Specialist idea maker characterised by high iq education essay

Learning is the womb-to-tomb procedure of uninterrupted betterment. Human being learns new things throughout its life-time. It is necessary for the overall development of human being. Merely the individual who is acute scholar can last and turn in today ‘s competitory environment. We ever continue to larn from the twenty-four hours we born till the twenty-four hours we die. Life without larning is like stagnating H2O. Human being larn everything that comes to him i.e. larn from its actions, its experience etc. In Reflection faculty I am traveling to sum up the contemplation of what I learnt. Reflection and larning are explained through assorted theoretical accounts and theory in this assignment.ASSIGNMENT 1When I am making this undertaking I was under the intuition that it is traveling to be another industry faculty where we will be demoing to merely abstract thoughts. But I came to cognize that it is more about modeling an person into acquiring prepared to a organisation calling. Largely PASS overlaps the trained and academic accomplishments that are needed by persons to fight in this reciprocally dependent universe. The first twenty-four hours of fall ining my institute is fundamentally different from my premise, the college give us the right cognition and a key to success. But when I came to cognize about this faculty ( PASS ) my falsity was nowhere to be found any more within me. It provides me the professional cognition and assist us to better my accomplishments.REFLECTIVE JOURNALCollaboration: –This subdivision coaction was introduced where we implicit the demand for coaction for the squad work. Basically coaction is to garner a assortment of different accomplishments among team members and use them to guarantee the success of the undertaking. In this I introduced the Tuck adult male ‘s Group Development Model and Belbin ‘s TheoryTUCK MAN ‘S AND BELBIN THEORYDegree centigrades: Documents and SettingsMicrosoftDesktopforming_storming.gif Tuckman ‘s theoretical account is that it helps us understand that squads evolve. It besides helps us to see how they may meet different jobs at different phases ofA their development There are four phases in tuckman ‘s model-forming, ramping, norming and executing. In the first phase we read about organizing. In this foremost the base degree is established. In this phase the persons are non yet gelled together and everybody is busy in happening their topographic point in the squad. Besides the trust is developed between the squad members in this phase. The squad members agrees on common end. This phase is really of import because in this phase members make goods contacts and strong bonding towards each other. In the 2nd phase we focused on ramping. In this phase members feel themselves as a portion of a squad. They are identify with the powers, control issues and the resources that are to be used. In this phase members express different thoughts, feeling, and sentiment, nevertheless they may dispute themselves and the squad leader about what the squad is making and and how the work should be done. The 3rd phase is norming. The members come together. They agrees about functions and procedures for work outing the job. We can state it is the feature of togetherness. Decisions are made through dialogue and understanding edifice. The squad is engaged in assorted activities. The concluding phase is executing. Members find solutions to jobs utilizing appropriate controls. They work collaboratively and care about each other. The group established as a alone individuality and the members are mutualist and they have increased focal point on the undertaking. hypertext transfer protocol: //www.businessballs.com/images/brain2.jpgCo-ordinatorThe co-ordinator is a person-oriented leader. This individual is swearing, accepting, dominant and is committed to team ends and aims. The co-ordinator is a positive mind who approves of end attainment, battle and attempt in others. The co-ordinator is person tolerant plenty ever to listen to others, but strong plenty to reject their adviceMakerThe maker is a task-focused leader who abounds in nervous energy, who has a high motive to accomplish and for whom winning is the name of the game. The maker is committed to accomplishing terminals and will ‘shape ‘ others into accomplishing the purposes of the squad.PlantThe works is a specialist thought shaper characterised by high IQ and invagination while besides being dominant and original. The works tends to take extremist attacks to team operation and jobs. Plants are more concerned with major issues than with inside informations.Resource Inves tigatorThe resource research worker is the executive who is ne'er in his room, and if he is, he is on the telephone. The resource research worker is person who explores chances and develops contacts. Resource research workers are good negotiants who probe others for information and support and pick up other ‘s thoughts and develop them. They are characterised by sociableness and enthusiasm and are good at liaison work and researching resources outside the groupTeam workerTeam workers make helpful intercessions to debar possible clash and enable hard characters within the squad to utilize their accomplishments to positive terminals. They tend to maintain squad spirit up and let other members to lend efficaciously. Their diplomatic accomplishments together with their sense of temper are assets to a squad. They tend to hold accomplishments in hearing, get bying with awkward people and to be sociable. sensitive and people orientedCompany worker/ implementerImplementers are cogniza nt of external duties and are disciplined, painstaking and have a good self-image. They tend to be unsentimental and practical, swearing and tolerant, esteeming established traditions. They are characterised by low anxiousness and be given to work for the squad in a practical, realistic manner. Implementers figure conspicuously in places of duty in larger administrations. They tend to make the occupations that others do non desire to make and make them good: for illustration, training employees.Completer closersThe completer finisher dots the I ‘s and crosses the T ‘s. He or she gives attending to detail, purposes to finish and to make so exhaustively. They make steady attempt and are consistent in their work. They are non so interested in the glamor of dramatic success.SpecialistThe specializer provides cognition and proficient accomplishments which are in rare supply within the squad. They are frequently extremely introspective and dying and be given to be self-startin g, dedicated and committedTeam ManagemenArtifical barriers between leaders and led are merely one obstruction to true teamwork. Interdepartmental and cross-functional competitions – what Americans call ‘turf wars ‘ – are other serious hurdlings, made worse by the fact that they are seldom overcome. They ‘re known in athletics, excessively. Try to carry rugger forwards that they can larn from dorsums, or frailty versa, and you ‘ll normally acquire no more alteration than when carrying selling to work ( as it should ) hand-in-glove with production, or either to collaborate volitionally with finance. The accomplishments indispensable to the modern director therefore include the ability to work with other functional endowments in squads – and to take, non by the authorization of bid, but that of expertness. Team leading, paradoxically, includes cognizing when to manus over the lead to others, as their expertness moves to the bow. In games, this stems of course from the functional demands. Merely the signal caller can name the dramas in American football: in rugger, lineout tactics are every bit an adept map. A squad relys on its leader to acquire them through.Team benefitAll squads are groups of persons but non all groups of persons needfully show the coherence of a squad. Teams outperform persons because squads generate a particular energy. This energy develops as squad members work together blending their personal energies and endowments to present touchable public presentation consequences. There are a figure of benefits for teamwork, among them are: Distributing the work load Reinforcing single capablenesss Making engagement and engagement Making better determinations Feeling like we play a portion in the work being done Generating a diverseness of thoughts, etc.Teams have become the latest direction compulsion. They ‘re the corporate equivalent of a Visa card: they ‘re everyplace you want to be. Directors, school principals everyplace in the universe are endeavoring to put up efficient teamwork processs in their constitutions.Trouble is that despite their ubiquitousness and their ubiquity, squads seldom achieve discovery consequences. Alternatively, they sink to the degree of the weakest performing artist and maintain excavation. The mistake lies non with the squad or its members, but with those who took a group of persons, charged them with unlikely ends, staffed them with uninspired leading and expected them to work as a squad. Contrast that to an organized, well-oiled, and disciplined squad, one in which the whole is greater than the amount of its parts. Such groups allow members to accomplish consequences far beyond their single abilities. The sarcasm is that when the demands of the group take precedence, the demands of the single really are enhanced.High public presentation squads do non ensue from self-generated burning. They are grown, nurtured and exercised. It takes a batch of difficult work and skill to intermix the different personalities, abilities, and docketsCommunicationCommunicationCommunication is an exchange of facts, thoughts, sentiments by two or more individuals. Communication is the procedure of go throughing information & A ; understanding from one individual to another.It is the procedure of leaving thoughts & A ; malking oneself understood by other. Communication is the transmittal & A ; interchange of facts, thoughts, feelings, or class of action. The interchange of idea or information to convey about common apprehension and assurance or good human relation. In communicating theoretical account we use the construct of Berlo ‘s Model hypertext transfer protocol: //www.eeldy.com/j676/images/ks_fig6.gifConcept of Barlo ‘s theoretical account: –Beginning Does he hold a bid over linguistic communication? What is his attitude towards the receiving system? Third what is his degree of cognition? Does he talk as a member of a group ; spiritual, political, or commercial? Does he belong to a extremely advanced civilization or he comes from some crude folk Message: A message contains content or affair. It appears in some linguistic communication from such as English or Gallic or in picture signifier. Channels: Channel stands for the medium in which the message reaches the receiving system. It may be natural, one of the senses – visual perception, hearing, touching, smelling and savoring. Receiver: The receiving system excessively, like the beginning has skill, attitude, cognition and civilization context. If the receiving system and the beginning have positive attitudes towards the subject, communicating become easy.TIME MANAGEMENTThis is the most of import construct in this assignment every bit good as our twenty-four hours to twenty-four hours activity.The â€Å" Three Ps † of Effective Time Management: –Planing Precedences ProcrastinationTen Myths about Time: –Myth: Time can be managed. Myth: The longer or harder you work the more you accomplish. Myth: If you want something done right, do it yourself. Myth: You are n't supposed to bask work. Myths: We should take pride in working hard. Myth: You should seek to make the most in the least sum of clip. Myth: Technology will assist you do it better, faster. Myth: Do one thing at a clip. Myth: Handle paper merely one time. Myth: Get more done and you ‘ll be happier. As I got closer to the terminal of this assignment, I realized that we were really trained how to use the resources to go a better leader every bit good as director. As a director it is really indispensable to do optimal usage of the limited resources that will be provided for 1s undertaking. At the same clip, a director should besides hold tantamount accomplishments and do certain his/her employee is up to the grade to derive better competitory advantage and a higher market value for the intent of development and success of the organisation. For a director, a section with the lowest staff turnover is ever better for the direction and shows the excellence of the director pull offing his/her squad.ASSIGNMENT 2Learning Style‘The procedure of increasing cognition and accomplishments and developing our attitudes or beliefs so that we have the chance for increased pick ‘ ( Thorpe and Clifford, 2000 ) . This attack to larning stress the fact that persons perceive and process information in really different ways. The acquisition styles theory implies that how much persons learn has more to make with whether the educational experience is geared toward their peculiar manner of larning than whether or non they are â€Å" smart. † In fact, pedagogues should non inquire, â€Å" Is this pupil smart? † but instead â€Å" How is this pupil smart? † Different type of larning mannerInguisticThis type of scholar loves to read, compose, and state narratives. They tend to memorise topographic points, day of the months, names, and trivia really easy, and are ever magnetizing you with their unbelievable narratives. They have a singular ability to reiterate back everything you have of all time told them, word for word. 2.logical This kid is really mathematically inclined. They enjoy work outing jobs, peculiarly if they are math related.. They will blight you with inquiries on how things work, how things relate to one another, and why things are here. Their favourite playthings as immature kids were likely edifice blocks, and pattern mystifiers. 3.spatial These are the visualisers. They spend most of the twenty-four hours dreaming, watching films, and remaining as far off from world as possible. If they seem peculiarly â€Å" down † , inquiring them to pull a image will acquire you much further into the nature of the job, than inquiring them to state you about it. 4.musical if your kid is ever walking around the house humming a melody, or ever needs music to analyze by, so he/she is likely a musical scholar. This type of scholar is best at detecting inside informations, pitches, and rhythms that escape the normal hearer. 5.bodily This type of scholar is ever on the move. They invariably walk about, they have to touch everything, and they use body linguistic communication to convey their feelings. They would instead play athleticss or make a trade than sit down and read a book. They need active instruction! Keep them traveling. 6.interpersonal These are the â€Å" societal butterflies † . They adapt easy to any type of societal state of affairs, have many friends and are first-class leaders. They are patient, understanding, and really empathic, which makes them a favourite among their playfellows. They by and large make good leaders because of their ability to intercede struggle, and are frequently referred to as â€Å" the Peacemaker † of the household. 7.intrapersonal iunderstanding of themselves. They pride themselves on being independent and original, and they tend to stand out from the crowd without even seeking. They are the â€Å" strong, soundless type † . Kolb ‘s Learning theoryLearning is the procedure whereby cognition is created through the transmutation of experience †Kolb ( 1984, 38 )â€Å" a comprehensive theory which offers the foundation for an attack to instruction and acquisition as a womb-to-tomb procedure and which is soundbased rational traditions of doctrine and cognitive and societal psychologyklb4kind Divergers – position state of affairss from many positions and rely to a great extent upon brainstorming and coevals of thoughtsLearners – usage inductive logical thinking and have the ability to make theoretical theoretical accountsConvergers – rely to a great extent on hypothetical-deductive logical thinkingObligers – carry out programs and experiments and adapt to immediate fortunesDavid Kolb stated that for true acquisition to take topographic point, we need to hold an experience, reflect upon this experience, make sense of it ( frequently through making theories ) and eventually use our theories to our lives by be aftering what we would make following clip we were in the same or similar state of affairs.HONEY AND MUMFORD ‘S Learning STYLESThere are four type of honey and mumford acquisition manner Militant Reflector Theorist Pragmatist Degree centigrades: UsersANUJDownloadsPicture1.png Militant Militants are people who learn through making and prefer activity-based development. They dislike sitting still for long periods and will therefore non respond good to talks or extremely brooding activity. Militants are gabby, lively and like to be involved – they enjoy the ‘here and now ‘ . The methods through which they will prefer to larn involve exercisings, jobs, undertakings, play and exhilaration. Reflectors Reflectors enjoy reexamining and sing state of affairss and events. When asked a inquiry, they tend to sit back and believe about the reply before reacting When they join a treatment their part will be good thought out. Brooding scholars like to see issues from a scope of different positions and will experience uncomfortable if they are put into the spotlight without anterior warning ; when taking methods for them, guarantee that they will hold the clip required for contemplation to take topographic point Theorists Theorists like to cognize the theories behind a piece of larning or the thoughts that back up remarks that are being made. They prefer to larn from research, informations, theoretical accounts and information. They do non get by good when they are asked to make something without being told why and without underpinning grounds or theory. Theorists like logic and are rational and analytical – in a learning state of affairs, they like their development activities to hold construction and intent ; they will be uncomfortable with high emotion and feelings. Pragmatists Pragmatists prefer practicality to theory and larn efficaciously when they are able to use the acquisition to their state of affairs and the existent universe. They learn best when provided with true to life undertakings, instead than being given ‘woolly ‘ constructs that they are unable to associate to their day-to-day life. They seek out new thoughts and want to seek them out, pulling links between the topic and their current occupation.Vark theoretical accountThe acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modes that are used for larning information. Fleming and Mills ( 1992 ) suggested four classs that seemed to reflect the experiences VARK larning manner shows that I am a reading/writing penchant scholar followed by ocular and kinaesthetic scholar. The ocular and kinaesthetic scholar features are similar to the result of both the Belbin and Honey Mumford theory. Harmonizing to the Honey Mumford larning manner, Belbin ‘s theory and VARK theory, I am so a individual who learns better when theories and techniques are put into pattern. I specifically prefer to larn from new experiences every bit good, doing me a individual who likes to make more physical and custodies on activities compared to larning new faculties through theories. For illustration, learning and prep aration stuffs are absorbed faster and efficaciously when I perform them through tutorial or lab activities.According to the VARK acquisition theory, I learn best when theories that are taught are absorbed via talks and notes written from talks harmonizing to personal penchants. For illustration, during talks, I learn best when I write lecture notes and rewrite it over and over once more. A reading and composing penchant scholar would interpret diagrams and charts into their ain words to larn betterf the pupils and instructor.Visual ( V )This penchant includes the word picture of information in maps, spider diagrams, charts, graphs, flow charts, labelled diagrams, and all the symbolic pointers, circles, hierarchies and other devices, that teachers use to stand for what could hold been presented in words. It could hold been called Graphic ( G ) as that better explains what it covers. It doesA NOTA include films, pictures or PowerPoint. It does include designs, whitespace, forms, form s and the different formats that are used to foreground and convey information.Kinaesthetic ( K ) :By definition, this mode refers to the â€Å" perceptual penchant related to the usage of experience and pattern ( simulated or existent ) . † Although such an experience may raise other modes, the key is that people who prefer this manner are connected to world, â€Å" either through concrete personal experiences, illustrations, pattern or simulation † [ See Fleming & A ; Mills, 1992, pp. 140-141 ] . It includes presentations, simulations, pictures and films of â€Å" existent † things, every bit good as instance surveies, pattern and applications. AUDITORY-learners who would love to sit contrary and pay attending. They do n't do a batch of notes READ/WRITE- scholars who need to read the information for themselves and theyA take a set of notes CONCLUSSION VARK theoretical account proved that I m a KINESTHETIC scholar. I can sit long for focussed on a peculiar subject. But other than KINESTHETIC I am a weak scholar. And I feel that this is my weak point and I want to decide it. Now i am seeking to consider on a peculiar subject by sitting actively like a ocular scholar. Now i am concentrating on the reading/writing portion by reading more and more books and different diaries or assignments. But I feel that kinesthetic is non an existent manner which should be learned because kinesthetic is a individual who can non concentrate much more so I did non belong to it. I strongly believe that I should spread out that peculiar larning theory along with the remainder that I already pattern. As a group member we should make some new thoughts all the clip and these thoughts can be practical or theoretical. From Honey Mumford theory I came to cognize that I m a militant so I decided to larn the other acquisition manners that the VARK appraisal sho wed as I do non see any injury in larning new theoretical faculties. I really feel that with this faculty we will develop our accomplishments, cognition, preparation and many more. We know our value and importance in a group. This faculty besides helps us to understand the squad direction, different communicating accomplishments, and clip direction and captures the different manners of acquisition.

Physics Lab Report

Purpose Determine the acceleration in a quick sprint. Question What would the participant’s acceleration be if he/she sprints forward in a positive direction? Hypothesis/Prediction When a person sprints forward, it means he/she speeds up. Consequently, the acceleration should be positive. When the velocity accelerates at a constant rate, the acceleration should remain constant. Therefore, if the participant is moving toward a positive direction and the speed increases, then the acceleration should be positive and constant. Materials * Ticker Tape Machine * Ticker Tape * Tape * Ruler * Pencil * Graph paper Carbon paper Procedure * A piece of Ticker Tape and a Ticker Tape machine were taken. * Ticker Tape machine was plugged in. * One side of the Ticker Tape was attached to the back of a participant. * The other side of the Ticker Tape was inserted through the Ticker Tape machine. * A piece of carbon paper was placed on top of the Ticker Tape and was pinned on the machine. * The machine was started. * The participant sprinted forward. * The machine was stopped. * The used Ticker Tape was collected. * The machine was unplugged. * Using a ruler, a pencil and the Ticker Tape, all the data were recorded on a Data Table. Using the Data Table the position versus time graph and the velocity (instantaneous) versus time graph were plotted. Analysis There were in total of 37 dots recorded on the piece of the Ticker Tape. Every sixth dots represented the 1/60th of one second. Because of the lack of the information, as shown on the Data Table, every third dots were used to expand the amount of data for the more accurate results. Thus, every third dots were used to represent the half of 0. 1 second. Therefore, on both of the position versus time and velocity (instantaneous) versus time graphs, the x-axis value (the time value) went up by 0. 5 seconds. On the position versus time graph, a curved line was drawn due to the increase of the runner’s speed for each 0. 05 seconds. The runner started at 0 second from 0 centimeters and then stopped when the runner’s position was at 0. 65 seconds and 80. 1 centimeters. Also, the curved line on the graph continuously rose upward which meant that the runner never moved backward or slowed down. As evidenced by the velocity (instantaneous) versus time graph, the velocity was the lowest when it was 0 cm/s at 0 second and the highest when it reached positive196 cm/s at 0. 5 seconds. The difference of the velocities was the greatest between 0. 05 seconds and 0. 1 second. Also, the difference was the smallest between 0. 45 seconds and 0. 5 seconds. The two lines of best fit were used for more accuracy due to the scattered dots – which showed the calculated velocities of the specific time intervals – that were plotted on the graph. The first line was illustrated to show the readers the time interval of 0 second to 0. 275 seconds. The second line was used to show the time interval of 0. 2 75 seconds to 0. 65 seconds.Compared to the second line, the first line was drawn steeper due to the larger differences of the velocities of the specific time intervals. For the answer of this report’s question as listed above, when the runner sprinted forward toward a positive direction, the acceleration was able to be calculated from the velocity (instantaneous) versus time graph. In fact, there were two different accelerations during the whole time of 0. 65 seconds. Acceleration could be calculated by measuring the slopes of the velocity (instantaneous) versus time graph which were represented by the two lines of best fit.As shown on the graph, the first line was marked as and the second line was marked as . As seen on the Determination of the Acceleration page of this report, the following mathematical solutions were processed for the solution of the question. * Line * V2 = 134. 2 cm/s * V1 = 0 cm/s * t 2 = 0. 275 s * t 1 = 0 s * Acceleration = (134. 2 cm/s – 0 cm/ s) / (0. 275 s – 0 s) = 488 cm / s2 * Line * V2 = 196 cm/s * V1 = 134. 2 cm/s * t 2 = 0. 65 s * t1 = 0. 275 s * Acceleration = (196 cm/s – 134. 2 cm/s) / (0. 65 s – 0. 275 s) = 165 cm / s2With these two accelerations, it can be analyzed that the runner ran faster during the last 0. 375 seconds than he did during the first 0. 275 seconds. Evaluation This experiment examined the acceleration of a runner when sprinted toward a positive direction. Supported by the evidences and the results of this experiment, one of the two hypotheses stated above was proven false. The runner sped up in a positive direction in a straight line. Hypothetically, the velocity should have been accelerated at a constant rate so that the result could be a constant acceleration.However, according to the data collected, the runner’s first acceleration was 488 cm / s 2 from 0 second to 0. 275 seconds and the second one was 165 cm / s 2 from 0. 275 seconds to 0. 65 seconds. Since there were two different accelerations for 0. 65 seconds, there could not be a constant acceleration. Thus, the prediction of the acceleration being constant was falsified. On the other hand, the other part of the hypothesis was proven true. Theoretically, the acceleration of the runner should be positive because the runner sprinted in a positive direction.As evidenced by the two lines of best fit on the velocity (instantaneous) versus time graph, the slopes were positive due to their upward direction. Hence, since the slopes of the velocity versus time graph represented the person’s acceleration, the runner’s resulting accelerations were positives. To conclude, when the original hypotheses were compared to the calculated results, the first part – â€Å"there should be constant acceleration† – was rejected, on the contrary, the second part – â€Å"there should be a positive acceleration† – was accepted.There were several difficulties when this experiment was performed. For example, the Ticker Tape was so fragile that when the runner started to dart, the tape sometimes got ripped. Thus, it was a challenge to gather enough information to observe and analyze the results. Also, because of the rapid motion of the pin on the Ticker Tape machine, the carbon paper that was placed on top of the Ticker Tape continuously fell off from the machine. In addition, the loud noise produced from the machine created disturbing environment.To improve this lab, advanced technologies such as motion sensors could be used to keep the quiet atmosphere. Lastly, hand-drawn graphs and hand-measured values aren’t always correct. Consequently, they can lead the observers to the wrong conclusions. Therefore, using advanced graphing programs such as Graph 4. 4 could be used for more valid results. To summarize, to avoid miscalculations, advanced technologies and softwares must be used for more precise and accurate products.

Feminist Majority Foundation Essay Example | Topics and Well Written Essays - 1250 words

Feminist Majority Foundation - Essay Example In order to implement these functional aims, Feminist Majority Foundation â€Å"engages in research and public policy development, public education programs, grassroots organizing projects, leadership training and development programs† (Feminist Majority Foundation 2). The organization’s functionality primarily focuses on research and action for women’s social, political and political empowerment. The Feminist Majority, the foundation’s sister organization, aims at the feminization of the public policy-making, employment and electoral processes at home and abroad, as the foundation acknowledges, â€Å"Our research and action programs focus on advancing the legal, social and political equality of women with men, countering the backlash to women's advancement, and recruiting and training young feminists to encourage future leadership for the feminist movement† (Choice Campus). Also the foundation’s functional structure is program-oriented and t he organization is currently running twelve programs: a. Choices Campus Leadership Program b. Women’s Health and Research c. Campaign to Help Afghan Women and Girls d. National Clinic Access Project e. National Center for Women and Policing f. Education Equity Project g. Media Archival Program h. Women and the Media/Communications Program i. Global Reproductive Health Program j. Global Women’s Empowerment Program k. Feminist Leadership and Empowerment Program l. Online Organizing and Education Program (Feminist Majority Foundation 3) FMF’s Working Definition of Feminism and Feminist Inspired by the fact that the majority of the women in the United States identify themselves as feminist, the foundation has proposed its working definitions of feminism as well as feminist in order to use it in research and action on women’s equality and empowerment. The foundation defines feminism as "the policy, practice or advocacy of political, economic, and social equali ty for women† and a feminist as a person- both male and female- who holds the feminist beliefs and advocates feminism. Since according to the organization’s view women are subjects to inferiority, inequality and injustice irrespective of countries, societies and communities all over the world, the organization holds that feminism is a global movement. Necessarily the organization’s working area is extended globally. The FMF’s Contribution to the Fight for Feminist Causes The foundation has organized numerous campaigns that are harmonious its mission at home and abroad. From 1989 to 1992, the FMF has worked for the Feminization of Power in order to increase the women’s representation in the public offices as well as the policy-making zone of the country. During those years, the foundation recruited a remarkable number of women who were selected for the public offices. Consequently women’s representation was doubled in the Congress. During the campaign from 1989 to 1992 the Foundation’s primary goal was focused on the ballot initiatives, through programs raising awareness among the college students. In 1990, it organized the students against the anti-choice ballot initiatives in Oregon and Iowa. In Iowa it worked for achieving support for the state’

Description of Assessment Requirements 1 Description Students are Assignment

Description of Assessment Requirements 1 Description Students are required to fully describe 10 Key concepts of accounti - Assignment Example International Accounting Standards (IAS) no. 1 states that the concepts guide the how the contents of the financial accounting reports should be constructed. The conceptual framework of accounting includes the objectives concepts of financial reporting group. The second group of concept accounting concepts represents the qualitative characteristics of useful financial information. The third group of conceptual accounting framework concepts includes description, recognition and measurement concepts of the financial reports’ elements (Alexander, 2008). Discussion In terms of the first objective accounting concept, the financial reports are prepared in order to present the financial data pertaining to the business entities’ periodic transactions. Consequently, the financial statement preparers implement the going concern accounting concept. The concept indicates that business entity is assumed to continue its business operations for several years, without any telltale sign s of bankruptcy creeping into the doors of the business entity. When bankruptcy issues crop up, the going concern concept no longer applies to the business entity. The going concern concept indicates the entity has no plans of folding up or liquidating the business operations within the foreseeable future (Kieso et al., 2011). Relevance Accounting Concept . In terms of the qualitative characteristics group of financial concepts, the financial report accounts should comply with the relevance concept of financial accounting (Kolitz, 2009). Relevance means that financial data reported is material to the decision making process. The relevant financial data can significantly influence the decision makers’ choices. To be relevant, the financial data should comply with the materiality principle of financial accounting. The financial information is material if the data can change the decision makers’ choices. For example, the manager gathers data on whether to promote the cash ier to treasury department manager. Information indicating that the cashiers incurred several cash count shortages may prod the managers to reject the proposal to promote the cashier. Completeness Accounting Concept. Further, the financial reports must comply with the completeness concept of accounting. The completeness concept requires the companies to record all transactions in their respective accounting periods. The income statement must present all sales done within the accounting period. The same statement requires that all expenses should be recorded in the year they are used, not during the year when the expense amounts are paid. The company must include all business transactions in the preparation of the financial reports to avoid being charged for fraud or lackluster financial report preparation. Neutral Accounting Concept. Furthermore, the financial reports must implement the neutral concept to f accounting (Morris, 2009). The financial reports serve the needs of several users. The customers use the financial reports to determine if the company will continue to operate for several years. The financial report indicating the company generated a four your net loss amount will impress on the current and future customers that the company is on the verge of bankruptcy. Consequently, the company may be forced to close shop within the next few years of business operations. When this happens, the current and future customers are forced to seek other suppliers of their needs and wants. The customers need neutral financial reports for

CONSUMER PSYCHOLOGY ( Promotion Events) Essay Example | Topics and Well Written Essays - 2500 words

CONSUMER PSYCHOLOGY ( Promotion Events) - Essay Example Section A The function is being organised for young managers who are in lower or lower middle level in any mid / large size organization in the city. The guest list also includes middle or senior level HR and marketing managers who are working for similar profile of organizations. The rationale behind choosing two sets of guests is that, one set of guests will be the user of the product that we plan to offer right now i.e. an executive MBA course, while the other will act as opinion leaders and referees for this product, but as customers for our corporate learning products that we plan to offer in future. Demographic – Males and females, married and single, belonging to age group of 20- 35 years, working in various functions like sales & marketing, finance and accounting, HR, operations, IT etc, with work experience ranging from 3-12 years. Psychographic – People who are ambitious, excited about growth, Love learning new things and sharing them with others, , Interested in further education, who believe in pushing hard to succeed, Love reading career blogs. The process starts with customer’s exposure to the product or its idea through either marketer’s cues like various P’s of marketing or socio-cultural environment. The idea is, before someone thinks he needs a car, the person either must have seen a car or heard, read about it. This learning may take place by seeing some thing in a shop or a friend’s place, or watching or hearing its advertisement, being told by some one to try such and such product. Every thing in the event is aimed at that purpose only i.e. influencing consumer decision making positively. Some of them will be working directly in the sense their contribution can be seen or evaluated with the help of this model, while others may help at a subliminal level. For example Taxi – Hiring an upmarket car will give higher image to our organization, We will hire the best Band available in the

Port Strategy and Development Essay Example | Topics and Well Written Essays - 1500 words

Port Strategy and Development - Essay Example In determining the pricing in ports, the ports management should consider cargo handling, the time in port, port dues and charges. Indeed, the main objectives of port pricing include profit maximization, economic efficiency, macro-economic policy, and income distribution. However, there are many challenges that relate to port pricing like transparency, competition, cost recovery, discrimination, price review vs. yardstick benchmarking simplicity, and cross-subsidy. As such, ports should set their prices by analyzing the complex, network-like structure of principal and intermediary parties in the port, flow of services and related charges, differentiation and price discrimination in the market for port services, demand and supply in the ports, and competition. However, setting and comparison of port prices is becoming a challenge subject to the wide variability in the population of ships and cargoes that each port handles. However, this paper will address the methods and strategies fo r port pricing in the Port of Melbourne in Australia. In doing this, I will review port pricing, port capacity, investment, competition and regulation. The essay will compare port pricing in the Port of Melbourne with port pricing theory and different port prices models. In conclusion, the paper will draw my opinion.

Managing Assets and Resources in the Digital Firm Essay

Managing Assets and Resources in the Digital Firm - Essay Example With this understanding, it becomes necessary to have a long term perspective that clearly states what one wants out of the network. By so doing, the identification of number of software needed and the scope of usage becomes clearly defined. Subsequently, managers become motivated to focus their attention on the exact demands and aspirations of their organizations without having to look into the interest of other people. In effect, the selection will be done based on one’s capacity in terms of accessibility of knowledge and standardization. Finally, the need to update systems according to the options available to the organization becomes necessary. Indeed, most information systems have failed because they did not consider the prime and exact interest of the companies in which they were set up and this is what the framework seems to address – the need to for individualism (Damsgaard et al., 2010, p. 70). It can be realized that the framework presented by Damsgaard follow s a principle that follows the chronological implementation strategy whereby the workability given software are exemplified using step by step progress analysis plan (Flyod, 2009). Moreover, all results presented by the group are based on empirical research that can be substantiated. To this end, it is recommended that the principles and framework be adapted for

Critically analyse the relative merits of the Capital Asset Pricing Assignment

Critically analyse the relative merits of the Capital Asset Pricing Model and empirical approaches to Asset pricing (such as FAMA and French model) - Assignment Example The basic essence of the model is that it determines the amount of return that an investor is going to earn for putting their money at risk. It would be helpful to have a brief and basic idea about the concept of CAPM with the intention that the understanding of relative merits of it becomes easy. According to the model and ultimate derivation, it can be said that the return which an investor expects to earn by investing on a security or a portfolio is the rate on a risk-free security and a risk premium. The formula for this finding is written like: The basic concept behind the above model is that the investors are required to be compensated in two ways: risk and time value of money. The compensation for time value of money is represented by the risk-free rate which an investor earns by putting his money on investment over a period of time. The other part of the formula on the right hand side is a factor of risk and it determines the compensation the investors should get for taking an additional amount of risk. This amount is calculated by a risk measure (beta). There are certain implications of the model: According to Michailidis (2006), an examination of the emerging Greek Securities market was done based on the CAPM by considering weekly stock returns of 100 companies that were listed on the Athens Stock Exchange for the period 1998-2002. The findings of the test did not support the basic statement that higher risk (beta) means higher levels of return. However the model explains excess return and ultimately supports the linear structure of the CAPM equation (Michailidis & Et. Al., 2006). The model considers reality in explaining risk factor where it assumes only systematic risk associated with the investment options. The unsystematic risk can be removed since there are diversified options for investors and thus can be eliminated. CAPM derives a theoretical relationship between return and

Project Design, Implementation & Evaluation Essay

Project Design, Implementation & Evaluation - Essay Example the Micron Software solves the situation by creating an interface through which the users of the system can maintain data for accountability, integrity, reliability, transparency and foe easy audit (Leffingwell 2000, p. 28). The system will therefore solve the challenges with paper based operations and produce fast tracking of reports in a customized manner. It will reduce or possibly eliminate the cases of data loss and mismanagement. The system to be developed in this project is expected to be interactive in accepting and processing the user input data, and generating output in form of dialogues and reports. The system has to be easy to study so that the clients, operators and users can learn it easily. Even without user guide or progress documentation, the system requirements have to be clear and comprehensive. There have to be consistency in the system functions such that it performs all the action indicated. For example, if the button is indicated as â€Å"Close†, then it has to close the current form. The system is expected to accept data input from the user, perform financial operations and then generate an output from the product and the data kept in its historical database. The system also must do data validation during the input to ensure that each field accepts the right form of data. For example, the field for date should not accept any form of data apart from date. The system has minimum requirement of features and hardware properties which limits its development for example, the size of the memory available, the speed of the processor and the size of the hard disk. The constraints can be caused by failure to meet the basic requirements of the development environment. Other constraints arise from information policy, system response times, and system interfacing with other related application software, the capacity of the networks and compliance issues. The minimum requirement of memory size for example is a RAM of 2GB and hard drive of 500GB. In

Self-Presentation and Gender on Social Networking Sites Research Paper

Self-Presentation and Gender on Social Networking Sites - Research Paper Example These sites allow the users’ to create a profile that reflects their identity. A study by Magnuson and Dundes (2008) about the MySpace Profiles for 51 females and 49 males revealed that women had a better self presentation profiles on MySpace than men. Also they were more active that the males. The studies also revealed that although females dominate the social network sites, they have to depend on others for their sense of self as they do traditionally depend on the male in their families. A similar study by Manago et.al. (2008) revealed that social networking sites were a means to explore one’s own identity, engage into social comparison and express idealised aspects of selves they had dreamt to be. This paper tries to identify the ways in which males and females present themselves online in the social networking environment. The paper also intends to check if culture influences self presentation of genders in social networking. Keywords: Social Networking Sites, Gend er Difference, Self-Presentation Self-Presentation and Gender on Social Networking Sites Self-presentation is a very important aspect of today’s globalised world. According to Leary (1996) â€Å"Self-presentation is kind of impression management, which is the management of other’s impressions of a social unit such as people or organisation† (p. 17). ... Thus this subject has also attracted researchers to the study the gender differences in self-presentation on these sites. A study by Kornblum (2006) revealed the exploded popularity of these SNSs with users numbering to hundreds of millions in the recent years. However self-presentation on SNSs differs from face-to-face self-presentation. Self-presentation on SNSs differs because one can â€Å"inspect, edit and revise† one’s self presentation before it is available to others (Walther, Slovacek & Tidwell, 2001, p.110). These sites proclaim to help people get connected and share with the people in their lives. Thus SNSs create a real-life social network for people online. Although the SNSs are a replica of a real-life social network but the environment provided by the SNSs differs greatly from real life (cited in Hinduja and Patchin, 2008, p. 127). The studies have revealed that several people have 1000 other people on their friend list which is nearly impossible in the r eal life. These SNSs provide people with unique opportunities to stay connected to more people than they might otherwise have and to be able to know in their real lives. Also people can construct any kind of image about themselves that they would like to portrait to the people on their friend list. The self-presentation on these SNSs allows the users to construct an audience as they can add or remove friends from their social network in just seconds, with no more efforts but just a click on the mouse. Past research suggests that these SNSs are most popular among adolescents as it allows them to experiment with their identity. Research also suggests that adolescent girls use SNSs more than the adolescent boys as it

Performance in Sme in Malaysia Essay Example for Free

Performance in Sme in Malaysia Essay The Auto Industry and the Environment The industry is committed to contributing to an integrated approach, with other stakeholders, to a cleaner environment and reduced carbon emissions. Automakers are constantly developing more ef? cient engines and drive-trains to reduce fuel consumption, and a wide range of sophisticated emissions-control technology is putting cleaner automobiles on the road everywhere. With more and more new vehicles with modern exhaust emissions performance on the road, clear improvements in air quality can be seen. Automakers have invested hugely in reaching these air quality improvements and in developing diverse automobiles that run on alternative fuels including those from sustainable sources or that use hybrid technology using both gasoline or diesel engines and electric power. Because consumers, as well as different regions of the world, favour different technologies, automakers are developing a range of automobiles that run on different fuels. Argentina Australia Austria Belgium Brazil Canada China Czech Rep.

Health Promotion and Education Essay Example for Free

Health Promotion and Education Essay Outline: 1. Health Education a. Definition 2. Five Key Areas in Health Promotion and Education 3. Five Health Promotion Approach a. Medical Approach b. Behavior Change Approaches c. Educational approach d. In Client-Centered Approach e. Societal Change Approach 4. Healthy Lifestyle a. Definition b. How to promote a healthy lifestyle? 5. Advocacy for Health R.A. 9163 Motivation: 1. Are you healthy? Why? 2. How do you define a healthy person? 3. Have you been sent to the doctor or hospitalized? Activity: 1. Diagram of a Healthy Person Ask your students to bring the following material: white cartolina, pencils, coloring pen, scissors and glue Ask your student to draw and image of a healthy person and present it in the class Identify a symbolic picture of your answers to the questions above. Draw a coat of arms using all the symbolic picture of your answers as elements. Lecture: Health Education 1. Health Education a. Definition Health 1. The World Health Organization in 1948 defined health as: a. A state of complete physical, social and mental well-being, and not merely the absence of disease or infirmity. b. Within the context of health promotion, health has been considered less as an abstract state and more as a means to an end which can be expressed in functional terms as a resource which permits people to lead an individually, socially and economically productive life. Health is a resource for everyday life, not the object of living. It is a positive concept emphasizing social and personal resources as well as physical capabilities.1 Health for All 1. It is the attainment by all the people of the world of a level of health that will permit them to lead a socially and economically productive life.2 Health promotion 1. Is the process of enabling people to increase control over, and to improve their health.3 2. Health Promotion is the process of enabling people by strengthening their skills and capabilities as well as changing their social, environmental and economic condition.4 Public health 1. It is science and art of promoting health, preventing disease, and prolonging life through the organized efforts of society. a. It is a social and political concept aimed at the improving health, prolonging life and improving the quality of life not just for a single individual but among whole populations through health promotion, disease prevention and other forms of health intervention.5 Health education 1. Health education comprises consciously constructed opportunities for learning how to promote individual and public health. It involves activities designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health.6 2. Five Key Areas in Health Promotion and Education a. In the 21st century the Jakarta Declaration of the World Health Organizations (WHO) identifies five priorities in health promotion and education: Promote social responsibility for health Increase investments for health development Expand partnerships for health promotion Increase community capacity and empower the individual Secure an infrastructure for health promotion 3. Five Health Promotion Approach a. Various models of health promotion and health education are useful analytical tool, which can help clarify goals and values ​​of health promotion. A framework consisting of five approaches to health promotion, and demonstrate the values ​​inherent in their respective approaches.7 Medical Approach 1. the freedom from disease and disability as defined by medical, such as infectious diseases, cancer and heart disease 2. It involves medicine to prevent or alleviate pain, perhaps with persuasive and paternalistic methods. 3. It gives the importance of preventive medical measures, and responsibilities of the medical profession to make sure that patients adhere to recommended procedures. Behavior Change Approaches 1. To change community attitudes and individual behavior, so they took this healthy lifestyle. Educational approach 1. To provide information and ensure knowledge and understanding of the matter of health. Information about health is presented, and 2. People are helped to explore the values ​​and attitudes, and make their own decisions. 3. Assistance in implementing the decisions and adopt new health practices can also be offered by school health education programs. In Client-Centered Approach 1. This approach is to work with clients to help them identify what they want to know and do, and make their own decisions and choices according to their interests and values. 2. Self empowered client is seen as central to this goal. Societal Change Approach 1. to make changes in the physical environment, social and economic development, in order to make it more conducive to a healthy state 4. Healthy Lifestyle a. Definition According to the World Health Organization (WHO), Health not just defined as the absence of disease it is a state of complete physical, mental, and social well-being. Interestingly enough Healthy lifestyle then are the steps, actions and strategies one puts in place to achieve optimum and maximum health. It is about making smart and informed decision in maintaining our health8 b. How to promote a healthy lifestyle?9 Balanced Diet – the Motto program initiated by Prof. Poerwo Soedarmo in 1950, the father of Nutrition Indonesia suggest the following: 1. Eat a variety of foods 2. Eat foods to meet energy coverage 3. Eat foods carbohydrate source half of their energy needs 4. Limit your intake of fats and oils up to a quarter of the energy adequacy 5. Use iodized salt 6. Eat food sources of iron 7. Give only to infants only breast milk until the age of four months and add the solids after 8. Always eat breakfast 9. Drink water that is safe and adequate amount 10. Make regular physical activity 11. Avoid alcoholic beverages 12. Eat foods that are safe for health 13. Read labels on packaged foods Pattern break – people are too busy and stressed by their workload, domestic problem and even school requirements and activities and so there is n time to rest. 1. The body desperately needs sleep. If you are only able to gain time for 3-4 hours at night, try to find extra time and complete the rest 2. Rest doesn’t mean sleep, if you can relax your body and your mind until you feel completely relaxed. 3. Do breathing exercises, a few minutes of meditation is very meaningful to all your organs. Exercise – it keeps your body at its peak and fit 1. Fitness is associated with the following: a. Our bodies are strong b. Allows the growth of a healthy soul c. Enhance the immune defense system and us. By itself capable ward off various diseases d. Maintain flexibility, endurance and strength, which in turn will encourage us remain active with high mobility e. Reduce and avoid stress f. Look better, feel better and think better 2. Sports activities maintains our body in a fit condition 3. At least thirty-minutes of continuous walk or jog 4. Gym and Fitness activities is also an option to make your body Free from dangerous addictive substances 1. Be educated and learn the dangers of drugs (narcotics, drugs, and addictive substances) and alcoholic beverages Balancing spirituality 1. To be able to realize a balance spirituality will help you behave or think and feel with more compassion and so there is less negative emotion that will stress your mind and your soul. 2. Efforts that can be done alone could be providing a special time for a break from all the busyness and brings you to the tranquility and relief like when you are attending the mass, prayer or meditation. 5. Advocacy for Health a. Definition An over-all design for health promotion and education which is a combination of individual and social actions designed to gain political commitment, policy support, social acceptance and systems support for a particular health goal or program.10 b. How can we help in Health Promotion and Education? Create living conditions which are conducive to health and the achievement of healthy lifestyles. The use of the mass media and available multi-media in educating our community of the current and updated health policies of the government Direct political lobbying to policy makers Community Mobilization through, coalitions of interest around defined issues. 6. HIV and AIDS a. Definition of Terms HIV – It stands for Human Immunodeficiency Virus. Unlike a common cold or flu virus that stays in the body only for a few days when a person becomes infected with HIV, the person becomes HIV positive for a lifetime. The HIV virus would gradually infect and kills white blood cells called CD4 lymphocytes (or T cells) which make the body unable to fight off certain kinds of infections and cancers. AIDS It stands for Acquired Immune Deficiency Syndrome and is caused by HIV. In simple terms, people treat AIDS as advanced HIV disease. The immunity system of a person with AIDS is weakened by HIV that the person will get sick easily and find it difficult to recover from such simple diseases. b. What are the symptoms of HIV infection or AIDS The first symptoms of HIV infection might resemble symptoms of common cold or flu viruses. Other early symptoms of early infection are also similar to other sexually transmitted diseases (STD) and other infections like hepatitis and tuberculosis. Those who do have symptoms generally experience fever, fatigue, and, often, rash. Yet other HIV infected persons do not exhibit any of the symptoms above, as such, the only way to confirm is to test the presence of HIV antibodies. c. How do I get HIV? If you are exposed to the body fluids of a person containing HIV which includes: 1. Blood (including menstrual blood) 2. Semen and possibly pre-seminal fluid (pre-cum) 3. Vaginal secretion 4. Breast milk Three of the four body fluids that contain HIV are transferable during sexual intercourse, thus unsafe sex and promiscuity is the leading cause of being infected with HIV. Other ways that HIV can be transmitted: 1. Sharing needles when shooting drugs 2. Home tattooing and body piercing 3. Accidental needle sticks 4. Blood transfusions 5. Childbirth 6. Breast-feeding False ideas on the transfer of HIV from an infected person: 1. Saliva, tears, sweat, feces, or urine 2. Hugging 3. Kissing 4. Massage 5. Shaking hands 6. Insect bites 7. Living in the same house with someone who has HIV 8. Sharing showers or toilets with someone with HIV d. How should I prevent being infected with HIV? Keeping a strong moral foundation and spirituality to guide youth and individuals away from engaging in unsafe sex and promiscuity Avoid or do not try to get a tattoo or body pierce Always make sure that syringe used on you for medical purposes are sanitized and new Always make sure that the blood transfused or donated are HIV free e. Is there a cure? Up to this time, there is no cure for HIV. All drugs being tested in advanced pharmaceutical firms around the world had yet to discover a cure to the illness. Drug therapy only prolonged and improve the quality of life of people infected with HIV. f. What are sexually transmitted disease ad its relation to HIV? HIV is one of the sexually transmitted diseases from unsafe, immoral sex and promiscuity. Other sexually transmitted diseases includes:11 1. Chlamydia – Is a common sexually transmitted disease (STD) caused by Chlamydia trachomatis, bacteria that can damage a womans reproductive organs like infertility, and can cause foul discharge from the penis of an infected patient. 2. Trichomoniasis (Trich) – it has no symptoms but may cause unusual genital discharge for both men and women. The disease can also increase a person’s risk of acquiring HIV and pregnant women can deliver premature, low birth weight babies. 3. Gonorrhea – the disease damages not just the reproductive organ of the infected person but can affect the anus, eyes, mouth, genitals, or throat. 4. Human papilloma virus (HPV) (Warts) – One silent killer among the list of sexually transmitted diseases for it is asymptomatic, unrecognized, or subclinical and yet a leading cause of cervical cancers among women. 5. Genital herpes – like HIV there is no cure for Herpes and at an early stage it doesn’t exhibit symptoms to an infected person. The swollen genital may not be enough to make sure you are inflicted with herpes, a laboratory test is needed to validate the symptoms. 6. Syphilis – one of the most common and easily diagnose STD is Syphilis and is easy to cure in its early stages. Symptoms include a firm, round, small, and painless sore on the genitals, anus, or mouth, or a rash on the body, especially on the palms of the hands or the soles of the feet. 7. Hepatitis B virus (HBV) – Hepatitis could easily be transferred from an infected person to his/her partner thru sexual intercourse. If you have ever had an STD, you need to test yourself for HIV infection, for the unsafe sex might have exposed you to HIV as well. g. Official Statistics of HIV in the Philippines (to be updated) According to the official statistics of University of California, California, U.S.A. as of 2009 there is an increase in the incidence of HIV infection and AIDS victim in the Philippines.12 General HIV/AIDS

Eating Disorders: A Psychological Perspective

Eating Disorders: A Psychological Perspective Historically, eating disorders such as Anorexia Nervosa and Bulimia Nervosa were misunderstood to be a consequence of an individuals desire to be thin. However, it is now known that they are in fact distinct, self-maintaining psychological disorders with multiple causes. The purpose of this essay was to describe the various psychological causes, effects and treatments of eating disorders although it was also felt to be appropriate to acknowledge the physical, biological and social aspects of such disorders. Its purpose was also to raise the awareness of male eating disorders and demonstrate that such cases have been seen to increase. In order to gather appropriate and non-biased information a range of resources have been used. These include: factual literature, journals, studies, newspaper articles, sufferers personal accounts and notes taken from professional lectures. The extensive research confirmed that eating disorders are in fact psychological disorders and evidenced the fact t hat not only do males suffer too, the prevalence of reported cases has been seen to be increasing. Eating Disorders: A Psychological Perspective For some people, their lives are a constant battle between their diet, their appearance and their emotions; with each pound lost, I was becoming more acceptable to the world (Harvey, 2007). Eating disorders are often mentioned within the media but scarcely spoken about in great detail, which has resulted in stereotypes and misperceptions being made about what eating disorders are as well as what they mean for the individual. One such stereotype is that sufferers are predominantly women who have the desire to be skinny. However, it is becoming increasingly recognised that eating disorders can develop in anyone and are often coping strategies for dealing with difficult emotions through gaining control over an aspect of an individuals life. Consequently, this essay aims to enhance peoples understanding of eating disorders by presenting a psychological account of their development, impact and treatment within individuals. This will be achieved by focussing on two eating disorders in particular, Anorexia Nervosa and Bulimia Nervosa, although other eating disorders will be considered where appropriate. Firstly, a history of these eating disorders will be presented leading to how they are conceptualised and defined today within the current diagnostic system. Secondly, this essay will discuss the potential causes of eating disorders in order to gain an understanding of the common underlying issues, which are potential contributing factors to the development of an eating disorder. Thirdly, the consequences of an eating disorder for both the sufferer and their family will be discussed before exploring an emerging awareness of eating disorders amongst men. Lastly this essay will present the treatments used today in the manageme nt of an eating disorder. It is hoped that this discussion of eating disorders from a psychological perspective will equip the reader with the knowledge and understanding required to challenge any previously held stereotypes and misconceptions of eating disorders. Historically, the behaviours associated with todays eating disorders were not uncommon, or pathologised. For example, there are numerous records of wilful, ritual fasting, which served specific purposes such as to receive some trance-like state that was a medium for sacred visions. Fasting was also used as a means of penance or purification (Bemporad, 1996). Purging was also present during the time of the Ancient Romans. Within this time it was not uncommon for the Ancient Romans to excuse themselves from a banquet, to purge and then return to continue feasting. It is also understood through Egyptian hieroglyphics that the Egyptians used purging as a safety measure against illness and would therefore purge monthly (Engel et al, 2007). Therefore it can be seen that historically, behaviours such as fasting and purging were a part of society and therefore normalised by the social and cultural context that existed then. However society along with its cultural norms has changed rapidly. Accompanying these changes were changing views about peoples behaviour. For example, during the reformation era, women who starved themselves were thought to be possessed by the devil, later they were thought to be frauds seeking notoriety and lastly they were seen as being physically and mentally ill (Brumberg, 1988). Accordingly, the first diagnosis of Anorexia Nervosa was in the case of a wealthy Roman female who starved herself for the sake of spiritual beliefs. However, the first official medical diagnosis was seen in England during the 1680s in the case of a twenty-year-old female where it was said that sadness was the cause of her starvation (Engel et al, 2007). In 1874, Anorexia Nervosa (nervous loss of appetite) was given its name by physician Sir William Gull (Ogden, 2010, p211). He was the first to recognise that such conditions should be considered a mental illness (Engel et al, 2007). However it wasnt until the 1930s that other professionals came to agree that eating disorders were often a result of an emotional or psychological struggle rather than being driven by the desire to be physically thin (Engel et al, 2007). Today, there are a range of known eating disorders including: Anorexia Nervosa, Bulimia Nervosa, Binge Eating Disorder, Eating Disorder Not Otherwise Specified and exercise disorders such as, Bigorexia and Compulsive Exercising (Anorexia Athletica and Obligatory Exercise) (Nemours, 2013). These eating disorders each have their own set of diagnostic criteria, which are outlined within the Diagnostic and Statistical Manual of Mental Disorders (DSM). This framework is commonly used by professionals to diagnose and treat individuals with different types of eating disorders. Anorexia Nervosa is an eating disorder based upon the control of the way an individual looks and the foods they eat. It is thought that sufferers of this disorder strive to be thin because it results in a sense of self-worth and acceptance (MFMER, 2012a); this belief is potentially a result of the medias portrayal of the average person in society today. A sufferer of Anorexia Nervosa tends to be extremely cautious about the amount of calories they consume and their diets are often restricted. This is believed to provide the sufferer with a sense of control and provides a focus for their thoughts; distracting them from difficult emotions they may be trying to avoid. In terms of the official diagnosis of Anorexia Nervosa, the DSM states that there must be: the refusal to maintain a normal weight for the individuals height and age, an intense fear of weight gain even though the individual is already underweight, distorted body image and the absence of a minimum of three consecutive mens trual cycles (APA, 1987, p.67). Women with a BMI lower than 17.5 and displaying physical or psychological aspects stated within the diagnostic criteria will be diagnosed with Anorexia Nervosa (Abraham Llewellyn-Jones, 2001, p.28) and subsequently referred for treatment or therapy. Anorexia Nervosa is split into two types, purging and non-purging/restricting (Ogden, 2010, p.212). Non-purging anorexics solely restrict their diets whereas purging anorexics will restrict their diets and also binge on food and proceed to purge. It is thought that up to 50% of Anorexia Nervosa sufferers engage in binging and purging behaviours (Franco, ND). Common physical symptoms experienced by sufferers of Anorexia Nervosa include: severe weight loss, the growth of fine hair over the body, dizziness, low blood pressure, constipation, and loss of periods and a sense of tiredness but the inability to sleep (Beat, 2010). Psychologically, sufferers often develop inflexible and negative ways of thinking ab out themselves, believing that they are overweight or fat when in fact they are underweight. Behavioural symptoms may include secrecy and self-exclusion during meal times, quietness and withdrawal from social situations. As well as restricting their eating, sufferers may also become obsessive in checking the calorie content of food and their weight. The development of Bulimia Nervosa is also recognised as a response to stressful life events (Abraham Llewellyn-Jones, 2001, p.191) and difficult emotions but conversely, the individual is believed to hold fewer concerns about their physical appearance and the desire to be accepted via thinness. When suffering from Bulimia Nervosa it is thought that an individual engages in binge eating when they feel a build up of tension or stress, as it is believed to relieve them of these sensations (Abraham Llewellyn-Jones, 2001, p.196). Although Bulimia Nervosa sufferers binge eat, they are also believed to understand that this type of disordered eating will result in weight gain. Sufferers therefore take measures to ensure that they avoid gaining weight and the most common measure taken is purging during or after a binge. This is done to prevent the absorption of energy and fats from food into the sufferers body (Abraham Llewellyn-Jones, 2001, p.197). In addition to this strategy, between 7 5 and 90 percent of Bulimia Nervosa sufferers abuse the use of laxatives during and in between purges to assure themselves that the food consumed will not be absorbed as fat (Abraham Llewellyn-Jones, 2001, p.197). It is also understood that many Bulimia sufferers choose to carry out a strict dieting regime between binges to avoid weight gain (Abraham Llewellyn-Jones, 2001 p.197); as they understand the consequences of binge-eating regularly. The diagnostic criteria for Bulimia Nervosa stated by the DSM includes: recurrent binge eating episodes (a minimum of 2 episodes per week for a minimum of 3 months), a sense of a lack of control during binge eating and frequent engagement in self-induced vomiting (APA, 1987, p.68). Although binge eating is recognised as a behaviour of Bulimia sufferers; sufferers who solely binge-eat without purging are classified as suffering from Binge Eating Disorder. As stated by the NHS (ND) the predominant symptom of Binge Eating Disorder is weight gain, which can lead to serious health problems (to be discussed further on in this essay). Sufferers of Binge Eating Disorder and Bulimia commonly experience cravings for sugary foods, headaches and pain within the stomach (NHS, ND). Psychologically, Binge Eating Disorder and Bulimia Nervosa sufferers may appear to be anxious or depressed and often display signs of a sense of guilt after eating which in the case of Bulimia, results in purges. It is important to recognise that exercise disorders often come hand in hand with other eating disorders such as Anorexia Nervosa or Bulimia Nervosa and although they will not be explored in great detail it is important to have an understanding of these disorders. Some symptoms of exercise disorders include: an increase in the amount of exercise carried out due to the belief that a gap in training will result in weight gain, compulsive setting of goals and targets, dissatisfaction after exercising and participating in exercise out of a need rather than for enjoyment. Exercise Disorders, as an accompaniment of other eating disorders (Gavin, 2010) are thought to arise from an individuals desire to gain control within their lives and as a coping strategy for difficult emotions such as depression or anger; it is thought that exercise provides a release for these emotions (Gavin, 2010). Many sufferers will go out of their way to find an excuse to be active, for example it is known that some sufferers use stairways which they ascend and descend in order to obsessively burn calories (Beumont, 2002, p.162). In order to make a diagnosis of an eating disorder, an individuals body mass index (BMI) is calculated and compared to a standard BMI chart (Abraham Llewellyn-Jones, 2001, p.28) and the individual is assessed against a set of diagnostic criteria specific to the suspected eating disorder type. For women, if their BMI is calculated to be below 17.5 and 18.5 then the individual is declared as being underweight; however, if they display signs of the diagnostic criteria then it is probable that the individual is suffering from an eating disorder of some kind (Abraham Llewellyn-Jones, 2001, p.28). Although BMI assessment is often effective, it is important to note that BMI charts fail to consider muscle weight or other individual differences such as age (Abraham Llewellyn-Jones, 2001, p.28); therefore, the results of the BMI match may be misleading. Previously eating disorders were thought to be the consequence of behavioural aspects such as the avoidance of food (Ogden, 2010, p211). However, it is now widely understood that these disorders often emerge as a coping strategy during times of emotional difficulty such as stress, anxiety, depression, anger and loneliness (Beat, 2010). This is thought to be because physical pain is much easier to deal with than emotional pain (Harvey, 2007). Sufferers obtain a sense of control during difficult times of their lives by using food as a way of coping with these difficult emotions (Ogden, 2010, p.212). However, by doing so, they suppress their issues, burying them deeper and in time, making them more difficult to face. Although eating disorders are now commonly recognised as coping strategies for psychological struggles, it is important to recognise that other factors can contribute to the onset of eating disorders. In some cases it is thought that social factors can trigger the arousal o f body dissatisfaction which commonly leads to dieting and under-eating (Ogden, 2004, p.153). For example, the media will commonly use thin females and toned males in advertising which lulls members of society into a false belief that all members of society are thin or toned (Ogden, 2004, p.148). In turn, this causes people to feel self-conscious about their differences to these idealistic body types displayed across the media, therefore creating insecurities. The family is also thought to be a social factor influencing body dissatisfaction; in particular within mother and daughter relationships whereby mothers are dissatisfied with their own bodies and trigger similar feelings in the daughter concerning her own body (Ogden, 2004, p.150). Aside from these contributing factors, studies carried out in the form of personality questionnaires have shown that sufferers of Anorexia Nervosa and Bulimia Nervosa present signs of low self-esteem and depressive or obsessive personality types; o ften combined with neurotic tendencies (Abraham Llewellyn-Jones, 2001, p.50). These personality traits result in unstable foundations of a persons personality and are thought to contribute to causing the individual to be more susceptible to disorders. A study carried out in American, involving 300 students, has suggested that conformists are also more susceptible to eating disorders (UNSW, ND). The study involved the completion of questionnaires containing questions specifically designed to assess the students individual dietary tendencies, conformity levels and body-image related concerns (UNSW, ND). It was concluded that participants whose responses indicated a sense of isolation and rejection from social groups were more likely to conform (UNSW, ND) and therefore it could be suggested that they may be more likely to attempt to fit into the norms surrounding them. This links back to the influence the media is thought to have upon the prevalence of eating disorders. It is thought that significant life events such as childhood sexual abuse and parental loss can play a part in the cause of eating disorders, this is sometimes be down to a lack of, or poor quality of support given after a person experiences such events (Nauert, 2012). Studies have shown that approximately 30 percent of eating disorder sufferers had experienced childhood sexual abuse. Significant events such as these are thought to affect the individuals ability to cope with difficult situations and issues during their adult life (Abraham Llewellyn-Jones, 2001, pp.68 -69). This struggle to cope during adult life is thought to be due to the fact that unmanaged emotions and memories frequently resurface, triggered by sounds or particular situations (VictimSupport, ND). These life events are also thought to cause the victim to feel a loss of control (VictimSupport, ND) which some victims then regain through the control of their eating. Although studies have shown that approximately 30 percent of eating disorder sufferers had been abused during their childhood, as stated by Connors and Morse (1993) Child sex abuse is neither necessary nor sufficient for the development of an eating disorder (cited in Ogden, 2010, p.251). Therefore, childhood sexual abuse is not considered a cause but a potential risk factor for the development of an eating disorder (Ogden, 2010, p.251). While the Significant Events Theory has strength in the fact that it addresses past events experienced by the eating disorder sufferer, the theory fails to explain why many victims of childhood sexual abuse do not develop an eating disorder, nor can the theory explain the increase in the amount of eating disorders cases today (Ogden, 2010, p.252). Through the discussion of potential causes of eating disorders the question arises as to whether such disorders are caused by nature or nurture? Evident from the causes discussed, although it can be suggested that different personality types can cause people to be susceptible to an eating disorder, it is also dependent on the environment in which the individual lives or has previous experience of. For example, it is unlikely that without the presence of other contributing factors such as the medias portrayal of the ideal body or a significant life event that the individual will engage in disordered eating. The effects of an eating disorder are specific to the individual and can come in a range of forms including psychological, biological, physical and social. Psychologically, sufferers of an eating disorder can sometimes develop symptoms indicating depression and anxiety; it is thought that sufferers are also at risk for self harm and in some cases, suicidal behaviour (McCallum, ND). This is evident in an article from The Guardian written by Louisa Harvey, a recovering eating disorder sufferer. Louisa claims that she suffered from depression as a result of her disorder and thought about suicide daily (Harvey, 2007). Depression, as a consequence of Anorexia Nervosa and other eating disorders, could potentially be caused by the underlying difficult emotions suppressed by the disorder. However, the anxiety and depression experienced by Bulimia Nervosa sufferers is thought to be caused by the guilt believed to be felt as a result of the eating binges. Although, as previously mentioned, dep ression is recognised as a possible cause of eating disorders it is in fact suggested that depression is more commonly seen as an effect of these disorders, rather than the cause (Abraham Llewellyn-Jones, 2001, p.192). Similarities can be drawn between the effects of famine and Anorexia Nervosa in that starvation of any kind results in the brain shrinking. This is understood to be caused by dehydration and under-nutrition and is believed to cause changes in an individuals personality (Abraham Llewellyn-Jones, 2001, p.150). These personality changes may include increased irritability, low moods, perfectionism and obsessive-compulsive behaviours (Abraham Llewellyn-Jones, 2001, p.150). Sufferers commonly find it hard to relax and become hyperactive; for some sufferers this results in the individual suffering from insomnia which, if prolonged, causes exhaustion. Poor consumption of food and nutrition are also thought to be the cause of the poor concentration evident in some eating di sorder sufferers (Garner, 2002, p.143) which can affect their lives socially as well as mentally. Sufferers commonly display signs of social withdraw which is possibly as a result of social anxiety experienced by the sufferers (Garner, 2002, p.143). This withdrawal from social situations is likely to impact upon their relationships with other people such as friends and the sufferer may end up being excluded from such relationships. It is believed that many sufferers of eating disorders have an external locus of control. The locus of control concept refers to a persons perception as to where the control of a situation comes from and was developed by Rotter in 1966 (Hayes, 1994, p.452). The concept claims that people with an external locus of control believe that they have little control over situations and believe that most situations are controlled by luck or fate. Aside from the psychological and social consequences of eating disorders, there are also many physical and biological disturbances caused. Changes in a sufferers hormone levels is understood to have significant biological effects on the individual, in particular, a reduced heart rate; this is understood to be caused by the reduced functioning of the thyroid gland (Abraham Llewellyn-Jones, 2001, p.150). Biological effects caused by Anorexia Nervosa include: gum disease, tooth decay, loss of periods and growth of fine hair over the body (GHFED, 2013). These effects are thought to be predominantly caused by malnutrition and the shutting down of body systems, which is done in order to preserve energy in Anorexia Nervosa sufferers. Biological effects specific to Bulimia Nervosa firstly include the fluctuation in weight, which is understood to be caused by eating binges and purging. Purges result in a range of biological effects such as damage to the oesophagus and rotting of the teeth ca used by the stomach acids and burst blood vessels in the eyes and cheeks caused by the frequent purging. Other biological effects, which are specific to Bulimia Nervosa are internal bleeding and complications within the digestive system including ulcers and constipation (GHFED, 2013). The effects of an eating disorder, although predominantly experienced by the sufferer, can also be evident amongst friends and family members of the sufferer. Firstly the family, in particular the parents, may feel a sense of confusion surrounding the reasons behind why their child has developed an eating disorder, especially if the sufferer is unwilling to talk about their disorder. Parents may also feel a sense of anger which may arise from being unable to comprehend the reasons why their child is harming their own body and for putting the family through the worry and stress which comes with an eating disorder. Guilt is thought to be a common emotion felt by the family of a sufferer and this is believed to come from the fact that they feel that they should have been aware of the disorder sooner (Thompson, 2011). Aside from the emotions felt by a sufferers family, it is possible that eating disorders have an impact on a family routine, in particular, meal times; this is because suff erers often withdraw themselves from meal times, making it especially difficult if there are other children in the family. Other siblings of a sufferer may feel neglected as a result of an eating disorder due to the fact that the sufferer will require more attention and special care; it is therefore important for the parents to recognise how the other children may feel and ensure that they are still given the attention that all children need. It is believed that male eating disorder sufferers have been reported since 1689 (Andersen, 2002, p.189). However, throughout literature and the media, eating disorders amongst males are less widely recognised when compared to the recognition of female sufferers. Although studies show that eating disorders are less prevalent amongst men, it is still important that they receive recognition and a fair chance of diagnosis. Studies taken from within communities and clinics show a difference in the ratio of male to female sufferers with 1 males case to every 6 females cases recorded within a community study and a much smaller 10-20 percent of cases being male in clinic studies (Andersen, 2002, p.189). This difference suggests that males are less likely to approach the health services for help or an official diagnosis. This resistance to help could be due to the way men are portrayed in society through stereotypical assumptions such as men are able to cope with emotions. Because of this, m any men may feel like they should be able to cope and may feel embarrassed to approach healthcare services for help. In terms of diagnosis and treatment of male sufferers, Andersen (2002, p.189) states that gender has little influence upon diagnosis and the effectiveness of treatment. However, Lock (2009) argues that males are poorly accommodated in the prevention, diagnosis and treatment of eating disorders. Lock (2009) recognises that there is a lack of research into whether or not males and females respond differently to treatments and acknowledges that much of the criteria and the methods used for assessment and treatment of an eating disorder are based upon females and their body structure. A study carried out in The New York Hospital by Braun et al (1999) was predominantly carried out to compare the disorder diagnosis, age at admission, age at onset and duration of the eating disorder. Admissions of 51 males and 693 females were recorded between 1984 and 1987 and data from these cases showed that the onset of eating disorders within males commonly occurred at later stage when compared to fema les; approximately 21 years of age for males and 17 years of age for females (Braun et al, 1999). The results of the study also showed that many of the male sufferers were participants in sports where performance was influenced by body shape (Braun et al, 1999). The study also addressed the admission rates of males with eating disorders between 1984 and 1996 and the data showed a significant increase in male admissions from 0 percent 1984 to 11 percent of eating disorder cases being male in 1993 (Braun et al, 1999). It could be suggested that if the number of male eating disorder cases continues to rise, as suggested by Lock (2009), more research into the diagnosis and treatment of eating disorders amongst males should be carried out. The type of and way in which treatment is delivered to a sufferer of an eating disorder will be specific to the individual and type of eating disorder. The general outcome desired through treatment of Anorexia Nervosa is weight gain, for Bulimia Nervosa the aim of treatment is to reduce the desire or need to binge-eat (MFMER, 2012b). Although there are a variety of psychological treatments including Cognitive Behavioural Therapy, Interpersonal Psychotherapy and Family Therapy it is understood that Cognitive Behavioural Therapy (CBT) is the most widely used treatment for eating disorders (Fairburn, 2002, p.308); commonly referred to as CBT-E (Enhanced CBT) in these cases. This type of therapy is popular as it is thought to be perfectly matched for treating these disorders, because CBT-E strives to implement cognitive change and eating disorders are believed to be disorders of cognitive functioning (Fairburn, 2008, p.23). CBT-E is also thought to be an appropriate therapy for eating di sorders because it can easily be adapted to treat different eating disorder types (Fairburn, 2013). This adaptable quality is important as it is widely understood that eating disorder sufferers do not suffer from just one type, but instead shift between different behaviours associated with different eating disorders once they are locked in to the thought cycle of eating disorders (Fairburn, 2013). There are four stages of CBT-E and the frequency of treatment sessions declines throughout these stages (Fairburn, 2008, p.24). Stage one involves engaging and educating the client about the eating disorder in order to broaden their understanding in preparation for treatment and implementing regular eating patterns (Fairburn, 2002, p.305). It is during stage one that a formulation is created; this is based on the potential underlying processes causing the eating disorder, which allows the therapist to understand which areas need targeting through therapy (Fairburn, 2008, p.24). During stag e two, the therapist and the client continually review the therapy and adapt to any new problems which may have become apparent; these are added into the formulation and addressed in following sessions (Fairburn, 2008, p.25). Stage three is where the main contributing factors to the eating disorder are addressed. These factors are often the barriers preventing the client from having already recovered and will be specific to the individual; this stage is thought to have the biggest impact within treatment (Fairburn, 2008, p.25). The final stage, four, is focused upon preparing the client for the end of treatment. During this stage the client and therapist work together to set manageable goals for maintaining the cognitive shift achieved and implementing a plan for dealing with potential setbacks in the clients progress (Fairburn, 2002, p.305). There are many strengths of CBT-E including the fact that it can be adapted to treat a range of eating disorders and clients of different ages (Fairburn, 2008, p.23). Another strength of CBT-E is that its dropout rates are low, with just 15-20 percent dropout rates recorded in many healthcare centres (Fairburn, 2002, p.306). This suggests that it is a treatment which continually engages the client and it could also be suggested that the frequent review of sessions enables the therapist to understand the clients specific need and adapt sessions to suit these; resulting in a potentially good relationship between the client and therapist. Another strength of CBT-E comes from the fact that in most cases it aims to address many aspects of an eating disorder (Fairburn, 2002, p.306), dealing with the causes of the disorder rather than just the symptoms, as drugs are commonly recognised for. This holistic approach to treatment provided by CBT-E supplies a more long term treatment in comparison to drug treatments but may not be suited to individuals who struggle to remain motivated and engaged with the therapy. The success rate of recovery is also high for CBT-E and as discussed by Fairburn (2013), this is shown through a study carried out in Copenhagen by Poulsen et al (Fairburn, 2013). This study showed that CBT-E had a 60 percent success rate which was reviewed and recorded for 24 months and sustained its success during this time (Fairburn, 2013). Occupational therapy (OT) is a management strategy used with sufferers of eating disorders and is often used within eating disorder services. An occupational therapist usually works as part of a multidisciplinary team and aims to provide and encourage a balance between the eating disorder and other meaningful occupations such as socialising, hobbies or other interests in the daily life of sufferers (Clemmer, 2009). An occupational therapist will collaborate with a client in order to set realistic goals of the therapy to suit the individuals needs. Following this, a treatment plan is then created which may involve planning meals and snacks, developing or learning new skills or arranging participation in a range of activities which interest the client. The fact that OT addresses all aspects of an individual and their surrounding environment and works with these, means that the therapy is very client focused and adaptable to meet individual requirements (COT, 2011); this potentially res ults in a more effective outcome when compared to more standardised and less personalised treatments. To conclude, although eating disorders are often mentioned within the media, they are frequently unexplained and therefore misunderstood by many members of the public. Eating disorders come in a range of forms from Anorexia Nervosa, Bulimia Nervosa, binge eating, unspecified eating disorders and exercise disorders. Eating disorders are believed to commonly be triggered by an individual experiencing a situation or emotion which is difficult to deal with psychologically and t

A Curse and a Gift :: Personal Narrative Death Papers

A Curse and a Gift He stands in the dark, lingering. Always linger. Faceless, but his cold, menacing eyes illuminate from the depth of the abyss. He’s gone now. My attention is diverted to a lonely, deserted road. There’s no sign of life anywhere. It’s pitch dark and I’m walking. I don’t know where I’m going, but I have to get out of this darkness. A cold, unsettling breeze emerges from a warm, summer’s night. I feel chills rising through my spine. â€Å"Something’s wrong.† I walk for a considerable amount of time. Finally, out of nowhere I see a speck of light. I get closer. A somber crowd stands in a circle with their heads down, as if at a funeral. Two cars, a red Pontiac Firebird, and a silver Toyota Celica, had lost control and gotten into a terrible collision. They look familiar. I force my way through the spellbound, immobile crowd. My heart beat fastens to a thousand beats per minute. I drop to my knees in hysteria. â€Å"Kelvin! Kelvin! Not you too! Please don’t do this to me!† He lays there. Face up towards a glorious sky. There are millions of stars out tonight. But I haven’t noticed them. He just lays there. His hands folded and resting on his thigh, he lays in a pool of blood, on the dry, brown earth. He hasn’t suffered any substantial physical injuries from what I can see. He looks peaceful, so peaceful, in eternal repose. I can still recognize him. He’s 6’1, with a dark, chocolate complexion, an athletic build and a handsome face. He is my brother. Claudia, a close friend of mine, comes up to me in tears. She puts her arms around me and says â€Å"I’m so sorry.† She and Kelvin, both proud thrill-seekers were racing. She has survived the collision. My brother is gone. I woke up sweating and distraught, in tears. My heart was still racing. I frantically recited psalm 23, the Lord’s Prayer. After that, I grabbed the television remote which I had placed under my collection of stuff animals and turned on the television to Cartoon Network. Tom and Jerry was being showed. I reached for my journal which lay next to the remote on my bed, and began to write. Imagine losing your uncle, cousin and a very close family friend in one year. Better yet, imagine losing four people that are very dear to you in a three year time span.

Colombian Independence Movements :: essays research papers

Colombian Independence Movements   Ã‚  Ã‚  Ã‚  Ã‚  A series of independence movements had marked most of South America, or â€Å"Nueva Granada† in particular during the vast time period of the early 16th century up until the late 18th century – early 19th century. An introduction of the time period which dates back to the late 15th century, illustrates how the Southern portion of the now Colombia had become a part of the Incan Empire whose central base had been located deep into Peru. Only the enlightened historians and those that have done thorough research of the time period have noted the existence concerning the various Indian tribes that roamed freely throughout portions of the land much before the emergence of the Spaniards into the territory.   Ã‚  Ã‚  Ã‚  Ã‚  Beginning in the early 16th century, we begin to see the arrival of a substantial number of Spaniards throughout several portions of New Granada (Nueva Granada in Spanish). One must also take into account that Colombia was not the only country in New Granada: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ecuador †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Panama  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In addition to Colombia, these three counties formed †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Venezuela  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  what had been referred to then as New Granada. The first permanent settlement on the European mainland, Darien, had been found and conquered by the Spaniards in 1510. This had marked the surfacing of the Spaniards across South American lines as many more were to follow. An additional notable conquering had occurred when Pascual de Andagoya had reached the San Juan River in 1522. The term New Granada itself had not been instituted until the actual foundation of the colony in 1538; it had remained as New Granada up until 1861 which was when it was called the United States of Granada as a result of the rewriting of the constitution. Moving ahead in time periods until the early 18th century, Bogotà ¡ (the present capital of Colombia), became the capital of the new Spanish Viceroyalty of Nueva (New) Granada, which also ruled over Ecuador and Venezuela. While studying the independence movements of Colombia, many historians have also noted that the Indians initially tolerated the influx of the Spaniards but rebelled when the colonists tried to enslave them and take possession of their lands. Almost immediately, a large part of what became Colombia had been conquered by the Spanish, and a number of towns, including Cartagena (founded in 1533), were prospering. In 1544, the country was incorporated into the viceroyalty of Peru, where it remained until 1739 when it became a part of New Granada (comprising the territories of what are today Colombia, Venezuela, Ecuador and Panama, as previously stated).