Bullying – Lifespan Psych Class

PSY-210 All over the world, bullying and victimization are common at various levels of schooling from elementary to secondary and beyond. The objective of bullying can range from humiliating to instilling fear in an effort to establish a character of dominance on the part of the bully. It can be in the form of physical violence, verbal abuse, or social isolation and can have lasting consequences on the victim ranging from low self esteem to the most severe: suicide. The question we all have to ask ourselves is where does this behavior stem from?Children are not born innate with an evil gene (excluding mental disease), therefore, we have to begin by looking at the family structure, the familial influence, and what role they play in the bullying behavior. In the research study â€Å"PROCEDURAL JUSTICE IN RESOLVING FAMILY DISPUTES: IMPLICATIONS FOR CHILDHOOD BULLYING† (Brubacher, Fondacaro, Brank, Brown, Miller, 2009), the authors looked at the interaction between a child and the ir family with regard to conflict resolution and how that may effect the ability of a child to deal with their peers.Since a dominant role is most apparent in the parent-child relationship, it can suggest that children will be considerably affected by how their parents treat a situation where conflict needs to be resolved. Parents play a pivotal part in the ability for their child to understand right from wrong, empathy, respect, and a sense of fairness. Throughout their course of cognitive development, the attitudes and behaviors put forward by the parent will be internalized by a child and become part of that child’s working model of social conduct.The purpose of this study was to develop the correlation between the family dynamics, and how it may contribute to the behavior of children and their core moral and ethical values when interacting or dealing with their peers. The groundwork is laid at home and if not met with properly, can result in the same cycle repeating in ge nerations to come.The study used participants of middle school age (average age was just over 12-1/2), and a randomized selection of classes from nine participating school districts within various states which was a good representation in that it looked at students in more a metropolitan setting where you usually have a more dense student body, a larger mix of ethnicities, which can sometimes lend to more conflict amongst peers as they are interacting and trying to integrate with one another.The age of students is particularly important because it’s at this tender age where they are beginning to form their independence and having to make autonomous decisions about their behavior and still learning the consequences associated with those decisions. I’m certain that aggressive behavior in parenting styles has huge implications on a child’s attitude. Parents who use physical and/or emotional harm are doing nothing to instill healthy, acceptable social behaviors. All children need to feel a sense of value, empowerment over their ability to be autonomous, and in the absence of that, will act out that which they’ve learned.Often times, it can be the subliminal behavior of the parents/adults that can foster unacceptable values in children. The catalyst can be the ethical and moral opinions like racism, cultural beliefs, and even religious affiliations that the parents have personal qualms about†¦ that can weave into the fabric of a child. Many parents are oblivious to what they’re unconsciously teaching their children simply by how they talk about other societies, traditions, or backgrounds. That kind of blind hatred passes down from generation to generation and no doubt rears its ugly head in our schools†¦ the melting pot of the world.In our textbook â€Å"HUMAN DEVELOPMENT† (J. W. Vander Zanden, T. Crandell, C. H. Crandell), Diana Baumrind, a developmental psychologist found a number of parental practices and attit udes that seem to facilitate the development of socially responsible and independent behavior in children. She found that parents who are socially responsible and assertive, and who serve as daily models of these behaviors, foster these same characteristics in their children. Parents should emphasize and encourage individuality, self-expression, and socially appropriate aggressiveness.Susan Crockenber and Cindy Litman (1990) show that the way parents handle autonomy issues have a profound consequence for their youngsters’ behavior. When parents assert their power in the form of negative control (threats, criticism, physical intervention, and anger), children are more likely to respond with defiance and thus behave the same way. I agree that there is a correlation between parenting styles and how that influences a child’s ability to resolve conflicts. The family environment has a direct relationship to problematic behavior in children resulting in social cruelty, especi ally bullying.No one can prepare you for the most difficult task in life. Parenting. Countless books, advice from others, even your own childhood experiences never seem to quite arm you with enough strength to handle it with grace and fluidity. Yet we all take that leap of faith, to fulfill our moral obligation to procreate life, convinced that we know the secret to raising a well-adjusted individual. Yet many of us fail to carry out the process correctly†¦ either repeating past behavior, or expecting too much from our little ones, too soon. In the article published on Psychology Today â€Å"HOW TO RAISE YOUR CHILDREN NATURALLY†, Gerard Young, Ph.D. , discusses parenting styles with regard to discipline, self esteem, happiness, and stress both on the part of parents and their children. He focuses on the importance of not only timing and applying proper techniques†¦ reminding us that children’s cognitive and social skills grow with age, but the importance of t he environment in which those practices would be effective†¦ needing a warm and balanced platform. Discipline should not solely be about punishment for the wrong behavior, but should also encompass limits and the boundaries for self-control.He discusses that Learning theory has provided excellent discipline techniques, which can help shape a child by using rewards, reinforcements, points, time outs, and even punishment†¦ without resorting to the use of corporal/physical methods. Parents need to have patience and understanding if they are to instill appropriate social and developmental behaviors in their children. We need to appreciate that they have a different schedule and rhythm than we do, and if we’re to be effective parents, we need to manage that in order to gain a measure of control while teaching them the proper skill sets they need for self-control.Most important, we need to be more liberal with our praise, giving them enjoyment to strive for more. If we ar e to raise a healthy child, we need to value what is special within our child and support and build on that. Understanding what makes your child â€Å"tick†, and â€Å"giving them the tools to tick better†. We should provide them with an environment which not only sets limits & expectations, but freedom to express & explore, so they can grow with a sense of initiative and independence which will translate into adulthood for positive life goals and values.All this requires dedication and commitment from parents to be on their best behavior. Children watch, observe, imitate, and learn from us. It would be prudent for us to remember the initial goal we had in mind when we decided to have children. To tenderly love him/her, to make a contribution to society by raising a healthy, well adjusted individual who will in turn perpetuate that for generations to come. That cannot happen if we are to take a back seat approach and not follow through with our moral responsibility. Ch ildren did not have a choice to be born.So why then should we rob them of a chance they rightfully deserve at a peaceful upbringing. Learning, by definition in our textbook â€Å"HUMAN DEVELOPMENT† (J. W. Vander Zanden, T. Crandell, C. H. Crandell), involves a relatively permanent change in a capability or behavior that results from experience. Behavioral theories emphasize that people can be conditioned by positive or negative reinforcers†¦ that cognitive theories focus on how to fashion the cognitive structures by which individuals think about their environment†¦ and that social learning theories stress the need to provide models for people to imitate.This definition encompasses intellectually all the fine points Dr. Young wrote about in his article. We can all reason that positive behaviors will produce positive outcomes. We just need to actually follow through with them. The most important role model in a child’s life is their significant caregiver, in mo st cases, parents. To learn a behavior, you need to be taught that behavior. Why then with all this information, do we still choose to parent incorrectly is beyond me. It is so much easier to teach a child than it is to fix an adult.References Brubacher, Michael R. , Fondacar, Mark R. , Brank, Eve M. , Brown, Veda E. , Miller, Scott A. , (2009). Procedural Justice in Resolving Family Disputes: Implications For Childhood Bullying. Psychology, Public Policy, and Law, Vol 15(3), Aug, 2009. Pp. 149-167. Doi:10. 1037/a0016839 Vander Zanden, James W. , Crandell, Thomas L. , Crandell, Corinne Haines (2007). Human Development. 8th ed. New York: McGraw-Hill Co. , Inc. Young, Gerald Ph. D (Oct. 4, 2011). How To Raise Your Children Naturally. Psychology Today.

Cultural Awareness Essay

The popular book Interview with the Vampire by Anne Rice is a novel that is responsible for the revitalization of the vampire genre in popular fiction. The book itself tells an interesting story about three vampires: Lestat, Louis, and Claudia. The tale is told from the perspective of Louis, a Creole American plantation owner in pre-Civil War America who catches the eye of Lestat, a vampire who is roaming the world alone, in need of a companion. Louis is depressed because of losing his family and therefore is suceptible to Lestat’s eagerness to make him into a vampire, which he does. The plot of the book revolves around these two characters as they live together. Louis hates what he has become and loathes taking life but makes Claudia, a little five year old girl, into a vampire as well. The relationship between Lestat and Louis, and their shared love of Claudia, is depicted throughout the novel as Louis struggles with his immortality, Lestat faces the betrayal of Louis and Claudia, and Claudia matures mentally without every growing physically. Their struggles with each other and against each other becomes the driving force behind the novel. The setting of Interview with the Vampire is primarily Paris and New Orleans before and after the Civil War. The vampires live together in a flat, where much of the action takes place between all of the characters. The reader is led through the torment of the plague in Paris, the customs of the slaves in New Orleans, and the underbelly of these two cities where Lestat, Louis, and Claudia find the people that they feed off of each night for their sustenance and strength. The characters found within this book are Lestat, Louis, Claudia, and Armand. These main characters show themselves throughout the novel to be interesting and complex. The character of Claudia emerges as a young girl whose mother has died of the plague and who Louis feels extremely sickened about when he feeds off of her. Lestat then helps him create a vampire out of her. Armand is the leader of the coven in Paris and becomes a close companion of Louis after Lestat and he go their separate ways. Each character brings a new dimension to the story.

Nepal Unity in Diversity Essay

As we all know that Nepal is worldwide known as the only Hindu Nation and it is a matter of Pride to all Nepali’s living in the Country and to those too who have migrated to another Country for Business, Work and other related reasons. I my-self being a ‘Nepali’ had to stay out of Nepal from my childhood for Better Education and better living, This is the reason i don’t know much detail about NepaliSamaj and other cultural History’s of this Great Land. Many of us who stay in other country are called as Nepalese but when i came back home, I have learned that Nepalese are for people who stay in Nepal such as people from India are called Indians. As my days past in Nepal i came through many people who are Nepalese but they also have a sub-caste for e.g., Magar, Tamang, Sherpa, Newar, Gurung and many such more who share equal rights. In one line they are called as â€Å"Indigenous Nationalities† of Nepal. As per the last decade sensex came to know that Magar’s are the maximum habitants living in all over Nepal. I was happy to know this as I, myself belong to Magar sub-caste. Further to my knowing i came across places where there were churches and mosques and Gurudwara’s made and I also saw people going to these holy places to worship. At first I was astonish to find these holy places located in Nepal but then I could also figure that we are no more living in 20th Century but have widened are vision’s and respect other religions too†¦. After all it is a matter of individual choice whether he prefers to practice his religion by birth or he wishes to convert. I do understand how difficult it is to except the facts but I also feel that Nepal is growing and the public awareness about respecting each other’s religion is must. The conclusion of my article ends with one line which we have already studied in our respective schools â€Å"UNITY IN DIVERSITY†. â€Å"unity without uniformity and diversity without fragmentation†[5] that shifts focus from unity based Unity in diversity (also commonly rendered as united in diversity) is a concept of on  a mere tolerance of differences towards a more complex unity based on an understanding that difference enriches human interactions. â€Å"Unity in diversity† is a popular motto within and among nation states, and also in political and social movements. The idea and related phrase is very old and dates back to ancient times in both Western and Eastern Old World cultures. The concept of unity in diversity was used â€Å"in non-Western cultures such as indigenous peoples in North America and Taoist societies in 400-500 B.C.E. In pre-modern Western culture it has been implicit in the organic conceptions of the universe that have been manifest since the ancient G physical, cultural, linguistic, social, religious, political, ideological and/or psychological reek and Roman civilizations through medieval Europe and into the Romantic era.

UK Human Rights Essay Example | Topics and Well Written Essays - 3000 words

UK Human Rights - Essay Example Generally, nation states have been the final arbiters of most issues affecting their citizenry and within their borders. By treaty, the signatory nations of Europe have granted the ECHR binding authority to decide cases affecting their citizenry and other persons subject to their authority. In instances where state law is found inconsistent with an ECHR judgment, the nation at issue is obliged to amend its national law to comport with the ECHR decision. These cases illustrate the concept of what is increasingly being referred to as an evolving European supranational identity. The ECHR grants jurisdiction to any individual, non-governmental organization, or group claiming be a victim of a violation of the European Convention by a ECHR signatory nation, and to bring cases before it, as does, in applicable cases, the European Court of Justice (the "ECJ"), the court of the European Union, based in Luxembourg. The Human Rights Act has gone a long way in limiting arbitrary actions from public bodies, in particular, police officers. It cannot be denied, however, that the laws on "breach of the peace" grant have historically been so vast in scope that in some occasions, human rights violations arise. The definition of "breach of the peace" (also known as breach of the Queen's peace) has been discussed in the Court of Appeal decision of Howell3, where it was stated as follows: We are emboldened to say that there is a breach of the peace whenever harm is actually done or is likely to be done to a person or in his presence his property or a person is in fear of being so harmed through an assault, an affray, a riot, unlawful assembly or other disturbance. It used to be that the prospect of violence alone would not be enough to be considered a "breach of the peace", as in the comment of Farqhuarson LJ that "The act which puts someone in fear of violence taking place entitles a police officer...to detain the actor but it is not a breach of the peace, for the violence has not yet occurred."4 There has been scant support for this view, such that in the present time, "breach of the peace" also embraces "behaviour likely to cause a violent reaction", even if such behaviour is not of itself violent. The policy of the law has been recently discussed in the case of Humberside Police v. McQuade5, where it was held that: "the policy of the law relating to arrest for breach of the peace is plain enough. Its purpose is to deal with emergencies. The power of arrest may be exercised without a warrant and belongs to the ordinary citizen as much as to the constable." In a handful of cases, the European Court of Human Rights has found that there is no contradiction between the concept and the Human Rights act of 1998. The most cited case is the case of McLeod v. United Kingdom6 , where the Court held as follows: "The concept of breach of the peace has been clarified by the English courts over the last two decades, to the extent that it is now sufficiently established that a breach of the p

Assignment prompt Example | Topics and Well Written Essays - 250 words - 3

Prompt - Assignment Example Conflict is an essence of the plot. Conflict in a story builds the climax. The stories, â€Å"Two Kinds† and â€Å"Where Are You Going, Where Have You Been?† encompass a struggle, both external as well internal, at the centre of their plots. â€Å"Two Kinds† displays a struggle of a girl and more precisely, a quest for self identity. â€Å"Where Are You Going, Where Have You Been?† captivates a struggle in Connie’s life. The external conflict of Connie is with the society and family. Connie’s odd terms with her family and her mother in particular explains the same. But her internal conflict is severe and with the open ending of the story, it does not get resolved. Joyce actually keeps enough space for the readers to think about the conflicts and the respective resolutions in their own terms. In the story â€Å"Two Kinds†, the climax appears when the final quest for all the attempts to become the piano star starts to come true before Jingmei. The onset of the events preceding the predicament forms the climax of the

Weekly paper Essay Example | Topics and Well Written Essays - 250 words

Weekly paper - Essay Example In restaurant operations particularly, while the foods served are enhanced in terms of content, delectability, or design, the owner ought to realize that the service attached to the main commodity must be significantly invested upon as well. By personal experience, it feels great to find out that a certain restaurant consistently makes a sumptuous menu yet due to lack of hospitable crew and stable conduct in addressing customer issues, I am more likely to generate a lasting negative impression. It would turn out this is a delicate matter to cope with in the process. Through Walker’s lesson, I have become contemplative of factors with customer service, human relations, or other intangibles which constitute not just a profitable but even a sensible kind of entrepreneurship. As an aspiring businessman, I have come to acknowledge the essence of perceiving beyond the monetary approach of stabilizing grounds and networks for optimum returns. Executing around intangibles imply responding proactively to challenges with variable connections, properly establishing which forms the key to sustaining overall trust and confidence between the producer and the targeted

Marketing Assignment Example | Topics and Well Written Essays - 2250 words

Marketing - Assignment Example This would be followed by a few recommendations for the company, which would mark the end of the discussion Industry Environment Porter Five Forces Model presents a good framework to explore the environmental and industry forces, which are affecting the marketing of the company. First, the rivalry against the existing competitors within the industry is high (Armstrong, Harker, Kotler & Brennan, pp. 19-22, 2009). Despite the fact that more than 500 independent bookshops have closed as of 2009 due to their inability to compete with the big bookstores, the barriers of borders are coming down and thus exposing companies like Waterstones, with the help of internet and others, to competition on an international level. Furthermore, currently, there are three big players in the market namely Waterstone’s, Amazon, and WH Smith; however, the problem here is that none of them has a considerable lead and in the absence of huge differences in size, these competitors would fuel the rivalry to greatest limits. Rivalry decreases when competitors are aiming for different market segments or different niches in the industry; however, it appears that all of the major competitors are trying to appeal to all of digital and traditional segments of the market, thus, intensifying the rivalry (Armstrong, Harker, Kotler & Brennan, pp. 19-22, 2009). ... tailers here is that they cannot achieve a high degree of differentiation for the books they sell since the product remains the same (Kotler & Armstrong, pp. 41-48, 2008). Due to low degree of differentiation, the competition rests on the price alone thus forcing the customer to look for better bargains. As mentioned in the case that UK booksellers are having the lowest profit margins because of excessive discounting to appeal to the customer as compared to the book retailers in Ireland, USA, Finland, Holland, and Ireland. The supplier power in the industry remains moderate. Four major companies namely Hachette Livre, Bertelsmann, Pearson, and HarperCollins hold more than 50 percent of the market share in the publishing industry. Many authors cannot get their books published, sold, or promoted if they do not have any association with big publishers. Furthermore, they also pose a strong threat for forward integration in the market. However, there power is moderate because they depend highly on these high street retailers for promotions and shelf space for both new and old authors and books. Furthermore, with well-established players in the industry, they have lesser options to get good bargains (Peter & Donnelly, pp. 122-123, 2010). The threat of substitutes is high due to the illegal and pirated books that are easily accessible on the internet through various websites. Furthermore, these substitutes cost way less than the original books; in many cases, these are free, thus increasing their attractiveness to great limits. Lastly, the threat of new entrants also remains moderately high. This is true because not only setting up a bookshop is relatively easy but also because lately many supermarkets such as Tesco, Sainsbury and others have jumped into the industry with

Roman Pieta, Marble Sculpture and Christ of St. John of the Cross Essay

Roman Pieta, Marble Sculpture and Christ of St. John of the Cross - Essay Example The essay "Roman Pieta, Marble Sculpture and Christ of St. John of the Cross" discusses that two pieces. This essay will show that they are more alike than their physical and factual differences might suggest. Pieta: This is to be found in the first chapel on the right of the entrance in St. Peter's Basilica, Rome, Italy. A pyramid formation, its dimensions are 68.5† x 76.8†. Using chisel and white marble, Michelangelo created something extraordinary. The triangular pyramid connection reflects the emotional, physical and psychological impact of the piece on the onlooker. These responses are aroused by looking at how the limbs and clothing of the figures are interwoven, curving and blending into each other. The mother's head leans forward, while this is balanced by the way in which the son's is tilted back; her left hand reflects the movement of his left leg. As her right hand holds his head, his completes the circle of contact by holding onto his mother's clothes, his arm resting on her knee. The wholeness of the piece both visually and emotionally portray the bonds of love between mother and child, Church and believer. Though the figure of Mary is huge in comparison to the form of Christ, the impact of this is insignificant due to the beauty of the figures; despite the fact that this mother is holding her dead child, the suggestion is implicit that resurrection and salvation are promised, that beauty is indestructible in the fact of death, agony or sorrow. This is the message and the power of Michelangelo's art.... The artist uses chiaroscuro to dramatic effect, as the crucified Christ seems to move from light to darkness and light again. The scene below him might be understood to signify the 'world', or at least that part of it known and loved by Dali himself. There is no doubt that the light, the hills, the boats and figures are depictions from Spain's Costa Brava, one of the places where he lived at the time of creating the work. Dali was often reported as stating that he dreamed the scene, and was driven by his visions to create a Christ with no thorns, no nails in the hands and no blood. Instead, he wanted to give us a magnificent physical yet metaphysical King of the World. In that, he departed from the more traditional representations of Christ on the Cross . The viewer is looking down, like Christ, the eye is drawn to what Christ is observing and the anatomical perfection of the body calls to mind classical statuary and life drawings. The shadow created by the arms and the cross make a triangle within a triangle and the light surrounding the figure seems to diffuse and re-emerge to illuminate the heavens, and the Earth spread at it's feet. The triangular motif is repeated in the response the picture calls forth, the physical, psychological and emotional are united; here is man, the universe and God, captured in an almost holographic, three dimensional image. This piece signifies Dali's great skill and u nique imaginative power. Comparisons: From a personal viewpoint, there are many comparisons, the chief of which may be the outstanding beauty of the figures of Christ, and in the Pieta, of Mary. The point and

Leadership Styles in Professional Nursing Term Paper

Leadership Styles in Professional Nursing - Term Paper Example Since the style of leadership affects the patient’s mortality resulting from nursing care and the wellbeing of the nursing staffs (Firth-Cozens & Mowbray, 2001), the styles of leadership employed in the nursing scenario are essential. Autocratic and democratic types of leadership may positively or negatively affect the practice of nursing profession, nursing staffs and ultimately the patient depending on how it is implemented by the nurse managers. Review of Professional Nursing Literatures Autocratic style of leadership is where a manager is powerful and in authority to make decisions. The environment is influenced through sets of rewards and punishments. This is most effective when other types of leadership are not effective to manage employees. It also works when there is limited time to make decisions. However, this type of leadership should not be used in situations where employees become tensed, fearful and when employees always rely for the decision of the manager befor e they act. On the other hand, democratic leadership allows employees to be part of the decision making. This is participative in style. Employees are informed on everything that affects their work and they participates on problem solving thus the manager has to get the consensus of the group before making decisions. However, democratic leadership is not effective when there is limited time getting the decision of every employee and when safety of employees is a critical concern. Autocratic leadership is implemented in the profession of nursing in times of any emergency cases where the manager has to decide outright and employees are expected to follow without any explanations. This type of leadership is most beneficial in situations where employees are new and inexperienced and where the organization does not allow errors. Schaeffer (2002) provided an interesting finding that those emergency cases need autocratic managers for the sake of the patient. He further pointed out that man agers are equivalent to an operating room surgeon forced to do what it takes to save the patient’s life. Other emergency cases like evacuating the hospital for a possible threat needs the authoritative action of the manager to give directives to subordinates for a common goal that is to transfer everybody involved to a safer place. Another emergency situation is the need for the code blue team during cardiac arrest. On observation, the same strategy is employed by the nurse manager to effectively handle the situation that is to give directives and be in control of the situation to save the patient’s life during those crucial periods. In these scenarios, a nurse manager can raise voice to command staffs as needed. This is to make sure the nurse and the other members of the team are doing the right thing for a particular case at hand so that if the same situation emerges the group is already equipped with the skills needed. Exercising power in this method may transfer th e skill and knowledge of the nurse manager down to the subordinates. Schaeffer further pointed out that the strategy of being an autocratic leader depends on the challenges at hand. He further added that the strategy is to change the leadership style if needed. As a successful chairman himself of the Well point Health Networks, he accepted adopting different styles at critical

London Guide Book Essay Example | Topics and Well Written Essays - 750 words

London Guide Book - Essay Example You can get pretty much any drink from a giant skull head filled with punch to a volcano that erupts with your favorite drink of choice. Also a restaurant, Tonteria really has it all. A phenomenal DJ, a good crowd, great drinks and food. Sounds like the perfect Monday to me. A gentlemen’s club? A speak easy? A place for happy endings? To most passersby, La Bodega Negra can mislead anyone. The exterior’s effervescent neon signage displays â€Å"Adult Video† and â€Å"Peep Show†, concealing the exciting restaurant within. With its Mexican street cuisine and the provocative feel of the interiors, the place caters to all your senses. A perfect place for after-work drinks or a full-fledged feast with friends, La Bodega Negra never fails to bring the fun atmosphere, no matter what day of the week it may be. With its impressive menu of cocktails, with special emphasis on its array of specialty tequilas, it may be in your best interest to also peruse the impressive list of tapas and

Explain and Evaluate Two Approaches to Explaining Moral Development Essay Example for Free

Explain and Evaluate Two Approaches to Explaining Moral Development Essay Moral development is what we consider to be right, wrong, good or bad. It is developed from infancy through to adulthood and is the principles we use to determine what is right or wrong, fair or unfair. Each individual has their own understanding of what morality is, however generally this is determined largely by the culture or society we live in and the rules that we conform to within this society. In psychology there are many theories around the beliefs of moral development, and how morality is developed from childhood to adulthood. The reason for the different theories is due to the methods, ways of study adopted by the psychologists to study human behaviour. These theories allow us to compare and gives us the opportunity to take into consideration all views and ideas and not to settle for just one argument or approach around this subject. (http://www.sid.ir/en/VEWSSID/J_pdf/97420082403.pdf) The aim of this assignment is look at the two different approaches to moral development, firstly the cognitive explanation to moral development by Jean Piaget. Then moving on to the social learning theory, and Bandura’s contribution to how morality develops. Criticisms of these theories will be discussed and evaluations based on the two studies will be made. Piaget was the first psychologist to study cognitive development in children. His work dates back to 1932 and his findings stated that morality develops through childhood and adolescence. He believed that children pass through different levels of morality according to their cognitive development. Piaget conducted a number of experiments and from these tests concluded that children up to the age of three or four could not make moral judgements as they were not able to understand rules at this age. He stated, if the children were unable to understand the rules and that they were breaking then they were unable to make moral judgements. He believed that once children could understand the rules, and that they were breaking them then this was the age that moral development began. From his research, this started at the age of about eight years old. Woods B, (2004 pg.72) Piaget believed that moral development in children of this age takes place in two stages. Stage one- heterononmous morality described as morality imposed from outside. This is when children see the rules as been made by parents, teachers or God and that they are unchangeable. Morality at this stage is based on moral punishment, you do something wrong and you will be punished. This stage is described by Piaget as the pre-operational stage of development where the child is only able to make his judgement based on the consequence of the action. The second stage- Autonomous morality described as morality which is based on the child’s own rules is apparent when the child is able to decentre and distinguish the intent behind the action along with the consequence of the action. It is the stage at which children are able to understand that rules are flexible to change and according to the situation. Woods B, (2004 pg.72) From Piagets experiments he was able to conclude that morality is based on the amount of cognitive development, how intelligent one is. The strengths of Piaget’s theory are that whilst conducting his experiments he did focus on children alone as learners. He contributed hugely to our understanding of education and believed that this was the key to saving our society. Piaget’s moral theory was described by his experiment with children that involved rules whilst playing a game of marbles. Children under the age of five showed they had no rules, children aged between ages 5-10 saw the rules as fixed and children 10 and above realised the rules and also adopted them by mutual consent. Moral dilemmas were also presented to children by Piaget to develop his theory further. He gave children a pair of stories where there first child deliberately caused a small amount of damage due to his actions. The second child caused much more damage but his actions were a result of an accident. Piaget asked the children to describe which character deserved to be punished in his attempt to understand children’s reasoning in their answers. His conclusion from his experiment was that younger children focused more on consequences, whilst the older ones took into consideration intent. From Piaget’s theory we have a greater understanding on the influence of mental processes on behaviour, we have greater understanding on perception and thinking. Along with the above, Piagets theory has had practical benefits such learning skills to improve memory and improving problem solving skills. Dwyer D Charles C (2006 pg318) Both of the above experiments have been criticised. Other theorists have claimed that games of marbles do not represent a childs entire perception of morality. Piagets use of moral dilemmas has also been criticised. It has been claimed that younger children only focused on consequences because the story was narrated, however the results may not have been the same if the stories were watched on video. Younger children may have been better able to consider intentions if they were. Other theorists conducting similar research found that, although younger children had some conception of intent, they still preferred to judge in terms of consequences because they found this easier. Piagets theory has also been criticised to be culture specific. It has been said that it is based on moral universals. It has been claimed that the moral development of children in non western cultures may differ from that of the children Piaget investigated. (http://everything2.com/title/Piaget%2527s+theory+of+m oral+development) Critics of Piaget’s theory have also stated that his research was not very scientific, that his findings were biased as he worked alone. Researchers conducting scientific experiments need to have two or more observers; Piaget observed and noted his findings alone. He was criticised for making generalisations with his findings by being culture specific and not taking into account background, tradition and upbringing of each child. An example of this is using clinical interviews to study the thinking of children. His sample size was criticised for being too small and did not give much consideration to social understanding. Due to all the criticisms above regarding Piagets work we can evaluate his theory as weak hence leading to errors in his conclusions. Haralambos M Rice D. (pg 522). Social learning theory approach to moral development is based on the idea that moral development happens as a result of observing and imitation. Albert Bandura 1977 studied this concept and came up with findings that concluded that children learn through recognition, reward and punishment. Social learning theorist, focus particularly on observational learning, imitation, recognition and reward. Woods B, (2004 pg. 126) Bandura conducted a number of experiments observing children’s behaviour towards an inflatable doll also called a Bobo doll. The children were separated into groups and the first watched an adult behaving aggressively towards this blown up inflatable doll. This was the aggressive model conditioning. The second group of children, the adult played with the other toys and was the non aggressive model condition. Along with a control group, which included children from the group who had witnessed an adult being violent and aggressive towards the Bobo doll. This group was then left in a room with a number of toys but not allowed to play with them in an attempt to build up the children’s frustration. The children were later left in a room and results were noted. The children who witnessed the adult being aggressive towards the Bobo doll imitated this behaviour and those from the non aggressive model displayed lower levels of aggression and violence, hence showing that children learn through imitation. (http://psychology.about.com/od/classicpsychologystudies/a/bobo-doll-experiment.htm) Bandura also believed that children learn from their social environment, this he believed provides models of behaviour and expectations of appropriate behaviour. He believed that children learn through observation, imitation and reinforcement which are all closely linked. Woods B, (2004 pg. 126) Along with Piaget’s theory, Bandura’s theory also has its criticisms. Bandura’s social learning theory takes into consideration cognitive learning but concentrates more upon the idea that morality is developed through positive reinforcement, imitation and the social environment. Woods B, (2004 pg. 71) When evaluating Bandura’s, experiment in attempt to understanding moral development, it is important to point out that the experiments were conducted in a laboratory and hence the results may not be true in the real world. Critics have also pointed out that there may be selection bias as the children in the experiment were all from the same socio economic background, making the results invalid and not true to society. The long term effect of this experiment is not known as the results were noted immediately, and the reality is very different to an experiment. Even though the children displayed violent behaviour towards the doll this does not prove that they would be violent towards another person. The children could also have demonstrated this behaviour to please the adult, again making the findings of this experiment inaccurate. (http://psychology.about.com/od/classicpsychologystudies/a/bobo-doll-experiment.htm) The aim of this essay was to explain and evaluate Piaget and Bandura’s theory. Both the theorists have contributed to understanding of moral development in today’s society and both equally face criticisms to their work. The main aspects that have been pointed out and open to attack are that both Bandura and Piaget have given little consideration to feelings, culture and religious beliefs. There sample was small not allowing general conclusions and findings to be widely acceptable. There experiments have been attacked for not being scientific. They failed to recognise that moral development has different content and meaning in different cultures and moral judgement is hugely influenced by society’s common law and traditions. Parents role and child nourishment are vital in how children and adolescents develop morally. Both Piaget and Bandura failed to take these important points into consideration when conducting their research. Piaget has studied cognitive development and his contributions are invaluable in the development of today education and the human development theory. Bandura looked more at social learning model one is amongst one of the most influential psychologists of our time. (http://www.sid.ir/en/VEWSSID/J_pdf/97420082403.pdf)

Chinese Mythology Essay Example for Free

Chinese Mythology Essay Chang-e is the lunar goddess in Chinese traditional myths. In China, she is a widely known character. She is known as a very beautiful woman who is living alone in a palace in the moon called â€Å"Guanghan Palace†. Her story is one of the most famous tragedies in Chinese myths. Recently there are several â€Å"retold† versions of the story of Chang-e’s ascent to the moon in different media. In 2010, there was a teleplay named â€Å"Chang-e† that told about the love story of Chang-e, Houyi, Wugang and Jade Rabbit. In the retold story, the relationship of these four persons is very complicated at the beginning. Later on, Houyi falls in love with Chang-e and Wugang is in love to Jade Rabbit. They try to start their new lives happily. However, a great flood troubles people, and it can be only resolved by Chang-e. The Jade Emperor gives 2 pills to Houyi and Chang-e but one of the 2 pills is destroyed and exchanged a fake one by a scoundrel. Houyi eats the fake pill when he knows this since he wants Chang-e to float to the moon and control the tides, so that she can stop the disaster. At the end, Chang-e floats to the moon alone. Jade Rabbit sympathizes with Chang-e so she also floats to the moon to accompany her. The 2 couples are both separated. There are several versions of the ancient myth about Chang-e. But the most famous one is from the book â€Å"huainanzi† . Chang-e is Houyi’s wife. Houyi gets elixir from Xiwangmu (the Western Queen Mother), and give it to his wife to store. When Houyi is going out to hunt, his student Fengmeng try to steal it but he is discovered by Chang-e. When he wants to kill Chang-e, she swallows the elixir and floats to the moon. Houyi is very angry when he backs home and Fengmeng has already fled. Houyi feels sad and miss Chang-e, so he prepares some fruits and cakes Chang-e likes as sacrifices to worship. The Mother of Moon shows mercy and allows them to meet in the night with full moon. People believe Chang-e has become the goddess of moon after hearing of the story, so they follow Houyi and pray to her. This is the origin of worship to Chang-e on Mid-Autumn Festival. Although there are many myths in ancient China, Chang-e’s story becomes one of the most famous. People have retold it for thousands of years. It is because of the â€Å"Yin Yang† culture in China. â€Å"Yin† means negative, dark, cold or female, etc. Chinese people believe the moon belongs to â€Å"Yin†, and it is the most â€Å"Yin† thing in the universe. Also, Chinese people think the moon is beautiful but lonely and cold because of the nature of Yin. So, people believed that the deity of the moon should be also beautiful, female and alone. In the story, Chang-e is a young and very beautiful woman. Her image fits people’s thinking of the moon. Her husband Houyi is a hero with great power and good at archery. He shot down 9 suns. Although these two persons are nearly perfect, their love story is a tragedy. People always remember those sad and beautiful love stories. This is the reason why tragedies are always retold again and again. Also, Chinese think that the wanes and full of the moon hint the parting and meeting of families or lovers. As the great poet Su Shi said, â€Å"People have sorrow and joy, they part and meet again and again. There are wanes and full of the moon, it is sometimes covered and it sometimes shines. These are always regrets since the olden days. † This impression fits the situation of Chang-e and Houyi. They are separated but still can meet in the night with full moon. On another hand, ancient Chinese were very curious about the moon. They thought the moon was beautiful but mysterious, and they always imaged the nature and story of the moon, and tried to get some ideas to go to the moon. From a long time ago, there are so many literary works talking about the moon. Ancient Chinese reposed their thinking on the story of Chang-e’s ascent to the moon, and retell the myth again and again. The popularity of the story of Chang-e shows ancient Chinese people’s eagerness and willingness to explore the moon. Even though they had no abilities to go to the moon, they tried to pass the idea to posterity, and that really comes true recently. In the past several decades, the space flight technology has developed significantly. Nowadays, it allows humans to go onto the moon already. In 2007, the Chinese Lunar Exploration Program (CLEP) was launched, and the program is also named â€Å"Chang-e Program†. The lunar orbiters and lunar landers launched in this program are all named â€Å"Chang-e 1†, â€Å"Chang-e 2†, etc. The naming of the program and orbiters and landers hints that the Chinese people’s dream of going to the moon finally comes true. Chinese people can finally set foot on the moon back like the lunar goddess, Chang-e. In contemporary China, the influence of the story of Chang-e still exists in other aspects. The story is retold again and again in different media, such as films, teleplay and cartoons, etc. It is even included in Chinese primary students’ textbooks. Furthermore, many people still keep the tradition of worship to Chang-e on the night of Mid-Autumn Festival, when the moon is said to be largest, and Chang-e can hear the pray of people. People will prepare moon cakes and fresh fruits as sacrifices to the lunar goddess, as what Houyi did many centuries before. This tradition shows Chinese people’s mind does not change among thousands of years. Chinese know that the parting and meeting of people are unchangeable, just like the nature principle that the moon wanes and becomes full, moves in circles. Therefore, on the night of Mid-Autumn Festival, people recall their family, friends or lovers. The olds hope their children and grandchildren can be with them to celebrate the festival and view the full moon together. And in the night, adults will tell the story of Chang-e to the children, and introduce the culture of Mid-Autumn Festival. The story is retold again and again, and passed to the posterity. Even though those family members has left hometown, they will try their best to back home before the festival to celebrate with the family. In the night with full moon, they pray to the lunar goddess for reunions of members of family. People are eager for â€Å"Yuan†. In Chinese, the word â€Å"Yuan† means the shape of circle and also the reunion of members of family. On the Mid-Autumn Festival, people always pray for â€Å"Yuan† of both the moon and family. Even though the myth of Chang-e’s ascent to the moon has more and more retold version since people’s different interest in different times, the culture of it will never change. Chinese people will keep the core value of â€Å"Yuan†, as well as other Chinese traditional core value. References 1. Wen Yu , (2010) ‘ ’, Enorth. com. Retrieved from http://ent. enorth. com. cn/system/2010/11/23/005412956. shtml 2. Gao You. Huainanzi Explanation . Worldbook Taiwan, 1965. 3. Jiang Pei Ying , 300 Song Poems . Thread-Blinding Books Publishing House, 2003. 4. Liu Zhi Qing , (2007) ‘â€Å" † ’,Xinhuanet. Retrieved from http://news3. xinhuanet. com/tech/2007-07/07/content_6340313. htm.

Dual Relationships in Counseling

Dual Relationships in Counseling Dual Relationships in Counseling According to Corey (2009), the issue of dual relationships, involving clients and counselors has been widely addressed by the various professional ethical guidelines. Corey continues to say that except for sexual intimacy with a client, there is not much consensus in the professional world of mental health practitioners regarding the appropriate way to deal with dual or multiple relationships. The 1995 Code of Ethics for the American Counseling Association (ACA) addressed the issue by urging professional counselors to avoid such relationships due to the potential harm to the client and the reputation of the counselor. However, according to Cottone (2009), the ambiguity found in the 1995 ethic code of dual relationships needed to be addressed because the term â€Å"dual relationships† was nondescript and did not give good guidance to the profession or to clients who have an ethical concern or complaint. Hermann and Robinson-Kurpius (2006) stated that one of the goals in revising the 1995 ACA Code of Ethics was to provide more ethically acceptable and structured guidelines for counselors to consider before entering into dual relationships. Herman and Robinson-Kurpius state that The 2005 ACA Code of Ethics replaces the term â€Å"dual relationship† with â€Å"nonprofessional interactions† and outlines which dual relationships are ethically acceptable and which are strictly prohibited. Corey (2009) stated that dual relationships, either sexual or nonsexual, occur when professionals assume two (or more) roles simultaneously or sequentially with a person seeking professional counseling. This may mean two professional roles, such as counselor, and teacher, or combining a professional and a non-professional role, such as counselor and friend or counselor and lover. Dual relationship issues, both sexual and nonsexual, affect virtually all counselors and human development specialist regardless of their work setting or clientele. Corey continues to state that counseling professionals must learn how to manage multiple roles and responsibilities in an ethical way. This issue becomes learning to deal effectively with the power differential that is inherent counseling relationship (Corey). Potential Harm The ACA Code of Ethics (2005) prohibits romantic and sexual interactions between counselor and client. The ACA requires a counselor to wait five years before becoming involved sexually or romantically with former clients. Section A.5.b states that counselors are prohibited from having sex or romantic relationships with family members of clients for five years as well (ACA, 2005). The ways in which counselors can misuse their power and influence are varied. Kagle and Giebelhausen (1994) argued that relationships that are not sexual violate professional boundaries when they state, â€Å"The practitioners influence and the clients vulnerability carry over to the second relationship† (p. 215). The viewpoint of Kagle and Giebelhausen is that the practitioner is in a position to exploit the client for his or her own personal gain. Sonne (1994) has argued that the nature of such dual relationships undermines the financial responsibility between the counselor and the client. Because of this second relationship, the counselor is now susceptible to other interests (personal, financial, or social, etc.) that he or she may put before the best interests of the client. Potential Benefits According to Corey (2009), the ways in which counselors can misuse their power and influence are varied. In some instances, maintaining such boundaries may in fact place a needless emphasis on the power gap and the hierarchy of the relationship. Strangely, in these situations, the secondary relationship is destructive to the counseling relationship because it was avoided (Corey). Pope and Keith-Spiegel (2008) argue that nonsexual boundary crossing has the potential of strengthening the therapist-client working relationship by enriching therapy and serving the treatment plan; however, if dual relationships are not approached with a clear decision process the relationship could undermine therapy causing the therapist-patient alliance to be cut off, and â€Å"cause immediate or long-term harm to the client.† Pope and Keith-Spiegel contend that boundary-crossing decisions are made daily by counselors, and these subtle decisions will sometimes affect whether therapy progresses, stalls, or ends. Pope and Keith-Spiegel (2008) state that counselors make the best decisions when they have an approach to boundary crossing that is based upon sound critical thinking and ethical reasoning. It is important for counselors to stay alert to evolving legislation and case law affecting ethical standards as well as current research. Ethical Decision Process Simon and Shuman (2007) state the responsible counselors are in the habit of setting and maintaining appropriate boundaries, even when working with boundary-testing and difficult clients. They also contend that there are no perfect therapists thus no perfect therapy. This fact alone should motivate counselors to know their boundaries because doing so will make the difficult task easier. Boundary violations in therapy are different from boundary crossings, according to Remley and Herlihy (2009). Boundary violations by counselors can be and are for the most part harmful to their patients, however, most boundary crossings are not and can prove to be beneficial. According to Knapp and Slattery (2004), it helps to distinguish between behaviors that are boundary cross and behavior that are boundary violations. (Taken from Pope, Kenneth S.; Keith-Spiegel, Patricia. Journal of Clinical Psychology, May2008, Vol. 64 Issue 5, p638-652, 15p; DOI: 10.1002/jclp.20477; (AN 31735122) In 2004, Knapp and Slattery stated that when a counselor strays from their professional role, a boundary crossing has occurred. The authors continue to explain that boundary crossing are not always harmful, but they can proved to be helpful or at best neutral. Two beneficial boundary-crossing examples were given. The first is where a holiday gift is received from a client and the other is when a counselor self-discloses in order to help the client. In any circumstance when the potential of boundary-crossing exists, â€Å"The counselors task is to determine when circumstances justify a boundary crossing†¦ if a boundary crossing appears to be harmful or misunderstood by a client, it is important for the counselor and client to process the event and discuss why it occurred and its relationship to the treatment goals.† (quoted from http://www.kspope.com/dual/index.php) Before the ACA Ethics Code was revised Gottlieb (1994), developed a decision making model to help the practitioner avoid exploitive dual relationships. An extension of Kitcheners 1988 model, â€Å"is the model that examines the established relationship along three aspects: power, duration, and termination status. Gottliebs protocol then makes recommendations based on the circumstances of the current and contemplated relationship. Examination of these three dimensions from the viewpoint of the consumer, not simply the counselor, is emphasized. Barnett (2007) stated, When considering crossing boundaries with a client, counselors should work to be sure that (a) their intention is motivated by the clients treatment needs and best interests and not by their own needs; (b) the boundary crossing is consistent with the clients treatment plan; (c) the boundary crossing is sensitive to the clients diagnosis, history, culture, and values; (d) the boundary crossing—and the reasoning supporting it—is documented in the clients record; (e) the boundary crossing is discussed, if possible, with the client in advance to ensure his or her comfort with the plan and to prevent misunderstandings; (f) the power differential present is considered, and the clients trust is not exploited; and (g) consultation with a respected colleague is used to guide the psychologists decision. (p.403) General guidelines are found throughout the literature to aid counselors when faced with duel relationships (Corey, 2009). When functioning in more than one role with a client, Corey recommended thinking through potential problems before they manifest and offered the following to guide the process: (a) Set healthy boundaries from the outset; (b) secure the informed consent of clients and discuss with them both the potential risks and benefits of dual relationships; (c) remain willing to talk with clients about any unforeseen problems and conflicts that may arise; (d) consult with other professionals to resolve any dilemmas; (e) seek supervision when dual relationships become particularly problematic or when the risk for harm is high; (f) document any dual relationship in clinical case notes; (g) examine your own motivations for being involved in dual relationships; (h) when necessary, refer clients to another professional. (p.50) Conclusion To be a professional counselor I must be responsible thus careful to understand the boundaries that can confuse a therapeutic relationship Boundaries support relationships and give structure within which relationships can grow. They allow us to determine what we are responsible for in a relationship and the appropriate limits of that relationship. Our personal boundaries are often conveyed nonverbally as well as verbally and may be determined by personal worldview, by role, by custom and even by law. They are present in every relationship we have, but differ in intensity and practice according to the nature of the relationship. In most helping relationships, boundaries are maintained primarily for the benefit of the counselee, who is often vulnerable and in need. The challenge that I will face daily is not to decide if it is unethical to engage in multiple relationships, but to be prudent in the management of dual or multiple roles. References American Counseling Association. (1995). Code of ethics and standards of practice. Alexandria, VA: Author. American Counseling Association. (2005). ACA code of ethics. Alexandria, VA.: Author. Barnett, J. E., Lazarus, A.A., Vasquez, M.T., Morehead-Slaughter, O. Johnson, W.B. (2007, August). Boundary issues and multiple relationships: Fantasy and reality. Professional Psychology: Research and Practice, 38(4), 401-410. Articles, research, resources in psychology. Retrieved from http://kspope.com/dual/index.php Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy, (8th ed.). Belmont, CA: Brook/Cole. Cottone, R. (2009). Allowing dual relationships. Journal of Counseling Development, 87, 241-245. Dual Relationships (n.d.) Retrieved November 9, 2009, from http://kspope.com/dual/gottlieb.php#copy Dual Relationships, Multiple Relationships, Boundary Decisions (n.d.) Retrieved November 9, 2009 from http://kspope.com/dual/index.php Gottlieb, M.C. (1994). Avoiding exploitive dual relationships: a decision-making model. Psychotherapy: Theory, Research, Practice and Training, 30, 41-48. Articles, research, resources in psychology. Retrieved from http://kspope.com/dual/index.php Hermann, M. A., Robinson-Kurpius, S. (2006). New guidelines on dual relationships. Counseling Today. Retrieved on November 4, 2009 from www.counseling.org/Publications/CounselingTodayArticles.aspx?AGuid=4e95be9d-748a-4b52-accb-bd7db9241cb6. Hillman, J. (1996). Care of the Soul. New York: Warner Books. Kagle, J. D., Giebelhausen, P. N. (1994). Dual relationships and professional boundaries. Social Work, 39, 213-220. Knapp, S., Slattery, J., (2004). Professional boundaries in nontraditional settings. Professional Psychology: Research Practice, 35 (5), 554. Taken from Pope, Kenneth S.; Keith-Spiegel, Patricia. Journal of Clinical Psychology, May2008, Vol. 64 Issue 5, p638-652, 15p; DOI: 10.1002/jclp.20477; (AN 31735122) Retrieved November 9, 2009 from http://www.kspope.com/dual/index.php Pope, K., Keith-Spiegel, P., (2008). A practical approach to boundaries in psychotherapy: Making decisions, bypassing blunders, and mending fences. Journal of Clinical Psychology, 64, (5), 638-652. Retrieved November 9, 2009, from Quotes and Information about Boundaries in Therapy Counseling from Articles, Books, Studies http://kspope.com/dual/index.php Remley, T. P., Herlihy, B. (2009). Ethical, legal, and professional issues in counseling. Boston, MA Simon, R., Shuman, D. (2007). Clinical Manual of Psychiatry Law. Arlington, VA: American Psychiatric Publishing, Inc. Retrieved November 9, 2009, from Quotes and Information about Boundaries in Therapy Counseling from Articles, Books, Studies http://kspope.com/dual/index.php Sonne, J. L. (1994). Multiple relationships: Does the new ethics code answer the right questions? Professional Psychology: Research and Practice, 25, 336-343. Retrieved November 4, 2009, from PsycARTICLES database.

Airline Safety :: Free Essay Writer

Airline Safety What Should the Regulations be Regarding Airline Safety? Introduction It was early in the morning, warm & sunny. We had the day off from school for some reason, but I can't remember why. I was riding my bike in the street with my friend, Mike, about 4 blocks from my home in the North Park area of San Diego when I heard a faint blast, looked up and saw a jetliner falling out of the sky on fire. I can't remember thinking anything except "It's going to hit my house". Then I realized there were probably a lot of people on the plane, and was immediately so scared I began to cry. Then I didn't hear anything until the plane hit the ground. Watching that plane on impact is a sensation I hope I never have to relive again. The aircraft was diving at a steep angle and one wing was on fire, with flames shooting everywhere. I remember the plane disappearing behind some tall trees and then feeling the ground shake like an earthquake, and the deafening roar of the impact and following explosion. It was an absolute nightmare. It seemed like the entire neighborhoo d was on fire. The TV stations & news reporters were converging on the scene in what seemed like only a matter of minutes, but must've been at least half an hour. I think I just stood there talking to people for the longest time, but I don't remember anything they said. There were only distant sirens. In a short period of time the police and several residents had blocked off the streets to traffic, and I remember hearing people screaming in the background, and others yelling to get help. I also remember the trees being on fire and this incredible column of black smoke rising into the clear air, and the smell of jet fuel burning. All these people - some Firefighters, some Police Officers, and some ordinary people - were carrying injured people and passengers into the private school across the street. I didn't know then, but some of them were dead. I remember how weird it was that the freeway traffic was completely stopped on I-805, which was only a block from the impact site, and it was eerily quiet except for the distant chaos. My friend Mike disappeared. I found out he was okay, but he had gotten scared.

Frankenfoods Essay -- Biotechnology Farming Agriculture Essays

Frankenfoods Biotechnology and genetically modified organisms have gained quite a bit of notoriety in the past decade. Proponents of biotechnology are claiming that genetic modification will revolutionize agriculture and medicine and overall benefit human kind far beyond the reaches of imagination. On the other side of the issue, there are those who claim that genetic modification is dangerous and unneeded. But is either side correct? Will GMOs revolutionize the food and health industries or will they cause damage and downfall? Moreover, is it even ethical to tamper with nature and release science fiction into the food supply? GMOs and the History Behind Them Genetic modification has been present in agriculture since the Egyptians and the Sumerians first developed it over four thousand years ago. While modification was first used at a very basic level, today it involves implantation of DNA from one organism to another. The basis for genetic modification occurred in the 1970's when the technology to isolate individual genes and alter and copy them in cells was developed. In 1994, the first genetically modified crop, the Flavr Savr Tomato, was approved by the Food and Drug Administration for sale and consumption 1. Since then the GMOs have taken over the agriculture industry with over 22 percent (or roughly 60-70% of commercially sold foods) of crops worldwide being GM crops. The basis of modern biotechnology began in 1953 when a biologist and a physicist by the names of Watson and Crick discovered the structure of DNA2 . Since then, scientists have discovered ways to manipulate DNA and even transfer the DNA from one organism to another. Current genetic modification involves a process in which a gene segment literally g... ..., 18 Nov. 2003, Shah, Anup. Genetically Engineered Food. 2001. 18 Nov. 2003. < http://www.globalissues.org/EnvIssues/GEFood.asp> Stone, Brad. The Flavr Savr Arrives, 1994, 18 Nov. 2003, Sutton,Jason. Trasngenetic Crops: An Introductio and Resource Guide, 2002, Traynor,Marty. Hazards of Antibiotic Resistance Genes ni GE Foods, 2002, Wright,Robert. Molrcular Biologists James Watson and Francis Crick, 18 Nov. 2003, http://www.biotechnology.gov.au/biotechnologyOnline/interactives/gene_splicing_interactive.htm

Diabetes :: essays research papers

Diabetes is a life-long disease marked by elevated levels of sugar (glucose) in the blood. It can be caused by too little insulin (a chemical produced by the pancreas to regulate blood sugar), resistance to insulin, or both. Approximately 2.7 million or 11.4% of all African Americans aged 20 years or older have diabetes. However, one-third of them do not know it. The most life-threatening consequences of diabetes are heart disease and stroke, which strike people with diabetes more than twice as often as they do others. Adults with diabetes have heart disease death rates 2 to 4 times higher than those without diabetes. African Americans with diabetes are at increased risk for heart disease, stroke and other macro vascular complications. Other complications of diabetes include blindness, kidney disease, and amputations. Most African Americans (about 90 to 95 percent) with diabetes have type 2 diabetes. This type of diabetes usually develops in adults and is caused by the body's resistance to insulin and to impaired insulin secretion. Although it is a very serious disease, diabetes can be treated with diet, exercise, diabetes pills, and injected insulin. A small number of African Americans (about 5 percent to 10 percent) have type 1 diabetes, which usually develops before age 20 and is always treated with insulin. Insulin is a hormone that is needed to convert sugar, starches and other food into energy needed for daily life. The cause of diabetes continues to be a mystery, although both genetic and environmental factors such as obesity and lack of exercise appear to play roles. Major Types of Diabetes Type 1 diabetes results from the body’s failure to produce insulin, the hormone that â€Å"unlocks† the cells of the body, allowing glucose to enter and fuel them. This type of diabetes is usually diagnosed in children and young adults, and was previously known as juvenile diabetes. Type 2 diabetes is the most common form of diabetes. In type 2 diabetes, either the body does not produce enough insulin or the cells ignore the insulin. Sugar is the basic fuel for the cells in the body, and insulin takes the sugar from the blood into the cells. When glucose builds up in the blood instead of going into cells, it can cause two problems: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Right away, your cells may be starved for energy. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Over time, high blood glucose levels may hurt your eyes, kidneys, nerves or heart.

Improvement and closing the achievement gap report 2003-2004 include Essay

†¢ Strong parental involvement †¢ Community and church support †¢ Various reform models aligned to state curriculum †¢ Dedicated teachers †¢ Structured teaching †¢ Thinking maps †¢ Stable staff †¢ Comprehensive systems to monitor student progress †¢ Aligned curriculum, assessment, and instruction †¢ Peer coaches †¢ Instructional time that is increased (2004) As the reader will notice, the majority of these strategies incorporate relationships between the school and outside sources for example parental and community involvement. These strategies were created by schools in Mississippi demonstrating high student achievement. Finally, the researcher will also examine the effects of global resources, that is, per pupil expenditure (PPE), on the impact of performance. In their review of production function research, Verstegen and King cite Hedges, Laine, and Greenwald’s assertion (1994) that â€Å"Global resource variables such as PPE, show positive, strong, and consistent relations with achievement† (1995, 57-58). However, other studies fail to yield significant results (Chubb and Moe 1990; Okpala 2002). Tajalli, in his examination of the wealth equalization or â€Å"Robin Hood† program in Texas, found that the transfer of nearly $3. 4 billion of dollars to poor school districts did not have a significant impact on the improvement of performance in these districts (Tajalli, 2003). It may be that expenditures in general have an indirect effect that is not apparent when using PPE as a direct measure. In his study of school spending Wenglinsky (1997) develops a â€Å"path† in which he concludes a school’s economic resources are associated with academic achievement. He posits that per-pupil expenditures on instruction and central office administration are positively related to class size, i. e. , more spending on smaller classes. Smaller teacher/student ratios contribute to a cohesive school environment, which enhances achievement. Chapter Three Description of Methodology This study is a comparative analysis of eight Mississippi elementary schools from seven school districts; two K-2, two K-3 and four K-5. Factors analyzed were the students to teacher ratio (FTE), socioeconomic status (SES), and student ethnicity, and comparison MCT scores. At first a total of twenty schools were randomly chosen from different districts. The researcher then chose eight schools of conflicting SES percentages. It is a comparative study using the case analysis method; since it attempts to compare school factors influencing student performance. Using the Mississippi Academic Excellence Indicator System (AEIS) data, the researcher will examine these variables to determine the elements that can impact success or failure of public school campuses. The measure of performance is the standardized test given in 2005 to students in Mississippi public schools, the MCT. The researcher focused the study on Mississippi elementary schools that are predominantly populated by students who come from economically disadvantaged backgrounds. The socioeconomic status was based on the percentage of students eligible for free or reduced-price lunches. The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results. Validity and Reliability The MCT scores are provided by the Mississippi Department of Education, and the demographics of each school were provided by the NCES found on the greatschools. com database. Twenty schools were chosen by random; then eight were chosen for analysis based on conflicting SES factors in order to get realistic insight as to the influence of student success factors on each school size. This study has limitations due to the fact that it is based on MCT scores which can be deceiving. These tests have been criticized by researchers because they do not portray a student’s overall understanding of a subject and do not allow for different learning abilities and styles. It is because of this limitation that further study should be conducted on the achievement levels of students based on different approaches to classroom learning.

By what methods does Fitzgerald present the Jazz Age Society’s preoccupation with wealth and materialism?

The â€Å"Great Gatsby† was published in 1925 and was set in the ‘Roaring Twenties’. This was a glamorous decade marked by cultural, artistic and social developments, but it was brought to an end by the Wall Street Crash of 1929, which triggered the Great Depression of the 1930s. In the 1920s, America became very prosperous as the country recovered from World War I. There was a policy of Prohibition. This meant that alcohol was illegal, but the continued demand meant there was a lot of money to be made from bootlegging. It was a time of social change; the younger generation started to rebel against tradition. For many people, and particularly women, the war provided new experiences and freedom. After the war, there was a strong desire to try new and exciting things and to break from tradition. Jazz music became popular because it was more energetic than earlier music styles. Fitzgerald coined the term ‘Jazz Age’. Flappers began to challenge traditional gender roles. Flappers were women who behaved in a way that was thought to be inappropriate by the older generation; they drank, smoked and wore revealing clothing. Fitzgerald sets â€Å"The Great Gatsby† in an altered version of Long Island and Manhattan. Great Neck and Manhasset Neck become East and West Eggs, and the large landfill site Flushing is renamed the ‘valley of ashes’. The main sites represent different elements of the 1920s east-American lifestyle; Manhattan’s skyscrapers and luxurious hotel suites but it is also filled with lonely clerks who spend all their time working, and gangsters who meet in seedy bars. The valley of ashes is a stretch of wasteland which sits between the other sites and connects them. The valley illustrates that the excesses of wealth can’t be achieved without exploiting another part of society. The wealthy upper classes who inherited their money live in East Egg, West Eggs hosts ‘new money’; people who have earned their money. The people who live in East Egg come from old, wealthy families and have inherited money. They see themselves as elegant and well-mannered. West Egg is the home of the ‘new money’; people who have recently made their money through business. The people of East Egg look down on the people who live in West Egg because they consider their family backgrounds to be ‘inferior’ and their ostentatious displays of wealth to be in bad taste. Gatsby realises that money isn’t enough to cross the social divide between himself and Daisy; he needs to be upper class to be seen as her equal. His affected speech and imported shirts are an attempt to imitate the upper classes. Religion has been replaced by consumerism and the pursuit of pleasure. The characters live aimless lives that revolve around pleasing themselves and acquiring new possessions. For example, the guests at Gatsby’s parties focus on drinking, looking for new lovers, and trying to make ‘easy money’. The conversation between Michaelis and Wilson in Chapter eight suggests that consumerism has replaced religion; ‘You may fool me, but you can’t fool God! ’†¦Michaelis saw with a shock that he was looking at the eyes of Doctor T. J. Eckleberg†¦Ã¢â‚¬â„¢ Wilson mistakes the eyes of the advertisement for God. This shows that the eyes actually have no meaning except for the meaning that the characters give them. This could reflect the feeling of the ‘lost generation’ that life is essentially meaningless and is defined only by the values the people give it. Consumerism promises that material objects will make you happy and give your life meaning. However, material possessions don’t make people happy; in the novel this is symbolised by the fact that cars, a desirable consumer item, cause death and destruction. The idea that consumerism has replaced religious value in reinforced throughout â€Å"The Great Gatsby†; Fitzgerald mentions the ‘Presbyterian nymphs’ in the speakeasy, a place where people could illegally buy and drink alcohol during prohibition, in Chapter 4. This use of religious language could suggest that religious symbols have lost their power, and are at home in places of corruption. Weddings are a religious and legal union of a couple, but Daisy’s wedding to Tom is used primarily to display their extravagant wealth. Tom brings ‘four private cars’ and hires ‘a whole floor’ of hotel. Gatsby’s car ‘scattered light’ across the landscape and has ‘fenders spread like wings’. These descriptions give the car qualities often associated with religion; it’s source of light and is winged like an angel. Most of the characters in the novel are very wealthy and live a life of luxury. The rich and glamorous atmosphere defines the noel’s tone; the focus on the upper-class lifestyle gives the novel a mood of lively extravagance. For example, Gatsby owns a beach, motor-boats and a Rolls-Royce and his parties are full of ‘faces and voices and colour’. However, this society is contrasted with the poverty of those living near to the valley of ashes. The location of the valley of ashes between the wealthy Egg communities and New York makes the contrast stronger. There is also a constant sense that the glamorous lives of the upper classes are essentially meaningless; beneath the surface, everyone is bored because they have no purpose; Daisy seems to realise this when she asks what they should do ‘this afternoon†¦and they day after that, and the next thirty years? . Many friendships appear superficial. For example, Gatsby’s parties are full of ‘enthusiastic meetings between women who never knew each other’s names’. This shows that the society is full of pretence and loneliness. Many of Gatsby’s guests had tragic fates. For example, ‘drowned’, â €˜strangled his wife’, ‘killed himself’. This reinforces the message that behind the light-hearted partying, much of society was deeply unhappy. Fitzgerald’s portrayal invites the reader to be critical of the character’s empty, materialistic lives while simultaneously making those lives seem exciting and beautiful. This reflects his own attitude towards wealth. The characters are defined by their relationship with money; it affects how they act, how they see themselves and how others see them; Nick is confused about how to respond to wealth and decadence. When he begins his banking career he suggests his role models are ‘Midas and Morgan and Maecenas’. At the same time Nick says that Gatsby’s empty display of wealthy ‘represented everything for which I have an unaffected scorn’. Daisy and Tom take their wealth for granted. Tom assumes it is his natural right to be at the top of society, and Daisy was ‘casual’ about the beautiful house she grew up in. this attitude makes them ‘careless people’; they never worry when they hurt other people, they can retreat ‘back into their money’. Gatsby used to be ‘extravagantly ambitious’ and focused on financial gain. However, the Gatsby that Nick meets doesn’t get involved in the decadence of his own parties. This suggests that he has grown to be indifferent to his wealth; he just sees it as a means towards winning Daisy. For Myrtle, money buys happiness; she gets pleasure from her cold cream, pet dog and magazines. Her opinion of her husband was damaged by the realisation that he couldn’t afford to buy a suit for their wedding. Money takes on a meaning beyond its financial wealth. For Gatsby, money is confused with love. He says Daisy’s voice is ‘full of money’, linking his longing for her with his longing for the wealth and status that she represents. Gatsby understands the relationship between love and money. Daisy’s voice, he says, is ‘full of money’; it is the seductive, thrilling aspect of her. What Gatsby, with surprising consciousness, states is that Daisy’s charm is allied to the attraction of wealth; money and love hold similar attractions. Gatsby, with his boundless capacity for love sees that the pursuit of money is tied to his love for Daisy; and he knows himself well enough to see this. That Daisy’s voice is ‘full of money’ is a remark only Gatsby could make. It is a statement of someone attune to the possibilities of love and money and sensitive to them; perhaps too much. Tom could never have provided this description of Daisy; his attraction to her has nothing to do with wealth. Tom is accustomed to having money; money holds no interest for him because it does have to be chased after; his is old money simply there to be used. Tom may buy anything he wishes; from polo ponies to cufflinks; but he understands that polo ponies or cufflinks are all he is buying. Myrtle only cares about appearance and material possessions. Myrtle claims not to care about clothes; ‘I just slip it on sometimes when I don’t care what I look like’, but actually she’s obsessed with her appearance; she changes clothes regularly and buys cold cream and perfume. She wears bold colours, in contrast to Daisy who wears white but when Myrtle changes into a cream dress, her ‘vitality’ changes to ‘hauteur’. This shows that she thinks breeding is all about appearance. She’s also concerned with other people’s appearances. She was seduced by Tom’s clothes the first time she met him, mentioning that he wore ‘a dress suit and patent leather shoes’ as well as a ‘white shirt-front’. It’s significant that Myrtle pretended to be ‘looking at the advertisement’ instead of looking at Tom, because both Tom and the advertised product represent Myrtle’s greed for material objects and wealth. Tom Buchanan represents the immorality and materialism of the ‘Jazz Age’. Fitzgerald thought that the ‘Jazz Age’ was hypocritical and this is reflected by Tom’s behaviour; he is appalled when he learns of Daisy’s affair with Gatsby, but he has lots of affairs himself. He criticises Gatsby for ‘sneering at family life’, but ‘was God knows where’ when his daughter was born. He also criticises Gatsby for knowing criminals and for being a bootlegger, but Tom also knows criminals and he likes to drink, which shows that he doesn’t follow the prohibition laws either. He sets a high moral standard for other people, such as Gatsby, but has no morals himself. Nick notes that he moves ‘from libertine to prig’ to suit his needs. Tom’s wealth and sense of superiority makes him ‘careless’ and uncaring. Nick summarises Tom and Daisy’s behaviour when he says ‘they smashed up things and creatures and then retreated back into their money†¦and let other people clean up the mess†¦Ã¢â‚¬â„¢. They run away from their problems and never face the consequences. He acts as a foil to Gatsby; Gatsby is loyal, sensitive and caring whilst Tom is more or less the opposite. For example, he only seems to start caring for Daisy when he sees he could lose her. This suggests his reaction is as much about pride and possessiveness as about actually caring for her. The fact that Daisy chooses Tom over Gatsby highlights the shallow and materialistic nature of the ‘Jazz Age’ society. Like Daisy, Tom is materialistic; he has to appear to have the best of everything. For example, he was married with ‘more pomp and circumstance than Louisville ever knew’.

St Patricks

One of Skrzynecki’s main focuses in ‘St Patrick’s College’ is the disconnections from the environment. The imagery of ‘Our Lady watched with outstretched arms’ conveys a sense on welcoming and inclusion. However, the ‘Lady’ image is ‘overshadowed by clouds’ and this is symbolises the persona’s insecurities and doubts for the institution. The persona’s disconnections are further reinforced by the irony of ‘I stuck pine needles into the motto. ’ The motto represents the core values of the school and the persona is desecrating these ideas. This highlights the persona’s disrespect for the school and his lack of immediate adoption of the school’s ideals. Thus, the persona is alienated and a sense of acceptance is not developed within the institution. Through the simile ‘like a foreign tourist’, Skrzynecki portrays the persona’s disaffection for the school. The diction ‘tourist’ suggests that the persona is an outsider and a connection to place has not yet been developed. This idea is further reinforced by the repetition of ‘8 years’ which emphasises the persona’s lack of acceptance. It indicates that his school time has appeared long to him, indicating a lack of interest due to his alienation. The personal pronoun of ‘I’ strengthens the idea of the personas alienation, illustrating his sense of loneliness. Consequently, through the stanza’s tone of disaffection it evokes within the responders empathy for the persona’s dislocation and alienation from the physical environment. The irony of ‘privileged to wear’ represents the impediment of the individual’s progress. The persona is carrying a burden of responsibilities and expectations set by his mum and the school itself. Although he did not feel accepted in the institution he tried to assimilate with the others around him as shown by ‘Could say The Lord’s Prayer In Latin, all in one breath’. This conveys his insincerity in the prayer and that his religious understanding is only superficial. Hence, the persona has no meaningful connection to the process of learning the values and the whole schooling experience.

Justifications on the Need to Bring Back the Military Draft Essay

In today’s evolving and trying world, there is nothing absolute about the exercise of individual’s freedom or free choice. Consideration of several significant factors results to flexibility, if not violation of even this basic requirement of independence or free will. The said condition is concretely manifested by a discussion on the necessity to bring back the military draft in the United States. This is because despite the fundamental argument against the reimplementation of the Selective Service System in the American military, it is ultimately essential to reflect on some principles aimed at benefiting the majority of the population hence paving the way for a requirement to set aside one’s liberty or rights. By its nature, a military draft or the American Selective Service System implies an infringement of citizen’s free choice of whether to join the United States military voluntarily or not. The system is not new as it has been implemented by previous administrations. However, criticisms against its execution made the past Presidents halt the controversial military draft on the premise that it violates human rights particularly one’s privilege to a freedom of choice as far as joining the military. As the system was not totally discarded, there is now the possibility of imposing again the military draft after careful deliberation of at least three main necessary justifications. Proponents of the re-imposition of the system argue the underlying principle that military draft challenges freedom. This is primarily due to the vital reason that the military draft serves as a payback opportunity for the government and country in general to raise the estimated usefulness and value of all citizens. This is made possible because the people’s selective services into the military will increase benefits or returns which the government needs in having an expensive cost of military training and education. Additionally, the military draft paves the way and has even proven to be a concrete way of unifying the country as it destroys class and racial distinctions among Americans. Most importantly, military draft is critically important in ensuring national defense and security in the face of an inevitable military conflict. While the system is an obligatory manner of breaching one’s liberty, these economic, unifying and safety considerations are, therefore, rational principles which justify the need to undertake another round of military draft. Military Draft, an Overview For a clearer and objective discussion on the need to bring back the military draft, it is empirical to present the general concepts behind the system which calls for the selective services of American people into the U. S. military. Military draft, as the main function and basis of the Selective Service System, is activated upon the direction of the U. S. President and the Congress. As mandated by law, the Selective Service System maintains its promptness and effectiveness in managing a military draft despite its current inactive status. Upon the restoration of the military draft, the system requires for the carrying out of a National Draft Lottery to identify the people to be drafted. In the conduct of the military draft, the Selective Service System requires the registration of all male American citizens with at least 18 years of age but had not reached 26 years of age, not taking into consideration their place of their residences including foreign male migrant-residents in the country (â€Å"Military Draft†). The U. S.  President and the both houses of the Congress authorize the military draft during an emergency such as armed crisis which entails additional military crowd because of the insufficiency in the supply of the volunteer military. Thereafter, a lottery is conducted wherein the dates of birth of the citizens are used as the basis for finding out the system of drafting the citizens. Duties of all members of the Selective Service are activated where the State Directors and Officers of the Reserve Forces are called into for military service. There will be physical, psychological and ethical assessments of all registrants and upon release of evaluation result, a registrant will have to report for if he needs to be exempted or that his service needs to be deferred. Registrant claims will be evaluated and passers will be given induction orders and are given ten days to be inducted until finally turned over to the military (â€Å"Military Draft†). Benefit Justification While not commonly attributed as justification for the need to restore the military draft, the beneficial aspect of carrying out the system is significantly essential. A study about the draft or conscription of American citizens into the military and its increasing returns revealed this condition. This is because the noteworthy mounting returns, such as the requirement for the least fundamental training and education in the military preparation and service, are attractive grounds behind the selective service or military draft (Ng 382). While the draft inevitably results into incompetence, freedom violation and injustice, the study showed that the effectiveness of military draft in recording the increasing returns in the U. S.  Armed Forces compensates the cost allotted in carrying out the military draft. The study further justified that in the condition where the level of mounting returns was elevated and that the needed degree of military service became big particularly when the nation is at war, the popularity and requirement of military draft could not be totally eliminated. The same study also noted the economists’ apparent disregard of the principle behind the probable appeal of military draft and reiterated the result which hinted that the efficiency percentage of military draft soars as the level of increasing returns in the U.  S. military also becomes high. To concretely justify this point, it just merely presented an idea that an increase in the degree or number of military drafts is synonymous to having an increased in the number of military personnel thereby working more to the advantage of the U. S. Armed Force in its military undertakings (383). Unifying Justification Despite circumstances which made previous Presidents decide to discontinue the military draft, the system definitely helps in crushing class distinctions in the country. Hence, this unifying justification makes it one of the positive points for considering the return of the selective or random military recruitment. In particular, the military draft resulted into an amicable educational condition where the educated and not became united and even helped each other as they became one in achieving a common goal. In fact, this homogenizing system did not only exist in the learning structure because military draft also widened the cultural perspectives of the military draftees. As the class distinctions were removed so are the racial separations among the future military personnel. In short, the selective service system enhanced the equality grounds in the country as compared to what has achieved by other measures and institutions (Koch A23). Koch emphasized the need for the nation to return to the military draft after it proved to be an established means which returned unity among people and within the country. The selective service system provided a universal language for the public which covered the military draftees as well as their respective families and the people around them. It also credited the honor among the draftees and leveled their respective sacrifices which they have done for the nation. It eventually unified more the American people who are one in their search for power and thereafter carry with them an appreciation of the real value of conflict, unity and winning (Koch A23). National Security Justification Foremost the positions of bringing back the military draft is the rationale that it prepares and secures the country for an eventuality of another armed conflict, both internally and externally. This was illustrated by Hod and Hod when he ignited the call for the return of the military draft in the name of defending and ensuring the safety of the country. In a work directed to the public, Hod and Hod wrote that the military draft also prepares the nation and its people to see the world in a precautionary aspect. Ultimately, it was meant to pave the way for the upholding of the nation’s protection and safety against possible armed conflict within and outside the country (Hod & Hod 73). This national security position was corroborated by Rangel and Vennochi who both supported the need for the restoration of the military draft. As a Korean War veteran and now a U. S, Representative, Rangel believed that the requirement to defend and secure the country should be a shared sacrifice among all Americans. He added that a renewed call for the system enables for an increased vigilance and acceptance of the random military system as the people appreciate more the draft based from the safety benefits it will bring to the country (Rangel 1). Vennochi, supported the idea by stressing a point wherein the military draft will speed up the country’s armed fight against Iraq and other terrorists-laden nations. He added that restoring the military draft will awaken the country and force involvement among Americans to have their share in protecting and ensuring the nation’s security (Venocchi 1). Conclusion Every undertaking has its advantages and disadvantages. Despite criticisms against the military draft, its restoration is definitely important and needed in order to increase the benefits it offer to the nation, to break barriers and enhance unity among people and ultimately to guarantee that the country in always ready and capable to defend itself from conflict. While the issue of military draft has resulted into several criticisms, it was able to stand its way and justified that it may be inevitable for the country not to bring back military draft primarily due to the position that it was aimed at working to the advantage and not to detriment the people and the country as a whole.

Building Acts and Contracts

TUNKU ABDUL RAHMAN COLLEGE SCHOOL OF TECHNOLOGY DIPLOMA IN TECHNOLOGY (QUANTITY SURVEYING) YEAR 2 ACADEMIC YEAR 2012/2013 ATGB3663 BUILDING ACTS AND CONTRACTS PROGRAMME : DQS2 GROUP : A LECTURER/ TUTOR : MR IVAN KWAY EU WAN Team Member| Student ID| Alaster Ang Han Wun| 11wtd01029| Chan Siang Leen| 11wtd04062| Chan Sze Haw| 11wtd05409| Chan Yew Jia| 11wtd01905| Chong Hong Seng| 11wtd05935| Table of Contents A) Clause 39 (1), (3), (4)3 B) Clause 42. 17 C) Clause 43 (a), (b), (c), (d)11 D) Clause 106 (1)16 E) Clause 107(1), (2), (3) and (4)16F) Explain the UBBL : part IV temporary works in connection with building operations22 References24 A) Clause 39 (1), (3), (4) Clause 39(1) * â€Å"Every room designed, adapted or used for residential, business or other purposes except hospitals and schools shall be provided with natural lighting and natural ventilation by means of one or more windows having a total area of not less than 10% of clear floor area of such room and shall have openings capable of allowing a free uninterrupted passage of air of not less than 5% of such floor area. * Date : November 28, 2012 * Location: Residential house at Taman Bunga Raya. * Site photos: * Discussion: – The room must be provided with natural lighting and ventilation with the area of window must be more than 10% of the floor area and the openings must not less than 5% of the floor area. – For this room, the floor area = 2. 62m x 3. 52m = 9. 22 m2 The window area = 1. 78m x 1. 195m = 2. 13 m2 Natural lighting = (2. 13 m2 / 9. 22m2) x 100% = 23. 1 % 23. 1 % > 10% (comply with UBBL) Natural ventilation = 23. 1% > 5% (comply with UBBL) Hence this room in Taman Bunga Raya is complying with Uniform Building By Law. Clause 39(3) * † Every room used for purpose of conducting classes in a school shall be provided with natural lighting and natural ventilation by means of one or more windows having a total area of not less than 20% of clear floor area of such rooms and sha ll have openings capable of allowing a free uninterrupted passage of air of not less than 10% of such floor area. † * Date: November 26, 2012 * Location: TARC Block M305 * Site photos: * Discussion: The classroom must be provided with natural lighting and ventilation with the area of window must be more than 20% of the floor area and the openings must not less than 10% of the floor area. * For this classroom, the floor area = 9. 08m x 7. 465m = 67. 78m2 The window area = 1. 785m x 1. 45m = 2. 59m2 6 windows = 6 x 2. 59m2 = 15. 54m2 Natural lighting = (15. 54m2/ 67. 78m2) x 100% = 22. 93% 22. 93% > 20% (comply with UBBL) Natural ventilation = 22. 93% > 10% (comply with UBBL) * So this classroom is complying with UBBL. Clause 39(4) â€Å"Every water- closet, latrine, urinal or bathroom shall be provided with natural lighting and natural ventilation by means of one or more openings having a total area of not less than 0. 2 square meters per water-closet, urinal latrine or bathro om and such openings shall be capable of allowing a free uninterrupted passage of air. † * Date: November 26, 2012 * Location: Toilet at residential house of Taman Bunga Raya. * Site photos: * Discussion: * There are one water-closet and one bathroom inside. * 2 x 0. 2 = 0. 4 * Area of window = 0. 625m x 0. 635m = 0. 40m2 Since the opening has a total area of 0. 40m2 which is equal, hence it complies with the UBBL. B) Clause 42. 1 * The area of first habitable room in a residential building shall be not less than 11 square meters, * Date : 30/11/12 * Location : Residential house at Kepong Baru * Site photos: * Discussion: -the area of room shall be not less than 11 square meters For this room, the area is = 10m x 13m =130m2 130m2 > 11m2 (comply with UBBL) -Hence this room area is comply with Uniform Building By Law * The area of second habitable room in a residential building shall be not less than 9. square meters, * Date : 30/11/12 * Location : Residential house at Kepong Ba ru * Site photo : * Discussion : -The area of room must be more than 9. 3 square meters; -Area of this room is 3. 5m2x 4m2 =14m2 14m2 > 9. 3m2 (Comply with UBBL) -Hence the second room area is comply with Uniform Building By Law * All the other rooms shall be not less than 6. 5 square meters in area * Date : 30/11/12 * Location : Residential house at Kepong Baru * Site photo : * Discussion : -The room area must be more than 6. 5 square meters -Area of the room is 2. 75m2 x 3. m2 = 8. 525m2 8. 525m2 > 6. 5m2 (Comply with UBBL) -The area of room is more than 6. 5m2 so it is comply with Uniform Building By Law Clause 42. 2 The width of every habitable room in a residential building shall be not less than 2 meters * The width of every room in a residential building must be more than 2 meters * Date : 30/11/12 * Location : Residential house at Kepong Baru * Site photo : * Discussion : -Refer to the photo above the width of room is 2. 75m -2. 75m > 2m (Comply with UBBL) -Hence this room i s comply with Uniform Building By Law Clause 42. 3The area and width of a kitchen in a residential building shall be not less than 4. 5 square meters and 1. 5 meters respectively * Area of a kitchen must be more than 4. 5 square meters and width must be more than 1. 5 meters * Date : 30/11/12 * Location : Residential house at Kepong Baru * Site photo : * Discussion : -The area of a kitchen is 7. 28m2 and width of kitchen is 2. 8m2 -Area 7. 28m2> 4. 5m2 (Comply with UBBL) -Width 2. 8m2> 1. 5m2 (Comply with UBBL) -Hence the area and width of kitchen is comply with Uniform Building By Law C) Clause 43 (a), (b), (c), (d)Clause 43 (a) * â€Å"†¦in the case of latrines or water-closets with pedestal-type close fittings, not less than 1. 5 metres by 0. 75 metre. † * Date: November 28, 2012 * Location: TARC Hostel Block J * Site photo: * Discussion: * Dimension of water closet : 1. 53m by 0. 85m * 1. 53m > 1. 5m and 0. 85m > 0. 75m, hence it complies with UBBL. Clause 43(b) * â €Å"†¦ in the case of water-closets with fittings other than pedestal-type close fittings, not less than 1. 25 metres by 0. 75 metre. † * Date: November 28, 2012 * Location: TARC Hostel Block J * Site photo: * Discussion: Dimension of water-closet: 1. 53m by 0. 85m * 1. 53m > 1. 25m and 0. 85m > 0. 75m, it complies with UBBL. Clause 43(c) * â€Å"†¦in the case of bathrooms, not less than 1. 5 square metres with a width of not less than 0. 75 metre. † * Date: November 28, 2012 * Location: TARC Hostel Block J * Site photo: * Discussion: * Area of bathroom = 1. 37m x 0. 86m = 1. 18m2 1. 18m2< 1. 5m2 (not comply with UBBL) Width = 0. 86m > 0. 75m (comply with UBBL) * Although the width of the bathroom in TARC Hostel is 0. 86m which comply with UBBL, but the area of the bathroom is too small which is 1. 8m2 and it did not meet the minimum requirement stated in UBBL which is 1. 5m2. Hence, this bathroom is not complying with UBBL. * Recommendation – we can i ncrease the area of the bathroom by increasing the length of the bathroom to at least 1. 75m. Clause 43(d) * â€Å"†¦in the case the bathrooms with close fittings, not less than 2 square metres with a width of not less than 0. 75 metre. † * Date: November 28, 2012 * Location: Bathroom in residential house at Taman Bunga Raya. * Site photo: * Discussion * Area of the bathroom = 1. 5m x 1. 5m =2. 25m2 2. 25m2> 2m2 (comply with UBBL)Width = 1. 5m > 0. 75m (comply with UBBL) * Since the area of the bathroom is bigger than 2m2 and the width is more than 0. 75m, they all met the minimum dimensions required by UBBL. Hence, the bathroom with closet fittings in Taman Bunga Raya complies with UBBL. D) Clause 106 (1) 106(1)-In any staircase, the rise of any staircase shall be not more than 180mm and the tread shall not less than 255mm and the dimensions of the rise and the tread of the staircase so chosen shall be uniform and consistent throughout. * Date: November 28, 2012 * Locat ion: TARC Bangunan Tan Siew Sin * Site photo: Discussion: * Dimension of staircases: 312mm x 133mm * 180mm > 133mm and 312mm > 255, it complies with UBBL. E) Clause 107(1), (2), (3) and (4) 107(1)-Except for staircase of less than 4 risers, all staircases shall be provided with at least one handrail. * Date: November 28, 2012 * Location: TARC Block A * Site photo: * Discussion: 4 risers< /= 4 risers, so no need handrail and it complies with UBBL. 107(2)-Staircases exceeding 2225mm in width shall be provided with intermediate handrail for each 2225mm of required width spaced approximately. * Date: November 28, 2012 Location: TARC Bangunan Tan Siew Sin * Site photo: * Discussion: * Dimension of staircases: 5420mm * 5420mm > 2225mm, it complies with UBBL. Clause 107(3)-In building other than residential buildings, a handrail shall be provided on each side of the staircase when the width of the staircase is 1100 mm or more. In these clause state that all the buildings except residential building, if the width of the staircase is equal or more than 1100mm, which is 1. 1m, handrail should be provided on each side of the staircase. * Date : 28th November 2012 * Venue : Staircase beside DK A, TAR College Site Photo: * Discussion : Width of staircase = 2. 53m, 2530mm – 2530mm > 1100mm (stated in UBBL) so this staircase needed handrail on both sides. – This staircase is installed with both sides handrail, hence this staircase is comply with UBBL. Clause 107(4)-All handrails shall project not more than 100mmfrom the face of the finished wall†¦(†¦) This is the first part of Clause 107. (4) in UBBL, which means that if there is a handrail attached to the wall, the handrail should be projected out from the wall with a length of not more than 100 mm * Date : 28th November 2012 Venue : TAR College Cyber Centre * Site Photo : * Discussion : Total length projected out = 9. 3cm, 93mm – 93mm 840mm >825mm (stated in UBBL) -Since the height of handrai l is in the range of 825mm to 900mm, so it is comply with the UBBL. Clause 107 (4)-(†¦)†¦provided that handrails to landings shall not be less than 900mm from the level of the landing. This is the last part of Clause 107. (4) in UBBL. From this sentence show that the handrail at landing area should have the height of not less than 900mm measured from the landing. * Date : 28 November 2012 * Venue : TAR College Cyber Centre * Site Photo : Discussion : Height of handrail= 86. 5cm,865mm -865mm