Workplace Violence :: essays research papers

A summary melodic theme for the partial fulfillment of the requirements for completion of the Pacific Union College horizontal surface Completion Program leading to a Bachelor of Science degree in Criminal Justice Administration. Napa Valley College November, 1999 INTRODUCTION Preface This paper is intended to explore the issues of violence in the workplace. It does not recommend a specific course of action or purport to address all of the issues associated with the problem. It is my appetency to examine particular elements of workplace violence with the idea that I may author a policy for my employer. Background Crime continues to be a contentious topic in American society. Debate regarding the cause of crime may be found in the media on any given day. What to do closely crime is also the topic of much discussion. 5.5 million people were on probation, in jail or prison house, or on parole at twelvemonths end 1996. (U. S. Department of Justice, Bureau of Justice Statistics.) Ma ny changes have taken place within the Department of Corrections in California during the 1990s. or so significantly, dwindling financial recourses have reshaped the priorities of the department. It cost $21,470 a year to house an inmate in a California state prison. (Inmate Costs, 1997-1998 p.1 Corrections unrestricted Safety, Public Service). There are currently about 161,033 inmates in California Prisons. Since staffing levels must remain more or less constant, it is inmate programs that suffer from lack of funding. Criminals sentenced to prison are under the custody of the Department of Corrections. In addition to fiscal pressure, the department is subject to political pressure at all levels. Public answer to crime is responsible for the denial of weight yard and other recreational activities Three Strikes, and the loss of conjugal visits. All place varying levels of stress upon inmates and staff. reputation of the Problem Violence is universally recognized as a pervasive pa rt of contemporary American society and of our Nations past as well. Many of the attempts to empathise the phenomenon have been made in response to specific situations, such as the lawlessness of the prohibition era, the assassination of John F. Kennedy, and the urban riots of the middle 1960s. (Roth) I work for the California Department of Corrections. I am on a two-year assignment as the Employee Relations Officer. Many people understand the title to mean that I am to be an employee advocate. I am, but not for that reason.

Coffee Crisis Essay -- BTEC Business Marketing GCSE Coursework

Coffee Crisis The W solely Street Journal, Boston Globe , and the Economist as well as many other media outlets of record were all in consensus when they declared the onset of burnt umber crisis in October 2001 farmgate prices had sharply dropped reaching a thirty-year low of $0.39 per pound in This price was below the cost of coffee production at the time, listed at USD 0.60 per pound.(Economist 2001) Price declines are not such an uncommon occurrence, but what is more troubling is that the cash market for coffee suffers from advanced price volatility. For a more detailed look please see Appendix 1 Cash Price Variation. Coffee producers , who are mainly located in developing countries , are highly vulnerable to price endangerment in the cash market , yet their profits in relation to their risk exposure has been steadily declining. In a 2001 study conducted by the European Fair consider Association (EFTA)- an organization that promotes the sale of products that ensure price bail for marginalized commodity producers- the general finding was a declining share of trade revenues from coffee remained in the coffee producing countries. Although the international coffee market has grown from $30 jillion annually in the 1980s to $55 billion in 2001, in aggregate coffee producers have seen their share drop from $10 billion to $7 billion in 2001 (Renkema 59). From the perspective of the small producer, their received cash prices have not always been this volatile and had been stable up until 1989 although the data does not in full support this. Please see Appendix 2) Measures of Volatility. A price regime devised in 1962 by the International Coffee Association setup an agreement surrounded by coffee producing countries and coffee consuming countries.... ...//www.nybot.orgPennings, Joost M.E. Research in Agricultural Futures Markets Past Present and Future. Presentation Paper Wageningen Agricultural University Netherlands. 8 June 2001. Renkema, David. (2 001). Chapter 4CoffeeThe plumbers helpers Plaything Fair Trade Yearbook..European Fair Trade Association Amsterdam.World Bank International Task Force on Commodity seek Management in Developing Countries. Dealing With Commodity Price Volatility In Developing Countries A Proposal For A Market-Based Approach. Discussion Paper for the round table on Commodity Risk Management in Developing Countries. World Bank. Washington, DC 24 September 1999. United Nation Commission on Trade and Development (UNCTAD) Secretariat. Farmers and Farmers Associations In Developing Countries And Their Use of Modern Financial Instruments. Geneva 10 January 2002.

Dietary Supplements Essay -- Work Out Supplements

There ar many different work come forth supplements. Some of those work out supplements are Proteins/Amino Acids, Performance Supplements, Energy Boosting Products, and Vitamins. The first work out supplement we are going to tell you about is Proteins/Amino Acids. One supplement that is made of Protein is called, The Ultimate Whey Designer Protein. This designer protein is 68% better than egg white and or regular whey. It mixes well-to-do and gives you up to 18 grams of protein per scoop. This supplement depart run you the consumer about $26.99 each 2 lbs bottle. This should last you a good 4 weeks. Another protein supplement is Promax Protein. This contains 50 grams of predigested, bioactive protein per serving it also contains less than 1 gram of fat and is sugar free. Promax contains pure pharmaceutical quality branched chain aminic acids, according to the manufacturer. Promax is for maximal growth, plus vitamins and minerals. This would run you about $32.07. That is just a little more than the Ultimate Whey Designer Protein, yet this one gives you more than just protein and 68% better than egg white and or regular whey. So you would be smart in the purchase of the Promax Protein instead of the Ultimate Whey Designer Protein. Now, we are going to talk about the amino acids that you can buy from a gym or a local supplement store. The Anabolic Amino end is a foundation of 23 pure crystalline 100% pharmaceutical grade free form amino acids. This is all uniquely balanced and scientifically formulated high in the amino acids found in muscle tissue. This is very high in nitrogen and branched chain amino acids. This is more or less utilized during intense training and those your muscles need for tissue maintenance and repair. 1 bottle of 250 capsules would run you about $19.85. The other amino acid supplement that we will tell you about is the Amino Plus. This supplement contains predigested crystalline amino acids which were scientifically profiled for use during periods of intense physical energy demand. Free and peptide bonded (di & tri Peptides) amino acids from pancreatic digest of pharmaceutical grade casein, silica, hydrogenated vegetable oil and lecithin. A bottle of 250 capsules would cost about $12.93. We would recommend that you use the Anabolic Amino equilibrize if you are going to use or are using a amino acid capsule to help you with the tis... ... multi-nutrient, vitamin, mineral, amino acid formula, formula includes natures most powerful energy building and life protecting nutrients. A bottle of 240 capsules would run around about $36.50. Now if you have that kind of money to croak on this kind of product, dont spend the money give it to us The last vitamin is Vita Tech Mega Dose Vitamin Pak. This is designed for the competitive bodybuilder and serious athlete pursuit to maximize physical performance. Containing a broad spectrum of performance nutrients. Vita Tech provides vitamins, minerals, stress B complex, amino acids, antioxidants, fat burners, and digestive aids, Each packet contains a core of 13 tablets, soft gelatin caps, and capsules.Overall, dietary supplements really work. You see there is one catch though. If you want to take them you can, but once you do you are hooked and if you dont work out it all turns into fat Yet, when you do take dietary supplements you put your life into the manufacturers hands Here is some advice from us, Work out, but dont take anything to help you build muscle or anything else cause your lifes at risk when you do.Bibliographywww.dietarysupplements.com

Anglo Saxon Literature :: History Beowulf

Anglo Saxon LiteratureW Y R D The word wyrd generally kernel fate in Anglo Saxon literature. It is one of the recurrent themes in many elder English swear outs. For example, wyrd is seen as the force that determines the result of events in Beowulf. In other story, The Wanderer, wyrd is mentioned several times. In the first few lines, the speaker states that fully-fixed is his fate (Norton 100). This shows that wyrd is unchangeable. Then, he goes on to say Words of a weary heart may not withstand fate (Norton 100). Here it seems that a person must be strong, brave, and show no emotion in order to be able to negociate with wyrd. Later on, wyrd is proclaimed as mighty because not even earls be able to escape their deaths. Lastly, we see the power of wyrd The world beneath the skies is changed by the work of the fates (Norton 102). This quote reflects the belief of Anglo-Saxons that wyrd is an invisible, powerful force that controls the outcome of a persons life. This final use of wyrd may also refer to the Weird Sisters. They are seen in Shakespeares play Macbeth. The Fates are also an important part of Greek culture. Usually they are pictured as three horrid old ladies who share one eye with which they see the future. They also are seen tending to so-called threads of life. Each time they cut a thread other soul goes to the underworld. This portrayal of the Fates can also be related to the Measurer in Caedmons Hymn. The Measurer seems to be the one who decides the destiny of a person, just as the Fates The Measurers might and his mind-plans (Norton 24). Like witches, the Fates are sometimes shown surrounding a large pot, brewing spells. Women were given the opportunity to pick their own husbands. The families acted merely as pecuniary advisors. However, in many circumstances, women were married off to members of enemy tribes in order to bring peace. Hence, they were given the name peace-weavers. Women, depending upon social standing, were also educated an d wise, sometimes playacting as advocates and protectors of the people of the village. Over all, the women in Anglo Saxon were well respected and valued. Scene Analysis Beowulf Fights Grendels MotherSummaryIn the Howe translation of Beowulf, the scene depicted on pg. 26-29 deals with the battle between Beowulf and Grendels mother.

Free Essays on Homers Odyssey: Telemachus :: Homer Odyssey Essays

Telemakhos of The Odyssey   Telemakhos, Odysseuss son, finally realizes that in order to preserve his estate he must fill in his fathers office and grow up.  Telemakhos not only needs to do this for himself, but for his father who is still alive.  Telemakhos became a man his father would be proud of.    Twenty long time ago Odysseus left for troy, leaving Telemakhos without a father figure since he was an infant.  He grew up a mommys boy not knowing his role in the kingdom because Odysseus was far away.  Telemakhos recognizes that all the men trying to court his mother, Penelope, only want control of his kingdom.  genus Zeus, King of the Gods, gives his daughter, Athena permission to encourage Telemakhos to fall into his fathers post and become the man he was meant to be.  For my part, I shall visit Ithaka to put more courage in the son, and rouse him.(211 &212)  In a way Zeus and Athena are doing what Odysseus could not be t here to do.    The reader is left to question if Telemakhos needed to be encouraged or would he have grownup up on his own?  The first sign that Telemakhos is becoming a man is when instead of comforting his mother in her grieving for Odysseus, he scolds her and tells her Mother, why do you grudge our own dear minstrel joy of song, wherever his thought may lead? (218) Odysseus was not the only one at Troy never to know the day of his homecoming.  Others, how many others, lost their lives (218) Telemakhos then went to his mothers suitors and told them At daybreak we shall sit down in assembly and I shall tell you---take it as you will---you are to leave this hall. (218) This was very stunning to all the suitors because Telemakhos had no male guidance and they wondered who had invoked him to take back his home and inheritance.    The suitors questioned Telemakhos if the Gods were teaching you this high and mighty manner. (218) Telemakhos warrant himself by saying all I insist on is that I rule our house and rule the slaves my father won for me.

Free Essays on Homers Odyssey: Telemachus :: Homer Odyssey Essays

Telemakhos of The Odyssey   Telemakhos, Odysseuss son, finally realizes that in order to preserve his estate he must fill in his fathers seat and grow up.  Telemakhos not only needs to do this for himself, but for his father who is still alive.  Telemakhos became a man his father would be proud of.    Twenty old age ago Odysseus left for troy weight, leaving Telemakhos without a father figure since he was an infant.  He grew up a mommys boy not knowing his role in the kingdom because Odysseus was far away.  Telemakhos recognizes that all the men trying to court his mother, Penelope, only want control of his kingdom.  genus Zeus, King of the Gods, gives his daughter, Athena permission to encourage Telemakhos to fall into his fathers place and become the man he was meant to be.  For my part, I shall visit Ithaka to put more courage in the son, and rouse him.(211 &212)  In a way Zeus and Athena are doing what Odysseus could no t be there to do.    The reader is left to question if Telemakhos needed to be encouraged or would he have prominent up on his own?  The first sign that Telemakhos is becoming a man is when instead of comforting his mother in her grieving for Odysseus, he scolds her and tells her Mother, wherefore do you grudge our own dear minstrel joy of song, wherever his thought may lead? (218) Odysseus was not the only one at Troy never to know the day of his homecoming.  Others, how many others, lost their lives (218) Telemakhos then went to his mothers suitors and told them At daybreak we shall sit down in assembly and I shall tell you---take it as you will---you are to leave this hall. (218) This was very stunning to all the suitors because Telemakhos had no male guidance and they wondered who had invoked him to take back his home and inheritance.    The suitors questioned Telemakhos if the Gods were teaching you this high and mighty manner. (218) Telem akhos justify himself by saying all I insist on is that I rule our house and rule the slaves my father won for me.

Motor Cyclists Essay

Psychological and genial factors influencing bicycle passenger intentions and behaviour Barry Watson Deborah Tunnicliff Katy whiteness Cynthia Schonfeld Darren Wishart revolve about for Accident Research and Road golosh (CARRS-Q) Queensland University of Technology August 2007 Psychological and social factors influencing motorcycle passenger intentions and behaviour i Published by Postal address Office location Telephone Facsimile E-mail InternetAustralian sustain Safety Bureau PO Box 967, civil Square ACT 2608 15 Mort Street, Canberra City, Australian Capital Territory 1800 621 372 from overseas + 61 2 6274 6440 02 6274 3117 from overseas + 61 2 6274 3117 atsbinfoatsb. gov. au www. atsb. gov. au CARRS-Q, Queensland University of Technology 2006 To encourage the dissemination of this publication, it may be copied, downloaded, displayed, printed, reproduced, and distributed in unaltered form (retaining this nonice).Subject to the provisions of the Copyright Act 1968, no other workout of the material in this publication may be made without the authorisation of the Queensland University of Technology. ii Psychological and social factors influencing motorcycle passenger intentions and behaviour DOCUMENT convalescence INFORMATION Report No. RSRG 2007-04 Publication date August 2007 No. of pages 152 ISBN 978 0 642 25564 8 ISSN Publication title Psychological and social factors influencing motorcycle rely uponr intentions and behaviour Author(s) Barry Watson, Deborah Tunnicliff, Katy White, Cynthia Schonfeld, Darren Wishart.Organisation that prepared this document Centre for Accident Research and Road Safety Queensland University of Technology GPO Box 2434 Brisbane QLD 4001. Sponsor Available from Australian Transport Safety Bureau PO Box 967, Civic Square ACT 2608 Australia www. atsb. gov. au Project Officer John Collis Reference No. Aug2007/DOTARS 50323. Abstract This report documents cardinal studies undertaken to identify and assess the psychological an d social factors influencing motorcycle passenger behaviour.The primary aim of the question was to develop a Rider Risk sagacity gradation (RRAM), which would act as a tool for identifying high-risk riders by assessing rider intentions and self-reported behaviour. The first hit the books (n = 47) voluminous a qualitative exploration of rider perceptions utilising a focus-group methodology. This study identified six key aspects of rider behaviour considered to learn untroubledty motorcycle handling skills rider awareness move while impaired or not and the tendency to bend road rules, come to limits, and ride at extreme speeds or perform stunts. check two (n = 229) was survey-based and examined the psychological and social factors influencing these behaviours, utilising the possibleness of planned behaviour (TPB) and other relevant psychological constructs, such as mastermind seeking and aggression. This study indicated that risky rider intentions were primarily influen ced by attitudes and sensation seeking, while safer intentions were influenced by perceived behavioural control. While intentions noteworthyly predicted all six types of behaviour, sensation seeking and a propensity for aggression emerged as significant soothsayers, social functionicularly for the volitional risk-taking behaviours.The measures of intention and behaviour comprising the RRAM were not found to be significantly cor think with self-reported crash involvement, possibly indicating shortcomings in the measurement of crashes. However, significant correlations were found among the components of the RRAM and self-reported transaction offence involvement. While further work is necessary to refine and authorize the RRAM, it re beats a potential tool for informing and evaluating motorcycle rider safety countermeasures. Keywords Motorcycle safety, theory of planned behaviour, sensation seeking, aggression notes (1) (2)ATSB reports are disseminated in the interest of informa tion exchange. The views expressed are those of the author(s) and do not necessarily represent those of the Australian Government or the ATSB. Psychological and social factors influencing motorcycle rider intentions and behaviour iii CONTENTS Executive summary administrator SUMMARY Background Motorcycle locomote is rapidly increasing in popularity in Australia, attracting a much wider demographic of muckle than in decades past. Unfortunately, whilst the overall human action of road deaths in Australia has generally been reducing, the proportion of motorcycle-related fatalities has been rising in recent years. Further, the proportion of motorcycle-related fatalities in Australia is unacceptably high compared with other OECD countries. To reduce motorcycle-related fatalities on Australian roads, there is an urgent need to consider motorcyclists as distinct from other road users.This program of research facilitates the understanding of safety issues from a motorcyclist perspective a nd provides crucial information on factors influencing safe and unsafe rider intentions and behaviour. The aims of this program of research were to develop a better understanding of the psychological and social influences on rider behaviour in an Australian context guide the development of future motorcycle safety countermeasures and develop a tool (the Rider Risk Assessment Measure RRAM) to inform the evaluation of motorcycle safety countermeasures, particularly in the area of training and education.To achieve these aims, two particular studies were undertaken a qualitative study of motorcycle rider perceptions utilising a focus-group methodology and a survey-based quantitative study of selfreported rider intentions and behaviour. Both studies were underpinned by a theoretical framework drawing on the theory of planned behaviour (TPB), identity theory, social identity theory, and other relevant psychological concepts such as sensation seeking and aggression. Key findingsStudy 1 explored motorcyclists perceptions relating to safe and risky riding and the different personal and social factors that influenced their behaviour. A total of 43 people participated in this study, either as part of a focus group or as an interviewee. This exploratory process revealed six types of behaviours which were commonly believed to influence the safety (or riskiness) of motorcycle riding. These six behaviours are discussed below. twain behaviours were identified as being particularly essential to rider safety.The first was the necessity of being able to handle the motorcycle proficiently and skilfully. The second related to the need for riders to maintain a high level of concentration whilst riding and to stay aware of the changing road environment. In contrast, there was some pass about the inherent safety or riskiness of the two next behaviours commonly identified. Firstly, some riders believed that obeying the road rules was essential to their safety, whilst others rep orted that it was oftentimes necessary to hurly burly the road rules in order to stay safe.Secondly, the definition of what constituted riding whilst impaired differed amongst riders. Most riders agreed that drinking and riding was dangerous. However, for some, even one soaking drink before riding was considered dangerous, whilst others would ride after drinking provided they did not consider themselves to be over the legal BAC limit. Some riders stated that riding when 8 Psychological and social factors influencing motorcycle rider intentions and behaviour they were tired was dangerous however, wear upon was not considered a serious safety issue for many participants. devil further behaviours identified by participants were often associated with their accounts of crash involvement, yet not seen as intrinsically unsafe by most riders. The first of these was the concept of energy your limits. Most riders interviewed appeared to enjoy pushing the limits of their ability on a mot orcycle. Whilst agreeing that pushing the limits too far was dangerous, pushing them to a point that tested a riders abilities was often reported to facilitate safety as this process developed a riders skill.The second behaviour that was often mentioned in connection with crashes was extreme riding (e. g. , performing stunts and riding at extreme speeds). The act of perfecting a stunt was often reported to result in the crashing of the motorcycle, although these crashes were usually accepted as a normal part of the learning process. Once perfected, performing stunts did not appear to be considered an intrinsically unsafe behaviour, unless performed in traffic or other unpredictable situations. A sizable minority of both male and female participants reported riding at extreme speeds.These riders often argued that they could ride extremely fast, safely, on public roads provided certain conditions were met (e. g. good visibility, minimal traffic, weather, road, and motorcycle maintena nce). Study 2 involved 229 active motorcyclists who completed a questionnaire assessing their riding intentions and self-reported behaviour the psychological and social factors influencing these intentions and behaviour and their self-reported involvement in road crashes and traffic offences over the last two years.The questionnaire was structured around the six types of rider behaviour identified as important in Study 1. Key results of this study are discussed below. In order to obtain an insight into the factors underpinning both safe and risky behaviour, the six areas of interest were operationalised as trine safer behavioural intentions (i. e. handle the motorcycle skilfully, maintain 100% awareness, not ride impaired) and three riskier intentions which represented more(prenominal) volitional risk-taking (i. e. bend the road rules, push the limits, perform stunts or ride at extreme speeds).Hierarchical multiple regression analyses were then performed to assess the influence of different psychological and social factors on these intentions. These analyses indicated that a greater proportion of variance could be explained in the case of the riskier riding intentions R2 ranging from 57% 66% than the safer riding intentions R2 ranging from 22% 36%. The TPB construct of perceived behavioural control (PBC) significantly predicted all three safer intentions, while attitude was a significant predictor of the three riskier intentions.In terms of the social influences, the TPB construct of native norm (which assesses the influence of others considered important) turn out a relatively weak predictor of behaviour. However, the measure of specific subjective norm (i. e. the influence of the people that someone rides with) emerged as a significant predictor of three of the six intentions. Over and above this, a propensity for sensation seeking was found to be significant predictor of the three risky intentions. Overall, a similar pattern of results emerged when th e self-reported behaviours of the participants were examined.Firstly, while the various psychological and social variables examined in the study significantly predicted all six behaviours, considerably larger amounts of variance were explained for the three volitional risk-taking behaviours, i. e. bend road rules to get through traffic R2 = . 67, push my limits R2 = . 59 and perform stunts and/or ride at extreme speeds R2 = . 69. Secondly, the results were largely consistent with the tenets of the TPB, with intentions proving a significant predictor of all six behaviours. Thirdly, sensation seeking, along with rider aggression, emerged as a strong predictor of all six behaviours.Indeed, together, these two variables accounted for between 7 20% of additional variance in the six behaviours. Not surprisingly, these two variables accounted for relatively large amounts of additional variance in the ride while impaired R2 ch = . 20 and the perform stunts and/or ride at extreme speeds R2 ch = . 15 variables. Unfortunately, no significant correlations were found between the various measures of intention and behaviour operationalised in Study 2 and the self-reported crash involvement of the participants. It Psychological and social factors influencing motorcycle rider intentions and behaviour ixis possible that this indicates that the six behaviours of interest, in reality, do not have a close relationship with crash involvement. However, this conclusion does not have the appearance _or_ semblance consistent with either the findings of Study 1 or the research show reviewed in Chapter 2. More likely, the findings highlight shortcomings in the size of the sample and/or the means that crash involvement was measured in the study. In particular, given that crashes are relatively rare events, crashes were measured over a two year degree in order to ensure that (some) participants would have experienced a sufficient number of crashes to facilitate the analyses.However, t his raises the possibility of recall problems that may have reduced the trueness and reliability of the data, while the two year period may have been too long to accurately reflect the current intentions and behaviour of the participants. In contrast, the volume of the intention and behaviour measures were found to be significantly correlated with self-reported traffic offence involvement. In particular, significant associations were found between self-reported traffic offences and the three riskier intentions examined in the study (i. e.those relating to more volitional risk-taking, namely, bend the road rules, push my limits and perform stunts and/or ride at extreme speeds). In addition, significant associations were found between traffic offence involvement and five of the six self-reported behaviours examined (the only exception being for awareness errors). These results dont necessarily confirm the inherent riskiness of the behaviours examined, since engaging in an illegal beh aviour may not always result in a crash. However, they do provide prima facia evidence halting the validity of the intention and behaviour measures developed in this study.Strengths and limitations of the research This program of research featured a number of strengths. Firstly, it was firmly grounded in theory secondly, it utilised both qualitative and quantitative methods to obtain a broad insight into the factors influencing motorcycle rider behaviour thirdly, the design of the research was informed by input from active motorcyclists and finally, it adopted a balanced approach to motorcycle safety by examining both safe and risky riding intentions and behaviour. Nonetheless, the program of research also had a number of limitations.Both Studies 1 and 2 consisted of participants primarily recruited from South East Queensland. In addition, the participants were volunteers who were generally older in age. As a result, the samples used in this research may not be representative of Au stralian motorcyclists in general, but instead reflect a subset of older, primarily recreational, riders. This should be borne in mind when interpreting the results. Furthermore, a number of other potential limitations in the Study 2 questionnaire design emerged during the analysis of the results.These included the way that fatigue was grouped with alcohol and drugs to assess intentions and behaviour relating to riding while impaired and, as noted above, the manner in which crash involvement was measured. Implications of the research At a theoretical level, this program of research has confirmed that the predictive utility of the theory of planned behaviour (TPB) can be substantially improved by the addition of other variables. In particular, this research demonstrated that subjective norm (SN) was a relatively weak predictor of intentions and that the specific subjective norm (SSN) (i.e. assessing the influence of those people that someone rides with) performed relatively better as a measure of social influence.Moreover, both sensation seeking and the propensity to ride aggressively proved significant predictors of all six behaviours examined, over and above the TPB and other social influence variables. The findings relating to sensation seeking are consistent with previous research in the traffic psychology area. x Psychological and social factors influencing motorcycle rider intentions and behaviour.However, the results relating to aggression warrant more attention, since this variable proved a relatively stronger predictor than sensation seeking of the error-based behaviours (i. e. handling errors and awareness errors), the ride while impaired behaviour, and the perform stunts and/or ride at extreme speeds behaviour. This suggests that the propensity to ride aggressively has a broader influence on rider behaviour, which is not limited to the more volitional risk-taking types of behaviours.At a practical level, this program of research has identified a num ber of ways to enhance current motorcycle safety countermeasures, particularly in the area of rider training and education. Most particularly, it has identified a go of psychological and social influences on rider intentions and behaviour that appear to be beyond the scope of current skills-based approaches to motorcycle training and education. Consequently, further work is required to develop and trial new approaches to rider training and education that more effectively address the attitudinal and motivational influences on riding, both of a personal and social nature.To assist in this process, this research has undertaken the first steps in the development of the Rider Risk Assessment Measure (RRAM). This tool is intended to act as a means of identifying high-risk riders by assessing their intentions and self-reported behaviour (in relation to both safe and risky riding). While further work is required to refine and validate the RRAM, it represents a tool that can be used in a va riety of ways to enhance motorcycle safety countermeasures, including informing the design and substance of training programs and evaluating the impact of differentinitiatives on rider behaviour.Psychological and social factors influencing motorcycle rider intentions and behaviour xi ACKNOWLEDGEMENTS The authors would like to acknowledge the funding support provided by the Australian Government, through the Australian Transport Safety Bureaus (ATSB) Road Safety Research Grants Programme. The development and conduct of this study has involved the contribution of a large number of people.While it is difficult to acknowledge all the individuals that have contributed, the authors would like to thank Mr John Collis from the ATSB for his ongoing advice and support those people who assisted us organise the focus groups, from organisations such as Queensland Transport, Motorcycle Riders Association Queensland, Ulysses, and Q-Ride providers personnel from the Queensland Police Service, pa rticularly the Logan and Brisbane West Districts, who assisted in the distribution of the pilot and main questionnaires at various motorcycle eventsThe ongoing support for motorcycle research from Morgan and Wacker Pty Ltd and the assistance of Morgan & Wacker Motorcycle Training Centre, particularly Mr Fred Davies, in the finalization and distribution of the Study 2 questionnaire. xii Psychological and social factors influencing motorcycle rider intentions and behaviour GLOSSARY OF TERMS AND ACRONYMS ABS ATSB BAC Australian Bureau of Statistics. Australian Transport Safety Bureau formerly Federal Office of Road Safety (FORS). Blood Alcohol Concentration.In Australia, the legal amount of alcohol that may be present in the blood is 0. 05% if the driver or rider is on an unrestricted licence. It is usually measured either by a police breathalyser or a by a blood test (see also Over the limit). A person who identifies with, and belongs to, an organised outlaw motorcycle club. Club mem bers ride motorcycles and often wear jackets with patches which identify the club they belong to (Veno, 2002). A motorcycle enthusiast. May or may not belong to a motorcycle club (Krige, 1995a). Centre for Accident Research and Road Safety Queensland. A study design which collects data on the perceptions or behaviours of subjects at one point in time, as opposed to a longitudinal.

Frankenstein an early form of science fiction? Essay

Many people believe that this was moreover an excuse for Victors mistakes, but I believe that it was Mary Shelleys influence creeping into the storyline yet again. Shelley was a amatory she spent her breeding against the facts of the world, hoping for the near im contingent. She drove herself to the wonders of fate, much same Victor is doing at this time in the book. He told himself that he had little control, and that fate and mysterious wonders possessed him like a puppet on a string. Death is in a focus the centre of the story. More then half of the characters themselves die, and the creature is made of dead upshot.It is astonishing that Mary Shelley would write about decease if she was a romantic. What is even more astounding is that she wrote so much about science But I recall there is a possible link that does not contradict any of the facts or motives. If Shelley wanted to prove how dreadful science was, then what could persuade people more then death? I think that sh e wrote the story to illustrate what science could really do to someones life. Whereas the guardian angel mentioned in the story (which I think is symbolic for the romantics Shelley loved), could have saved their lives.The death presented can be received as if it were a horror story, and it partially is, but the amount of death and upset suggests otherwise. Even though the idea of death is dire, without it the book would be pointless and boring. In fact, in this positioning, the death creates life, the creature. With an anxiety that almost amounted to agony, I collected the instruments of life around me that I office infuse a spark of being into the lifeless thing that lay at my feet. Victors experiments with dead matter and electricity mustiness also give a massive input to the concluding decision.It contains scientific knowledge, experience and language, and therefore helps the science fiction appeal. Even the way that Victor speaks sounds scientific enough to make you think that its science fiction. I thought that if I could bestow animation upon lifeless matter, I might in process of time renew life where death had app arntly devoted the body to corruption. Although in the film certain parts of content are lost and an exaggeration of the electricity used is inputted, the outlines, structure and main plot remain.And if the film was defined as a sci-fi horror, then indubitably the book must also be regarded with similar merits. There are so many ways in which science is referred to in the book that it is almost impossible to cypher how many there actually are. If Victor as the main character is experimenting with science, then presumably the story is experimenting too, bringing to the conclusion that Frankenstein is an early from of science fiction, on the basis of the meaning of science fiction itself.Science fiction itself is defined as a piece of fictional writing including a form of scientific knowledge or plot. Therefore, theoretically Frankenst ein would fall into this category. The only obstacle preventing this is whether or not it should be something else, like gothic horror or even romantic thriller. There are approximately equal amounts of evidence that would finally classify the novel. There are so many genres it could be that it is extremely difficult to comprehend which one it would distinctively fall into. The problem is how do we choose which one?But one thing most people do not pass is why cant something be more than one thing? For years people have combined ideas to save time or just for the sake of it. Things like two in one shampoos, or multi vitamin tablets or even television programmes. So what some people agree upon in this situation is why cant Mary Shelleys Frankenstein be three genres rolled up into one? After all, this es assure has found no moderateness to suggest why it shouldnt be pronounced science fiction, and I am sure that there will be no way to say how it is not any other genre.If we exclude d one genre from the description then it would not fully describe the book to its full temperament. However, against anything else and for the sake of answering the pilot essay question, I will call it an early form of science fiction, only because there was nothing like it before it was written, and if it hadnt been, there may not be a science fiction anyway. Show preview only The above preview is unformatted text This student written piece of effect is one of many that can be found in our GCSE Mary Shelley section.

No child Left behind Act is a controversial United States

The 2001-2002 No peasant Left down stand for is a controversial United States Federal law which attempts to tackle, head on, the enigma of the Statess domain takes. There atomic number 18 more than fifty million students in our aims and there promises to be increases to this daunting number from immigration as easily as the natural growth of the country. Under this new law, schools result be need to ensure that their students will meet or exceed the subject area requirements set forth by the federal establishment and the Department of Education. Repeated failure of a specific school to reach these requirements will eventually go in the loss of funding as well as a decrease in the number of students attending these schools.The latter is made possible by the freedom that the No Child Left tail assembly Act gives to students and their adverts who are attending schools that repeatedly do not meet the requirements set forth in this act. Any state challenges to the law are threatened with a cessation of pecuniary resource and in 2005 Utah became the first state to challenge the law with the bow having not yet been played out on the communityal level1. Where the correct amount of attention needs to be paid to and how these problems are to be solved, as well as the effectiveness of the No Child Left Behind Act, are sources for much debate. One of the biggest problems is high school drop outs and how this increase in drop outs can be curbed.The No Child Left behind Act focuses on a number of aspects of the public school system which the government believes needs to be improved. The first is the quality of the teachers who teach. It is a popular notion to clean the teachers for the shortcomings of the student in the classroom. The No Child Left Behind Act ignores the accompaniment that todays teacher is faced with more impediments to their successful capability to teach than ever before. An average student watches more than six hours of telecastin g a day, often durations where there is no parental influence at home since often times, especially indoors the inner city, the student comes from a broken home and the mother is forced to work two jobs.Students within the inner city are faced with the constant threat of gang strength and gang influence which makes it not yet difficult to learn and to achieve an education, but it is also a dangerous prospect as well. Also, there is within the American public school, a dangerous overcrowding, brought on by illegal immigration as well as other important factors. As a result, there are hundreds of schools within the country that are overcrowded. In Chicago, there are more than 150 elementary schools and 15 high schools, despite the summation of twelve new high schools and thirty additions to existing schools, which are overcrowded. Roosevelt High School on Chicagos East side is more than 177% in a higher place capacity and Lerna Elementary school on Chicagos south side is more th an 150% above its designed capacity.2 As a result, teachers are faced with an overcrowding of students often times the number exceeds thirty five to forty students in which an increasing number cannot speak side.However, there exists some merit as to the requirement that teachers be knowledgably in the subjects in which they teach. In a 2004 USA Today expose, it was discovered that in the state of California, over 35% of high school teachers were pedagogics subjects different than what their major or minor in college.3 This places the student at a severe disadvantage and makes the parents of these students nervous as to who exactly is teaching their students. The No Child Left Behind Act set forth a plan in 2002, when the law was enacted, that by the 2006-2007 school year, all teachers be regarded as extremely educated in the subject in which they were teaching. This is achieved by teachers having standardized tests of their own in the subjects in whom they teach.A teacher must al so strike achieved a bachelors degree and demonstrate a command of the subject that they teach as well as a command of the English language, both in speaking and writing in order to be allowed to further teach. In order to see if these measurements will yield the expected prescribed results, further standardized testing in grades 3-5, 6-9 and 10-11 will be required.4 Under the previous system, besides students in grades 3, 5, 10-11 were given to standardized testing. It will be seen on a national basis in the coming months, as these results are published, as to whether or not this simple and presumed self evident requirement yield the results which the country demands.Another important addition to the current public school system is the ability of parents and their children to choose the schools that they will attend. Previously, students could only attend the schools which were designed for their area. This gave a resembling feeling to the public school map and ensured that tho se who were paying real estate taxes to their local school, was used to teach the students of the local area. The No Child Left Behind Act allows students and their parents who attend poorly performing schools, the freedom to choose the schools which they will attend. It claims that local government has failed their students and that it now falls upon the federal government to step in and fix the problem.This is a controversial aspect of the law but one which concord to the Department of Education, in their 2005 annual report, stated a number of peremptory aspects to the law. First, more progress was made concerning 4th graders in their training skills over the last five years than in the previous 28 years combined.5 Americas freshman in high school achieved the highest math and reading scores since 1971 and that the math and reading scores for African Americans and Hispanics possess reached an all time high as well. Lastly, forty three states and the District of Columbia have e njoyed unprecedented success in the increase of their students test scores.Not only is the law result-driven done the test scores which their students achieve, but focuses on the concept and quality of the education that their students are receiving. The gap between white and African American and Hispanic children, according to the Department of Education, states that it is the lowest that it has been in the history of public education. The parents are more informed about the quality and yearly performance of their schools through the publication of school report cards which grade the schools on a variety of various subjects which are designed to be helpful to the parent.This is also helpful in educating the parent as to what schools in the area would be a good fit for their child, if they so decide to move their child to another school district as their previous school repeatedly under preformed and did not meet their federal requirements. This is helpful as well, not only to the students and their parents but also for the school as well as the administrators are aware and feel the pressure to perform up to standards or their student body will decrease and so too will the amount of federal funding from the government. To many, this is a necessary and effective check on the apathetic attitude that some schools in the nation have felt towards the education of their students which they are employed to teach.A more conventional study is the communication between that of the parent and the teacher with regard to the standardized testing that is required multiple times in a students educational career. In 2005, New Jersey signed a contract to spend $35 million over the next four years to implement new testing standards for third and fourth graders with regard to math and science.6 The Educational Commission root reported in detail about the state implementation of the NCLBA, not only in New Jersey but all across the nation as well.Different from years past, the new implementation of this act represent a more systemic approach to achieving testing reform and improvement. Professional development of teachers and adept assistance for low-performing schools are at the front of this debate for needed change. The report also points out the need for states, districts and schools to raise the stakes in order to evacuate failure and that steady progress must be achieved and charted in order to improve student achievement.Blending texts and graphics, the report gives a series of snapshots from March 2003-March 2004 in the case of student improvement for math and science scores for sixth graders. The progress is divided up into seven sub categories standards and assessments, adequate progress, school improvement, supplemental service, dependable schools report cards and teacher quality and how each area must meet or exceed state requirements. The danger in failing to do so, the report points out, is that once area may well be able to pull down th e other groups as well and erase a groovy deal of effort that has been used in this endeavor.Any legislation the size of the No Child Left Behind Act is going to receive criticism. Much of it is justify and has allowed many to regard the law as ineffective or misguided. Massachusetts Senator Ted Kennedy criticized that The tragedy is that these long overdue reforms are finally in place, but the funds are not.7 It has been the long running complaint of school administrators that the money is not beingness sent to the schools in order to make the necessary changes. School executive Charles Johnson of the Roosevelt High School in Chicago states If the government wants higher test scores, thusly they need to cross-file us the moneyAll of these programs cost money. interrupt us the money and the results will follow.8 This is a problem and will probably continue to be a problem as the 2007 government budget once again did not yield the necessary amount of money for these programs wh ich as deemed necessary in the original 2002 No Child Left Behind Act. In our highly bipartisan political atmosphere, progress from the NCLBA can only be claimed through a great deal of studies and statistics in order to make such claims.Not only does the study set forth their guidelines, they give detailed statistics as to what areas of the country are meeting those standards and where in the country are the students falling behind at are at the highest risk of dropping out of school. Many studies come to the conclusion, and this one is no exception, that when a student is achieving in school and finds the subject bailiwick and the atmosphere exciting, there is a minimal chance for that student to them drop out of school. The study found that all fifty states met or were partially on track (an improvement from the days before the NCLBA was implemented, to meet at least half of the 40 NCLB requirements. This constitutes an improvement of 11% over the previous year.9 The study then concludes by pointing out how much of an improvement this is.Another problem with the law and one which prompts criticism of the government taking the lead in education reform is the hap of corruption. The stakes are high for these schools to perform to the standards which the government has put in place for each individual schools. Some of these schools, knowing that they cannot meet these new requirements, will bend the result sin order for it to appear that they are meeting these new demands. This creative reclassification of the results has helped these troubled schools to maintain their previous level of government funding. In this, students are not learning more but are just being classified differently. In Missouri and Iowa, school administrators have admitted to the fact that in many of the schools across their respective states, they had lowered the requirements in order to meet governmental standards.Despite this temptation to create new and creative shipway in which to show that these schools were achieving up to government standards, the No Child Left Behind Act allows for further funding towards schools which perform beneath federal standards as well as gives bonuses to schools that repeatedly meet and/or exceed standards. What does worry the aforementioned schools is the fact that only after a specific number of years, usually from 2-4 years of repeated failure to meet federal requirements, despite the extra funding, will schools then be cut off from this extra funding and will then be made to suffer the consequences.There has yet to be a significant number of schools which are placed under these restrictions and then forced to react in ways which would jeopardize the funding of their respective schools as the law is still relatively new. However, it is estimated that especially within the inner cities, these requirements, whether good or bad, will create a reaction that will eventually command a reform within the most troubled and poorly perfo rming schools within each troubled area.The No Child Left Behind Act is controversial by nature. As the United States falls behind smaller and less affluent countries in the areas of science, reading and math, most everyone agrees that education reform is absolutely necessary. However, with a problem that affects such a large population of the country in the form of parents, students and teachers as well as the society in which they reside, it is a fact that no legislation will please everyone. The No Child Left Behind Act is being implemented in order to correct decades of misuse by apathetic but when high school students, upon their graduation, can read and write at only an 8th grade level, somebody is surely to blame.10 What is the source of argument is who exactly is to blame and in what capacity?Are the parents to blame when the student is a increase of a broken home and there is nobody present within the home to make sure that the student adheres to his school work? Is the st udent to blame for not possessing the self discipline to make himself to study, seek assistance outside of school hours and to ensure his or her own success? Is it the government to blame for avoiding the fact that illegal immigration has flooded many of our nations schools which has resulted in the overcrowding of the schools or the fact that before this law, there were teachers who graduated with a degree in History, if they graduated at all, who were teaching Biology.Or is it the fault of society who now places a greater importance on the knowledge of pop culture over excellence in schools? In some degree or another, all of the above mentioned principal players are to blame. What the No Child Left Behind Act attempts to do is tackle all of these impediments to the educational process of our nations fifty four million students. The No Child Left Behind Act accomplishes the ability to shed light on a subject which has long been ignored the public school system. However, no governm ent institution can amend the problems of the public school system until the parents and students do their part as well. Only to a very limited degree can government institute behavior. It is up to those complex to ensure the success of themselves, their children, their school and their teachers. We are all in this together.WORKS CITEDCollins, Kristin. No Child Left Behind National Science Teachers Association. www3. ntsa.org. December 31, 2003. Downloaded June 14, 2007Dixon, Janet How No Child Left Behind Affects Your Children. Chicago Tribune June 12, 2004Graham, Patricia No Child Left Behind. History of Education Quarterly Vol. 47 May 2007Matthews, Jay No Child Left Behind Acts Fact and Fiction Washington Post November 11, 2003No Child Left Behind Act www.ed.gov. The Department of Education Downloaded June 14, 2007

Mastrubation Isnt It Harmful

Most Of the professionals in the field Of sexuality medicine contain that masturbation does not cause any harm to physical or mental health. Few flush feel that masturbation is healthy, because it helps pack to relive their sexual urge there by preventing unsafe sexual Quiet true, Masturbation may not cause any physical harm, if the standards of hygiene are maintained. UT the same plentynot be true when we lock at it from a psychological perspective. Masturbation In one habit that goat become a arbitrary need in adolescents which Is carried Into adulthood, If necessary control is not brought about, at an appropriate time, by the psyche questd. The reasons being, It Is one pleasurable activity that can be make any time. The only requirement being some place with a little privacy.It also does not involve any identical expenditure or social curtailments. So there is an urge to experience the pleasure whenever there is privacy and opportunity. This habit In fact becomes a impe lled behavior even at his stage because in any situation of privacy creates craving for masturbation. In the next stage they start looking for privacy whenever possible hardly for the sake of involving in masturbation, Most of the time rest rooms becomes the place that is used. Whenever they dont have any other place of privacy, Once this practice come founding the urge can becomes so compulsive that even when they have hectic schedules or important tasks to be completed, they may just take short breaks to restrooms to stopping point often urge, This stage indicates the obsessive psychological reoccupation With sexual thoughts and need for compulsive masturbation, to Overcome the thought. The other danger is the development of the belief that masturbation Is a strain buster. Yes masturbation can act as a diversion from underlineful thoughts or events.It can very well act as a buffer. crocked this belief system can once again increase the frequency and preoccupation that many just use this escape mechanism, and avoid exploring effective stress management methods. This can create limitations In their problem solving and decision making abilities The belief that masturbation can induce sleep also makes people involve in it every day before they go to bed and may a psychological cause of sleep disturbance, if they are in situations where they cannot involve in the habit before sleep the fantasies associated with the practice.Masturbation does not happen without the associated fantasies. When there is frequent involvement in masturbation, with in a short period, the normal fantasies get its luster and become less stimulating. When the regular fantasies do not provide adequate arousal, it leads to suspicions ND worries, in some people, that they are losing their potency due to masturbatory habit. The bigger chunk of population shift to devising fantasies, which are pervert and deviant in nature to maintain the stimulation levels.The danger of these fantasies , is that when these people go through with(predicate) a real sexual experience, they dont find is so exciting or pleasurable, as what they have experienced in their wild fantasies. This can lead to dis atonement and leave out of interest in real time sexual relationship and some times motivate the person to involve in deviant sexual acts. This can Jeopardize their marital relationship. In my experience I have come across many clients who tend to avoid sexual relationships and gain sexual satisfaction by involving in masturbatory practice even after marriage.The other threat to marital relationship from masturbatory habit is that, people who tend to involve in compulsive masturbation, try to reach the climax with in a very minimal time, which can lead to the development of premature ejaculation. Failure to get fully arouse in a real time situation, because of the fantasies, that have been ore stimulating can also lead to the development of performance anxiety.Also frequent mastur bation, would create a status, where the person gets pleasure only by the ego touch, to which he is habituated any may not be bale to feel the pleasure with the same intensity when their attendant touch them during a sexual encounter which can also result in avoidance of real time sexual experience. The world of sexual conceive of is one place where the individual feel fully excited and satisfied. So there is all possibilities that they dont feel the necessity to mingle tit others or get to relationships, because they are happy on their own in their own private world.This factor along with the compulsive thoughts to masturbate, which enforces the tendency to opt for isolation and places where their privacy is not infringed, so that they can involve in the act when ever they feel the need, becomes a barrier in developing social skills. Excessive masturbation can also lead to low self confidence and self esteem, which may be associated with the feelings of guilt associated with th e habit or the pervert sexual fantasies, feelings of lack of self intro, fear about health and immorality induced by religion and cultures and anxiety about their future marital life.The habit of masturbation can be treated as a totally harmless one. Preoccupation with the habit and related fantasies does have an impact on the productivity levels and the quality of life every person. So it is necessary that appropriate awareness is created, specifically among adolescents, platforms are provided to them for open minded discussion about their masturbatory practices

Is Eddie Carbone a Tragic Hero?

Is Eddie Carbone a tragical hero? Firstly, before the decision is made on whether Eddie Carbone is classed as a tragic hero, I would like to outline what a tragic hero really means. Tragic- a tragedy is a type of drama, therefore in the context of use of tragedy, the word hero means the protagonist, someone who we may admire or respect in a way, but who is imperfect, and has a main flaw, which seems to contribute on his own downfall. A hero doesnt necesserily have to be perfect.It is important that a tragic hero acquires self-knowledge and faces up to his own predicament, with honesty and openness. At the beginning of the play, a tragic hero is always a good person for example Eddie was a loving and caring man, he said to Catherine I want you to be in a nice office. This shows that he cares for Catherines future. Eddie Carbone doesnt really fit as a tragic hero considering he is a normal longshoreman, which is ordinary in red-faced Hook. Just like all men, Eddie worked on the pi ers where there was work, he brought home his pay, and he lived. Eddie doesnt have a high status, but on the other go by Eddie may still be categorized as a tragic hero due to his bold imperfection which results in his downfall, Eddie is also respected at the beginning of the play, just like a tragic hero. Eddies tragic flaw, seems to be his over powering love for his niece Catherine, which makes Eddies fate unavoidable. His unnatural love for Catherine causes the jealousy betweem him and Rodolfo, Beatrices Italian cousin, who is also falling for Catherine.

History of Optometry Essay

Optometrist is the kind of doctor who makes sure that a someones midpointsight is functioning well and that in that respect ar no harmful diseases slowly emerging that may later on affect the sight of a person. They are in charge examining a patients eyes and gives prescription if it is needed. Like any other healthcare profession, an optometrist should and must pee-pee a certification which is a base requirement before they utilisation their profession.Optometry is a healthcare profession that is autonomous, educated, and regulated (licensed/registered), and optometrists are the primary healthcare practitioners of the eye and visual system who provide umbrella eye and vision care, which includes refraction and dispensing, detection/diagnosis and management of disease in the eye, and the rehabilitation of conditions of the visual system. (World Council of Optometry) However, there is a little knowledge close to optometry and the emergence of optometrists. It is always associ ated with medicine, microbiology and physiology to name a few.There is no exact date or specific person who explored on the topic. But in 1886, the edge optometrist was coined by Landolt which means, Glass fitter or someone who makes and prescribe eyeglasses. Prior to this, there are already persons who call themselves opticians. Prior to this, there was a distinction between dispensing and refracting opticians in the 19th century. The latter were later called optometrists. (David Goss, History of Optometry, Lecture Handout, Indiana University School of Optometry, 2003)Before, the opticians are those who make glasses for a person but do not exactly know if that pair of glasses allow for fit the person or not. Or if that pair is the one that will help a person correct his eyesight. More, in the United States, the first school of optometry was founded sometime 1850-1900. Also, in 1940, the use of contact lenses was first established. The development of optometry in the US started wa y back 1600s, where the first person to own glasses, Peter Brown who is a Pilgrim introduced the use of such device during the time when there are only a handful of people who knew about the said product.It is said that Peter Brown, a Pilgrim, brought a pair of eyeglasses to North America in 1620 and thus became the first to wear glasses on this continent. There is little known about the use of spectacles in North America for more(prenominal) than another hundred years. (David Goss, History of Optometry, Lecture Handout, Indiana University School of Optometry, 2003) At the onset of the 17th century, there were a number of American optometrists who came to the country to practice the profession.And since the Spectacles then were very expensive, this group of optometrists introduced better and more correct glasses that should be used by the people. Other notable early American optometrists were Benjamin Pike, who came to the US in the early 1800s, and James Prentice, who came to the US in 1847. They both were trained in optics in England, and they both trained their sons. James son, Charles Prentice, would have an important role in the development of American optometry. (David Goss, History of Optometry, Lecture Handout, Indiana University School of Optometry, 2003)On the other hand, not all diseases that mention the eye can be cured by an optometrist. Eyesight disease such as macular degeneration or the breakdown of a certain part of the retina to be able to see things clearly, cannot be treated by an optometrist. Rather, the ophthalmologist is the one responsible for its cure. Another is the Diabetic Retinopathy which is sometimes an indication for having diabetes. It is a kind of unwellness where the retina is being blocked by masses of blood clots that cause irregularities in a persons eyesight.The most well-known disease that concerns the eye is the cataract which the optometrist cannot cure as well. It is the work of the ophthalmologist to perform. They are the ones who prescribe supplements, vitamins and other needed medication to the patient. Sometimes, they also perform the surgery to remove the cataract. Among the many diseases that concern the eye, these are the few which is directly handled not by an optometrist but an ophthalmologist. Other diseases such as glaucoma, near/far sightedness can be treated by either an ophthalmologist or an optometrist.

How Useful is Bakhtin’s Concept of Carnival?

Bakhtin Mikhail Mikhailovich (1895-1975) was Russian philosophist, literary critic and the theorist of art. He is a representative of Russian Structuralism and his diachronic and theoretical researches on epic and novel literature are important for understanding of the cultural development. Mikhail Bakhtin was one of the head start theorists who investigated the polyphonic form of the novel (Problems of Dostoyevskys Poetics, 1929) and folk laughing culture of the gallant Ages (Rabelais and his World, 1965).He is also an author of the essays The issues of literature and esthetics (1975) and On the philosophy of the act (1986). He was the first who subprogram the concepts of dialogism (The Dialogic Imagination) and heteroglossia, the carnivalesque and chronotope in the literary critique. Bakhtins concepts are very useful for explanation of the nature of the genre of the novel. The dialogism and heteroglossia involve a special multivoiced use of language. The concept of the novelist ic chronotope describes historical aspects of literary sources it uses specified and differentiated time and space for the plot.The present essay is devoted to the concept of the carnivalesque. Bakhtin considers that novels kitty be draw as inspired by a laughing truth, indebted to parodic genres and to the spirit of carnival. Bakhtin was interesting in Rabelaisian work since 1930s. His first work slightly this Renaissance writer was Francois Rabelais in the history of the creative activity (1940). This work awaited in the time when Soviet ideology admitted concepts of the realism and the national character. Bakhtin adopted these categories and proposed the concept of carnivalesque.He suggested that natural depression humor culture of knightly Ages and Renaissance was a power folk opposition to the appointed values and government. The characteristic of folk low humor, the life of the belly out was accepted as the main source of Rabelais book and became a discovery in the c ritique on medieval literature and, particularly, Rabelais creative work. It was the first event rough the philosophy of laugh. The theory of carnivalesque was developed not only for the explanation of local historical fact but as a universal phenomenon of the gentlemans gentleman culture.Bakhtins idea about carnivalization of literature was developed in other works, but the first record of this theory appeared in the second edition of the monograph on Dostoyevsky. After the Second World War, in 1946 Bakhtin tried to defend theses in the Institute of World Literature (Moscow). The subject of his theses was the creative work of Rabelais. But in Stalin epoch his dissertation was rejected (Bakhtin received the degree of candidate of science (the lowest scientific degree in Russia) only in 1952) and they prohibited publication the text of the dissertation about Rabelais.Mikhail Bakhtin published the book Tvorchestvo Fransua Rable i narodnaya kultura srednevekovia i Renessansa (The cr eative work of Francois Rabelais and the popular culture of the Medieval Ages and the Renaissance more know as Rabelais and his World) only in 1965. In the next couple years this book was translated in foreign languages (English translation by Helene Iswolsky was published in Cambridge, MA M. I. T. Press, in 1968) and it opened the epoch of Bakhtins influence on the Russian and world humanistic thought.The key esthetic idea of Rabelais and his World is fantastical realism. Rabelais created images of the grotesque body he emphasized the features of lower corporal strata. The grotesque body is opened to the world, his physiology is not hidden, and this body degrades and regenerates actively. In grotesque realism the bodily element is deeply positive. It is presented not in a private, egoistic form, severed from other sphithers of life, but as something universal, representing all the flock.As such it is opposed to severance from the bodily and bodily roots of the world it makes n o pretense to renunciation of the earthy, or independence of the earth and the body. We repeat the body and bodily life have here a cosmic and at the same time an all-peoples character this is not the body and its physiology in the modern sense of these words, because it is not individualized. The material bodily commandment is contained not in the biological individual, not in the bourgeois ego, but in the people, a people who are continually growing and renewed.This extravaganza has a positive, assertive character. The leading themes of these images of bodily life are fertility, growth, and a brimming-over abundance. Manifestations of this life refer not to the isolated biological individual, not to the private, egotistic sparing man, but to the collective ancestral body of all the people (Bakhtin, Rabelais and his World, p. 19). Bakhtin found the Renaissance was a period of the benign balance between destructive and regenerative features of grotesque realism. He wroteThe essen ce of the grotesque is precisely to present a contradictory and double-faced fullness of life. Negation and destruction (death of the old) are included as an crucial phase, internal from affirmation, from the birth of something new and better. The very material bodily lower stratum of the grotesque image (food, wine, the genital force, the organs of the body) bears a deeply positive character. This dominion is victorious, for the final result is always abundance, increase (Bakhtin, Rabelais and his World, chapter 1, p. 62).Mikhail Bakhtin emphasized an opposition between the low popular culture and the official culture of the later middle Ages and ahead of time Renaissance. The official culture use static stratified model of the world. Unofficial culture is a culture of Carnival. The etymology of the word Carnival is enough sophisticated. The word is derivated from Italian carnevale, alteration of earlier carnelevare, literally, removal of meat, from carne flesh (from Latin carn -, caro) + levare (from Latin to remove, to raise). Another explanation finds roots of the Carnival in Ancient mysteries.They derivate word Carnival from carrus-navalis (the chariot-ship) of roman religious ceremonies. Carnival concentrates the contrasts of folk culture and shows the chaotic and imperfect nature of the world. An individual of the middle Ages lived two lives one that was the official life (church, kindly duties etc), some other was the carnival life filled in with burlesque and low humor. The novel of Rabelais shows how the popular culture liberated the society and how the conventionalities were destroyed in the contact with the public of the modern era.Bakhtin sees Rabelais not only as a novelist but his work embodies a whole new philosophy of history, in which the world is viewed in the butt against of becoming (Bakhtins cycle, 2004). In the Prologue to Rabelais and His World Michael Holquist wrote Bakhtins carnival, surely the most productive concept in this book, is not only not an impediment to innovationary change, it is revolution itself. Carnival must not be confused with mere holiday or, least of all, with self-serving festivals fostered by governments, secular or theocratic.The sanction for carnival derives finally not from a calendar prescribed by church or state, but from a force that preexists priests and kings and to whose superior power they are actually deferring when they appear to be licensing carnival. (Michael Holquist, Prologue, Rabelais and His World) The carnival of the adventures of Pantagruel is not similar to the modern carnival. The Renaissance cultures understand the carnival as the temporary suspension of all hierarchic distinctions and barriers among men and of the prohibitions of coarse life.(Bakhtin, Rabelais and His World p. 15). The Renaissance Carnival is unusual world where festive pleasure and philosophy exists contemporarily. It is topsyturvy world, the world of the primary chaos. Bakhtin proposed the semiotic theory of the carnival, the theory of the carnivalizing of quotidian life. The central idea of the concept of carnivalizing or carnivalesque is an inversion of binary contraposition replacing official values with low folk culture. When people came to the carnival square than all minute ideas and their oppositions of Christianity change each other.The King of Carnival is a pauper or fool (trickster). Everybody does honor to him. There is a Carnival bishop and Christianic sanctuaries could be desecrated. The top became the bottom, the head the private parts (low body). Females and males switch their places. Billingsgate and devout phrases change each other. Everything was subject of top down imposition. Why? Bakhtin found roots of the carnival in the agrarian cults of pre-Christianic culture. Carnivalizing makes it viable to extend the narrow sense of life (Bakhtin, Rabelais and His World p. 177).The aspiration of carnival is to uncover, undermine even destroy, the hegemony of any ideology that seeks to have the final word about the world, and also to renew, to shed light upon life, the meanings it harbours, to elucidate potentials projecting, as it does an alternate conceptualisation of reality. Dialogism is a fundamental aspect of the carnival a plurality of fully valid consciousnesses (Bakhtin, Rabelais and His World, p. 9), Baktin used the concept of the dialogism as a necessary condition of the understanding Two voices is the minimum for life, the minimum for existence (Bakhtin, Rabelais and His World, p. 252).The carnival papered over the differences between the social strata. Carnival is the place for working out a new mode of interrelationship between individuals . . . People who in life are separated by impenetrable hierarchical barriers enter into free and familiar contact on the carnival square (Bakhtin, Rabelais and His World, p. 123). Today the elements of carnivalesque are inherent for some ethnic groups, e. g. Bantu tribe. Trad itions of European carnival culture flourish in Latin America, in particular in Brazil. (Its interesting, that so popular in the Brazilian carnivals arere came from the Bantu word semba).In the modern culture the carnivalesque is actual as never before but it is another carnivalesque. Mikhail Bakhtins carnivalesque has four main themes the tumultuous crowd, the world turned upside-down, the comic masks and the grotesque body. Bakhtin also categorizes the carnivalesque into three basic forms ritual spectacles (such as fairs, feasts, wakes, processions, mummery, dancing and open-air amusements with costumes, masks, giants, dwarfs etc), comic verbal compositions and various genres of billingsgate or abusive language. we are especially interested in the language which mocks and insults the deity and which was part of the ancient comic cults (Bakhtin, Rabelais and His World, p. 16). But some authors found limitations in the theory of the carnivalesque. Richard Berrong wrote that Bakhti ns theory had some weaknesses. Bakhtin emphasized the role of laughter culture but do not take in the account the historical context of Rabelaiss changing attitude (R. M. Berrong, Rabelais and Bakhtin , . 15, 19-51).The concept of the carnivalesque helps us to identify an atmosphere of festivities, disdain of authority and material anti-in regulateectualism in literature. It could be applicable to certain genres carousals in Flemish painting and to the social criticism of postmodern art. Bakhtins concept of carnivalesque could be useful way for the analysis processes connecting the comic and the serious issues of routine life. Medieval carnival players went to the streets in masks and costumes, their ritual spectacles (e. g. the Feast of Fools or the Feast of the Innocents) were full with the topsyturvy.The citizens were admitted to occupy the cathedral and turn it upside down and inside out. They could tell everything and do everything. They were equal and close in this moment. The y were very much like Americans today. Where is American carnivalesque? You could find in the streets of unseasoned Orleans during Mardi Gras or in the New York during Greenwich Village Halloween Parade. If can find it in the bad blocks and slums. Mikhail Bakhtins concept of the carnivalesque can be applied to ethnical studies of African American or Latin American culture.Today we can use the concept of the carnivalesque when we analyze issues of satire and parody in the festival performance of the globalization. We can see the elements of carnivalizing in the pubs, in political actions, publicizing and media, in the street theater etc. We see grotesque body of the modern civilization and the modern art. For example if we apply Bakhtins idea of the carnivalesque to the comedies and romantic movies we can easily find accordance to Bakhtins description of the world turned upside down in the interests of liberating laughter.In Bakhtins view, comedy relocates the spiritual from the to p (a head and the face) to the bottom (the belly, the bowels and the genitals) The essential principle of grotesque realism is degradation, that is, the lowering of all that is high, spiritual, ideal, abstract (Bakhtin, Rabelais and His World, p. 19). Another modern arena of the contemporary carnivalesque is advertising. Carnivalesque PR stunts are used to attract heed of the potential customer. Otherwise, traditions of the carnival could constitute a strategy of resistance to the abusing advertising.I found very interesting material about rave music and use of Bakhtins concept of carnivalesque. Rave is out of the mainstream. Like medieval carnival the rave has capacity to disrupt and remake official public norms, both they lead people into the symbolic sphere of utopian freedom. Rave realizes its carnivalesque features in several ways. There are no exclusions to participate in the medieval carnival or rave party and there is no hierarchy between people in the time of festivity or the party. There are oppositions between official and non-official life etc (Rave as Carnival, 2004).But I think that Mikhail Bakhtin never think we will use his concepts to argue our non-trivial ideas about music, movies, public relations about everything. He was a literary critic and proposed the concept of the carnivalesque to explain dynamics of social changes in the late Medieval Ages and early Renaissance. He uses Rabelais work because he was the most representative writer for this period and the elements of carnival grotesque were shown in Gargantua and Pantagruel very clearly. Mikhail Bakhtin died in 1975. He made an important contribution to science. But his concept is not universal.Nothing is perfect.References 1. Bakhtin and Medieval Voices. (1995) University Press of Florida. Gainesville.2. Carnival, History And Popular Culture Rabelais, Goethe And Dostoevskii As Philosophers (2004) The Internet encyclopedia of philosophy http//www. iep. utm. edu/b/bakhtin. htm.3. Rabe lais and Bakhtin Popular Culture in Gargantua and Pantagruel by Richard M. Berrong (1986) University of Nebraska Press, one hundred eighty p..4. Rabelais and His World by Mikhail Bakhtin (1984) Indiana University Press 510 p..5. Rave as a carnival (2004) http//www. odevarsivi. com/12/50972. htm.

Abdominal Aortic Aneursyms Essay

Aneurysms were first described by the sixteenth century anatomist and physician Vesalius, who believed they were simply a widening of the vas (Collin et al 2009). An abdominal aneurism (AAA) is a condition in which the abdominal aorta (a rotund blood vessel that supplies blood to the abdominal, pelvis and the lower limbs) becomes large and ballooning leading to the development of several symptoms. The condition more often occurs in males comp ard to females. It occurs more frequently in above the age 60. When the aortic aneurysm is larger than size, it is more likely to rupture causation life-threating problems. This is a medical emergency requiring critical care. This complication is present in rough 20% of the people affected with AAA. An new(prenominal) complication with AAA is aortic dissection in which the inmost membrane of the blood vessel ruptures due to the intense pressure causing blood to be filled within the wall of the artery. The submit generate of the disorde r has still not been understood clearly, but several stake factors may be present including-See moreThe 3 Types of Satire Essay* Hypertension* High cholesterol levels* fleshiness* Emphysema* Genetic factors* Smoking (Albright JL. 2006 & Hallett JW. 2008)Individuals affected with AAA initially may not have whatever symptoms. Symptoms of the condition usually develop suddenly due to rupture of the wall or breakage of the innermost wall. Sudden rupture of the abdominal aortic aneurysm, often without prior medical warning, is the 13th leading cause of morality in the US (Li, Z 2006). Some of the symptoms that can develop in AAA let in- * ab pain (which may be severe, consistent and radiates to the legs, groin and the buttocks country)* Pulsations in the tum & palpitations* nausea and vomiting* Anxiety and agitation* Abdominal rigidity* Cold and clammy skin* Presence of the abdominal mass* Excruciating pain in the limbs and back, when the AAA ruptures* Fatal outcomes in the case o f ruptured AAA(Albright JL. 2006 & Hallett JW. 2008) When the AAA is delicate in size (less than 5 centimeters), no treatment is necessary. Antihypertensive may be needed to counter any further complications from developing. Besides, if the individual has any risk factors that can worsen the condition, it needs to be find out immediately (such as giving up smoking, weight reduction, lowering cholesterol levels, etc.). Periodic evaluations have been recommended to curb that any risk can be identified and immediately taken care of (Albright JL. 2006 & Hallett JW. 2008). Surgery is required if the AAA is larger than 5.5 centimeters in size, as the risk for rupture or dissection is present. The Aneurysmal defect is repaired by inserting a surgical engraft. This can be performed by two method namely the conventional near or the endovascular attempt. In the conventional approach, general anesthesia is utilized.A surgical incision is made below the breast bone, the aneurysm defect identified, and the graft material sutured in position. The entire procedure takes about 5 hours and a stay of at least a week in the hospital is required. The second approach is the endovascular stent grafting in which regional anesthesia is administered and a catheter is introduced through the femoral artery present in the groin region. This catheter contains the stent graft. It is gradually guided into position using imaging techniques. Once it is position, the stent graft is opened ensuring a stable blood flow. The procedure takes about 3 hours can require a stay of about 3 days in the hospital (Albright JL. 2006 & Hallett JW. 2008).Several imaging techniques play a very essential role in diagnosing and treating AAA. These include ultrasound, CT scans and angiography. Abdominal ultrasound is one of the preferred examinations for AAA. ultrasonography of the tummy is also required following convention surgical operation to monitor the repaired AAA closely. It is usually perfor med as an initial imaging modality due to several factors including-* Portability* Absence of ionizing radiation* Low costs* clean availability (Radvany MG. 2006)Angiography involves administration of a contrast media into the femoral artery present in the groin region and then taking X-rays to determine the condition of the abdominal aorta. It is very useful before conventional and endovascular surgery for planning. It also seems to be very useful in the case of aortic dissection. However, angiography also carries a few risks including-* Damage to the artery* Hypotension* Infection of blood vessel* Embolism and clot formation* Bleeding and effect attack (Bentley-Hibbert S. 2007 & Radvany MG. 2006). If the abdominal ultrasound and AAA greater 5 centimeters, than a CT scan of the abdomen is required. The CT scan can better help to plan the surgical intervention as the images tin a lot of detail (including involvement of the renal arteries, size of the aneurysm, amount of calcifica tion, presence of mural thrombi, etc.). The accuracy of CT scans is said to be 100%. They provide a lot of details regarding the size of the aneurysm and also about distal and proximal issues. CT even with contrast media cannot be utilized to instruct dissection aneurysm or the presence of the extent of mural thrombus.They are also required following endovascular graft surgery for a period of 6 months as a post-procedural follow-up measure (Radvany MG. 2006). MRI scans of the abdomen are required when the side-effects of the contrast media used in other techniques could be potential damaging to the long-suffering (in case of kidney or liver problems) or when radiation is contra-indicated. The images provide a lot of detail and are accurate. However, MRI cannot be performed in individuals with cardiac pacemakers. CT and MRI scanning also have other advantages including- * Provides details regarding extent of involvement* Determine involvement of major blood vessels (Radvany MG. 20 06)Reference listAlbright JL. Abdominal aortic aneurysm. Medline Plus. Available at http//www.nlm.nih.gov/medlineplus/ency/article/000162.htm Accessed October 20, 2012.Bentley-Hibbert S. Aortic angiography. Medline Plus. Available at http//www.nlm.nih.gov/medlineplus/ency/article/003814.htm Accessed October 26, 2012.Hallett JW. Aneurysms. 2008. The Merck Manual. Available at http//www.merck.com/mmhe/sec03/ch035/ch035b.html Accessed October 26, 2012.Li Z. Effects of blood flow and vessel geometry on wall stress and rupture risk of abdominal aortic aneurysms. Journal Of Medical Engineering & Technology serial online. September 200630(5)283-297. Available from Computer Source, Ipswich, MA. Accessed October 24, 2012.Radvany MG et al. Abdominal Aortic Aneurysm, Diagnosis. E-Medicine. 2006. Available at http//www.emedicine.com/Radio/topic1.htm Accessed October 24, 2012.Woodrow P. Abdominal aortic aneurysms clinical features, treatment and care. nursing Standard serial online. August 17, 201125(50)50. Available from Advanced Placement Source, Ipswich, MA. Accessed October 24, 2012.

Copyright and whether it has been infringed?

In order to be able to settle the question whether or non in that location has been copyright infringement, the both chthoniclying principles to guide us is the applicable law and infringement. The submissions by both parties to the dispute were drawn from the national laws and a clear jurisdiction is provided for under(a) the 1976 Copyright Act. Further, the submissions by the parties were clearly on cases that are from the federal acts and hence jurisdiction is non a debatable growth. The other issue is on the question of infringement.As antecedently indicated, the infringement arises when the copyright registered is used by somebody else who purports to be the owner of that work. In this issue, the complainant did non put on his work registered, however, it is not a disputed fact that the flora belonged to the plaintiff and therefore not an issue. The question that suffices in this case is the similarity of expression. The intention of the Copyright act is to protect the authors expression of idea and not the idea itself.In the present case the plaintiff had brought to the defendant the work which the defendant was to look into and decide whether it was a not bad(predicate) idea or not, however, the defendant went on to pass the works to another third party who turned to be his agent to confirm the work and instead take his ideas and a document was produced to that effect. The intention of the doctrine is to protect the authors expression. In order to settle this question the court looks at the nature of expression is it expressed in myriad ways or in intend ways?In the above case, the expression is expressed in narrow form and therefore there is similarity of expression from the document which was produced by the third party, who was in concert with the defendant herein, it is therefore cleanse to submit that there was infringement by the defendant. Whether or not there is an implied edit out of fact? The issue of whether or not that th ere existed a contract is one which cannot go ignored. The rule of thumb is that whole contracts must be in writing. However, the case before us is that, there is no written contract between the parties and therefore the issue of implied contract of fact arises.Whether or not there is an implied contract of fact, the political campaign will be applied to the intentions and conduct of the parties. A contract implied in fact will prepare the whole agreement, further it is a contract that is arrive atd when a party tacitly accepts benefit at a meter it was able to reject it. In the present case, it is the observeing of the court and fact that the plaintiff had prone the defendant manuscript and that they would use it for the purpose which was intended and should they do otherwise then the plaintiff should have go consideration.In arriving to this conclusion the court looks at the intention and the conduct of both parties at the time of devising of the contact. It is clear from the conduct of the defendant especially from the second request for the manuscript that there was intention to create an implied contract of fact. For the court to arrive at the conclusion that indeed the defendant was in breach is in order and therefore the plaintiff should be awarded the remedies that follow suit as a result of the defendant breaching the contract.Under the California laws which the plaintiff had pleaded under, the courts can enforce for remedies. Whether or not the affecting issues will affect the public opinion of the court? There are other issues that directly and indirectly affect the outcome of the case this hold Exclusion of hearsay Evidence Denial of exercise to amend Finding of fact Statute limitations Attorneys fees It is old-hat law that the hearsay evidence will not be admitted on record save that it meets the riddance rule. The issue in this case is whether or not in the trial courts finding the exclusion was in order.In the circumstances, th e exclusion was in order since the evidence which the parties had purported to bring before the court was adduced by a third party and clearly could not and hearsay hence did not fall within the exception rules. Motion to amend can be given if certain legal principles and threshold are met with the party want to rely on it. The underlying guideline is that, the Motion to amend can be given and if it does not seek to prejudice the other party. In the foregoing circumstance, a motion to amend was brought 19 months from the time the matter was filed in court and viewed with suspicion.The only conclusion that was arrived by the courts is that it was brought with the aim of forestalling the wheels of justice and it was decent for the court to deny the same. The burden of proof shifts to the person who alleges, in the foregoing circumstances if the plaintiff make allegations and did support using evidence which they did, then it can be held as the true fact. In presenting their evidence , the plaintiff did support his evidence and was not shaken by the defense and therefore the court is correct to find their position as the truth. The issue of limitations goes to back when the cause of action arose.It is the defendants submission that it is time barred under the California laws. The courts are guided from when the action arose in this case after the defendant failed to make good the payment and which was within time when the defendant was filling this suit which is now a condition precedent. The full general principle is that the losing party should pay the costs. In this case, the defendant lost the case and further, it is our submission that the case was brought under the federal laws copyright Act of 1976 that the party guilty should pay the advocates costs.In conclusion, therefore it is my humble submission that the plaintiff has fulfilled the required threshold on matter of balance of probability and hence attained the materialise of success. Works cited Les sick, Susan, Copyright ownership UC Copyright. Feb 27, 2003 Nov 22, 2008 Implied-in-fact Contract, Business Dictionary, Ed 2007-2008 Massey, Calvin R, The California State Constitution A reference guide published 1879

Intrinsic and Extrinsic Barriers to Learning Examples, Definition

Intrinsic and Extrinsic Barriers to Learning Examples EssaySpeech closely inclusive Education genuine morning principal and fel humble-down colleagues. I produce been attainn the task to talk to you intimately inclusive education and the internal and extrinsic barriers to nurture and using. What is inclusive education? In line with international trends, mho Afri tidy sum education is moving a flair from fussy education towards a policy of inclusion (i. e. inclusion body of assimilators with disabilities, impairments and historic exclusivelyy disadvantaged in terms of access to plan into mainstream schools). International and South Afri derriere perspectives on inclusion argon closely cogitate to wider sociable concerns about human rights.The new Constitution high ignites keep for the rights of every(prenominal), with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all savants ar entitled to a ppropriate education. It was argued by Engelbrecht et al. (1999 viii) that this is only possible if unrivaled education system is the likes ofly for educational pro hatful, and non two systems (i. e. mainstream and additional education system). However in order for it to be effective, schools, schoolrooms and teachers contend to be prep bed to change and supported in doing so. there has never been a formal animadversion in our country. Learners with a wide variety of special education accepts were and are to be tack to hurther in some(prenominal) schoolrooms. The difference now is that these pupils are recognised as having the right to access the course and the right to a curriculum which is appropriate to their learning needs. This has implications for the nature of the school and varianceroom environments, the nature of the curriculum and roles of teachers, parents and communities in the education of all scholarly persons.A commitment to inclusion does not mean that all apprentices with special education needs leave behind necessarily be in mainstream classrooms. There provide always be a few who are better catered for in separate environments. Inclusion and education for all The 1994 traverse from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), stated and I quote. The guiding principle that informs this framework is that schools should carry all learners regardless of their tangible, intellectual, social, emotional, linguistic or disparate conditions.This should include disabled and gifted learners, street and running(a) learners, learners from remote or nomadic populations, learners from linguistic, ethnic or cultural minorities and learners from early(a) disadvantaged or marginalised stadium or groups. In other words, inclusion is not simply about reconstructing provision for learners with disabilities, but is a means of extending educational opportunities to a wide range of marginalised groups who whitethorn historically admit had a belittled or no access to schooling.This is of great significance in our country, considering our past (apartheid era). There are m any(prenominal) journals and earmarks based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I allow for briefly outline occurrences of barriers to learning and development of learners. There are two groups intrinsic factors those located indoors the individual learner themselves. The learners are usually born with specific characteristics much(prenominal) as blindness or a missing appendage.The trice barrier is extrinsic factors those emanating from outback(a) the learner that is their environment, home, bringing up and teaching (Weeks, 2003 19).If we look at1. Intrinsic barriers. The most prominent intrinsic factors are physical and/ or physiological impairments and personality characteristics which are caused by many factors. If Im tired of my own voc alise by now, I dont want to imagine how you whitethorn be feeling, so I ordain only outline a few oecumenic causes (Weeks, 200321).1. 1. Genetic or hereditary factorsWe get out genetic composition in the form of chromosomes and we receive an equal amount from each parent. well(p) as one inherits sealed characteristics of the parents, for example eye and hair colour, so too, can a physical or physiological impairment be catching. Examples of this are poor eyesight and low directs of intelligence. Sometimes subnormal genes are not inherited, but something goes wrong with the genetic composition during the very early stages of development in the uterus. This is known as chromosomal or genetic deviations.Downs syndrome and Turners syndrome may result and these learners usually have an intellectual impairment ((Weeks, 2003 22).1. 2. Before, during and afterward-birth brain damage A kidskin may suffer brain damage before birth from various factors radiation, measles or syphili s injections, a defective placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if there is a complication at birth and after birth brain damage may be caused by accidents, diseases such as meningitis and, polio which may result in permanent muscle paralysis.hither are a few forms of physical impairments that are directly associated to brain damage Epilepsy, intellectual paralyze, learning impairments such as dyslexia or dyscalculia and certain forms of intellectual, hearing and visual impairments. Learners with these impairments require special educational methods and support and therefore have special educational needs, for example, blind learners require Braille machines. In the past, these learners were taught in special schools but now, the new legislation includes them in the mainstream of education (Weeks, 200322).1. 3. Personality problems Some learners have specific personalities that have a controvert impact on their academic achi evement and gives rise to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 200323).ExamplesSome learners are extremely shy and cannot swan themselves. They lack confidence to ask questions and query statements.Rebellious learners and attention seekers do not want to respect the laterality of teachers. Teachers become aggravated and frustrated with them, thus ignoring and punishing them regularly.This impacts on the learners achievement in a negative way as the learner loses inte expect and pauperism for school work. Learners with a low self-esteem do not have the perseverance to excel. The slightest negative experience is an even greater discouragement on their motivation to do well. Now I will outline the second barrier which is2. Extrinsic factors. Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but circumstances outside or beyond are so inadequate that they adversely affect their development and learning and in the long run cause barriers to their learning.Lets capture a look at the first factor (Weeks, 200323).2. 1. environmental factors2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. Many do well in school despite the difficulties faced in other aspects of their lives. However, they are much more likely than their peers of a higher(prenominal) socioeconomic environment to be behind in their accomplishment and to leave school earlier and with fewer qualifications, and are at far greater insecurity of being excluded from school.There are many minds why learners of lower socioeconomic groups tend to have low achievement. Some face so many difficulties in their lives that schooling may reckon to be of low priority to them and to the organizations providing support. Schooling is also oft given insufficient priority when making and reviewing care plans. T here are additional factors associated with this way of life that are not conducive to achieving good academic results on the part of the learner.The following are examples of rife conditions low medical services, poor lighting, cramped, overcrowded and noisy homes makes studying difficult, especial(a) time for study because learners are often anticipateed to do house chores and work over the calendar week end to supplement the family income, a lack of cognitive stimulation because there is little or no reading material at home, poor language use, a shortage of role models, a general attitude about resignation of life, Irregular and poor school run intoance and lastly, a general relaxation behavior of morals (Weeks, 200324).These destructive social circumstances usually initiate a chain reaction. There are few schools in these areas and when there is education it is not of a very high standard (it is related that good teachers are usually found in favourable environments). Acc ording to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree.2. 1. 2. Urban and rural areas In cities, learners often grow up in apartment buildings, usually both parents and the single parent works.There is no parent supervision when learners return home from school and therefore the learner can do as he / she pleases. Young learners are confined to the flat and do not have the opportunity to run for outside, whereas the older learners roam freely in malls a on the street. There is very little curb over their schooling and homework and this leads to slim stimulation to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate do not always see the value of education for their squirtren.They expect them to leave school at an early stage so that they can supplement the familys income. These learners attend school very irregularly because they have to herd cattle and till fields (Weeks, 200325-26).2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative effect on learners improvement at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learners grow up without hardship, have plenty of money and their need are provided for, these learners get easily worldly and seek excitement elsewhere in the form of drug and alcohol abuse.Of necessity, these learners will show declination in school achievement. Additionally, prescertain(p) is placed on these learners to achieve and this causes rebelliousness and depression. The second extrinsic factor is2. 2. Upbringing2. 2. 1. Mistakes in upbringingLearners who are pressurised by parents to achieve, become hostile and negative towards school.Overprotective parents turn away their pincerren the freedom to become independent. Their decisions are made for them by their parents hence they do not take state for their work. Some parents show little interest in the activities of their children and do not encourage them to achieve academically.Poor train homes allow children to do as they please. These learners are disorganised and are not discipline in their studying. Disorganised homes constitute one of the main causes of learning problems in learners. These are just to descry a few mistakes, the next factor in upbringing is2. 2. 2 Uns submit and down in the mouth homes. other factor that jokes a role in acting as a barrier is2. 3. School factors Poor teaching due to the lack of qualifications, lazy and unmotivated teachers, stereotyped teaching methods, teachers are not looked at as role models and teachers do not have empathy for learners.Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure.Inappropriate study material .Inefficient school organisation.Crowded classrooms and,At-risk schools, where learners and learners are estranged, low standards and poor quality, incomplete studies, disciplinary problems and common absenteeism and teachers suffer from burnout.And the last two extrinsic factors to barriers to learning are, a difference in language and civilization and limited job prospects. The latter is a well-known fact that because of the poor economic growth in our country, very few job opportunities have been created. This means that many school leavers do not fall out in finding jobs. Consequently they lack the will to achieve.QUESTION2 2. 1. A Hearing harm For a learner with a hearing impairment the following steps will be taken by me (Weeks, 2003158)Obtain advice from a teacher trained to teach the deaf. If possible the learner should wear a hearing aid.The learner must sit in bet of the class.Speak to the learner while facing the learner so that he / she may read my lips (if possibl e) and turn out attention to facial expressions, gestures and body language.Speak clearly, naturally and at a normal pace, unless asked to slow down.If the learner is not facing me, I would gently touch him / her on the shoulder or arm to indicate that I want like to talk to him / her.Explanations will cast down with concrete, example working from concrete to abstract. The use of visual aids will be most instrumental since vision is the primary means of receiving information to the hard-of-hearing learner.For backup, new vocabulary words would be iterate in different contexts and written in sentences, many words presented look alike to the lip-reader.All announcements and instructions will be written.An interpreter will be used where needed.Vibrations and excessive noise will be revokeed.I will not talk while writing on the blackboard.When writing materialsLong sentences will be broken up Difficult vocabulary load will be reducedConcept density will also be reducedQuestions as ked by other learners will be repeated so that the learner in question knows what I am referring to.Carbonless note taking paper can be used. The volunteer note taker needs to take eligible notes and wherefore give the learner with the hearing impairment a copy.Obtain feedback from the learner at all opportunity as an indicator of the level of understanding.Provide an outline in advance of the lesson or activity to give to the child in advance and also list expectations. Encourage parental involvement, for example, attending speech therapy after school.2. 2. A Visual Impairment Depending on the type of eye condition and the amount of residual vision of the learner, assistance would be given (Weeks, 2003151).A learner with myopia (nearsightedness) or cataractsThe learner must sit in front of the class, near the chalkboard so that he / she may see better.Repeat what is written on the chalkboard to help the learner check his / her own work.A magnifying glass will be kept on my table which may be useful to the learner if the crisscross in textbooks is too small. Also when using duplicated copies, the print would be large, dark and visible.With regard to his / her notebook instead of using ordinary A-4 books, a blank book could be used by drawing horizontal parallel lines with a black koki this will be more visible to the learner and it will be easier for the learner to write between the lines.Contrastingly, if the learner suffers from hyperopia (farsightedness)The learner will be placed at the back of the classSince these type of children enjoy outside play more than having an nterest in school work, concrete apparatus would always be kept for their usage.As for a learner suffering from albinism, their eyes are bare-assed to light, thereforeThe learner would be placed in a darker place in the classroom, away from the windows and glare.If there is no dark side, curtains will be used to slewtle the amount of light coming into the classroom.Due to a lack of pigmentation that protects the skin, they are very vulnerable to skin diseases and cancer.Therefore, to avoid sunburn, their school attire should be cotton long sleeve shirts and trousers, and hats with wide brims. Additionally, they should make use of medicative creams for the skin. Textbooks can be recorded on tape for the learner. Also doors should be kept either capable or closed because leave doors can be a potential hazard. The learner could bump into them and get hurt. Passages between desks should be kept clear to prevent the learner from stumbling over stray objects (Weeks, 2003152).2. 3. Cerebral palsy For a learner with intellectual palsy I would support the learner by (Weeks, 2003180)First, viewing the classroom as if I were going to have to navigate it in a wheelchair or walker. Make sure the classroom is set up to provide accessible resources for someone in a wheelchair or with a limited range of bear onment.See that the learner is comfortable with his / her orthop aedic aids.Take time to introduce and explain these aids to other learners.Build the learners self-esteem at every possible opportunity.Try to have a way to secure paper or moveable objects to the workspace so they can be utilized without having to be secured by another hand.Look around for areas where the cerebral palsy learner might benefit from additional support, like a handrail or ramp. Understand that the learner might require additional time to reach the classroom or get set up for the class.If the learner has difficulty with handwriting, I would make use of a type writer and teach the learner how to use it.Insure that I know what to do if a cerebral palsy learner begins to seizure.Insure the time allocation for taking tests and completing tasks is compatible with the cerebral palsy learners abilities or it could be orally.I would allow lessons and discussions to be taped.The learners would also be placed in the front of the class to help with vision or hearing problems. Use of small groups for discussion and work collaborationism will encourage active listening and communication skills.Learners in the class would take turns to carry the cerebral palsy learner so that they get used to it, in case of an emergency or a need to improvise.QUESTION 3 Epileptic seizure Ease the learner gently to the floor, clearing the area of hazards and without preventing movements. then(prenominal) I would place something flat and soft (like a folded jacket or a pillow that will be kept in the class) under the learners head.The learner would be turned to one side to keep the air passage clear. I would not try to force his/her mouth open and neither hold the tongue, nor would I put anything in the learners mouth. If the learner is known to have epilepsy, I would follow the parents instructions (a written and signed copy of instructions). When jerking movements stop, the learner will be allowed to rest. When full consciousness has returned to the learner, he/she would res t under supervision. If a seizure lasts for longitudinal than 10 minutes or if another starts right after the first, I would call for emergency services.The parents of the child will be notified of every seizure the child has during school hours. If the learner has no history of epilepsy, the parents will be notified immediately and have an immediate check-up by a medical doctor (Weeks, 2003 189-190 Epilepsy, South Africa, Reg. 001-912). Additionally, all learners in the class will be trained to help the epileptic learner during a seizure however, only two specific learners will be assigned to help each time so that all learners do not leap to the epileptic learner when a seizure occurs.The rest of the class would clear and create space.QUESTION 4 4. 1. ECD Phase At any school one can witness a variety of different doingss. Behaviour patterns are acceptable if they elicit the approval of adults and peers. However, a class can include learners whoShow aggressive doings and react a ggressively towards others.Have a present of bullying, threatening, or intimidating doings.They physically abuse others.Deliberately destroy others property.Show little empathy and concern for the feelings, wishes, and well-being of others. Show pachydermic behaviour towards others and lack of feelings of guilt or remorse.They may readily inform on their companions and tend to excite others for their own misdeeds. The above behaviours become apparent and should be taken in a serious light whenThey occur to a serious extent and over a period of time.The symptoms appear to worsen.They occur in conjunction with social aggression.They negatively impact the learners academic development. Furthermore, behaviour problems are impossible when they preventOther learners from participating in class activities. The teacher from managing class activities effectively. If I have a learner with the above behaviour in my class the following steps (Essa, 199522, cited in Weeks, 2003 237) will be taken to support and assist the learnerInvestigate the causes of the problem behaviour.Problem behaviour can stem from non-variable remote factors (Essa, 199522, Weeks, 2003 237) such as chronic illness, food or environmental allergies, or the childs diet. As a result the child may feel a bit irritated, function on a generally lower level or experience a lower level of tolerance.These problems may not be removed but I as a teacher will treat such a learner with sensitivity, be supportive and try to create an environmentally friendly space for him / her.Positive strengthener is one of the most cardinal techniques and is used in conjunction with others to change unacceptable behaviour or encourage positive behaviour. I would show the learner approval by either smiling, hugging or saying something positive. This would be repeated regularly to achieve quick and good results.Ignoring the learner proves to be a very effective strategy.It is very useful when learners try to secure the attention of adults through their irritating or unacceptable behaviour. But when the child acts in a positive manner then I would pay attention and praise the child and reinforce positive behaviour. Also if the child persists with the negative behaviour, all teachers would be asked to ignore him/ her.When aggressive behaviour should be stopped, the learner will be withdrawn from the group and be given a time-out. The child should be warned beforehand only when the third transgression occurs should he / she be removed from the group / class.The child will be taken to an isolated area and explained why he / she has been removed and then be left there without looking or talking again to the child. The rest o0f the class will be told that he / she needed a time-out. Only after a certain amount of time (when I feel its time-up) will the child rejoin the class. Positive behaviour reinforcement will begin immediately thereafter.If the Learner is overwhelmed by the classroom activity and i s over sensitive to stimulation will be allowed to move to quiet corner for a while until they feel calmer.The reason for his / her behaviour is external and therefore this strategy will help him / her to calm down.Prevention is an excellent technique, but can only work if I am aware of what leads to the problem behaviour and if Im a keen observer. This method is effective for younger learners who do not have self- mastery and who do not yet have the ability to express themselves.Redirection can be used for a two stratum old by directing the childs attention away from something and by giving him / her a toy to play with.Two year olds do not possess the social skills of sharing things therefore the child will gradually learn these skills with my help. If it was an older learner, he / she will be guided to overcome social problems.A child of four or five is often willing to change problem behaviours and feels embarrassed about an outburst. I would therefore find a quiet, calm place a nd discuss the situation and work with the child to find a workable solution.If I feel a learners problem behaviour is a result of need for attention, I would use the special time strategy.I will set a special time which I can spend alone time with the child. Probably every alternate day or twice a week. During this time I would do what the child would like to do and fulfil his / her wishes.Another strategy that can be used is a highly visible reinforcement like a star chart.Successful positive behaviour is reinforced in this manner and it should not be used as an indication of failure. The use of the above techniques depends on the type of problem behaviour and the child. Hyperactivity and Distractibility are manifestations of Attention Deficit Hyperactivity Disorder (ADHD).Hyperactivity is actually a surplus of motor activity where learners are over active, running around, fiddling, touching everything in their path, never quiet, pushing and kicking other children and moving about without any purpose or aim. This can be quite disturbing and irritating for both the other learners and the teacher as well. Distractibility is also known as sensory hyperactivity, refers to children that are continually moving around, on the go in terms of attention. Most things that they see or hear (sensory stimulus) catches their attention, but they are uneffective to concentrate on one particular thing for a long time.They are unable to control their attention, because any slight sound or movement distracts them. Due to this, they are unable to complete tasks and move from one unfinished task to another. Hyperactive and distractible learners cannot pay attention to instructions properly, often misunderstanding when utter to, cannot wait their turn during tasks, act impulsively and therefore come across as undisciplined. These learners also seem to have temper tantrums and rapidly changing moods which makes it difficult to treat them in the classroom. This cam result in the learner having a poor self-concept because they of the many mistakes they make.It is important for teachers and learners to work together to being able to better handle these learners and this can be done by having a better understanding of this particular kind of behaviour. - Recognising the symptoms and identifying the learners untouchable and weak points-Identifying easy and difficult tasks and situationsIdentifying sills necessary for each task and situationInvestigating your own thoughts and feelingsOther peoples reactions sense the learners world-Learn to understand the learners behaviourKeeping the learners level of development in mind Discussing problems with the learnerVerbalising the learners unexpressed feelingsCommunicating more than wordsAnticipating problems rather than waiting for themDistinguishing between the learner and the learners behaviourProviding Structure such as relationship, task and situation structure is also important as it provides the learners with s afer environment where they are able to develop optimally. Therapeutic discipline is also important and is different from punishment because it shapes, corrects and reinforces behaviour. (Weeks, 2003 239-246)Who is going to be tasked with integrating music & math? Whos going to be responsible, in any school, for joining the arts w/other subjects? IME, most elementary classroom teachers have come through public school systems whose arts have been eviscerated, so those teachers are FAR less likely to be musically literate than they might have been when I was in public school * palaver mumble* years ago. As an elementary general music sub a few years ago, I pretty much had to co-opt teaching limericks in the 4th-grade poetry unit because their classroom teachers didnt really understand, musically, the measure of the poems even teacher-created limericks left a lot to be desired in terms of the 6/8 meter/rhythm characteristic of limericks. I find it hard to imagine that theyd be the bes t family line to use rhythmic or metric subdivisions to teach fractions. So will this task fall then to the music teachers? Elementary music teachers in MCPS already have their own music curricula to deliver, even within the intrinsic barriers to learning approach of Curriculum 2.0 and they see the kids once per week, assuming no field trips/assemblies/ like testing/snow days/holidays, AND they have to spend time assessing what theyre teaching already because Data-Driven. When could they possibly find time to do this in addition to what theyre already tasked with doing (which is theoretically to get kids to a basic level of music proficiency in less time per week than classroom teachers have DAILY with kids in reading, so already set up to fail )? Is there going to have to be tough staff development to get classroom teachers to a level of musical proficiency that will alter them to add one more thing to their curricula?