal was to get volleyball to be included and discovered in Midwestern colleges while regulating the volleyball competition. The MIVA while being respectable were responsible for many types of leadership such as area, international, and national. In the 1960’s intercollegiate sports involved the overall goal of competitive volleyball. The NCAA and the National Association of Intercollegiate Athletics (NAIA) conducted investigations into the addition of volleyball to their national championship programs (Shondell, and McManama p. 59). When making intercollegiate history the NAIA made volleyball their 15th competitive sport. By making volleyball their 15th sport the coaches associated was put in place for the first time. The high schools added volleyball as a recreational sport to their physical education classes. The AAHPER â€Å"American Association of Health, Physical Education, and Recreation† gave leadership in volleyball for education purposes. The AAHPER provides charts, newspapers, journals, and many other printed materials to help the teachers with their profession. They were the main contributor to the game of volleyball both competitively and recreationally through the division for Girls and Women’s Sports (DGWS). The spread of volleyball internationally was a huge success and United States armed forces did everything they could to make this happen. England got first introduced to the game of volleyball in 1914 and moved rather quick and fast to Europe. Soldiers even though their training, recreational programs, and busy schedules they were also given a task to promote volleyball in other countries and at home with their families. The YMCA has the credit for promoting volleyball abroad as well spreading the news to Canada, Southern Hemisphere, Cuba, Puerto Rico, Uruguay, and Brazil. The foreign countries when introduced to volleyball they chose to take the competitive side, and they also played recreationally but when it came down to team strategy, and the skill they were very competitive. The International Volleyball Foundation was founded in 1947 in Paris and published rules and presenting or hosting yearly world championships. In 1949 the international competition was under way and the championships were held in Prague. The International Olympic Committee (IOC) designated volleyball as an Olympic team sport in 1957, and it was included in the 1964 and 1968 Olympic Games (Shondell, and McManama p. 0). International competition affected many techniques, riles, and equipment that were used in the United States. For example, the Filipinos made to where you can only hit the ball three times on your side then you have to get it over the net. In effect to the number of hits on each side and the development of â€Å"the spike† in volleyball by international co untries, the United States saw radical changes being made and the United States eventually changed the rules to what the international countries came up with. Volleyball had cultural impacts and contributions when the game was evolving. John D. Giles and Hill were YMCA directors and promoted the sport and they stressed that people should develop strong, positive characters. Both Giles and Hill stressed these important values in the very first volleyball rulebook. Playing with friends, family, or with new people that you just met can be fun and socially interactive. You can play the game and be competitive while socializing and therefore creating new friendships. A volleyball player or the team cannot mesh well together or work effectively if they don’t have loyalty, courtesy, agreeableness, and cooperation. Many volleyball teams can have problems and are usually created by negative attitudes. By playing volleyball you can improve your moral judgment in addition to your skills. For example; if a ball is out and you touched it with your hand then you should be a moral person and be honest about you touching the ball. There are many other values that are good to have with volleyball; alertness, determination, and persistence. Recreational and competitive volleyball is relaxing, fun, and stress free and in today’s society many people could use some stress free time to just relax and have fun. The values of volleyball are very important as to how this sport really flourished. President Eisenhower and President Kennedy encouraged more and more people to get out there and exercise and to be physically fit. The tools and equipment needed to play volleyball are not expensive to get and is a fun game for everyone to play and is easy to get access to as well. Volleyball can promote being active and to staying healthy while not doing too much of a strenuous workout, it gives you time to rest and to collect your thoughts. Volleyball has come a long way in the past 40-50 years since it was first invented. It has made groundwork for new organizations, scholarships, and traveling around the world by playing and creating the game of volleyball. Many changes were made in the United States and in foreign countries and we all came together to experience the joy of volleyball and to help the game flourish. I only played volleyball my senior year of high school and I have never played the sport before but I wish I would have played it earlier because once I experienced the game of volleyball, I fell in love with the game and now I got a scholarship and a great opportunity to keep playing the sport I love. In a sense, volleyball has opened a new door for men, women, kids, and teenagers to experience something new and eventually made its way through history to become one of the most popular sports today. Works Cited Bertucci, Bob. Championship Volleyball by The Experts. Volume 12. West Point, N. Y: Leisure Press, (p. 11-18). Print. Egstrom, Glen H, and Frances Schaafsma. Volleyball: Physical Education Activities Series. Dubuque, Iowa: Wm. C. Brown Company Publishers, 1966. (p. 40-47). Print. Shondell, Donald, and Jerre McManama. Volleyball. Englewood Cliffs, New Jersey: Prentice-Hall, Inc. 1971. (p. 55-62). Print. Thigpen, Janet. Power Volleyball for Girls and Women. 2nd ed. Dubuque, Iowa: Wm. C. Brown Company Publishers. 1967, 1974. (p. 3-10). Print.

Abortion And Ethics Essays - Fertility, Gender Studies, Free Essays

Abortion And Ethics Essays - Fertility, Gender Studies, Free Essays Abortion And Ethics Abortion Question What would happen if I were to walk into a crowded restaurant and opened fire on the people inside, killing one? Well, more than likely I would be hauled off to jail and sentenced for murder. If murder is illegal then how come everyday women are continually having abortions? What is the difference between abortion and murder both of them involve taking the life of a living human being. How come the question of abortion is still undecided? If it is illegal to go out and kill someone then it should be illegal to receive an abortion. Abortion, many women feel that abortions do not take the life of a living human being. Wrong, from the moment of conception that baby is a living, breathing creation of God. Plus most women have abortions during the third trimester of pregnancy. In the third trimester the baby is developing lungs, arms and legs and is starting to develop fingers and toes. So during many abortions the baby is breathing, kicking, and very alive. There are many ways that abortions are performed. There is the partial-birth abortion, salt poisoning, and the suction or vacuum. However abortions are performed they are cruel and unnecessary. There are many other options besides having an abortion like adoption. There are millions of couples around the world that want so badly to have a child and then there are the millions that are destroying babys everyday. The abortion procedures go as followed: Partial-Birth Abortions- when the baby is partially delivered and then the doctor jam a pair of scissors into the back of the babys skull. Then the scissors are removed and a suction tube is placed inside of the babys skull. The tube is then turned on and the powerful suction sucks the babys brains out. Then the baby is delivered the rest of the way and tossed aside like a rag doll. The partial-birth abortion is the most widely used abortion technique. Salt Poisoning abortions take place when the mother has a doctor inject into the uterus a saline solution. The solution travels its way down into the babys lungs and starts to burn. The salt beings eating away at the babys lungs and basically suffocates the baby. Most babies that are aborted by the salt poisoning method will look like bright red candy apples. This is because the salt burns the layers of babys skin making them bright red. The salt poisoning method is the most painful for the baby because it takes up to hours for them to die and then some are born still alive. The last abortion technique is the vacuum. Vacuum abortions start out with the doctor inserting a power suction tube into the uterus where the baby is. Then the suction is turned on and by the guide of the sonogram picture the doctor starts sucking off limbs of the baby. The baby is fully alive and moving when the suction grabs a hold of the babys arms or legs and rips them off. All that is left in the uterus after everything is sucked out is the head. Then the doctor inserts a pair of forceps and crushes the skull of the baby so the suction tube can remove it. The baby is not the only one that suffers; many mothers that have abortions may put themselves at risk of infertility, depression, or even death. Post Abortion Syndrome may cause; if not treated depression and may even make the mother resort to suicide. Infertility may happen if the doctor slips and cuts parts of the uterus or the fallopian tubes. Death happens when the doctor cuts part of the uterus and the fallopian tubes causing internal bleeding. She was a young mother, single and carrying a second child, struggling to survive on minimum wage and welfare. He was a prominent man that had built himself a career out of performing abortions on women. During a routine abortion their fates collided. Within hours Sharon Hampltlon was dead and Bruce Steir was fighting for his freedom. At the center of the case is Steir who performed about 1,000 abortions each year, mostly at clinics in Sacramento, Chico, Santa Rosa, Redding, and Oakland. A couple