Woolly Mammoth Essays - Food Preservation, Woolly Mammoth, Mammoth

Woolly Mammoth Woolly Mammoths Remains: Catastrophic Origins? By Sue Bishop Since Ted Holden has repeatedly insisted that the mammoth whose remains were found in Siberia in 1901 was preserved by some great catastrophe as described in Velikovsky's books, I decided to research the topic. I found several books on the subject, including the original book written by one of the scientists who actually examined, preserved and transported the mammoth remains from Siberia. Preservation of the mammoth remains was somewhat different than has been imagined by the uninformed. The mammoths were 'mummified', a process that is quite easily done in a cold environment. Guthrie compares it to the process that packaged meat undergoes in a freezer. The following is from Frozen Fauna of the Mammoth Steppe by Guthrie: The word mummy has long been used to describe carcasses preserved in northern permafrost. Some have objected to this usage on the basis that preservation by freezing is unlike 'real' mummification of an embalmed or dried corpse. However, frozen carcasses, like Dima and Blue Babe, (two well preserved carcasses described in his book, Dima is a baby mammoth, Blue Babe is a bison) are indeed desiccated and fully deserve to be called mummies. (Guthrie 1990) Underground frost mummification should not be confused with freeze-drying, which occurs when a body is frozen and moisture is removed by sublimation, a process accelerated by a partial vacuum. ... I have often freeze-dried items, sometimes inadvertently, during our long Alaskan winters, where the temperature seldom rises above freezing for eight months of the year. (Guthrie 1990) However, the desiccation of fossil mummies is quite different than freeze-drying. Moisture contained in a buried carcass is not released to the atmosphere but is crystallized in place, in ice lenses around the mummy. This process is more comparable to tightly wrapped food left too long in a freezer. When a stew is first frozen, it swells to a somewhat larger size, bulging the sealed plastic container. The longer it stays in the freezer, month after month, the more the moisture begins to separate, forming ice crystals inside the container. The stew itself shrinks and desiccates. Year follows year, and the stew becomes more and more desiccated, as ice segregates from it. Eventually, the stew has become a shriveled, dehydrated block; unlike freeze-drying in which the object theoretically retains its original form, the stew is shrunken in size and surrounded by a network of clear ice crystals. Soft tissue becomes mummified and shrunken down, looking like a desiccated mummy dried in the s un. These two processes of cold mummification and freeze-drying were not distinctly understood by people unfamiliar with long winters and the back corners of deep freezers. (Guthrie 1990) The picture in the Sutcliffe book shows the front leg of the Berezovka mammoth. The muscles are dried straps over the bones, quite as Guthrie describes, looking very mummified. As for instant freezing, as claimed by Ted Holden, there is no evidence of that. The Berezovka mammoth shows evidence of having been buried in a landslide, the cold mud acting as preservative and the underlying permafrost completing the process by freezing the carcass. E. W. Pfizenmayer was one of the scientists who actually recovered and studied the Berezovka mammoth. I was able to obtain his book, Siberian Man and Mammoth through interlibrary loan. It's quite interesting, the mammoth story is only a part of his book, he also commented at length on people who were living in Siberia at the time of the scientists' journey to get to the site of the mammoth. Pfizenmayer says about the mammoth: Baron E. von Toll, the well-known geological explore of Arctic Siberia, who perished while leading the Russian expedition in 1903, had covered in 1890 most of the sites of previous finds of mammoth and rhinoceros bodies in carrying out his professional investigations. In doing so he had established that the mammoth found by Adams in 1799 buried at the mouth of the Lena in a crevice of a cliff from 200 to 260 feet high, and sent by him to St. Petersberg, had been frozen in a bank of diluvial ice on the slope of the river. This ice bank was not (as Adams believed and stated

Definition and Examples of Verbal Play in English

Definition and Examples of Verbal Play in English The term verbal play refers to the playful and often humorous manipulation of the elements of language. Also known as logology,  word play,  speech play, and verbal art. Verbal play is an integral characteristic of language use and an  important component in the process of language acquisition.   Examples and Observations Whats the difference between the Prince of Wales and a tennis ball?One is heir to the throne and the other is thrown into the air.The value of marriage is not that adults produce children but that children produce adults.(Peter De Vries, The Tunnel of Love, 1954)I understand your new play is full of single entendre.(George S. Kaufman to fellow playwright Howard Dietz)Child: Mommy, can I go out and play?Mother: With those holes in your pants?Child: No, with the girl next door.Your mama is so  skinny she can hula-hoop a Cheerio.Dear Sir or Madam or Sodom or Whom It May Confirm:I understand you are hiring programmers and hereby present my amplification for annoyment by your firm. As you see, I see, juicy lucy goosy poosy, I have long expedience in grammar and was medicated in the best schools and my dram is to ride underwear. On my clothes is my consomme. Please feel free.I remain your humble serpent.(James Joyce Business School,  A Prairie Home Companion, March 4, 2000)Sense and No nsenseVerbal play, though independent of sense, does not need to be nonsense; it is indifferent to, but not in opposition to, meaning. Verbal play  is  actually an appeal to reason with the intention of suspending its inhibitive power.(Leonard Falk Manheim,  Literature and Psychology, 1988) Speech Play and Verbal ArtThe boundaries between speech play and verbal art are hard to delimit and are cultural as well as linguistic. At the same time, there are certain verbal forms where the relationship between the two is particularly salient and where it is quite clear that forms of speech play constitute the building blocks of verbal art. These include most particularly the stretching and manipulation of grammatical processes and patterns, repetition and parallelism, and figurative speech. Typically verbal art is characterized by combinations of these forms of speech play.(Joel Sherzer, Speech Play and Verbal Art. University of Texas Press, 2002)Verbal Play  in African American Communities- Verbal play in the African American community is both performance and entertainment, oriented like sandlot football or card playing at picnics. But it can, on occasion, be as serious a kind of play as competitive football or bid whist tournaments.(T. Garner and C. Calloway-Thomas, African American Orality: Expanding Rhetoric. Understanding African American Rhetoric, ed. by R. L. Jackson and E. B. Richardson. Routledge, 2003)- In inner-city communities where black English is spoken . . . certain styles of  verbal play  are commonly practiced and highly valued. Such play involves both play with language and provocative play with social conventions. Individual social standing in part depends on the command of these highly structured types of repartee and the ability to keep cool while giving and receiving outrageous insults or challenges to self-esteem. Young children in such communities gradually learn this style of verbal play, using one-liners at first, but often accidentally giving or taking real offense before they understand how to use the techniques creatively and with the proper emotional distance.(Catherine Garvey, Play. Harvard University Press, 1990)

Is it accurate to describe the Global Justice Movement as a 'global Essay

Is it accurate to describe the Global Justice Movement as a 'global movement' - Essay Example For instance, the global character of these emergent social movements reflects the contemporary movement of ideas, information, products, and people. The movement of people outside national borders are viewed as outbursts of aspirations, and by itself, they are considered integral to sociological analysis (Goodwin & Jasper 2009). The French sociologist Bourdieu (2001 cited in Ruggiero 2002) asserts that governments should meddle with the rules running the economy. At the same time, he emphasises the appearance of new kinds of political movement, and new forms of organisations driven by self-supervision, and â€Å"characterised by a structural lightness allowing agents to reappropriate their role as active subjects† (Ruggiero 2002: p. 48). These present-day social movements are described to develop precise goals, to take on kinds of activity of high representative character, to be global, and to demand highly dedicated personal involvement from members, and to form themselves a s freely organised systems (Della Porta & Diani 2006). The Global Justice Movement exhibits almost all of these features. This paper tries to determine whether it is accurate to describe the Global Justice Movement as a ‘global movement’. The Contemporary Global Movement The initial years of the 21st century were a period of hope and enthusiasm for many people across the globe. A new form of social movement was developing. Driven by the dialogical and varied networks of protest envisioned by the Zapatistas, an array of popular movements and militant-directed non-governmental groups, maybe mostly but absolutely not totally from the global North, were banding together to form a mobilization of movements opposed to neoliberal globalisation (Eschle & Maiguashca 2005). Some of them are enemies of the World Trade Organisation, World Bank, and the International Monetary Fund; supporters of global finance capital taxation; critics of the strengthened control of multinational en tities; proponents of debt assistance for Third World countries; and detractors of capitalism motivated by different expressions of socialist and revolutionary principles. Nevertheless, the 9/11 attack and their consequences have raised difficult challenges to the GJM. The social significances connected to the terrorist attack in the U.S., the legitimisation of militaristic nationalism forces and the accompanied transformations in the political arena of global governance have merged to change the political setting where in the movement works (Amoore 2005). In this environment of terror and nearly unanimously exercises of U.S. power, mechanisms of political, social, and economic de-territorialisation which had reinforced the development of global movements may be more and more re-expressed in nationalistic ways (Mayo 2005). Whether the Global Justice Movement is capable of calming the neo-imperial rage, holding back the powerful drag of nationalisms, and thus preserving its thrust to wards a more unified, peaceful, and just global order remains unresolved. There are major similarities between the current global anti-war movement and GJM. These similarities attest to the fact the GJM is indeed a ‘global movement’. Primarily, a great deal of the anti-war movement has taken on GJM’s very effective network framework of global grassroots political movement feature. Second, organisations and leaders integral to the GJM have turned out to be strongly involved in the anti-war move

Marketing, Strategy and Enterprise Essay Example | Topics and Well Written Essays - 3000 words

Marketing, Strategy and Enterprise - Essay Example decide to enter the B2C market. Analyse the likely differences between the B2B and B2C part of the business, along with the advantages and disadvantages for SPSL marketing its service to both businesses and consumers. 8 Saxon Plumbing Services London Ltd. is a plumbing Services Company established in 2000 by two brothers, Peter and Hair Blair. Its head office is located in South London, UK, with a staff of 40 employees. From a humble beginning, this company grew to generate an income of  £5.0m and a gross profit of  £1.2m. At present, the company is planning to expand its services to Manchester with five more stores in the territory. Manchester is a good choice for expansion since there is an established need for repairs in constructions of houses and buildings in this town. Annual housing alone in England in 2013 totaled 122,950 units (Gov. UK, Feb. 2014). This alone, is a comfortable number of houses/buildings to serve and begin with. Services offered by SPLS are competitive, superior and will always be available. The Mayor of London, Boris Johnson, has big dreams for London (The Mayor’s economic Strategy for London, May 20, 2012). He wants the city to grow both in terms of jobs and po pulation. He believes that the country could emerge successfully from its present economic crises and become a world leader. Towards this vision of growth, SPLS sees the emergence of business which could support the growth of the company. Manchester is not very far away from London. It is located in England’s North-West in the heart of UK and is only two hours away from London. It is an ideal site for SPLS since it is the largest city in the north, an economic centre and therefore could be a profitable opportunity for the company. Besides, it could be a gateway to serve other areas since its international airport serves Asia, Africa,

Nursing-introduction to personal & professional development Essay

Nursing-introduction to personal & professional development - Essay Example e simple understanding of multiplication and division, percentages, conversion of units and the handling of different ratios and proportions in medication. So, in mastering the skill of numeracy, proper learning framework and teaching is very much required for the nurses so that they can perform not only well in classrooms but also in their practical settings. Adequate guidance and support by practitioners and educators is also required for the new nurses. In United States a shocking number of patients die every year just because of severe medications errors on the part of the nurses. Institute of Medicine, a generally cited estimate, places thousands of deaths as the result of calculations and medications errors and concludes these errors the fourth leading cause of causalities in United States. Numbers are very important in medicine and drug therapy. The term numeracy skills mean the utilization and recognition of numeric data or numbers accurately and clearly. This data may be used on forms and in performing other numeric calculations. So, we can say that the use of numeric data in a proper way is very required for a professional nurse. Furthermore, it is also important to use this data effectively and competently which is only possible if a nurse learns the basic skills of numeracy. Remember, the success of any nurse always depends on the professionalism associated with the use of numeric data. As already mentioned, that nurses always require proper understanding of the numeric data. Some basic courses or entry level lessons in home nursing always include the ability to understand and learn medication calculations plus numeric data related to various tests. These calculations may be in fractions, numbers and percentages and considered as the building blocks of the career of any nurse. So, here the question arises why numeric data is so important? Actually various calculations are always required for the proper assessment of the patient. For example, if

Care Models For Dementia

Care Models For Dementia Name Gursewak Singh Strength based model A strengths-based approach operate on the statement that people have strengths and resources for their own empowerment. Traditional teaching and expert development models think on deficit based approaches, ignoring the strength and experience of the participants. In a strengths-based approach the focus is on the individual not the content. Drawing on grateful inquiry, strengths based methodologies do not disregard problems. Instead they shift the frame of reference to describe the issues. By focusing on what is working well, informed successful strategies support the adaptive growth of organizations and individuals.(1) Strength-Based Assessment Practitioners working within a strength-based framework emphasize strength-based assessment as a critical first step in the movement toward seeing the strengths and competencies of children and families. Strength-based assessment serves two purposes: 1) It offers practitioners a reliable tool to assess the skills, competencies, and characteristics of individuals and families 2) It provides researchers a reliable and valid way to assess change in individuals following participation in strength-based programs. A reliable tool to assess individual and family strengths and competencies, strength-based assessment provides practitioners with a positive way to approach intervention with youth and families. Practitioners working from a strength-based approach emphasize the importance of asking youth and families the right questions.à ¢Ã¢â€š ¬Ã… ¸ Strength-based assessment is defined as the measurement of those emotional and behavioral skills, competencies, and characteristics that create a sense of personal accomplishment; contribute to satisfying relationships with family members, peers, and adults; enhance one’s ability to deal with adversity and stress; and promote one’s personal, social, and academic development. Planning Personal Planning is a process of discovery. It is a planning process that enables individuals to be self-determining and involves recording and supporting the choices, goals, dreams and aspirations of each individual. †¢The aim of personal planning is for individuals and family/whanau to create a better life for themselves (not the development of a plan). †¢Different approaches will be required for different people. †¢Personal plans are built on strengths, preferences and aspirations. †¢To be useful, plans must be translated into actions. Practitioners working within a strength-based structure emphasize strength-based evaluation as a significant first step in the movement toward seeing the strengths and competencies of children and families. It offers a dependable tool to assess the skills, competencies, and characteristics of individuals and families. It provides researchers a reliable and valid way to assess change in individuals following participation in strength-based programs. A reliable tool to assess individual and family strengths and competencies, strength-based evaluation provides practitioners with a positive way to approach intervention with youth and families. Strength-based assessment is defined as the measurement of those emotional and behavioural skills, competencies, and characteristics that create a sense of personal accomplishment; contribute to pleasing relationships with family members, peers, and adults; enhance one’s ability to deal with adversity and stress; and endorse one’s per sonal, social, and academic development. A strength based approach runs on the assumption that people have strengths and resources for their own empowerment. Here the focus is on an individual strengths and abilities, not their disability. The community is their resource and people learn to grow and change no matter what their disability.(2) 5.1 Strengths: †¢It is an empowering alternative to traditional therapies which typically describe family functioning in terms of psychiatric diagnoses or deficits. †¢It avoids the use of stigmatizing language or terminology which families use on themselves and eventually identify with, accept, and feel helpless to change. †¢It is at odds with the victim identity epitomized in popular culture by the appearance of individuals on television or talk radio sharing intimate details of their problems—which is inherently self-defeating. †¢It fosters hope by focusing on what is or has been historically successful for the person, thereby exposing precedent successes as the groundwork for realistic expectations. †¢It inventories (often for the first time in the persons experience) the positive building blocks that already exist in his/her environment that can serve as the foundation for growth and change. †¢It reduces the power and authority barrier between the person and therapist by promoting the person to the level of expert in regards to what has worked, what does not work, and what might work in their situation. Weaknesses: †¢Focusing too much on the strengths may cause further problems for important matters/problems may be overlooked and ignored. †¢A person’s creativity and innovativeness may not grow and develop if he/she only performs based on his/her strengths. †¢It makes it difficult to build resilience. The support of the social value of people with a disability, older people and people with a mental illness in New Zealand society. Persons with disabilities have emerged in the public eye in recent years in both affluent and economically poor societies as being people who have a legitimate grievance with their communities due to their historical role and status as being people who have been forced to live at the margins of everyday life. Support for people who are socially devalued and their families to exercise more control and authority over their lives and futures. New Zealand practices social role valorisation in terms of accepting disabled people in the the public.(3) Social Role Valorisation Model Social Role Valorisation is a set of approaches intended to enable devalued people in society to experience the good life. These approaches are best used by persons who clearly believe that depreciation of a party is wrong, and who are prepared to work to overcome this SRV,s many strategies derived from practical experience and from what research has revealed, is to help devalued people achieve valued social roles. It finds that this is the most powerful way to work against devaluation and its negative effects, and provides a wide variety of techniques and approaches to do so.(4) Person-Centred Planning â€Å"refers to a group of approaches to organizing and guiding community change in alliance with people with disabilities and their families and friends†. A typical person-centred plan should include these steps in one form or another: †¢Getting to know the person with the disability. †¢ Assembling a team to develop a comprehensive personal profile of the individual, known as the â€Å"focus person†. †¢A clear, unrestricted vision of success is developed by the team, which guides the rest of the process. This vision involves the person’s talents and dreams, and includes new roles he or she can fill in society. Person-Centred Planning usually begins by getting to know the person. This involves meetings or visits outside of the professional setting, such as at a home setting. It is assumed that parents or those closest to the focus person know this person best. A network or â€Å"circle† of people is established who know and have a vested interested in the individual. This network is intervisionary, as different to interdisciplinary, and may include family, friends, peers and clergy. The focus person and parents control the planning process. organization is achieved by a facilitator who makes records, utilizes graphics, and who works to establish and promote the vision. The external facilitator also helps to ensure that the focus person’s role is being met in the process. A positive, relaxed atmosphere of acceptance is developed to promote maximum comfort for the focus individual. The focus person and/or those most important to this person selects the time and location for meet ings as well as who will and will not be invited. When the vision of success has been achieved, the final step is to develop Flexible ongoing action plans and community supports by an open forum and brainstorming. The person’s setting, current skills/deficits, current activities, and other information are also collected. Barriers that may stand in the way of community involvement are evaluated, such as insufficient funding, a lack of recreational facilities, and community attitudes. Service providers are taught where the person would prefer to live, work, spend leisure time, and relax. They are also taught to analyze the person’s daily schedule in terms of strengths, learning styles, and capacities. The result is daily and weekly schedules that involve residence, work. Programs and staff training are provided at this time in the following areas as needed and depending on the goals. A review of the individual’s daily and weekly schedules is undertaken.(5) There may be programmatic shortcomings that interfere with the clients getting what they need. However, any such programmatic weaknesses may be created by other non-programmatic trouble, such as regulations, funder requirements, lack of comprehensiveness of an entire service system. There may not be other local services that have greater or lesser structure that allow them to take in people who have greater or lesser degrees of need than the service being assessed can adequately address. And so on. The lack of needed service options, and the pressure to accept clients who do not need what the service is structured to offer, are non-programmatic issues. There was a time, even a generation ago, that much more was known about the deficits, limitations and purportedly negative traits of persons with disabilities than was known about their strengths, gifts and contributions. This had its origins in a largely exclusive focus on peoples limitations and a virtual non-recognition of their str engths and contributions. This began to change as some people began to recognize the drawbacks of a deficit model and the merits of a strengths based approach to disability. This notion of strengths based strategies originated outside of the disability world though it has spread to many sectors including mental health, social work, youth work, and education. Now the voices of disabled people are heard and active participation in community has enhanced their living. (6) Assessment †¢knowing that individuals and families themselves have natural authority and are best placed to identify their own needs and plan for the future †¢actively listening, providing opportunities for families/individuals to tell their story, honoring and respecting their journey and having a non-judgmental approach †¢taking the time needed to develop the relationship, understand needs and aspirations and plan any required response Planning Person-Centred Planning â€Å"refers to a group of approaches to organizing and guiding community change in alliance with people with disabilities and their families and friends†. A typical person-centred plan should include these steps in one form or another: †¢Getting to know the person with the disability. †¢ Assembling a team to develop a comprehensive personal profile of the individual, known as the â€Å"focus person†. †¢A clear, unrestricted vision of success is developed by the team, which guides the rest of the process. This vision involves the person’s talents and dreams, and includes new roles he or she can fill in society. Person-Centred Planning usually begins by getting to know the person. This involves meetings or visits outside of the professional setting, such as at a home setting. It is assumed that parents or those closest to the focus person know this person best. A network or â€Å"circle† of people is established who know and have a vested interested in the individual. This network is intervisionary, as different to interdisciplinary, and may include family, friends, peers and clergy. The focus person and parents control the planning process. organization is achieved by a facilitator who makes records, utilizes graphics, and who works to establish and promote the vision. The external facilitator also helps to ensure that the focus person’s role is being met in the process. A positive, relaxed atmosphere of acceptance is developed to promote maximum comfort for the focus individual. The focus person and/or those most important to this person selects the time and location for meet ings as well as who will and will not be invited. When the vision of success has been achieved, the final step is to develop †¢developing a true partnership with families and people with a disability †¢focusing and building upon individual and family strengths †¢providing the information required for individuals and families to make informed choices †¢keeping in regular contact with the individual or family †¢Committing to make a real difference in the lives of people with a disability and/or their families – believing that all people have a contribution to make to society and should have the opportunities to do this. The following 12 principles form the basis of decisions. They are underpinned by the principles of the: †¢Treaty of Waitangi †¢UN Convention on the Rights of Persons with Disabilities †¢NZ Disability Strategy †¢Cares’ Strategy 1. As citizens, disabled people have the same rights and responsibilities as all other people to participate in and contribute to the life of the community. 2. Disabled people and/or families supporting disabled people are best placed to determine their own goals, and to plan for the future either independently, as a family, or supported by advocates of their choice. 3. Families, friends and personal supports are the foundations of a rich and valued life in the community. 4. Disabled people and their families have natural authority and are best placed to be their most powerful and enduring leaders, decision makers and advocates. 5. Maori disabled are recognized as tangata whenua. Their aspirations, rights and needs will be met in ways that support their identity, beliefs, values and practices as individuals within whanau. 6. The aspirations, rights and needs of diverse cultural groups are understood and respected in ways that support their identity, languages, beliefs, values and practices. 7. Access to information that is timely, accurate and available in appropriate formats enables people to make appropriate decisions and to gain more control over their life. 8. Communities are enriched by the inclusion and participation of disabled people, and these communities are the most important way of providing friendship, support and a meaningful life to people with disabilities and/or their families and carers. 9. The lives of disabled people and/or their families are enhanced when they can determine their preferred supports and services and control the required resources, to the extent that they desire. 10. Services and supports provided through Local Area Coordination complement and support the primary role of families, carers and communities in achieving a good life for disabled people. These services and supports should not take over or exclude the natural supports that already exist or could be developed. 11. Partnerships between individuals, families and carers, communities, governments, service providers and the business sector are vital in meeting the needs of disabled people 12. Disabled people have a life-long capacity for learning, development and contribution. Coordination †¢LAC focus on the creation and maintenance of natural networks and assisting with access to community services rather than disability specific services. †¢Combined with a focus on natural networks and community services, community building is an essential element of the Local Area Coordination approach. †¢Community building is about working to achieve: Neighborhood, local and community resources as part of the natural support for individuals and families Community awareness of and support for people with a disability and/or their families Development of leadership skills of community members, where these leadership skills are of benefit to people with a disability and families in the local community Full inclusion of people with a disability and families in all aspects of community life (the social, economic, cultural, environmental and spiritual). †¢there is a clear and agreed geographic boundary that defines the area where each LAC works †¢Local Area Coordination is seen in the context of, and as a participant in, community rather than as a traditional service response approach. †¢LAC are embedded in the community and have family friendly offices 5.1 Strengths †¢Focus on a meaningful life and family leadership †¢Emphasis on strengthening community capacity and less on funding †¢Greater emphasis on the principles of planning for the future especially at times of transition, importance of personal networks and community connections †¢Complement the role of other services and partnerships †¢Work with local communities to support inclusion and the valued contribution of people with disabilities Weaknesses †¢Many individuals said there was a restriction on time as to when they could access the LAC service due to LAC post being part-time; often enquiries were put on hold or fitted in with work time. It was commonly felt that a full time LAC worker was needed or other additional support put into place to meet demands of individuals. †¢Expansion of the role and high workloads, reducing LAC capacity for direct work with consumers. †¢Some perceptions of inconsistency in quality and levels of service REFERENCES 1)http://www.axiomnews.ca/NewsArchives/2008/December/December15a.html 2) http://www.tuhana.org.nz/index.php/strenghs-based-approaches#1 3) http://www.imaginebetter.co.nz/purpose.php 4) http://www.socialrolevalorization.com/ 5) https://www.seniors.alberta.ca/PDD/Central/Docs/PCP_Lit_Review.pdf 6) http://www.socialrolevalorization.com/articles/kendrick/respect-for-people-with-disabilities.html

Compare and Contrast the Way in which Emerson and Thoreau Represents Am

In the year of 1600’s, the United States of America was being colonized by European countries especially by England. However, on 4th of July 1776 America became independent after having drafted the â€Å"Declaration of Independence† initiated by Thomas Jefferson [History of the United States, Wikipedia]. The difference between these two time periods shows that Britain had colonized America for about 176 years which ultimately led to prosper European cultures. Although America became an independent nation, European culture was still playing its role. Therefore, American writers namely Ralph Waldo Emerson and Henry David Thoreau presented an idea about American Identity. Emerson in The American Scholar and Thoreau in Walden represents the idea of American identity by connecting this concept with nature and individuality but Emerson presents his idea about American identity in an intelligent manner whereas Thoreau uses mockery to present his idea. Emerson and Thoreau both have connected the idea of nature and individuality to represent an American identity. Well, the reason for both the writers having mentioned nature and individuality is because they are transcendentalist. Ralph Waldo Emerson had first published nonfiction essay called Nature which brought about a movement called the transcendentalism (1840-1855) [American Literature Timeline, Honors American Literature]. This movement influenced many writers amongst who is Henry David Thoreau. Transcendentalism believed in individuality being affected by politics and religion. They also believed in God being reflected in nature. Emerson and Thoreau both being transcendentalist had different ways of presenting their ideas about transcendentalism with regard to American identity. Emer... ...divert away from such cultures and to create a unique American identity, two transcendentalists Ralph Waldo Emerson in his literary work The American Scholar and Henry David Thoreau in Walden represents the idea of an American identity with relation to nature and individuality. However, Emerson presents his concept on American identity intelligently whereas Thoreau uses mockery to present his idea on American identity. Works Cited American literature timeline. Retrieved from msbowman1290.com/Honors_Amlit-Timeline .pdf History of United States. Retrieved from en.wikipedia.org/wiki/History_of_the-United_States Emerson, R.W. (1907). The American Scholar. In Essays. Retrieved from http://www. gutenberg.org/files/16643/16643-h/16643-h.htm Thoreau, H.D. (1854). Walden; or life in the woods. Retrieved from http://www. gutenberg.org/files/205/205-h/205-h.htm

The Social Sciences

Assignment-[4] how the relationships between people and traffic are ordered. In this assignment I will try to compare and contrast two views of how the relationship between people and traffic is ordered. The relationship between people and traffic is then examined in chapter 7 of making social lives. I will be comparing and contrasting the differences and similarities between road traffic engineers Colin Buchanan; and Hans Monderman. Colin Buchanan was commissioned by the UK government in 1961 to start work on the report! Traffic in towns for the Ministry of transport [chapter 7 p. 27] the report was aimed to produce a new design for urban space in order to engineer the efficient distribution and access of a large numbers of vehicles† to a large number of buildings. Achieving a satisfactory standard in our environment for life in towns. [Chapter 7 P. 327] Buchanan had visions of more towns to be organised to the flow of traffic and more roads to be built. The Department of Tran sport reports between the Second World War and 1969 the Numbers of cars on the roads quadrupled: this meant that not only needed more roads needed to be built but also a new way for towns to live with cars. Chapter 7 p. 326 Silva 2009 Cited Ministry of transport 1963]. The future of choking road congestion was feared unless the rapid rise in demand for car travel was matched by an increased supply of roads. Buchanan's concept was built on the explicit principle of segregation, reading from chapter 7 Ordering social life the case of road traffic making social lives: sometimes the strict separation of vehicles and people: cars were afforded their own generously proportioned network and pedestrians were safely tucked away in residential blocks often terminating enquired cul-de-sacs. Silva, Cited Buchanan 2009 p. 329 chapter 7] the whole subject of traffic in towns†¦ Is capable of being put on a rational and quantitative basis. Guesswork and intuition can be largely eliminated: giv en the necessary information, many aspects or precisely culpable: and there is scope for techniques which will greatly ease the burden of decision between alternative courses of action. Now let’s examine another road traffic engineer and compare this to the Buchannan report. Hans Monderman a road traffic engineer from the Netherlands had different ideas on how to organise traffic and people. Mondermans theory was the removal of all traffic obstacles road signs: traffic lights: and use the spaces left for humans to share the space with motorists. In evidence in 1989 the councillors of Drachten voted to remove every single traffic light and abolish road signs and warning signs. [P. 334 Silva 2009 chapter 7] his concept was that when all traffic obstacles were removed, the space left was to be shared by drivers and pedestrians. His theory was to narrow the roads and also put features alongside them. He planted trees and flowers and also Fountains, this was to discourage drivers from speeding the psychology of it was that they would slow down while driving past these features. Drachten is the town of 43,000 people in the Netherlands Monderman shared space approach was known as the Drachten experiment. [Silva2009, cited councillor Koop kerkestra p. 334]. The head of traffic policy at the town hall of Drachten, â€Å"the lights were causing problems; people were for ever waiting to get across junctions. We also had more than 140 casualties a year. It was difficult to know what to do, and we certainly didn't want to ban cars as we loved cars here in Drachten. Fortunately I met traffic engineer who had an unconventional solution. [P. 334 chapter 7 Silva, 2009] cited Monderman]. If you treat drivers like zombies they will behave like zombies: explains Monderman in other words, motorists or taught to blindly follow instructions, they stop thinking for themselves, and accidents follow. The above are a few briefs on traffic engineers Hans Monderman and Colin Buchannan who were both tasked with very difficult assignments and both had completely different views on how to manage the traffic flow, although Buchannan was much earlier than Monderman in years, both had quite revolutionary ideas of their times. Trying to compere the similarities between Monderman and Buchanan is not an easy task to undertake, firstly they were both road traffic engineers which are important I guess, and they were both commissioned by governments even though Mondermans commission was through local government. They were both commissioned to create the use of better space and a way to ease the flow of traffic in towns. They both looked at traffic and humans and how each played a role in creating a design for traffic to move more easily. This was also due to the similarity in statistics of ever increasing car owners on the roads, and I suppose a reason to prevent accidents in the future. What are the differences in both these engineers’ â€Å"ideas† plans and concepts of how to manage road traffic between humans and cars? Firstly Buchanan segregated humans from road traffic and built towns on the edges of motorways. Towns were built such as Milton Keynes and many other places with never ending cul de sacs and housing estates which were hard to get to even using the sign posts as it all looked the same. This isolated the towns from the spacious road networks, resulting in later years ever more traffic lights: calming zones and such like. However Monderman wanted to share this space left behind after the removal of traffic lights and all road signs with pedestrian’s †cyclists† and car drivers. Arguments. Buchanan based is road hierarchy on segregating people in towns from traffic? Did this mean primary roads and street roads were placed before motorways? Which streets and roads were best placed to distribute the traffic flow, do Buchanan’s plans still work in today's modern society, and it seems ever more increasing traffic! We need ever more modern day thinking and new approaches. Buchanan based his road flows from towns: thus the use of the space with segregation from people means many town roads and street roads were cut off from the motorways. Was there enough space left for what we see today in the likes of bus lanes, cycle lanes, did Buchanan foresee this. If he did surely the roads he planned and then subsequently built would be a lot wider. Today we are left with limited amount of space! If you drive down a normal high Street in any town today: you will see that traffic is very crowded and congested, there will be a limited amount of space for cars and vans taxis etc. You will notice that the inside lanes are used specifically for public transport busses. I would certainly argue that the Buchanan report had many flaws using anecdotal evidence put before me. I say anecdotal as I have no evidence to look at as I have to use what is in front of me for this assignment. Now let me turn to Hans Monderman and his vision of the shared space approach. This is very interesting as he relies solely on interaction of the person or persons driving vehicles, with pedestrians: or cyclists. Since all the obstacles of traffic lights and even road kerbs have been removed, this leads all participants having to acknowledge each other and prejudge one another's next movement. This idea seems like what you see on the TV, in places such as India Pakistan and Asia, which all traffic is moving fast around town centre junctions, which seems quite chaotic to one's first instinct. They all in fact seem in a frightful hurry and one has no data to rely on? About how many accidents or crashes they may be in places like this. I don't quite know if this is the same as Hans’s Mondermans shared space theory, but that's all I've got to go on in my argument. What was it Monderman said concerning the use of traffic lights in town centres, with drivers having to obey the instructions given by a set of lights, if you treat people like zombies they will act like zombies [ Silva2009, cited Monderman p. 34] in that this idea is similar to the behavioural social scientist Foucault. Who when studying people and their behaviours: he wrote? People come to see themselves as engaged in â€Å"normal† ways of thinking and behaving through socialisation processes in the family, schools, workplace or public space. In turn, they can contrast themselves with the â€Å"deviant† or abnormal ‘people who lack self-control or self-discipline [and therefore behave b adly]. [P. 321, 2009]. This is very interesting as he is thinking the same as Monderman in the use of people and their control. Conclusion. Both Buchannan and Monderman were modern day thinkers of engineering and planning road traffic, both had relative success in their tasks and both used people and segregation from cars. Monderman with! Buchannan without! Both ideas are very interesting, although I think Buchannan’s is out-dated by now: but he played a major role in United Kingdom’s traffic engineering. Hans Mondermans idea is really fascinating though and I wonder â€Å"greatly† if it is working and how many other nations will take up this idea. References. Silva. Elizabeth, [2009] Making social lives. United Kingdom the Open University. Milton Keynes. Silva. Elizabeth, [2009] making social order, 7 3[1] pp. 326-328,United Kingdom the Open University. Milton Keynes Silva, Elizabeth, [2009] Making social order, Silva cited Buchanan p. 326 7, United Kingdom the Open University. Milton Keynes Silva, Elizabeth, [2009] making social order 7 Silva cited Koop Kerkestra-Monderman p. 334 Making social order. United kingdom the Open University Milton Keynes. The Open University cited Foucault, [2009] pp-319-322. 7, 2. 2. he social sciences and social order. United Kingdom, the Open University Milton Keynes. Self-reflection, although I have a fair way to go yet I am starting to grasp the basics of social science and how they work and order things, this assignment was my most focused yet and although it is frustrating not being able to find other sources for my work especially on the results of how Monderman and Buchannan’s theories have worked out since they started I think my work could be even better in the future. Word count 1696 including references and self-reflection.

Factors of Bullying

Bullying: The identify technique and its major risk factors Dr. Kasetchai Laeheem1, Dr. Metta Kuning2, Dr. Nittaya McNeil2 1. Department of Educational Foundation, Faculty of Liberal Arts, Prince of Songkla University 2. Department of Mathematics and Computer Sciences, Faculty of Science and Technology, Prince of Songkla University. Abstract The purpose of this study was to study the technique for identifying bullying outcomes, and to investigate the risk factors associated with bullying behaviour at Pattani primary schools, southern Thailand. A cross-sectional survey was conducted among 1,440 students.Descriptive statistics, Pearson’s chi-squared test, and logistic regression were used for data analysis. In this study, factor analysis and standardized score techniques were used to identify bullying outcome. It was found that 301 (20. 9%) students could be identified as a bully. Witnessing parental physical abuse and preference for action cartoons were major risk factor for bu llying others. Students having parental physical abuse experiences were more likely to bully others than were those who had never witnessed parental physical abuse (odds ratio 7. 11, 95% confidence intervals 5. 6-9. 60). Students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (odds ratio 2. 96, 95% confidence intervals 1. 99-4. 43). Key words: bullying, cartoon, factor analysis, parental physical abuse, risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 1 1. Background and significance of problem Bullying behaviour in primary schools is well-known to students, parents, teachers and educational personnel.School bullying is a serious problem which affects students’ quality of life, inflicting psychological, emotional, and physical damage and occurs throughout the world. School b ullying can be defined as any negative actions repeatedly inflicted by a stronger student or student gang toward another student (Olweus, 1999). This negative action must be deliberate and carried out with the intent of causing harm to the victim (Farrington, 1993). Bullying might be classified in a variety of ways including physical assaults and psychological or emotional or verbal harassment.Beale (2001) explained that physical bullying is action oriented and intended to intimidate or physically hurt the victim through pinching, pushing, kicking, and hitting, while verbal bullying is using words to humiliate or hurt someone’s feelings through teasing, insulting, or threatening behaviour. The major reasons that children bully others are to enjoy exercising power and status over their victims, boredom, jealousy, attention seeking, showing off, anger, revenge, and selfprotection (Besag, 2006). In this way, bullying eases the way for children to be drawn into a path of delinque ncy, vandalism and criminality (Junger, 1996).The targets or victims of school bullying are at risk of a variety of negative outcomes. They are more likely than nonvictimized children to become anxious, insecure, lonely, depressed, to be rejected by their peers, drop out of school, feud, or decide to protect themselves by carrying guns/weapons to school (Craig, 1998). There are many causes of bullying, such as domestic violence (Baldry, 2003), preferring cartoon violence (Blumberg, et al, 2008), older students (Wolke et al, 2001), and boys (Mouttapa et al, 2004).Studies have indicated that 38% of students in Netherlands (Veenstra, 2005), 30% in Nigeria (Egbochuku, 2007), 22% in Italy (Gini, 2008), 21% in Canada (Hawkins et al, 2001), 20% in Malaysia (Wan Salwina et al, 2009) and 42% in Thailand (Tapanya 2006). This study aims to study the technique for identifying bullying outcomes, to investigate the prevalence of bullying and the risk factors associated with bullying in Pattani pr imary schools, southern Thailand.By identifying students who are likely to bully others, educational authorities can introduce better strategies for reducing and preventing this problem. 2. Objectives 2. 1 To study the technique for identifying bullying outcomes 2. 2 To estimate the prevalence of bullies at primary schools in Pattani, southern Thailand 2. 3 To analyze the risk factors associated with bullying, in Pattani primary schools 3. Technical terms The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 â€Å"Bullying† has traditionally referred to a person’s actions to cause physical or psychological harm to another person. Physical bullying is the most visible and easily identifiable form of bullying. It might take the form of a kick, hit, bite, push, throw of something at someone, bite, or pinch. Psychological bullying includes name-calling, insulting the victim’s name, appearance, economic status, academic achievement, or parent’s occupation, or making negative statements about a victim’s physical disability. 4.Framework of the study Determinants School factors School type School location Demographic factors Gender Age group Environment factors Parental physical abuse Preference of cartoon type Number of close friends Outcome Bullying behaviour 5. Research methodology 5. 1 Study design and sampling technique This study used a cross-sectional study design involving interviews and surveys of primary school students attending school between November 1, 2005 and March 31, 2006. The participants were selected by using a multi-stage sampling method.The first stage involved selecting school location by using purposive sampling, with the criterion being a cluster of four types of school (public school of Basic Education Office (B. E. O. ), public school of municipalities, Islamic private scho ol, and Chinese private school). Pattani City was selected as the urban location and Saiburi district as the rural one, because these were the only two districts that met the school-type cluster criterion. In the second stage, public schools were selected by simple random sampling and private schools were selected by purposive ampling (there was only one of each such school in each district). Finally, participants in each school grade were selected by using a systematic sampling technique which was done proportionate to population size across each class; choosing every 4th seat number where there was a single class in a grade and every 6th seat number where there was more than one class in a grade. Sample size calculations followed an Italian study of bullying (Baldry, 2003) and were based on the main outcome and exposure to parental violence and non-exposure to parental violence.The prevalence of bullying by the Italian primary school students in the ‘nonThe 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 3 exposure to parental violence’ group was 45. 7%. This information was then used to calculate the required sample size for this study, obtaining an estimate by substituting ? = 0. 05, 1-? = 0. 2, OR = 1. 344 so Z? /2 and Z? are 1. 96 and 0. 84 respectively, r = 1 (ratio of non bully to bully subjects), p2 = 0. 6 (prevalence of bullying in non exposure to parental violence group), p = 0. 50, p1 = 0. 53, into a formula for sample size given by the following (McNeil, 1996), namely ? ? Z? / 2 ? ? 1 ? 1? + Z? ?1 + ? ? r ? p (1 ? p ) ? 1 1 ? + p1 (1 ? p1 ) rp 2 (1 ? p 2 ) ? ? 2 n1 = (InOR) 2 Where p1 = p2 p + rp2 , and p = 1 p2 + (1 ? p2 ) / OR 1+ r This gives n1 = n2 = 719. It was thereby concluded that a minimum sample size of 1,438 was required for this study. 5. 2 Data collection Verbal consent to participate in the study was obtained from students after assurance of confidentiality was given to individuals and group administered.The collection assistants were teachers in target schools, who volunteered to participate and were studying for a Graduate Diploma in Professional Teaching at Yala Islamic University. These teachers were trained in the interviewing techniques and the details of the questionnaire. They were asked to take care not to rush through the questionnaire and also to record responses accurately. The teachers interviewed students in the classroom after permission was granted by the school principal. Each individual was interviewed with grades 1 to 3 students. Interviewed lasted approximately 20 to 30 minutes.Group administered (narrated) surveys of grades 4 to 6 students took approximately 40 to 60 minutes. With older students, the interviewer read the instructions to them and then allowed the student to write their own responses. Most of these responses were uncomplicated a nd involved just ticking a box. 5. 3 Data management and statistical analysis The data were analyzed using Webstat (a set of programs for graphical and statistical analysis of data stored in an SQL database, written in HTML and VBScript), and R program Factor analysis was first conducted to identify possible factors for future analysis.Descriptive statistics were calculated as measures of the prevalence of bulling. Pearson’s chi-squared test was used to assess the associations between the outcome and the various categorical determinants. Logistic regression was used to estimate the relative odds of having bullied others, for risk factors. 6. Conclusions The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 4 6. Identifying bullying outcome The technique for identifying bullying outcome in this study is using statistical method; factor analysis and standardized score as follows. The first method involved an exploratory factor analyses using maximum likelihood method with varimax rotation, eigenvalue greater than one, and item loadings greater than 0. 30. Factor analysis resulted in the identification of four types of bullying: a serious physical bullying factor comprising ‘kick’, ‘hit’, and ‘bite’, a minor hysical bullying factor comprising ‘push’, ‘throw something at’, ‘beat’, ‘pinch’ and ‘scold’, a psychological bullying by maligning a parent factor comprising ‘insult parent’s occupation’, and ‘insult parent’s name’, and a psychological bullying by maligning the student factor comprising ‘insult students appearance’ and ‘insult students economic status’, as listed in Table 1. In the second method, the new scores for four types of bullying were calculate d by using discrete scores to compare with the criteria that were adapted from a Likert rating scale: loadings 0. 00-0. 25 scored as 0, 0. 26-0. 50 scored as 1, 0. 51-0. 5 scored as 2, and 0. 76-1. 00 scored as 3. The resulting new scores were thus as follows: kick, hit, and bite: 3, 3 and 1, respectively; push, throw something at, beat, pinch and scold: 3, 2, 2, 1 and 1, respectively; insult parent’s occupation: 3 and insult parent’s name: 1; and insulting students appearance is 3 and insulting students economic status: 1. The resulting new scores are listed in Table 1. Factor loading Psychological Bullying behaviour categories Serious Minor bullying (Maligning physical Physical parent) bullying bullying Kick 0. 822 (3) Hit 0. 825 (3) Bite 0. 380 (1) Pinch 0. 783 (3) Beat 0. 587 (2) Throw something at 0. 07 (2) Push 0. 458 (1) Scold/ name-calling 0. 366 (1) Insult parent’s occupation 0. 878 (3) Insult parent’s name 0. 399 (1) Insult economic status Insul t appearance Eigenvalue 1. 85 1. 77 1. 21 Variance explained 15. 4% 14. 7% 10. 1% Note: Number in the ( ) is resulting new scores for each type of bullying Psychological bullying (Maligning student) 0. 765 (1) 0. 448 (1) 1. 01 8. 4% Table 1: Factor loading scores and resulting new scores for each type of bullying The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 In the third method, the total scores for each type of bullying were calculated by using new scores for four types of bullying. The resulting total scores are thus as follows: serious physical bullying (scores 0-7): (3*hit) + (3*kick) + bite; minor physical bullying (scores 0-9): (3*pinch) + (2*beat) + (2*throw something at) + push + scold; psychological bullying by maligning a parent (scores 0-4): (3*insult parent’s occupations) + insult parent’s names; and psychological bu llying by maligning the student (scores 0-4): (3*insult students economic status) + insult students appearance.In the fourth method, the bullying scores were analyzed by combining the total scores for each type of bullying: serious physical bullying (scores 0-7) + minor physical bullying (scores 0-9) + psychological bullying by maligning a parent (scores 0-4) + psychological bullying by maligning the student. The fifth method, transform the bullying scores into Z-scores (standardized to a mean of 0 and a standard deviation of 1). Finally, the students were identified into two categories for bullying, ‘bullied’ or ‘not bullied’. The students who had a standardized score greater than 1 were identified as a bully. 6. Descriptive statistics of bullying and risk factors The distributions of seven determinants in this study involved half of students being from an urban school, 72. 2% were from public school, and 55. 4% were female. Slightly more than one third (3 4. 5%) were 8 years or less of age, 34. 0% were aged 9-10 years, and 31. 5% were 11 years old or more. Most of students (79. 7%) reported that they had not witnessed physical abuse between their parents. Nearly half (48. 2%) of the students preferred ‘mystery’ cartoons type, 26. 0% preferred ‘action’ and 25. 8% ‘comedy’. Regarding number of close friends, 41. % had 3-5 close friends, 32. 2% had two close friends or fewer and 26. 4% had six close friends or more. In this study, bullying outcome was identified as a dichotomous variables; ‘not bullied others’ (1,139 students) and ‘bullied others’ (301 students). The percentage of students reporting that they had bullied others in school was 20. 9%. 6. 3 Associations between bullying and risk factors The associations between the outcome and the seven study determinants are shown in Table 2. Bullied behaviour Determinants School type Private Public School location Urban Rur al Not bullied (1,139) 78. 2 80. 0 82. 5 77. Had bullied (301) 21. 8 20. 0 17. 5 22. 2 Total (1,440) 50. 0 50. 0 0. 7 27. 8 72. 2 0. 399 Chisquared 3. 9 p-value 0. 049* The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 6 Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action Mystery Number of close friends 2 persons or less 3-5 persons 6 persons or more 31. 1 84. 5 72. 4 82. 9 79. 6 74. 4 87. 0 48. 1 86. 5 64. 5 83. 0 80. 6 80. 7 74. 7 15. 5 27. 17. 1 20. 4 25. 6 13. 0 51. 9 13. 5 35. 5 17. 0 19. 4 19. 3 25. 3 55. 4 44. 6 10. 3 34. 5 34. 0 31. 5 213. 5 79. 7 20. 3 66. 9 25. 8 26. 0 48. 2 5. 9 32. 2 41. 4 26. 4 0. 000** 0. 006** 0. 000** 0. 000** 0. 051 * p-value < 0. 05 ** p-value < 0. 01 Table 2: Associations between bullying and study determinants Table 2 shows that school type, gender, age group, parental physical abuse, and cartoon type were strongly associated with bullying. Odds ratio plots of bullying categorized by five different risk factors are shown in Figures 1. Bullying behaviour (Bullying/Not bullying) (Public/ Private) (Male/ Female) School type Witness/ Not witness) Gender Parental physical abuse Years Favorites cartoon type Age (group) Cartoon type Figure 1: Odds ratio plots of bullying categorized by four different risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 7 Figures 1 shows that the students from public schools reported bullying others significantly more often than did students from private schools (OR 1. 35, 95% CI 1. 01-1. 82). More males than females reported that they bullying others (OR 2. 07, 95% CI 1. 59-2. 69).The students who had witnessed phys ical abuse between their parents were more likely to be a bully than did those who had never witnessed physical abuse between their parents (OR 7. 22, 95% CI 5. 39-9. 67). The students aged 11 years or more were more likely to bully others than students aged 9-10 years and 8 years or less, (OR 1. 49, 95% CI 1. 13-1. 95). The students who preferred action cartoons tended to bully more than students who preferred mystery or comedy cartoons (OR 2. 93, 95% CI 5. 39-9. 67). 6. 4 Logistic regression analysis of bullying Logistic regression was used to examine the association between bullying and risk factors.The results are shown in Table 3 and Figure 2. Table 3 shows the results of the logistic regression analysis after omitting determinants with p-values more than 0. 05 using backward elimination. In this reduced model the four factors least significantly associated with the bullying are omitted. The smallest p-values indicate the factors most strongly associated with the bullying were gender, age group, parental physical abuse and cartoon type. Determinant Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action MysteryOR 0 1. 87 0 1. 29 1. 89 0 7. 11 0 2. 96 1. 33 (95% CI) p-value 0. 000 (1. 40,2. 50) 0. 000 0. 001 0. 160 0. 000 0. 000 0. 000 0. 000 0. 000 0. 147 (0. 90,1. 85) (1. 33,2. 69) (5. 26,9. 60) (1. 99,4. 43) (0. 90,1. 96) Table 3: Reduced model of association between bullying and risk factors Figure 2 shows the odds ratio plot of the results from fitting the final logistic regression model. It was found that witnessing parental physical abuse was clearly the most strongly associated determinant for bullying others.Students having witnessed parental physical abuse were more likely 7. 11 times to bully others than were those who had never witnessed parental physical The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 8 abuse (95% CI 5. 26-9. 60). Preference for action cartoons was also a major risk factor for bullying others; students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (OR 2. 6, 95% CI 1. 99-4. 43). Among the age groups studied, older students (11+ years) were more likely to be a bully than did younger students (8 years or less); 1. 89 times (95% CI 1. 33-2. 69). Males were 1. 87 times (95% CI 1. 40-2. 50) more likely to have reported having bullied others than were females. Bullying others mystery Cartoon type action comedy Parental physical abuse yes no 11+ Age group 9-10 -8 boy Gender girl 1/8 1/4 1 2 4 8 Odds Ratio Figure 2: Risk factors of bullying in logistic regression; final model 7.Discussion In this study, factor analysis and standardized score techniques were used to identify bullying outcome; a student with a standardized score more than 1 was identified as a bully. Using an exploratory factor analysis for divided type of bullying is in accordance with a study by Parada et al (2005) in which six factors were found of 36 items. Beran (2005) found four factors of 21 items. Carlyle and Steinman (2007) found two factors. Using a standardized score for identifying bullying in which a student with a standardized score more than 1 was identified as a bully (Scholte et al, 2007; Gini, 2008).In this study, the identifying techniques led to findings that witnessing parental physical abuse and cartoon type were major risk factors for bullying. Witnessing parental physical abuse was clearly the most strongly associated determinant linked to bullying than those who had never witnessed parental physical abuse (7. 11 times more likely). Exposure to parental family violence has been found to be related to negative behaviours of students; the students who had witnessed parental physical abuse were more likely to bully othe rs, when compared to those who had not itnessed parental physical abuse. This is in accordance with the studies of Herrera et al (2001) and Baldry (2003) who all reported that parental modeling of aggression The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 9 and violence promotes the development of a child’s negative behaviour; the child might copy the parent’s physical actions and might then become a bully to gain success in their own social interactions.Preference for action cartoons was also highly associated with bullying (2. 96 times more likely). This finding shows that the children who watch action cartoons or cartoon with superhero images were more likely to display aggressive or bullying behaviour. This was consistent with the studies of Kirsch (2006) and Blumberg et al (2008), who argued that cartoon violence may also inf luence young viewers to transfer violent acts from programs to realworld situations and has a significant additional effect in predicting bullying others.Students often copy the physical actions of parents or of action cartoon characters and so through their life experiences learn to be aggressive. By personally observing others acting aggressively to achieve some goal the children might learn to act aggressively. With this modeling, the child might then become a bully to gain success in his or her own social interactions. This explanation is in line with finding by Larson (2003) and Williams (2007) who found that children use the same aggressive tactics that they observe; they learn to act aggressively when they model the behaviour of violent acts.The children are more likely to copy someone they are looking at, and children have a greater tendency to imitate the modeling of those with whom they have the most contact (Cooke, 1993; Kirsch, 2006). 8. Recommendations 8. 1 Implications of the study This study showed that bullying is a serious problem in Pattani primary schools. Witnessing parental physical abuse and preferring action cartoons were the highest risk factors associated with bullying. Parents are the most important persons in providing leadership and direction for the successful prevention and intervention of bullying.They should provide close attention and talk regularly with their children about their feelings and relationships with friends at school. They should work in partnership with the school to encourage positive behaviour. Moreover, they must have patience, try to avoid using violence, and closely advise and control the cartoon program viewing of their children. Findings from this study should help in the development of prevention and intervention policies in the primary schools and assist educational authorities to introduce better strategies for reducing the problem.School administrators and teachers are the next most important persons fo r preventing the prevalence of bullying in schools. The school environment should be safe, orderly, and bullyfree. Teachers have to provide positive and mature role-modeling in techniques to students and teach them how to interact with one another. They should develop a program that teaches The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 0 students about the dangers of bullying, develop school personnel in teaching bully-free practices and teach students about all forms of bullying: verbal, emotional, psychological, and physical, as well as teach students about disadvantages of cartoon violence viewing and physical abuse between parents. 8. 2 Recommendations for future studies Results of our study reveal the extent of bullying in primary schools within Pattani province to be a serious problem.Future research could focus on comparing prevalence rates among different types of schools or in one specific type of school across districts within Pattani province or nearby provinces, such as Yala, Naratiwat, and Songkhla provinces. Results may give the necessary information to teachers and administrators responsible for improving existing awareness programs, as well as continuing to educate our children in the safest and best learning environment possible.In order for bullying to be prevented or decreased in our schools, school personnel need to commit to the ideal that bullying is unacceptable, is serious, and should not be tolerated. Bullying is not a rite of passage that students must work out for themselves. When one incident of bullying occurs it is serious. Silence from students does not imply acceptance. Teachers need training that will help them to identify students who suffer in silence. The training needs to include strategies for victims as well as bullies. School personnel need to intervene appropriately in order to g ain the confidence of the students.To gain that confidence, teachers need to be aware that victims of bullying who remain silent will rarely take the initiative to tell teachers they are being bullied and would benefit from having someone pro-active and notice their circumstance and offer them help. There is also a large, silent majority of bystanders in our schools. These students are usually well-developed socially but they do not know how to reclaim the power from the bullies. Some of these students may be afraid to confront the issue and thus ignore or avoid bullying situations.If we can tap into this silent majority and teach these students the skills they need, we can create a positive school climate with this silent majority holding the power and helping to make the school safe and secure for all. Further research should examine specific teacher referrals after bullying incidents and whether there is a consistent method of reporting these incidents throughout the grade levels and among all teachers. The administration of disciplinary actions, when dealing with the types of bullying incidents should consistent throughout the school.An increase in student learning is an overall goal of this study. If students feel safe at school, if they are not worried about the atmosphere in which they learn, then greater student achievements will be likely to The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 11 exist. In order to create and maintain a safe and orderly school environment, all stakeholders must take an active role in combating the bullying problem in Pattani primary schools today. . References Baldry, A. C. 2003. Bullying in schools and exposure to domestic violence. Child Abuse & Neglect, 27, 713–732. Beale, A. 2001. â€Å"Bully busters†: Using drama to empower students to take a stand against bullying behaviour. Professional School Counseling, 4, 300-306. Beran, T. 2005. A new perspective on managing school bullying: Pre-service teachers’ attitudes. Journal of Social Science, 8: 43-49. Besag, V. E. 2006. Understanding girls’ friendships, fights and feuds: A practical approach to girls’ bullying. Milton Keynes: Open University Press.Blumberg, F. C. , Bierwirth, K. P. 2008. Schwartz AJ. Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View. Early Childhood Educ J. 2008; 36:101–104. Carlyle, K. E. , and Steinman, K. J. 2007. Demographic differences in the prevalence, cooccurrence, and correlates of adolescent bullying at school. Journal of School Health, 77: 623-629. Cooke, P. 1993. TV causes violence? Says Who?. The New York Times. Craig, W. 1998. The relationship among bullying, victimization, depression, anxiety and aggression in elementary children.Personality and Individual Differences, 24, 123-130. Egbochuku, E. O. 2007. Bul lying in Nigerian schools: Prevalence study and implications for counselling, J. Soc. Sci. , 14(1): 65-71. Farrington, D. P. 1993. Understanding and preventing bullying. In M. Tonry & N. Morris (Eds. ), Crime and Justice (Vol. 17). Chicago: University of Chicago Press. Gini, G. 2008. Associations between bullying behaviour, psychosomatic complaints, emotional and behavioural problems. Journal of Paediatrics and Child Health. 44: 492– 497. Hawkins, D. L. , Pepler D. J. , and Craig, W. M. 001. Naturalistic observations of peer interventions in bullying. Social Development, 10 (4): 512-527. Herrera, V. M. , and McCloskey, L. A. 2001. Gender differences in the risk for delinquency among youth exposed to family violence. Child Abuse & Neglect, 25: 1037–1051. Junger, T. J. 1996. Youth and violence in Europe. Studies on Crime and Crime Prevention, 5(1): 31-58. The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince o f Songkla University Beliefs – Literature – Lifestyle_002 12 Kirsch, S. 2006.Cartoon violence and aggression in youth. Aggression and Violent Behavior. 11: 547–557. Larson, M. S. 2003. Gender, Race, and Aggression in Television Commercials That Feature Children. Sex Roles. 48: 67-75. McNeil, D. 1996. Epidemiological research methods. New York: John Wiley & Sons. Mouttapa, M. , Valente, T. , Gallaher, P. , Rohrbach, L. A. , and Unger, J. B. 2004. Social network predictors of bullying and victimization. Adolescence, 39: 315-336. Olweus, D. 1999. The nature of school bullying: A cross-national perspective. London: Routledge. Parada, R. H. , Marsh, H. W. and Craven, R. G. 2005. There and back again from bully to victim and victim to bully: A reciprocal effects model of bullying behaviours in schools. Sydney, Australia: SELF Research Centre, University of Western Sydney. Scholte, R. J. , Engels, R. E. , Overbeek, G. , Kemp, R. T. , and Haselager, G. T. 2007. Stabilit y in Bullying and Victimization and its Association. Journal of Abnormal Child Psychology, 35: 217-228. Tapanya, S. 2006. A survey of bullying problem of students in Thailand. Chiang-Mai: Faculty of Medicine, Chiang-Mai University. Veenstra, R. , Lindenberg, S. Oldehinkel, A. J. , De Winter, A. F. , Verhulst, F. C. , and Ormel, J. 2005. Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41: 672-682. Wan Salwina, W. I. , Susan, M. K. , Nik Ruzyanei, N. J. , Tuti Iryani, M. D. , Syamsul, S. , Aniza, A. , and Zasmani, S. 2009. School bullying amongst standard students attending primary national schools in the federal territory of Kuala Lumpur: The prevalence and associated socio demographic factors, Malaysian Journal of Psychiatry, 18(1): 5-12.Williams, G. 2007. Gabriel Tarde and the Imitation of Deviance. Available at: http://www. criminology. fsu. edu/crimtheory/ tarde. htm. [Acce ssed date: September 21, 2007]. Wolke, D. , Woods, S. , Stanford, K. , and Schulz, H. 2001. Bullying and victimization of primary school children in England and Germany: Prevalence and school factors. British Journal of Psychology. 92: 673–696. The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 13

Starbucks Supply Chain System

Starbucks Supply Chain System Company background Starbucks is world’s number one coffee and coffeehouse company; Jerry Baldwin, Zev Siegl, and Gordon Bowker founded it on March 30, 1971. The company’s first branch was at Seattle, Washington; currently it has outlets in more than 55 countries (Starbucks Corporate website). The company has one of the most respected and effective supply chain-management systems. This paper discusses the supply chain network adopted by Starbucks.Advertising We will write a custom essay sample on Starbucks Supply Chain System specifically for you for only $16.05 $11/page Learn More What methods do they use? The company has an internal robust supply and logistic department that has the role of pioneering all supply demands in the company. In other countries, where it gets it coffee, the company has collection points that it can get coffee beans in raw and roasted form. The system aims at ensuring the company gets adequate supply of coffee and oth er material used in production at the right time, at an appropriate cost and quality. The company buys raw materials from the United States where it has its head quarters, but it has diversified its team to coffee producing countries like in the East African countries where quality coffee is grown. To maintain good relations with suppliers, the company has a favorable buying price and bases the buying on the quality and the production method as adopted by the farmer. In countries like Ethiopia and Kenya, the company has implemented farmer’s education programs with the aim of facilitation the production of environmentally friendly coffees. Quality and efficiency in delivery of coffee beans and other material in the company has the main concern in the system. The company supply chain has the following goals: Quantity goals: Adequate supply of materials in a company when they are needed Supply of quality materials for various purposes in a business at all times (quality objecti ve) Supply of materials at a competitive price (price objective) (Simchi-Levi, Kaminsky and Simchi-levi 12-23) What is their system for evaluating the program in terms of quality, social responsibility, and success factors? The initial approach that the company has to ensure it gets quality is to procure for the commodity from those countries that are known for their quality coffee, they include countries like Kenya, United States, Brazil and Ethiopia. After having the appropriate channels to get the commodity, they then have to vet for its quality.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When supplies are made, they have to be graded as a measure of determining the quality they have. The higher the grade the higher the cost of the commodity, in large consignments, after every fifty bags, the one must be opened and contents verified. As a matter of social corporate respon sibility, Starbucks operates a fair trade policy in areas that it collects coffee; it is involved in projects like road maintenance and education systems. In the hunger of protecting the environment, the company has started training centers for farmers on how they should farm without polluting the environment, to support environmental conservation further, the company pays a higher premium for coffee produced with minimal use of chemicals. The following are the critical success factor of the company: Offer quality services and products Increase the welfare of stakeholders (stakeholders include suppliers) Conserve the environment Attain and maintain customer loyalty Respect for the people and teamwork (Starbucks Corporate website). Simchi-Levi, David., Kaminsky Phillips, and Simchi-levi, Edith. Designing and Managing the Supply Chain. New York: Mcgraw Hill, 2003. Print Starbucks Corporate Website. Starbucks, 2011. Web.

McCarthy hearings Essay Example | Topics and Well Written Essays - 1000 words

McCarthy hearings - Essay Example 1). Event given a prominent place The New York Times presents the McCarthy hearings in a complete theatrically and narrative unity that brought the nation to a standstill. The exchanges between the representatives from the army and McCarthy are indeed headline makers that newspapers found during that period. The fact that the hearings were the first congressional inquiries televised live was no doubt a significant milestone in the American political and media history. According to the New York Times, there is clear sense that the hearings were of great importance to the public since the issue of communism affected all Americans. Therefore, by writing on the issue, the information exposed millions of Americans not only on the inherent significance of the Army-McCarthy hearings, but also the unfolding of events. The media is the educator of the public and without the media many thing occurring in darkness will always remain there. The Army-McCarthy hearings indeed took the prominent pl ace in the New York Times and many other newspapers due to the gravity of the matter. In fact, analyzing the subsequent newspaper articles from the New York Times, at least there is a continued coverage of the issue, and many newspaper articles have even changed the subject into â€Å"McCarthyism†. It is also paramount to note that unlike many other things that happened in America during this period, the Army-McCarthy hearings have always remained on the limelight not only in the media, but also in the popular memory of many Americans. For instance, in order to add vitality to the information provided in newspapers, some filmmakers resorted to record popular... McCarthy hearings Although he became a hero to many Americans, some, especially liberals sought to taint his name. His eminent fall came in 1953 when he started attacking the U.S. Army and accused President Eisenhower of protecting communism sympathizers and subversives in government. Of course, government information and documents proved McCarty right. In a sharp reaction, President Eisenhower asked the Republicans to stop attacking the U.S. Army, and called the Senate to censure McCarthy. After his censure in 1954, his influence deteriorated. The censure of McCarthy signaled the end of anticommunist crusade in 1954, but opened a series of hearings pitting McCarthy and the top generals in the U.S. Army. The Senate Subcommittee allowed live televised proceedings. The New York Times, the Los Angeles Times, and the Washington Post are among the newspapers that have given consensus on McCarthy hearings. There is no doubt the matter stole the headlines at least in all newspapers. This was a matter of grea t concern to the American people. Some American people supported communism while others came with gun blazing to oppose it. There is no doubt that the media was the central point of airing the views of both parties. In matters like this, the media plays a significant role. It is so ironical McCarthy acquired fame and honour by addressing the nation thus giving him legitimacy and power. However, these are the very things that brought his downfall. Additionally, his abhorrent character and undignified interludes exhibited a hot personality floppy in an unruffled intermediate.

Critical Review Assignment Example | Topics and Well Written Essays - 750 words

Critical Review - Assignment Example This method is accepted by both governmental and social organizations to meet the needs of the people so that groups of different linguistic range have the same chance to partake in their government and to get services from their government. Language planning preferences usually endeavor to convene these requirements by sinking linguistic variety, where a distinct language is acknowledged as a national language and a single language is affirmed ‘standard’ to encourage linguistic unity in a nation where different languages exist (David, 1988). Considering that languages are organic and active, similar to the societies that give birth to them, it is natural that they contribute to the destiny of the societies of which they form a part. A social order that is healthy with the resources to grow economically, socially, and culturally as well gives rise to a growing language, the same as is obvious in the spread of English and the supremacy of the United States in the worldwide financial system and world dealings. Several people feature the spread of English to a continued existence of most suitable, a normal and accepted course of development. They dispute that contact linking two cultures typically cause the subordination and at times destruction of the weaker culture and their language. Why should one be concerned about that? In an expressive reply, Diamond (1993) says that all must have concern regarding the destiny of languages because of the relation linking language and culture. He explains that when a language is lost, much more than the sounds and structure of that language are gone. Every language is inextricably attached with an exceptional outlook of the world, context, and literature, despite the literature is written or not. He further states that a language is the culmination of thousands of years of a people’s knowledge and wisdom. Also, it is the medium that spread and be responsible for that