An Introduction to Volleyball

Symptoms And Symptoms Of Schizophrenia - 980 Words

Schizophrenia is a severe brain disorder that disrupts the normal balance of thinking and emotions; thus, sufferers decode reality abnormally. Schizophrenia can result in an amalgamation of delusions, hallucinations (visual or auditory), disordered thinking, chaotic speech, and behavior (Mayo Clinic, 2014). Schizophrenia â€Å"has the highest disability rating (0.53) of all mental illnesses among adults† (Eaton, 2012, p. 19), and as a chronic disorder requires lifetime treatment. The latter serves as the most compelling evidence that helps to explain the current happenings in Ms. Jones case. Navigation of life is not void of challenges; however, in the presence of a mental disorder, these normal life challenges are exacerbated. Because of this continued mental health services are of fundamental importance for the suffer given they can ease the burden of the disorder. Unfortunately, numerous barriers interrupt the path to care and treatment, which many suffers cannot navigate, thereby severing their link to these vital services. Barriers are either attitudinal (stigma and adverse perception about mental health efficiency) or structural (e.g. location, distance, accessibility, inadequate health coverage) both of which appear to have an impact in this particular case (Eaton, 2012). Ms. Jones unwillingness to accept her diagnosis with paranoid schizophrenia is indicative of the power of stigmas, as well as their ability to obstruct treatment. A review of this client’s historyShow MoreRelatedSymptoms And Symptoms Of Schizophrenia1176 Words   |  5 Pages Symptoms The symptoms of schizophrenia are wide and varied, typically falling into three main categories, positive symptoms, negative symptoms, and cognitive symptoms. Each of these symptom types affect the patient in different ways, and in different degrees of severity. The symptoms may range from mildly irritating, to severe and debilitating. Positive symptoms are behaviors not normally seen in healthy people. Negative symptoms are behaviors that are usually exhibited in healthy people but areRead MoreSymptoms And Symptoms Of Schizophrenia1671 Words   |  7 Pages Schizophrenia is defined many ways, but each definition of this disorder is correct. No two individuals will have the exact same symptoms of schizophrenia. The word schizophrenia comes from the Greek words that mean â€Å"split mind†. This disorder can lead to many other problems throughout a person’s lifetime. There are many different symptoms that can help with a diagnosis of schizophrenia, but each of the sym ptoms can also be contributed to other disorders. The symptoms of schizophrenia appearRead MoreSymptoms And Symptoms Of Schizophrenia904 Words   |  4 Pagessigns symptoms observed. Some of the disorders are caused by different factors and reveal divergent signs and symptoms which are depended on the field of the body infected. This paper purposes at critically evaluating and analyzing psychological disorder referred to as schizophrenia by demonstrating its symptoms and their occurrences. It will discuss the causes of this type of psychological disorder and possible diagnostic together treatments mechanisms of this kind of disease. Schizophrenia is aRead MoreSymptoms And Symptoms Of Schizophrenia1077 Words   |  5 PagesIntroduction Schizophrenias is a serious mental illness characterized by incoherent or illogical thoughts, bizarre behavior and speech, and delusions or hallucinations, such as hearing voices (APA,2015). I choose to touch on the topic of schizophrenia because I always been interested the topic itself. The one thing I wondered is if there are different stages of schizophrenia and why it may be hard to diagnose. Schizophrenia is a mental disease that’s very hard to pinpoint in a person, whichRead MoreSymptoms And Symptoms Of Schizophrenia1210 Words   |  5 PagesIntroduction Schizophrenia Symptoms. Schizophrenia is a chronic and severe mental disorder which is characterized by an inability to distinguish what is real and subsequent abnormal behavior. Literally translating from the Greek skhizein and phrÄ“n meaning ‘split-mind’, schizophrenia is characterized by both positive symptoms, e.g. hallucinations, delusions, and disorganized thinking, and also negative symptoms, e.g. apathy, Anhedonia, and deficits in executive functioning. The Diagnostic and StatisticalRead MoreSymptoms And Symptoms Of Schizophrenia1153 Words   |  5 Pages 1 / 3 Cindy Tien 3-18-15 Per.6 Schizophrenia What is Schizophrenia? Can you imagine living day by day having to hear and see things that nobody else could? You feel alone, lost and different amongst other normal people. Believe it or not, approximately twenty five million people in America have been impacted by this disease called schizophrenia. What is schizophrenia? Schizophrenia is mental disorder distinguished by disturbances within thought patterns, attention, and emotions. UnfortunatelyRead MoreSymptoms And Symptoms Of Schizophrenia1569 Words   |  7 Pagesmental health professionals, Jaime was confirmed to have paranoid schizophrenia. Jaime was immediately put on antipsychotic medication, and after about 3 months of taking that medication, he started attending psychological treatment. He has been continuing with both procedures for about a year. Today, his medication dose has lowered and he has shown much improvement compared to when he first was diagnosed. Introduction Positive symptoms are behaviors that aren t seen in healthy people, people whoRead MoreSymptoms And Symptoms Of Schizophrenia Essay858 Words   |  4 PagesSchizophrenia Over 2 million Americans suffer with schizophrenia each day. A vast majority of people diagnosed with schizophrenia suffer from hallucinations, delusions, paranoia, and disorganized speech. Hallucinations are sensory experiences in the absence of external stimulation; therefore, people with schizophrenia may see people or things that are not really there and may even hold conversions or have relationships with these â€Å"people†. Delusions are false beliefs about reality. Someone withRead MoreSymptoms And Symptoms Of Schizophrenia1049 Words   |  5 Pages The Effects of Schizophrenia Madison M. Sulak Dr. Linstrum PSYCH 2301 East Texas Baptist University Fall 2015 Pg. 1 A brain disorder can be triggered by multiple different things such as a stroke, abnormal growths, any type of viral infection, or cancer. There are countless types of brain disorders that people are diagnosed with daily. According to the National Institute of Mental Health, â€Å"Schizophrenia is a chronic, severe, and disabling brain disorder that has affected peopleRead MoreSymptoms And Symptoms Of Schizophrenia1430 Words   |  6 PagesIntroduction Schizophrenia is very complex and â€Å"startling disorder characterized by a broad range of cognitive and emotional dysfunctions† (Barlow Durand, 2015, p. 477). It can greatly impact a person’s life in a negative manner: affecting physical, emotional, relational, and occupational health. The National Institute of Mental Health defines schizophrenia as a â€Å"chronic and severe disorder that affects how a person, think, feels, and acts† (National Institute of Mental Health, n.d., para. 1).

Photosynthesis Free Essays

string(43) " lamp at various distances from the plant\." The leaves are the part of a plant where most photosynthesis takes place. If you cut a leaf in half and look at the cut end, it would look like this: Key: 1. Waxy cuticle: this gives the leaf a waterproof layer, which lets in light. We will write a custom essay sample on Photosynthesis or any similar topic only for you Order Now 2. Upper epidermis: provides an upper surface. 3. Palisade cells: contain chloroplasts. 4. Spongy mesophyll: collection of damp, loosely packed cells. 5. Lower epidermis: layer of cells on the lower surface. 6. Air space inside the leaf: allows contact between air and moist cell surfaces. 7. Stoma: a hole in the leaf through which gases diffuse. . Guard cells: change shape to close the stoma. One unique feature of leaves is that they have tiny holes in them to let carbon dioxide and oxygen enter and exit. The hole formed between these cells is called a stoma. A stoma is just a hole. It is controlled by two guard cells, which change shape to either open or close the hole. Something makes water enter the cells by osmosis and so they swell up and change shape, but no one is quite sure of the trigger. The stomata (air holes) on plants are normally open during the day and closed at night. These stomata are found on the undersides of leaves. This is because if they faced the sunlight, some of the plant’s precious water could evaporate out of them. [IMAGE] Guard cells Hole Open stoma Closed stoma Photosynthesis is the way that plants make their food using energy from sunlight. This is the word equation: [IMAGE] Plants use the green dye (or pigment) called chlorophyll to pick up the energy from the sunlight. Plants make sugar and use some of it for energy to keep them alive (respiration) but they also use some for growth and repair by making fats and proteins. However, it is not always sunny so plants need to be able to store some of the sugar they make, so they convert it to a storage carbohydrate (starch). Plants could use starch or glucose. Starch is insoluble (it does not dissolve in water) while glucose is soluble. This means that if starch is used, less water is required to keep its food stored. The amounts of water, carbon dioxide, sunlight and temperature can all affect how effectively a plant carries out photosynthesis. The amount of water is effected by how much is taken up through the roots and how much is lost from the leaves. If less water is available in the leaf then photosynthesis will occur more slowly. Similarly, if there is less carbon dioxide around then photosynthesis will occur more slowly. There wont be enough of the fuel (substrate) to get the reaction to work. If there is less sun, which usually means it is cooler too, then there is less energy for photosynthesis and it occurs more slowly. So photosynthesis works best when it is warm and sunny. Aim === The aim of my experiment is to determine whether or not the intensity of light will affect the rate of photosynthesis in a plant. To do this, I am going to observe Canadian pond weed (Elodea) under varying light intensities. The Elodea will be submerged in water. I will count the amount of oxygen given off in this experiment by counting the number of bubbles produced. I used Canadian pondweed because of its unusual ability to emit bubbles of gas from a cut end, when placed in water. Introduction Photosynthesis occurs only in the presence of light, and takes place in the chloroplasts of green plant cells. Photosynthesis can be defined as the production of simple sugars from carbon dioxide and water causing the release of sugar and oxygen. The chemical equation for photosynthesis can be expressed as: sunlight [IMAGE]Carbon dioxide + water sugar (glucose) + oxygen + water CO2 + H2O C6H2O6 + O2 + H2O All plants need light in order to photosynthesise. This has been proven many times in experiments, so it is possible to say that without light, the plant would die. The reason that light intensity does affect the rate of photosynthesis is because as light (and therefore energy) falls on the chloroplasts in a leaf, it is trapped by the chlorophyll, which then makes the energy available for chemical reactions in the plant. As the amount of sunlight (or in this case light from a bulb) falls on the plant, energy is absorbed. This means that energy is available for the chemical reactions, and so photosynthesis takes place. The more light there is that falls on the leaf in the first place, the quicker the rate that the reaction can take place. There are many factors which will affect the rate of photosynthesis, including light intensity, temperature and carbon dioxide concentration. The maximum rate of photosynthesis will be controlled by a limiting factor. This factor will prevent the rate of photosynthesis from rising above a certain level, even if the other conditions needed for photosynthesis are improved. It will therefore be necessary to control these factors throughout the experiment so as not to let them affect the reliability of my investigation into the effect of light intensity. Predictions ———– I predict that as the intensity of light increase, so will the rate of photosynthesis. I also predict that if the light intensity increases, the rate of photosynthesis will increase at a proportional rate until a certain level is reached, and the rate of increase will then go down. Eventually, a level will be reached where an increase in light intensity will have no further effect on the rate of photosynthesis, as there will be another limiting factor, in this case probably temperature. Preliminary work =============== Initially, to determine a suitable range of levels of light intensities at which to record results for my experiment, I did a preliminary investigation in which I recorded the number of bubbles of oxygen given off in a given time at various light intensities. To alter the light intensity, I placed a lamp at various distances from the plant. You read "Photosynthesis" in category "Papers" I also therefore needed a way of accur ately measuring the light intensity, and I did this using a light intensity monitor. I obtained the following results: Light intensity (%) Number of oxygen bubbles collected 100 38 95 51 90 45 85 36 80 33 75 14 70 7 65 1 60 0 Although this is a very quick, simple and efficient way of obtaining an idea of the trends for the graph, and the boundaries for the measurements, this experiment was not in itself in my opinion accurate enough to be the basis of my main experiment. This lack of accuracy was mainly due to the fact that by simply counting the bubbles, I was relying on each bubble being exactly the same size, which they clearly were not. The preliminary experiment will give me a best fit curve to which I can compare my main graph, and also points at either end of my results at which it is clear to see light intensity has little or no effect. Here, it was in fact at a light intensity of around 95% when it seems that another factor such as temperature or carbon dioxide concentration has become a limiting factor. In my main experiment, it will not be necessary to take readings above this point. It also shows that while my outer limits are justified, it will be better to take more readings between the current light intensity values of around 60 – 95%. I will take readings at 60%, 62. 5%, 65%, 67. 5%, 70%, 72. 5% aâ‚ ¬Ã‚ ¦ This way I will obtain more results between an accurate value scale. Here are my results from my preliminary experiment: [IMAGE] Method Input variables Light intensity – This is to be varied by increasing and decreasing the distance from the light source to the plant Output variables Volume of oxygen (rate of photosynthesis) – This is to be measured by finding the number of bubbles of oxygen produced in a 30 seconds. Carbon dioxide concentration – This can affect the rate of photosynthesis, since if there is too little CO2, it can become the limiting factor. In this case, as long as the experiment is done over a short period of time, the amount of carbon dioxide used up by the plant will not be sufficient enough to cause the carbon dioxide concentration to become the limiting factor. If my experiment were to be performed over a longer period of time, this would become a problem. Water availability – Water is also required in the photosynthesis reaction, and when it is lacking, the plants’ stomata close to prevent further water loss. This closing of the stomata cells also leads to little carbon dioxide being able to diffuse through. Clearly, in a water plant, (like the pondweed) as long as the plant is fully submerged in water at all times, this will not be a problem. Temperature – Enzymes are used in the photosynthesis reactions of a plant. Therefore, temperature will increase the rate of photosynthesis, until a point at which the enzymes weaken and work at a slower rate. I am going to perform the experiment at 22 degrees, checking the temperature frequently in case the heat given off from the light should slightly raise the temperature, in which case I shall simply refill the beaker with more water after each experiment. Apparatus list A § Desk lamp A § Elodea pondweed A § Clamp A § Water A § Thermometer A § Test-tube A § Beaker A § Cold water A § Stopwatch A § Light intensity meter Cut a stem of Canadian pondweed of about 7cm in length. Fill a test-tube with water, and place it in a clamp. Then place the test tube into a beaker of cold water. Insert a thermometer into the beaker, and record the temperature at the beginning and end of each experiment, (as a precaution against a significant unexpected rise in temperature). Set up a lamp at a set distance from the plant, ensuring that this distance is from the filament of the lamp to the actual pondweed, rather than the edge of the beaker. The light intensity must be measured in the same way as described in the preliminary experiment. When bubbles are being produced at a steady rate, start the stopwatch and count how many oxygen bubbles are produced in 30 seconds. Repeat this experiment three times for accuracy. Following the aforementioned method, I obtained these results: Light intensity (%) Number of bubbles counted Test 1 Test 2 Test 3 95 52 0 50 90 47 48 46 85 37 39 39 80 35 32 33 75 12 13 10 70 4 2 3 65 1 0 2 60 1 0 0 From these results, I have worked out one set of average results and drawn a graph to show them. The results are rounded up to integers because the â€Å"number of bubbles counted† is discrete data (ie – â€Å"4 and a half bubbles† would not be appropriate). ======================================================= ============== Light intensity (%) Average number of bubbles counted 95 51 90 47 85 38 80 33 75 12 70 3 65 1 60 0 *****Analysis***** ================== *****My graph was in the form of a best-fit curve. I drew it as a curve rather than a straight line because of the clear pattern of the points. This meant that the rate of photosynthesis increased as the light intensity increased. This was because photosynthesis is a reaction, which needs energy from light to work, so as the amount of energy available from light increased with the rise in light intensity, so did the amount of oxygen produced as a product of photosynthesis. My graphs showed that the relationship between the light intensity and the rate of photosynthesis was non-linear, as both graphs produced a best-fit curve. However, as I expected in my hypothesis, it does appear that for the very first part of the graph, the increase in rate is in fact proportional to the increase in light intensity (i. e. a straight line) and I can show this by taking some readings from the graph: Results from graphaâ‚ ¬Ã‚ ¦ =================== From these results, I am able to say that an increase in light intensity does certainly increase the rate of photosynthesis. The gradual decrease in the rate of increase of the rate of photosynthesis (the shallowing of the curve) can be attributed to the other factors limiting the rate of photosynthesis. As light intensity increases, the photosynthetic rate is being limited by certain factors, such as carbon dioxide and temperature. These factors do not immediately limit the rate of photosynthesis, but rather gradually. As light intensity increases further, so the rate of photosynthesis is being limited by other factors more and more, until the rate of photosynthesis is constant, and so is almost certainly limited in full by another factor. Overall, both graphs and my results support my predictions fully. My idea that the rate of photosynthesis would increase with light intensity was comprehensively backed up by my results. This is because a higher light intensity involves a greater level of light energy, which can then be transferred to a special protein environment designed to convert the energy. Here, the energy of a photon is used to transfer electrons from one chlorophyll pigment to the next. When enough energy has been gathered at a reaction centre, ATP can be synthesised from ADP. The oxygen collected in the experiment is in fact the by-product of this reaction, and so it is lear to see that the more light energy, the more ADP is being converted into ATP and more oxygen is produced as a result. Evaluation ========== Although I feel that my experiment was sound overall, I thought there were many points at which the accuracy was not perfect. As I have already stated, my preliminary experiment was not accurate enough to justify being used as my main experiment. This was mostly due to the fact that I was relying on all the bubbles being the same size, which they clearly weren’t, however many of the smaller inaccuracies also apply to my main experiment. Firstly, the distance between the light sources and the Canadian Pondweed were not measured to a very high degree of accuracy, especially when you note the fact that the distance should have been measured exactly from the filament of the light bulb to the centre of the plant. It is possible here to find a percentage error. I estimate that the error could have been up to 0. 5cm and I will find the percentage error for the largest and smallest reading using this estimate: Percentage error = possible inaccuracy total reading % error distance 10 5cm 1 50cm Percentage error is just how much your guess was off from the actual value. The formula is: |estimate – actual|/actual * 100% [That is: the absolute value of (the estimate minus the actual) all divided by the actual, all multiplied by 100%. ]* It is clear to see that the percentage error is much less for the larger distances. Although I was not actually using the distances as part of my results, I used them as a marker for where the lamp was placed each time, as I assumed that the light intensity would be the same each time at a particular distance. Therefore, any inaccuracies in measuring the distances, i. e. f a distance was slightly different when doing the actual experiment from the distance at which I earlier measured the light intensity, an error would ensue. The second major inaccuracy was in measuring the volume of oxygen given off. When reading the syringe there could have been an error of 0. 25mm, and again it is possible to find a percentage error. % error volume 3. 57 7ml 50 0. 5ml For the smallest volumes this is clearly a massive error, and to improve this, it would be necessary to do the readings over a longer period of time, therefore increasing the volumes, and in turn reducing the percentage errors. Another error would have been due to background light in the vicinity. We tried to reduce this error by closing all blinds in the laboratory, but due to practical reasons, we could not all perform the experiment in a separate room, and we therefore experienced light pollution from other student’s experiments. This would have had a very marginal effect on my results as a whole, but to eliminate this problem completely, it would have been necessary to perform the experiment in a totally dark room. A further inaccuracy was in the heat generated by the lamp. As I have earlier described, temperature has a very noticeable effect on the rate of photosynthesis, and so any increase in the temperature of the pond water would have had serious effects on the accuracy of my results. To ensure this did not happen, I monitored the temperature of the water before and after every reading, to check that the temperature did in fact not rise. It turned out not to be a problem, as over the short period of time taken by my experimental readings, the temperature did not rise at all. However, if I were to extend the time of my experiment to 5 minutes for each reading for example, which would have the effect of reducing other percentage errors, I would have to find some way of keeping the temperature constant. One way of doing this would be to place a perspex block between the lamp and the plant, which would absorb most of the heat, while allowing the light energy to pass through. As I mentioned in my planning, carbon dioxide concentration could have been an error in the experiment. However, I feel that due to the short period of time taken there is very little chance that the oncentration would ever have been so low as to become the limiting factor. Again if I were to carry out the experiment over a longer time period, it would have been necessary to add sodium hydrogen carbonate to the water to increase the carbon dioxide concentrations. The last inaccuracy, though a small one, was in the time keeping. The main problem here was in when to begin the minute. If fo r one reading, the minute was started just after one bubble had been produced, and in another reading it was just before, this could have had a negative effect on the accuracy of my results. I therefore ensured that in each case I started the stopwatch just after a bubble had been produced, thus heightening the accuracy. Overall, I felt that due to the small volumes of oxygen involved, my experiment was not as accurate as it could have been, however I believe it was accurate enough to support and justify my hypotheses. Improvements could have been made as I have stated, mainly by simply increasing the time taken. However, due to practical time constraints in taking the readings for my investigation, and some consequential problems relating to time extension, I could not in fact make these adjustments. The other obvious way of increasing the reliability of my results would be to take many repeat readings and find an average. To extend my enquiries into the rate of photosynthesis, I could perhaps try to link in some of the other limiting factors to the same experiment, as well as investigating them in their own right. It could also be interesting to explore the effects of coloured lights on the rate of photosynthesis, which could lead to the question of whether or not other types of light, such as fluorescent lights or halogen lights, would have a different effect on the rate of photosynthesis. How to cite Photosynthesis, Papers

The Speech the Graduates Didn’t Hear free essay sample

Neusner has presented support for his thesis with both logical and emotional elements, and the emotional elements help to persuade. Some of the author’s stronger arguments include, even thought students come to class late, are lazy, and are rude, the faculty stay calm and helps students to solve problems. For example, if students came late the faculty pretends like they do not care. Despite instructors failing to teach the students, the students are happy because, for them school is easy. Some students may argue or act rude toward the faculty, but the real world, after they are graduates, is not same as college. That will make students failures in the real world, because students will act with coworkers and bosses same ways they acted with faculty or professors. In colleges, students drop classes without failure, but outside of college failure will become marked on their record. After graduating with good grades maybe benefit in the future, but in the real world, good grades do not protect students from doing wrong. We will write a custom essay sample on The Speech the Graduates Didn’t Hear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page College has spoiled students and has not prepared students for the real world that is why on graduation day is not the day that faculty should be proud. In contrast, the author has been less effective using proof/logic in other examples. For instance, it is not always true that he said students’ failure leaves with no record, and if a student forgets their appointment, the faculty will change their schedule. The author might be correct that sometimes college spoils students and makes students too comfortable, as it is logical to see examples of that in other parts of life. Brown University is trying to make being a student easy, for reasons of professors want students to be happy, and like the faculty. And it is true this will make students fail in the real world, but it still happens in many colleges. The faculty knows it was not right, but they still did, because being a strict professor will make students chose to learn with another professor that is easier. And when students have easy professors, it is hard to improve and it will make college a retreat. And this is why the faculty does not feel pride on commencement day. In my opinion, I think students will like easy professors and they will feel unappreciated with easy professor when they are in the real world that acts different from college. After I finished reading the article, I felt like the author was upset with the faculty system and is clearly emotional about this subject. This speech may affect students, but in my opinion this article should affect the professors more. This situation will not happen if college systems are stricter. It is true that students like easy professors, but if they have no choice because every professors are strict, they will prepare themselves more before coming to the class. This article feels like the author thinks this problem cannot be solved and that is why he is sarcastic with this tone. One thing students want is a good grade, because that shows they are responsible and that will make them be the first choice for employment. I have an example that is related to this article. My classmate is an A student all the time, and one day the strict professor said grades were not important. The important thing is that we can bring the knowledge to adapt in the work situation. After the class, my classmate told me it was not true, because if she does not have good grades it is hard to find a job. After the end of semester, she told me she got A- from that class, and she does not like this professor. Another class she got A, and she told me the professor was easy, however the teacher did not teach well, which made her have to study by herself. From my classmate example, I realized that being a good professor by being strict can make the students think the professor is bad, but being a lazy professor that gives good grades makes the students think the professor is good. The author makes a passionate argument by logically suggesting if colleges want to solve this problem, the leaders need to write the rules that make every professor go in the same direction. Unfortunately, Neusner offers no real solution plan for accomplishing this. For instance, no professor wants to be the problem; if all professors do the same thing, no one makes a difference. But, this is problem applies equally to being â€Å"too easy† and being â€Å"too strict†. That will help their faculty or college get stronger. Schools need to teach students to be respectful to professors and their institutions, if this succeeds, students will be successful in college and in the real world. In conclusion, I believe the author makes a good argument when supporting his thesis. Then students will fail in the real world, because colleges do not prepare them to handle with real live.

Salvation free essay sample

There are billions of people whose lives change in an instant, such as a mom giving birth or a boy who loses his father. Many people have no choice with what they do with their lives. This is a story about a kid from Wyoming who goes through a journey that changes his views on life forever. My name is Jordan and I love getting to know people, Mother Nature and traveling. My story takes place in the woods of Colorado about three or four years after moving to this majestic state. School was ending and the summer was on the threshold of my front doorstep. I had planned a backpacking excursion for eight days out in the wilderness with only the sanity of my friends to get me home. As the weekend approached we prepared to embark. Saturday morning the blaring sun shone through my window and woke me up. We will write a custom essay sample on Salvation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We departed early and arrived near Buena Vista, thank god the weather was cooperating on the road. Along the trek Mother Nature became angry with us and the rain came down in buckets and the lightning as if it was July 4th. Day two came rolling around fast, and we decided to try to catch our lunch for the day. Splitting up we conceived a plan of where to meet and how to trap small game and even fish, my plan was to tie a slipknot on a tree branch wait for a squirrel to wedge himself into the trap like a fish swimming into a net. The others decided to try and catch fish; they brought a big net and bait to lure them in, all of this while Jay stayed at the camp and prepared the fire. After an hour went by we all checked our traps and I had two squirrels in the snares and the boys got three fish. The fire was ablaze thanks to Jay, so we set the freshly caught meals on the scolding rocks and let the fire do its job. We continued eating off the land for three more days, and then it happened. Day six came around and we were tired of fish and squirrel, so we concluded that we would try to catch a larger animal. With the leftovers from the previous meals we lured in a coyote, he had grey fur with a brown streak shooting from his ears to his tail. After he took the bait we observed as he inspected the meal as if he knew it was his time. Quietly Jay jumped off of the branch he was on and through the 30 or 40 pound rock on its back. Instantly we heard the sound of its spine break like a cracking sound like that of branch breaking off a tree. It lay dead for a few minutes before we field dressed it. The best meal of the trip but also the scariest because at night the guts, although they were 100 yards away, brought in predators. The bear was close to 500 pounds and could have easily killed us all but that would take effort. Sunrise came and we made it out, and there are a couple lessons that I learned on this odyssey. One was to believe and trust in your friends because when y ou’re in the wild that’s all you’ve got, and the other is to take life as it’s given. But this trip is the main reason why I want to go into animal biology and learn their habits and how they live, to study animal behavior in their natural habitat. This journey paved a path for me to follow as a career that I love.

McDonalds French Fries Are Still Not Vegetarian

McDonald's French Fries Are Still Not Vegetarian Most animal-rights activists follow a plant-based diet for ethical reasons and avoid places where billions of dead animals are served up every day. Still,  vegetarians or vegans  may be inclined to sneak into McDonalds on occasion for a serving of the famous Golden Arches french fries. If so, they should stop. In spite of numerous protests and even lawsuits, McDonalds french fries are not, and never have been, vegan or vegetarian. But how can that be? you might ask. French fries are made from potatoes and fried in oil, so theres no harm in grabbing a serving for the road. Right? Its All Good in India Sure. If you live in India. In that country, you can consume all the McDonalds French fries your heart desires because they are made of only plant-based ingredients. In fact, McDonalds in India does not serve pork or beef products at all. So if the fast-food giant can respect the fact that, in India, cows are sacred and not for consumption, as well as make veg-friendly fries, then why can’t they do it in the United States? Not in the U.S.A. However, French fries served at American McDonald’s locations are not vegetarian. Thats because for decades McDonald’s cooked its fries in beef fat- its supposedly what gave them their famous flavor. But when they switched to vegetable oil, the fries were no longer as tasty. The solution was to add natural beef flavor to the spuds. Class-Action Lawsuit In 2001, McDonald’s was hit with a class-action lawsuit, led by a group of Hindu customers who felt they were being duped into unwittingly consuming animal products, which is strictly against their religion. Other vegetarians and vegans joined the fight, pointing out that the company gave out misleading information. Customers were being told that the French fries were fried in vegetable oil- the inference being that the fries were no longer cooked in lard and were therefore veg-friendly. Admitting that the fries were coated in beef flavoring, McDonalds settled for $10 million, with $6 million going to vegetarian organizations. Whats in a Fry? But they didn’t change their recipe one bit. Their website still lists the ingredients for all to see. As a representative explained: â€Å"With regard to our French fries, any customer in the U.S. who contacts McDonalds USA to ask if they contain beef flavoring is told yes. The way it works is, McDonalds French fry suppliers add a very small amount of beef flavor to the oil in the par-frying process at the potato processing plant before shipping the spuds to individual outlets. Once at the restaurant, the fries are cooked in vegetable oil. That same representative went on to say that, In addition, we have no plans to change the way we prepare our French fries in the U.S. However, it is important to know that our French fries are prepared differently in other countries.† To vegans and vegetarians, this is insulting. How difficult would it be to just leave out the beef flavoring like they do in India? The likely answer is that because the majority of customers in India are vegetarian or vegan, not accommodating their ethics would mean a loss of billions of dollars. Here in the United States, the opposite is likely to be true. Leave off the beef flavor that has long given the McDonalds French fry its famous flavor, and Americans are likely to just say no to Do you want fries with that?

What role can and Should HRM play in an organization that is seeking Essay

What role can and Should HRM play in an organization that is seeking to expand its international operations - Essay Example As the individuals working for the company in different locations are likely to come from different cultures, the culture of the company itself can only be established with good HR policies and effective HR management (Hollinshead & Leat, 1995). As defined by Ozbilgin (2005), International HRM is the practice of getting the maximum business value from human assets which are distributed across the world working under the umbrella of a single company. Historically, the cultural differences between the home office and the branch office located in a different country meant that sooner or later HR managers had to face the problem of culture clash which is defined as different cultures affecting work processes and workflow (Faulkner, D. 2002). In the past, these cultural differences were largely ignored and it was thought that the culture of the company would prevail while the culture of the country where the company was located would not matter as much (Kamoche, 1996). However, recent evaluations have shown that culture conflicts might need to be actively countered and could even be used to motivate workers rather than put various managers in conflict (Bartlett & Ghoshal, 1998). With these definitions and with the help of practical examples as well as expert opinions, it can be shown that the role played by HRM in an organisation that is seeking to expand its international operations is a twofold role. Firstly, HRM can help the arms of an organisation (both local and branch offices) come to terms with each other in view of their different cultures. Secondly, HRM can help and should help in creating policies which are localised for international operations. The central cultural difference that exists between the UK and a culture such as China or India comes from the very basis of the culture i.e. language. While the predominant language in the UK is English, it may not be used as the lingua franca in China since it is only learnt as a second language.

Teams and organizations lead by two leaders Essay

Teams and organizations lead by two leaders - Essay Example Of course, initiating and sustaining morale among teams are not an easy task to do. Organizations need great leaders such as participative and transformative types of leaders to ensure sufficient levels of morale abound. Teams led by both transformative and participatory leaders have their morale bolstered. On the one hand, participatory leaders inspire creativity and encourage members of a team to engage in both decisions and projects. As a result, team members develop high levels of morale, job satisfaction, and productivity. Participatory leaders can motivate them to work hard by making team members feel in control, (Montero, 2013). On the other hand, transformation leaders inspire teams since they expect the best results from them. This leads to high engagement and productivity from all the people in the organization or teams (Donna, Middleton, Montana, & Simpson, 2006). Therefore, both participatory and transformative leadership spur open communication that develops team motivation. To this end, transformative leaders and participatory leaders can work together to motivate teams within an organization. Although both transformative and participatory leaders can work together seamlessly, evidence shows that transformative leaders serve organizations better than participatory leaders. Police heads who choose to inspire, give intellectual stimulation, and set a vision, are more effective than those who do not do that. Also, evidence shows that transformative leaders can have a greater positive impact on their subordinates than other directors. On the other hand, limited evidence exists regarding the impact of shared leadership initiatives exhibited by participatory leaders (English, 2006). In my view, transformational leaders are more influencing compared to participatory leaders. If directors apply transformational leadership styles with integrity, they can

Poetry anthology Essay Example | Topics and Well Written Essays - 750 words

Poetry anthology - Essay Example The poems are organized into three sections: first "seasons" like spring, summer and winter which talk about the changing seasons of love: from hope of new love in spring, to warmth and passion in summer. Although there is no poem entitled "winter", it is dealt with in the first poem, showing a transition from "frozen faith" to "growing green". The second section deals with elements like "sunshine", "rain", "wind, "fire" and "sea". I wanted to do the four elements but instead the poems just happened this way. I found it was very natural to compare love to sunshine, and tears to rain but this is a bit clich, so I decided instead to use rain in terms of quenching a thirst with a kiss. The poem "wind" associates wind and freedom, and doing things that society doesn't expect you to do when you are in love, while "fire" is a good transition to the next section "violent elements" because it talks about things like "fire" and "lightning" and "thunderclouds" which are frightening and violent but are beautiful too, like love is. Then the section "violent elements" transition into "stormy night and the end section with only one poem: "evening" which talks about love dying like the day dying. I know that people will say that it is common to write about love and to compare it with nature, but I think these poems are different in that they try to avoid the usual clichs. I am very grateful to the person that inspired this anthology - even though there are many painful things to feel and say about love, it is a life-changing experience to have. I. SEASONS spring I know it's spring when the leaves turn green again when my soul like shriveled straw starts to grow green again when my frozen faith in life and love starts to melt and thaw again when my heart that's brown and cold opens at the touch of your hand summer the smell of flowers in June goodbye which came too soon and your memory which fills this room the sound of tropical waves the burn of bright sun rays and your memory which stays and stays the taste of yellow fruit the bitter taste of truth and memory of lost youth II. ELEMENTS sunshine like I'd miss the sunshine if it went away like I'd miss the stars at night like I'd miss the air I breathe I miss you so when you're out of sight like the sand would miss the waves I miss you so when you're away and as there's such a drought in my heart I miss you like grass misses rain rain I run a mile through wind and hail and storm and gale through fire and flame to quench my lips in the rain of your kiss sea I feel so blue my world is gray all my world without you is like a ship gone away I looked at you you smiled at me all my life without you is like a blue blue sea Every time the waves rush in I just feel so alone Every time the tide goes in I remember you're gone wind wind in my hair sun on my face what do I care got to leave this place dirt on my heart mud on my feet where do I start I just got to be free blood on my hands wine on my cheeks feel so high can't even sleep forget these chains forget society I'm drunk with love in love with your sanity fire sometimes it's fire sometimes it's lightning sometimes it's thunderclouds and rain I'll tame a sunset when times are frightening to be your light through darkness and pain III. VIOLENT NATURE thunder cloud eyes of wonder laugh of thunder take me under with your kiss smile like heaven I rise like

Victims of Bullying

Victims of Bullying Victims of Bullying Schools offer more than educational opportunities; they offer many opportunities for social interaction for youth. These social opportunities also offer many opportunities for children to become victims of bullying. In the last ten years, there has been a dramatic rise of research on bullying in the United States. This research has been spurred by continued extreme school violence where the perpetrators of the violence had been victims of bullying. Bullying encompasses a range of various aggressive behaviors, which are targeted at an identified victim (Espalage, 2002). It is differentiated from fighting because it involves an imbalance in strength such that the individual targeted has difficulty defending him or herself. Bullying has been a common obstacle of childhood for many generations (Olweus, 1995). Many people believe that bullying is a natural part of growing up that does not cause serious harm but help to toughen children up (Pianta Walsh, 1995). On the other hand, extensive research in this area has identified consequences for the victims of bulling (Olweus, 1995). There have been many high profile cases of victims of bullying who have retaliated by horrific school shootings (Kumpulamen, Rasanen, Puura, 2001). A number of recent studies have investigated the immediate and short-term effects of peer victimization (Espelage, 2002; Espelage Swearer, 2003; Nansel, Overpeck, Pilla, Ruan, Simons-Morton, Scheidt, 2001). Rejection from a peer group has been linked to adverse psychological and physical consequences (Kumpulamen et al., 2001). Victims have been noted to be at risk for increased levels of depression, anxiety, and psychosomatic symptoms (Nansel et al., 2001). School avoidance and feelings of isolation are common among victims. Furthermore, it has been reported that these victims of bullying are developing post-traumatic stress disorder (Kumpulamen et al., 2001). This reveals the detrimental impact that peer rejection may have on youth and the importance of more research on the long-term impact bullying has on victims. The media has portrayed â€Å"bullies† and â€Å"nerds or geeks† in numerous films, thus bringing awareness of childhood social hierarchies and the desire to be accepted as part of a group. The â€Å"nerds† are social outcast who are commonly victimized by their peers and often blamed for not being tough enough. Recent research and pop culture movies like â€Å"Mean Girls† have brought more attention to girls and their bullying behaviors. There is limited research on the prevalence and effects bullying has on girls (Brinson, 2005). Many bullies experience mental health difficulties. One study found that one-third of bullies have attention-deficit disorder, 12.5% were suffering from depression, and 12.5% had oppositional-conduct disorder (Kumpulamen et al., 2001). Bullies then in turn take out their frustrations on someone the see as weaker than them. These bullies are also seeking to impress their peers. The rejection felt by the victim can have a direct impact on their lives. Several authors suggest that youth who are continually victimized may be at risk for poorer psychological functioning as adults (Espelage, 2002; Nansel et al., 2001). There has not been much research in this particular area. Little is known about how these victims function as adults. Research suggest that adolescents do not simply grow out of emotional problems with age, which implies that youth who have poor social skills may continue to experience difficulty in their area of maintaining relationships as adults (Nansel et al., 2001). Espelage (2002) found that many victims of bullying continue to think about their experiences of being bullied and recall painful memories well into adulthood. Depression and suicidal ideation have been found to be common outcomes of being bullied for both boys and girls. Bullies themselves have been prone to depression (Espelage, 2002). Bullying behaviors has similarly been found to transfer from the classroom to the streets, male bullies having been found to be seventeen times more likely to be frequently violent outside of the classroom and female bullies over one hundred times more likely to be frequently violent on the streets (Brinson, 2005). Longitudinal research has found that bullying and aggressive behavior were identified as being characteristics of those students who later became involved in criminal behavior (Nansel et al., 2001). Statement of Problem There have been limited mixed-methods studies on the phenomenon of bullying (Espelage Swearer, 2003). There has been no research that has attempted to explore the long term effects of bullying on individuals who have experienced it. This study will use a mixed-methods approach to explore both the long term effects of bullying on individuals that were bullied in their youth. Statement of Purpose The purpose of this concurrent, mixed methods study is to explore and generate themes about the long term effects bullying, that occurred in childhood, has on men and women. The quantitative research questions will address the prevalence of bullying between male and female participants that they encountered at school when they were in their teens. Qualitative open-ended questions will be used to probe significant resilience factors by exploring aspects of the bullying experiences and how they impacted the person’s adult life. Theoretical Framework Several theories have sought to explain the existence of bullying behavior. Some developmental theorists perceive bullying as a child’s attempt to establish social dominance over other children. This dominance is established through developmentally appropriate actions; in the early years, when children lack complex social skills, they bully using physical means. As these overt acts are punished by disciplinarians, and as children develop a larger repertoire of verbal language, bullying becomes more verbal in nature. Finally, when children gain the skills to understand and participate in intricate social relationships, they begin to use these relationships as a more covert type of bullying in order to establish power and social dominance (Smith, 2001). Resilience theory is defines as a person’s ability to cope or adapt to stressful situations. In different environments, resilience can have different meanings. In a high crime neighborhood, resilience could mean just surviving unscathed from the violence. This is having the ability to overcome a challenging set of circumstances with success. Studies in resilience theory demonstrate that resilient individuals are those who grow and develop as a result of trauma. Rather than being stunted by life difficulties, they recover from the traumatic events with an increased sense of empathy, enhanced coping skills. (Pianta Walsh, 1998). Peer rejection theory provides an important context for socialization that fosters social skills that children learn and use through out their lives. Rejection theory is based on the premise that children that are rejected by their peers are not given the same opportunities to socialize and develop socialization skills. This further distances them from their peers (Cole Gillenssen, 1993). Life course perspective is an appropriate lens to use when reviewing bullying and the after effects it has on the victims of it. Research has shown that bullying can cause victims to have varying degrees of posttraumatic stress syndrome (Houbre et al., 2006). Elder (1998) researched the social pathways in the life course. This research revealed that individual’s lives are influenced by their ever-changing effects of their experiences. Research Questions/Null Hypothesis Research Question #1: How are men and women impacted by the bullying they encountered as youth? Null Hypothesis #1: There will be no statistical significant difference in how men and women are impacted by bullying that they encountered as youth as measured by the Revised Olweus Bully/Victim Questionnaire. Research Question #2: How did bullying as a youth affect men? Null Hypothesis #2: There will be no evidence that being bullied in their youth will have an impact on their adult lives as men. Research Question #3: How did bullying as a youth affect women? Null Hypothesis #3: There will be no evidence that being bullied in their youth will have an impact on their adult lives as women. Research Question #4: What are the implications in their current life that they feel resulted from the bullying they encountered as youth? Null Hypothesis #4: There will be no statistically significant evidence of implications in their current life that were a result from bullying that they encountered as youth. Research Question #5: How do they feel their bullying experiences impacts their ability to socialize with people now? Null Hypothesis #5: There will be no evidence that bullying experiences in their past will impact an adult’s ability to socialize with other people. Definition of Terms Bully/victims: individuals who both bully others and are victims of bullying (Espelage Swearer, 2003). Bullying: aggressive behavior that occurs repeatedly over time and includes both physical and emotional acts that are directed towards another individual with the intent to inflict harm or discomfort (Olweus, 1993). Bystander: individual who observes a bullying incident (Olweus, 1993). Emotional Scarring: the association of negative feelings with the recollection of painful memories of being bullied (Espelage, 2002). Peer: an individual belonging to the same groups based on age, grade, and status (Olweus, 1993). Victim of Bullying: an individual who is exposed repeatedly over time to aggressive behavior that is inflicted by his peers with the intent to cause harm or discomfort (Espelage, 2002; Olweus, 1993). Assumptions The assumptions made about the participants in this study are that they are of sound mind to participate in this study. The assumptions made that all of the participants will answer the web survey honestly. The assumptions made that all of the participants were bullied in their youth. Delimitations The research recognizes the following delimitations for the study: The sample size will be dependent of the amount of people who respond to the email of inquiry at this study. All respondents are mentally competent to answer the questions in the online survey. The participants have the potential to be spread out across the United States. Limitations Quantitative research looks for generalizability of the research findings to the larger population (Crestwell, 2005). Generalizability is not as important to qualitative research that is seeking to explore a phenomenon and the impact it has. If more men respond then women to this survey, then it would not be an equally distributed sample. Socio-economic status is not asked in this study.

Comparing Brave New World and Handmaids Tale :: comparison compare contrast essays

Comparison and Contrast between Brave New World and Handmaid's Tale The government in Huxley's Brave New World and Atwood's Handmaid's Tale, both use different methods of obtaining control over individuals, but are both similar in the fact that humans are looked at as instruments. Human's bodies, in both novels, are looked at as objects and not directly as living things with feelings. In both societies the individuals have very little and are controlled strictly by the government. In Handmaid's Tale and Brave New World, through issues of employment, class systems, and the control of reproduction, Atwood and Huxley forewarn that in an all-powerful society, it is destined to become corrupt. Both novels treat humans as items and not as human beings. In HMT, the entire structure of the Gilead society was built around the single goal of reproduction. Gilead is a society facing a crisis of radically dropping birthrates and to solve the problem it forces state control on the means of reproduction. Controlling women's bodies can succeed only by controlling the women themselves. The society's political order requires the overthrow of women. The government strips the women of the right to vote, the right to hold property or jobs and the right to read. The women's ovaries and womb become a `national resource' to the society. Women cease to be treated as individuals and rather as potential mothers. Women internalize the state created attitude even independent women like the narrator of HMT, Offred. At one point lying in a bathtub and looking at her naked form, Offred states; " I used to thin of my body as an instrument, of pleasure, or a means of transportation, or an implement for the accomplish of my will ... now the flesh arranges itself differently. I'm a cloud, congealed around a central object, the shape of a pear, which is hard and more real than I am and glows red within its translucent wrapping." Offred contrasts the way she used to think about her body to the way she thinks about it now. Before, her body was an instrument, an extension of herself. But now her self no longer matters and her body is only important because of its `central object', her womb which can bear a child.