Sports And Children Essay Example For Students

Sports And Children Essay We no longer live in a society where kids run around actively throughout the neighborhood. The sandlot baseball games, pick up games in the park, and innocence in the children are gone in sports. Today children are more interested in television, computers, and video games and parents are afraid of letting their children run around the streets because of kidnapping. Kids are simply no longer interested in physical activity. A poll of over a thousand parents and one with students was done and the results show they blame inactivity on lack of time and homework. Whatever the cause is, we can see results with studies throughout the last few years. We will write a custom essay on Sports And Children specifically for you for only $16.38 $13.9/page Order now * 22% of children are physically active everyday of the week. * 49% in grade 4-12 are moderately to vigorously active. * 34% attend Physical Education classes daily. * 23% dont have these classes offered, because no all states have educational requirements for PE and some have budget cuts in the program. * 54% of children ages 6-11 are obese, with the obesity rates till on the rise (Hellmich 1997). * There are a number of federal, state, and local school programs to help students reach fitness goals. The missing link in having physically fit children seems to be the parents. They are allowing children to remain sedentary with the television and computers. Not enough children have parents who monitor their childs activity schedules, expose them to physical activity, and who serve as role models in being active themselves. Sports involvement and competition is very important in a childs life, but sometimes can go too far. Physical activity offers both positive and negative aspects in a childs life. Physical activity is an integral part of the learning process at all grade levels/ Unfit children develop low opinions of themselves, dislike activity, and develop antisocial attitudes. Children need the physical and mental benefits of sports. Kids involved in sports will physically feel better about their bodies by being fit, they are less likely to have the risk of obesity later in life, and more likely to learn new skills (Krucoff 1998). Mentally, sports stimulate the intellectual development, sharpen motor skills, provide emotional and social growth, help with depression, and increase self-confidence. A non-active child that becomes active in a sport program find increased energy, longer attention span, improved self-esteem, and better communication skills (Sports Psychology). Students learn about their bodies and want to improve them to lead a fulfilling life. Overall most children in sports enjoy themselves because they are having fun and meeting new friends. Athletics allow th ese children to interact with children of the same age with this similar interest thereby improving their social skills for later in life. This experience in sports will serve as a positive model to follow when approaching other challenges and obstacles throughout life. There is a strong connection between academic success and athletics. Athletes especially in high school perform better and remain in school more than non-athletes (Krucoff 1998). In middle school, high school, and college there is an athletic eligibility grade point average. If the student doesnt make the grades, they arent entitled to participate in sports. With this push in academics students now work harder in the classroom so they can participate. Many students have sports to thank for being a college student. Without the athletic money from the talent in the sport most children of low-income families cant afford college. These students at the college athlete level tend to be successful because of the high demands and expectations of grades. In most schools the athletic eligibility is actually higher than graduation requirements. Studies also show in high school women have sew later, lowering the risk of pregnancy and disease. Young females also have higher self-esteem and a power to say no (Krucoff 1998). Competition is a very vital aspect of children involved in sports that offers many positive outcomes and teaches a variety of life skills. Competition is necessary for excellence and a child needs competitors who are not much better or worse at sports for this development to be essential. Without worthy opponent and challenges sports I not so much fun. The better the challenge the better opportunity a child has to go beyond his or her limits. Competition begins early in life even before a childs first birthday. There is constant competition for attention, toys, and time. Young children are bombarded with messages concerning competition often from parents (Tye 1997). .u9c717df9885bec793983c13bc6305402 , .u9c717df9885bec793983c13bc6305402 .postImageUrl , .u9c717df9885bec793983c13bc6305402 .centered-text-area { min-height: 80px; position: relative; } .u9c717df9885bec793983c13bc6305402 , .u9c717df9885bec793983c13bc6305402:hover , .u9c717df9885bec793983c13bc6305402:visited , .u9c717df9885bec793983c13bc6305402:active { border:0!important; } .u9c717df9885bec793983c13bc6305402 .clearfix:after { content: ""; display: table; clear: both; } .u9c717df9885bec793983c13bc6305402 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9c717df9885bec793983c13bc6305402:active , .u9c717df9885bec793983c13bc6305402:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9c717df9885bec793983c13bc6305402 .centered-text-area { width: 100%; position: relative ; } .u9c717df9885bec793983c13bc6305402 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9c717df9885bec793983c13bc6305402 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9c717df9885bec793983c13bc6305402 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9c717df9885bec793983c13bc6305402:hover .ctaButton { background-color: #34495E!important; } .u9c717df9885bec793983c13bc6305402 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9c717df9885bec793983c13bc6305402 .u9c717df9885bec793983c13bc6305402-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9c717df9885bec793983c13bc6305402:after { content: ""; display: block; clear: both; } READ: Supply And Demand Essay? Be the best!? We want you to be #1? Have fun, its just a game? Give it your best shot? Winners never give up!Parents expect from these messages for their child to develop a healthy competitive attitude with success and self-esteem. This is often true. Competition is an important means in motivating children to make the most of their potential in many areas throughout life. The ultimate goal of competition is challenging oneself and to improve, the outcome does not matter and children will feel good about oneself for doing the best that they can. Competition and the winning and losing aspect of this in sports can be used to build character in and gain a degree of self-knowledge in young children. Teamwork, perseverance, commitment, dedication, sportsmanship, loyalty, self-discipline, and compassion for others are all positive traits children can learn through competition. Many are opposed to starting competition at a young age, but supporters say if it does not start at the elementary level, children wont be ready for high school. The goal is to be on the team and to get scholarship money. Teaching the skills and giving kids the experience of competition at an early age they are prepared. In order to get college scouts to come to a high school a good program is needed. Involvement in sports and competition can also be very negative for children. In todays culture winning is believed to be everything. This may be because of parental involvement and professional sports putting a great emphasis on winning. Seventy-five percent of children in organized sports drop out by the age fourteen because of over emphasis on competition (Picon). Three out of four children wouldnt mind if no one kept score at all. They would prefer to lose and have fun than to win at all costs, but overzealous adults and parents drown voices out (Spaid 1997). With Little League, soccer, and football programs increasing parental involvement is increasing as well. Parents watching their children compete brings out an unfamiliar intensity of emotion. They enjoy childs success much more than their own. The intensity and frequency of tantrums that many parents display at games is on the rise (Spaid 1997). Parents often yell at coaches for not recognizing talent, other parents, referee s and sometime the child herself. They are believed to behave this way because they see in their children the embodiment of their own unfulfilled expectations and goals (Tye 1997). Children do not need this burden and stress; they are having enough trouble putting one foot in front of other without falling down. Too much stress can seriously affect a childs ability to focus on skills and performance and competition can be seen as a threat and not a challenge. Some parents push their children so far in sports to a point where it is more work than fun. The child may begin to feel they are playing the sport for their parents instead of for themselves. Some parents even use guilt or bribery to keep the child involved (Tye 1997). Children cannot handle the parental pressure and stick with it to avoid disappointing these parents. Parents who over do themselves in sports make the mistake of punishing a child for a bad performance by withdrawing emotionally from him or her. The child may fe el unloved because of this disgust and anger parents often portray (Sports Psychology). This can only ruin a relationship between parent and child. The field should be looked and respected as a classroom where kids are to learn and have fun. However; today peoples idea of baseball is what they see in the Major Leagues, children are expected to be a little Major League player. They lose interest because they are not ready for this pressure and feel the sport to be the only thing in their life. Today clubs and travel teams are popular among children involved in sports. In these very competitive teams there is no emphasis on character development and equal playing time. An all out blitz for competition is shown. The young children in these leagues are pushed harder and sooner. Most of these clubs and travel teams hold tryouts and often makes cuts. This can be very harmful for young children telling them they are failure basically. Some children would do anything to be a part of this high level team, but then finds out they are not ready. Their self-esteem decreases as they spend time on the bench. Supporters say that they are giving kids what they want an opportunity to improve skills. Sociologist David Hunt opposes this view. He believes these travel teams lead children down a path where few succeed giving them a distorted system of values. There is too much emphasis on something that ends up being only an entertaining part of their live. The emphasis on interpersonal relat ionships and academics is lost (Billie 1998). In addition to psychological adjustment issues children go through due to stress from sports, there is also physical injury. Sports is now the leading cause of injury among adolescents, more and more young athletes are damaging their still growing muscles and bones (Krucoff 1998). In 1996,? 201,000 Children under the age 14 suffered from basketball injuries that have landed them in the hospital. .ua868e97943d75ca576736148b4e103f2 , .ua868e97943d75ca576736148b4e103f2 .postImageUrl , .ua868e97943d75ca576736148b4e103f2 .centered-text-area { min-height: 80px; position: relative; } .ua868e97943d75ca576736148b4e103f2 , .ua868e97943d75ca576736148b4e103f2:hover , .ua868e97943d75ca576736148b4e103f2:visited , .ua868e97943d75ca576736148b4e103f2:active { border:0!important; } .ua868e97943d75ca576736148b4e103f2 .clearfix:after { content: ""; display: table; clear: both; } .ua868e97943d75ca576736148b4e103f2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua868e97943d75ca576736148b4e103f2:active , .ua868e97943d75ca576736148b4e103f2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua868e97943d75ca576736148b4e103f2 .centered-text-area { width: 100%; position: relative ; } .ua868e97943d75ca576736148b4e103f2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua868e97943d75ca576736148b4e103f2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua868e97943d75ca576736148b4e103f2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua868e97943d75ca576736148b4e103f2:hover .ctaButton { background-color: #34495E!important; } .ua868e97943d75ca576736148b4e103f2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua868e97943d75ca576736148b4e103f2 .ua868e97943d75ca576736148b4e103f2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua868e97943d75ca576736148b4e103f2:after { content: ""; display: block; clear: both; } READ: Homelessness Essay? 167,000 suffered injuries from football? 147,000 suffered injuries from baseball? 69,000 from soccer (Johnson 1998)These injuries tend to fit the same profile. The children play on a competitive team practicing almost everyday on a year round basis. The duration and intensity is increased during training. The injury starts off as a pain or an ache but coachs and players feel they can still be active in the game. These injuries tent to be over-use injuries such as stress fractures, tendinitis, and bursitis. Children are not given the time necessary for the body to recover. Coachs and parents both dont realize children have growth tissue that adults dont, leaving them more vulnerable. These injuries were first noticed and tend to be more susceptible in boys because they play in high-risk sports. Girls are also very susceptible to injury because of the increased body fat, decrease in muscle strength, and change in alignment of body (Johnson 1998) Children are not ready at young ages to be using their muscles for vigorous physical activity. In conclusion, sports can be beneficial to a childs self-esteem, confidence, health, and social life. When a child is an athletic environment that boosts his self-esteem, he will learn faster, enjoy himself more and perform better under competitive pressure. Competition if not used in the wrong way can be a very good thing for children. The word comes from the Latin words com and petere which mean together and seeking respectively. Competition is seeking together where your opponent is your partner, not the enemy. World records are broken all of the time because the best athletes are seeking together and challenging each other to superior performance. Athletes usually in higher level grades do better academically as well. Parents need to get children off the couches and away from the television set starting when they are young. Parents also need to know their role as a parent on their childs athletic team. They are to be the childs best fan and leave the coaching and instructing to the coach. When a child stops having fun and dreads going to practices and games, a parent should realize they have gone to far. The child that continues to play long after the fun is gone will soon be a drop out statistic. If they have their own reasons and goals for participating, they will be more motivated to excel and be more successful. ReferencesBillie, K. (1998, December). What I Learned in Gym. Psychology Today, p.18. Gobeau, D. (1998, January 23). Building character in sports. National Catholic Reporter (on-line) p.21. http://web2.searchbank.com/infotra. Hellmich, N. (1997, July 1). Few kids get daily exercise. USA Today (on-line), p. D, 1:6. Http://proquest.umi.com/pqdweb?ts. Johnson, K. (1998, June 2). Very Young, and Very Competitive Beyond Play. Christian Science Monitor p.1. Krucoff, C. (1998, September 29). Encouraging kids to participate in sports. The Washington Post (on-line), p. Z20. Http://proquest.umi.com/pqdweb?ts. Picon, D. Making the best out of youth sports. (on-line), p. 1-5. Http://ridesafeinc.com/wings/stress5.htm. Spaid, E. (1997, June 3). Good sportsmanship declines on the sidelines amid rising tempers, leagues, and parks are insisting on parental cool. Christian Science Monitor (on-line), p. 1:3. Http://proquest.umi.com/pqdweb?tsstress, anxiety, and energy. Sports Psychology (on-line), p. 1-4. Http://stad.dsl.n1/coach/stresscn.html. Tye, L. (1997, September 30). Injured at an early age. Boston Globe (on-line), p. A, 1:1. Http://proquest.umi.com/pqdweb?TS. Editorial Parents, practice sportsmanship. (1998, May 11). The Atlanta Constitution (on-line), p. A; 08. Http://proquest.umi.com/pqdweb?TS. Education Essays

Free Essays on Streetcar V. 12 Monkeys(insanity)

Sanity v. Society as a Majority In an insane world, a sane person would be insane. I’m not sure if it makes sense to everybody else, but it makes perfect sense to me. In the next few paragraphs I will attempt to link two different stories and their protagonists to show the counterparts between any society and its views; made up by the majority of its constituents. A Streetcar Named Desire and its â€Å"insane† character show the side of society that doesn’t understand the outsider. The crucial aspect of this is to forget the traditional definition of sanity. The other plot is a science fiction story called Twelve Monkeys. In this story, James Cole (played by Bruce Willis) is an underground prisoner in the year 2035. He is sent back to the year 1996 to trace a virus that would eventually wipe out 99% of civilization. Cole, being outside his natural environment of 2035 and placed in the year 1996, although completely sane, appears quite insane. Much like James Cole, Blanche Dubois is rem oved from her natural environment of the wealthy Belle Reve mansion and is misunderstood by the rest of society. Blanche Dubois left her hometown of Laurel, Mississippi were she was the heir to a wealthy family. After her family slowly died off and the estate was sold she left to find her sister in New Orleans. Upon her arrival she finds her sister living in a cramped two-room apartment and married to a man she finds to be quite barbaric. Her expensive clothes and tales of wealthy suitors set her apart from the rest of the crowd. Already looking like an outsider, her actions only furthered her distancing from â€Å"normal† society. Constant lies and a shady past make Stanley and Stella constantly doubt her. However, it was a final act of truth, and complete sanity, that causes Stella to commit Blanche to the asylum. Blanche tells Stella that Stanley raped her and Stella cannot or will not accept. Although devastated, Stella has Blan... Free Essays on Streetcar V. 12 Monkeys(insanity) Free Essays on Streetcar V. 12 Monkeys(insanity) Sanity v. Society as a Majority In an insane world, a sane person would be insane. I’m not sure if it makes sense to everybody else, but it makes perfect sense to me. In the next few paragraphs I will attempt to link two different stories and their protagonists to show the counterparts between any society and its views; made up by the majority of its constituents. A Streetcar Named Desire and its â€Å"insane† character show the side of society that doesn’t understand the outsider. The crucial aspect of this is to forget the traditional definition of sanity. The other plot is a science fiction story called Twelve Monkeys. In this story, James Cole (played by Bruce Willis) is an underground prisoner in the year 2035. He is sent back to the year 1996 to trace a virus that would eventually wipe out 99% of civilization. Cole, being outside his natural environment of 2035 and placed in the year 1996, although completely sane, appears quite insane. Much like James Cole, Blanche Dubois is rem oved from her natural environment of the wealthy Belle Reve mansion and is misunderstood by the rest of society. Blanche Dubois left her hometown of Laurel, Mississippi were she was the heir to a wealthy family. After her family slowly died off and the estate was sold she left to find her sister in New Orleans. Upon her arrival she finds her sister living in a cramped two-room apartment and married to a man she finds to be quite barbaric. Her expensive clothes and tales of wealthy suitors set her apart from the rest of the crowd. Already looking like an outsider, her actions only furthered her distancing from â€Å"normal† society. Constant lies and a shady past make Stanley and Stella constantly doubt her. However, it was a final act of truth, and complete sanity, that causes Stella to commit Blanche to the asylum. Blanche tells Stella that Stanley raped her and Stella cannot or will not accept. Although devastated, Stella has Blan...

Obesity in Older Adults Essay Example | Topics and Well Written Essays - 1250 words

Obesity in Older Adults - Essay Example Introduction Obesity can be simply referred to a medical condition caused by excessive accumulation of body fat, which can eventually cause adverse effects on one’s health. To define, â€Å"obesity is an excess of body fat that frequently results in a significant impairment of health.† (Das, 2010, p.44). Although people use the terms obesity and overweight interchangeably, in fact, obesity and overweight are two distinct physical conditions which have already been clearly defined using scientific standards. Body Mass Index (BMI) is the common tool used to identify whether or not a person’s body fat is excessive. According to BMI standards, an individual is said to be overweight when his BMI lies between the ranges of 25-29.9. The person becomes obese when his BMI goes beyond the range 30. Evidently, obesity has become a major health issue among older adults. According to Villareal et al (as cited in Newman, 2009), the prevalence of obesity in people between the a ge range 50-69 increased by 56% in 2000 whereas in people above the age 70 it increased by 36%, since 1991. Causes of Obesity The relationship between energy consumption and expenditure is the major determinant of the body-fat mass. Medical practitioners opine that obesity occurs when an individual consumes more calories (in the form of food) than what he actually needs. People require calories not only to sustain life, but also to maintain a satisfactory body weight. However, studies point to the fact that energy expenditure in 50-65 year old age group considerably declines and therefore likelihood of obesity increases as one becomes old. It has also been identified that hormonal changes in older adults (65 years of age and older) during aging may result in excessive accumulation of fat. Various changes associated with aging, including resistance to leptin, contribute to older adulthood obesity. As Newman (2009) argues, genetic features, socio-environmental factors, and several oth er elements contribute to obesity. Evidently, heredity is one of the major determinants of obesity. In other words, biological inheritance plays a significant role in fat variations. The researchers like Bouchard established that genotype greatly influences visceral fat. Since an individual’s type of food choices, level of physical activity, and other lifestyle behaviors are influenced by his surrounding environment, socio-environmental factors greatly affect his body fat levels. To illustrate, increasing â€Å"eating out† food trends in Western countries directly lead to the consumption of excess fat content food and thereby obesity. While analyzing the global obesity data, it is obvious that obesity is more prevalent in Western countries, and especially in the United States. Several other factors including lack of sleep and continuous use of drugs also cause obesity. Some recent studies claim that issues such as joint pain and decreased mobility are also potential co ntributory factors to obesity as they cause decreased activity and thereby a proportionate decline in energy expenditure in older adults. Symptoms of Obesity As discussed earlier, a BMI of over 30 is the primary symptom of obesity. Large body frame is another notable symptom of obesity in older adults. Adults with obesity would face difficulties in doing their daily activities. In addition, breathlessness is another noticeable symptom

Musical Theater Research Paper Example | Topics and Well Written Essays - 1000 words

Musical Theater - Research Paper Example All over the world â€Å"Musicals† are performed. Sometimes they are performed at big budget venues such as Broadway theatre productions and West End theatre. It is sometimes performed on small scale theatres such as Off-Broadway and Fringe Theatre. The fact is that it is present in almost every corner of the world. Since from the start of twentieth century â€Å"book musicals† has been the source of musical plays in which dances and songs are integrated into a well composed story, having some real dramatic goals and as a result it evoked real emotions except laughter. There are three different componenets of book musicals, the first one is the book, the second is lyrics and the third is songs. The book refers to the main story and its spoken words. Book is also sometimes referred to as the combination of lyrics and dialogues together. In opera it is known as the libretto which mean a concise book in ltalian. The creative team of any musical have the responsibility to interpretate the musical in such a way that it influence the audience to a great extent. (Miller, 34) The creative team of each production consists of a musical director, director, orchestrator and choreographer. The technical aspects of musical production include props (the stage properties), set design, sound, lighting an d costumes. These technical aspects change from one production to the other depending on the story. The book musical usually do not have fixed length. It can have only single act and sometimes it contains several acts of different lengths. Musicals are normally presented in two different lengths with intermission in between. (Miller, 76) The first act is usually longer than the second one. Most of the musicals lasts from one hour to one and a half hour. In the first act most of the music and all of the characters are introduced. It often ends with plot complications. The second act reprises some important

Innvovation and Sustainability Research Paper Example | Topics and Well Written Essays - 500 words

Innvovation and Sustainability - Research Paper Example population is multiplied by (A) which is the consumption per individual then multiplied by (T) which is the technology that drives and services consumption. The product of these factors including P, A, T and I represent a rough estimate of the much humanity degrades the ecosystem services that it depends upon. Hence, the impact of the population on the environment is determined by the number of people involved as well as the used technologies and relative levels of affluence and material consumed (Ehrlich, 1995). One of the factors affecting the consumption habits is overpopulation. The population of the earth is around 6.5 billion today. In the recent decades, environmental scientists and ecologists have fixated on the factor of P, population as the number of human in the 1900 was two billion to almost a figure of seven 2010. The high number of individuals translates to a high environmental degradation. Much of the greenhouse gases are released into the atmosphere. If this number is opting for driving as a means of transport rather than riding, consumption of this much petroleum will be damaging to the environment. The factor of overpopulation has led to the collapse of human societies. The addition of population causes more damage to humanity’s life-support systems that are critical (Turk & Bensel, 2011). For instance, when the population of the farmers living in well fertile lands goes up, the additional people would move to the ever poorer lands, deeply drill the wells and then spend farm fields, homes and factories. The concerns on the growing population are focused on developing countries that are poorer, though IPAT and footprint analysis have both shown that the high rates of consumption in the developed countries are also significant impacts of the environment (Turk & Bensel, 2011). Technology encompasses the need for alternative fossil fuel energy. It involves switching to the ultra-light and cars that will provide for a short-term advantage that are

Assessment Strategies: Paramedic Education

Assessment Strategies: Paramedic Education Paramedics have, historically, been algorithmically led through all clinical procedures and decisions which do not directly centre on clinical decision making. It has been indicated that this system of paramedic training concentrated on life threatening conditions with protocol driven practice, based on limited underpinning knowledge (Williams, 2002). They have undergone front-loaded, fit-for purpose courses which has suited the operational need of the Ambulance Service. Over the last ten years United Kingdom (UK) ambulance services have become increasingly aware that there is a need to evaluate their educational provision. It became evident that paramedics needed to move on from surface to deep thinking strategies and develop a greater thinking repertoire. The paramedic profession is currently at a major crossroads in its development with the transition from a training paradigm to one of higher education (British Paramedic Association, 2006). This evolution in paramedic education he ralds a shift away from a training ethos of surface learning and expository teaching, best described by Ausebel (1968) as the presentation of the entire content of what is to be learned in its final form. This commentary will discuss the current assessment strategies used within paramedic education by higher education institutes (HEIs) including the assessments implemented in the clinical practicum. The various methods and delivery of assessment will be explored including, formative, summative and feedback. My own personal experiences and involvement with the assessment of paramedic students will also be discussed. This discussion will attempt to highlight the validity and reliability of certain assessment strategies such as objective structured clinical examinations (OSCE), portfolios, work-based assessment. The concept of role models for paramedic students during their time on clinical placement will also be explored. In the UK, the Institute for Healthcare Development (IHCD) is the awarding body for paramedic qualifications and have been involved in prescribing the curriculum, content, and assessments for all paramedic training throughout the UK. IHCD produce multiple choice questionnaires, short answer and clinical assessment tools which have been seriously challenged by the British Paramedic Association (BPA) which is the professional body overseeing paramedic practice and education. The assessment strategies employed by IHCD have been criticised for their errors of format and content relevance (Cooper, 2005). They were also seen as a tick-box exercise for the employers legal liability. IHCD assessment processes were criticised for their validity, reliability, and feasibility, with the BPA highlighting a clear need to identify alternative methods of assessment such as objective structured clinical examinations with links to competency frameworks (British Paramedic Association, 2006). The use of a variety of different assessment methods has now become a characteristic of paramedic education within HEIs. Currently HEIs employ a plethora of assessment methods including simulation, standardised patients, written examinations, oral examinations (viva voce) and reflective portfolios. During their time in the clinical practicum paramedic students are also continually assessed with regard to their clinical competencies. Pugsley and McCrorie (2007) state the need to have valid, reliable, fair and defensible assessments due to increased litigation from students are adding new dimensions to educator roles. With the ongoing change within paramedic education there has been a need to move away from standard assessment methods such as written examinations. Historically, educators have used the same assessment methods for all of the competencies of a paramedic, even when they were ill-suited to the task. For example, it is critical for a paramedic to be able to communicate effectively with patients but an assessment of this aspect of competence is not tested well by written examinations or a viva voce in which the student-patient encounter is unobserved. To correct this problem, several methods of assessments which are new to paramedic education are being implemented with ongoing development. These new methods focus on clinical skills, communication skills, procedural skills and professionalism. An importan t role of the teacher relates to assessing students competence. This hold great relevance within pre-hospital environment as life, health and welfare of patients is potentially at risk if students are not accurately assessed which may lead to future paramedics with low levels of clinical competence. Stuart (2007) states that assessment can be formative and summative with Boud (2000), claiming that both forms of assessment influence learning. Formative assessment can guide future learning, promotes reflection and provide reassurance (Epstein, 2007) whereas summative assessment tends to take place at the end of module or program of study and is used to provide information about how much students have learned and to what extent learning outcomes have been met (Stuart, 2007). Many of the assessment strategies can be used as either a method of formative and summative assessment (see table 1). Any particular method of assessment will have its strengths and its intrinsic flaws. The use of several different assessment methods may partially compensate for the intrinsic flaws in any one method (Epstein, 2007). Validity and reliability are deemed as critical for determining the usefulness of a particular method of assessment (Van der Vleuten, 1996). Validity is the extent to which the assessment measures what it was designed to measure (Quinn Hughes, 2007). Reliability indicates the consistency with which an assessment method measures what it is designed to measure (Messick, 1989). OSCE The teaching and assessment of clinical skill proficiency is a major part of paramedic education. Paramedic degree programs throughout the UK are using and developing OSCEs as an approach for the assessment of clinical skill performance. OSCEs have been utilised in advanced life support, trauma, medical condition scenarios as well as individual clinical skills. Newble (2004) states that OSCEs are better suited to assessing clinical and practical skills, often with a high degree of fidelity. Stuart (2007) warns that OSCEs have limitations as a method of assessment due to the performance of students under laboratory conditions may not accurately reflect their real performance in the clinical practicum. Other limitations also exist such as students finding OSCEs highly stressful (Phillips, Schostak Tyler, 2000; Brand Schoonhein-Klein, 2009). An OSCE also tends to focus more on the assessment of basic skills rather than cognitive skills (Redfern, Norman, Calman, Watson Murrels, 2002). A major limitation is the compartmentalisation of the clinical patient assessment process and students may not learn to holistically assess patients (Stuart, 2007). There is conflicting evidence throughout the literature regarding the reliability and validity of OSCEs as a method of assessment. Goaverts, Schuwirth, Pin et al. (2001) have reported high reliability and validity for this assessment strategy, whereas Phillips, Schostak and Tyler (2000) claim that OSCEs are seriously flawed due to lack of inter-assessor and intra-assessor reliability. Hodges (2003) points out that OSCEs are a social drama with students modifying their own behaviour in an attempt to convey the impression that the assessor desires. There are measures that have been reported to increase the validity and reliability of the use of OSCEs and these are listed in Appendix X. I have had some experience of assisting with OSCE assessments and have found that almost no training has been provided for the assessors which in my opinion, made them unreliable. The assessors are given objective checklists but a personalised form of scoring was sometimes used due to the lack of assessor experience or understanding of the assessment strategy. One of the OSCEs required an assessment of a students ability to perform advanced life support (ALS) with the checklist containing a total of 111 points to be assessed (see appendix X). This created problem with the reliability of this particular OSCE as the assessors found it difficult to observe the student as well as check they were performing everything on the checklist. This OSCE lasted almost 30 minutes which not only caused fatigue to the student but also to the assessor. According to Reznick et al. (1992) the heavy workload on the assessor can affect their performance. A lengthy OSCE can also cause student fatigue which may affect their performance (Rutala, Witzke, Leko, Fulginiti Taylor, 1990). As part of my ongoing development as a teacher I have started to design an OSCE for the assessment of some basic clinical skills. Some of these have already been designed for other healthcare professions but none are paramedic education specific. Simulation ALS Simulations are increasingly being used in paramedic education to ensure that students can demonstrate integration of prerequisite knowledge, skills, and affect in a realistic setting. For these aspects of competence, the use Sim-Man which is a physical simulator that models the human body with a very high fidelity is currently used extensively at my employing university. This form of simulator is very realistic and can provide an excellent assessment of skills. These simulators are used in conjunction with observed structured clinical examinations (OSCE). Standardised Patients A standardised patient is a person trained to portray a patient with a particular medical or traumatic condition. They are used to assess a students ability to collect medical history and physical examination data (Tamblyn Barrows, 1999). Following the encounter between the standardised patient and a student, both the standardised patient and an assessor make judgements about the students performance based on history taking, physical examination and communication skills. Checklists are developed for each patient scenario focusing on the students ability to collect the relevant data. Skills in summarising and interpreting the information collected are often measured following the encounter consisting of open-ended questions or short answers. I have found this to be the most realistic form of assessment outside of the clinical practicum and research has shown that reasonable levels of reliability and validity can be achieved (Norcini McKinley, 2007). However, McKinley and Boulet (200 4) warn that there is a drift in assessor stringency over time and that the standardised patients themselves become increasingly inconsistent portraying a patient. This assessment strategy is very expensive to use and has been implemented infrequently. As part of my role as an associate lecturer I have had the opportunity to take part in this form of assessment. The students were required to perform a cardiac assessment on a standardised patient. Prior to this summative assessment they were given a lecture on cardiac assessment, a demonstration of the assessment and many hours practice time with support from the lecturing team which included myself. A checklist (see appendix X), a viva-voce question sheet (see appendix X) and a short answer paper (see appendix X) were all designed. Following the patient encounter the standardised patient and I went through the checklist to ascertain the ability of the student. The viva-voce followed where open-ended questions (see appendix X) were a sked to allow the student to discuss their findings and plans for treatment which was followed by the short answer paper (see appendix X). Work-based Assessment Work based assessment of learners in the clinical cenvironment Assessment plays a major role in the process of medical education, in the lives of medical students, and in society by certifying competent physicians who can take care of the public. Society has the right to know that physicians who graduate from medical school and subsequent residency training programmes are competent and can practise their profession in a compassionate and skilful manner (Shumway Harden 2003). Miller (1990) proposed his now famous pyramid for assessment of learners clinical competence (Figure 2). Knowledge tested by written exams Application of knowledge tested by clinical problem solving etc. Demonstration of clinical skills, tested by OSCEs, clinical exams, competency testing (Competency) Daily patient care assessed by direct observation in the clinical setting (Performance) Adapted from Miller (1990) At the lowest level of the pyramid is knowledge (knows), followed by competence (knows how), performance (shows how), and action (does) The clinical environment is the only venue where the highest level of the pyramid can be regularly assessed. Assessment in the workplace is quite challenging as patient care takes top priority and teachers have to observe firsthand what the learners do in their interaction with patients and yet be vigilant that patient care is of the highest quality. Paramedic students need to retain vast amounts of information, integrate critical thinking skills as well as having an ability to solve a range of complex clinical problems often under intense pressure. In an effort to enable this I have started to acknowledge the need for alternative teaching, learning and assessment strategies. Educational literature supports the use of concept mapping as a means to promote learning and is seen as a metacognitive strategy (Novak, 1990; Pinto Zeitz, 1997; Irvine, 1995). I have explored the idea of concept mapping and have now started to use it within my teaching practice. I view the goal of concept mapping as a way to foster learning in a meaningful way, to enable feedback and to conduct learning evaluation and assessment. As a learning resource, concept maps can facilitate a students understanding of the integration and organisation of important clinical concepts (Pinto Zeitz, 1997). A group of the paramedic students I currently teach found that concept mapping encouraged them to think independently, promoted self-confidence and provided them with a greater awareness of connecting across different areas of knowledge. From my own perspective I view concept mapping as a creative activity which assists the students in becoming active learners. It is also seen to allow students to organise theoretical knowledge in an integrative way as well as fostering reflection into the learners understanding (Harpaz et al., 2004). During and following the use of concept mapping sessions numerous opportunities arose to identify student misunderstandings allowing provision of relevant feedback and clarification of content. According to Kinchin and Hay (2000) the use of concept mapping highlights the learners constructions of connections as well as a useful form of communication between the teacher and learner. As an assessment strategy concept maps can be used either formatively or summatively (West, Park, Pomeroy Sandoval, 2002) by identify ing the learners valid or invalid thoughts and links. However, Roberts (1999) warns that a suitable scoring method must be selected for each particular type of map due to their great variation in style. I have used concept mapping with individual students and small groups of students and it has been effective when dealing with the differential diagnosis of certain conditions. For example, the causes of chest pain are numerous but it is important for a paramedic student to be able to understand and differentiate between the different causative factors. A lesson was planned, delivered with handouts provided (see appendix X). Over the next two weeks the students were formatively assessed individually by using concept maps to illustrate their understanding of the causes of chest pain. A decision was made to use a relaxed approach in an effort to overcome any anxiety so the assessment became an informal discussion. As the students progressed through the task I was able to gain insight into what each student knows and how they arrange knowledge in their own minds. I was able to give feedback on their misunderstandings, misconceptions and errors. Paramedic educators rarely use concept mapp ing as a teaching or learning method but I see them as valuable tool in revealing students misunderstanding of concepts which could in turn lead to the identification of potential clinical errors. FEEDBACK Effective feedback may be defined as feedback in which information about previous performance is used to promote positive and desirable development. Giving feedback, whether corrective or reinforcing, is complicated but is an essential part of paramedic education. Feedback plays a central part in the support of cognitive, technical and professional development (Archer, 2010). Cognitive theorists view feedback as a comparison between actual performance and the intended performance level (Locke Latham, 1990). According to Kluger and DeNisi (1996) this will highlight the gap between a learners knowledge and the required knowledge and provide a learning catalyst. Behaviourists conceive feedback as a way of modification or reinforcement of behaviour (Thorndike, 1931). In the health care education literature including paramedic education, feedback seems to lack any form of theoretical basis (Colthart, Bagnall, Evans, Allbutt, Haig et al., 2008). Paramedic education feedback is often problematic for both the provider and recipient. The diversity of the feedback settings creates multiple challenges for paramedic educators in the provision of effective feedback. Settings such as bedside teaching, practical skills training as well as the often chaotic environment have been utilised for the provision of feedback by myself. The protection of the professional standards, the rights and safety of patients as well as the self-esteem of the paramedic student must be safeguarded. Added to this is the acknowledgement of the psychosocial needs of the paramedic students as well as ensuring that the feedback is accurate and honest (Molloy, 2009: Higgs, Richardson Abrandt Dahlgren, 2004). These challenges are an ongoing issue within paramedic education but despite this feedback has been described as the cornerstone of effective clinical teaching (Cantillon Sargeant, 2008). An important factor necessary for progress is the provision of feedback. Parsloe and Wray (2000) suggested that feedback is the fuel of improved performance, that it can provide motivation. However, they do warn that motivation can be reversed if you get the feedback wrong. Feedback should be viewed as a positive tool as even negative aspects of feedback actively encourage learners to improve practice; Bennett (2003) affirms that it can also highlight strengths and weaknesses which in turn can lead to enhanced practice. There are many types of feedback used to support learners and these can have either a directive or facilitative function. Directive feedback can inform a learner of what requires some type of corrective measure whereas facilitative feedback can involve the provision of suggestions to facilitate learners in their own revision (Archer, 2010). Feedback specificity may also be variable. Specific feedback can sometimes be beneficial for an initial change in performance but it may have a negative effect on the learners ability to further explore their performance which can lead to an undermining of subsequent performance and learning in the long term (Goodman, Wood Hendrix, 2004). Less specific feedback can lead to uncertainty for the learner that may subsequently lead to a reduction in learning (Kluger DeNisi, 1996). Verification and elaborative feedback are structural variances of directive and facilitative types of feedback. Feedback can simply indicate that an answer is correct (veri fication) or it may facilitate the learner to arrive at the correct answer (elaboration). According to Bangert-Drowns, Kulik, Kulik and Morgan (1991) the guiding principles of feedback are that it should be specific, with verifying and elaborative feedback enhancing effectiveness. I have attempted to utilise a number of types of feedback for my learners since the start of my current studies on the Post Graduate Certificate in Education (PGCE). I will now go on to discuss some of the methods of feedback utilised for the different learners I am currently supporting. I have utilised many of the types of feedback interchangeably and have slowly gained a conscious knowledge of their appropriateness. Throughout their placements paramedic students have regularly received constructive feedback which is usually delivered contemporaneously which is something that Price (2005) recommends. A large proportion of the feedback has been delivered informally and is often carried out in between emergency calls and has often been given as a running commentary during student/patient interaction. Non-verbal communication is seen as a strong method of conveying meaning and is often utilised in providing feedback (Stuart, 2007). Non-verbal communication serves several functions which can be summarised as giving and receiving information, expressing emotions, communicating interpersonal attitudes (e.g. warmth, dominance and liking) and establishing relationships (Williams, 1997). Non-verbal communication requires acute observation by the receiver for accurate interpretation of the message (Golub, 1994). Non-verbal communication includes specific behaviours that include proximity, touch, eye-contact and eye gaze, facial expression, body posture and head movements. I have used this form of communication as a method of feedback during bedside teaching sessions and when the student is involved within patient care episodes. A nod and a look of approval are seen as positive feedback which all ads to the feedback process. More formal feedback is given at the end of each shift. The timing and format of these feedback sessions are of great significance. For feedback to have maximal motivational impact on learning, it should take place while it is still relevant and points raised are therefore more meaningful and alive (Hays, 2006). During these feedback sessions the format is a blend of oral and written. A copy of the written element is given to the student to place in their portfolio. Fish and Twain (1997) believe written notes are essential in providing continuity in the monitoring of progress. Initially, the students were asked to provide a self-assessment of how they felt the shift had gone. This was an addition to the feedback cycle and encouraged learners to be more self-aware and more self-critical but gives an insight into how the student feels about their progress (Mohanna, Wall Chambers, 2004). Rather than a one-way process the feedback becomes collaborative. On further exploration of the literature I became aware that involving the learner in comparative self-assessment that places them at the centre of the feedback process will not always improve competence. Paramedic students are frequently required to self-assess their performance in an attempt to identify their own strengths and weaknesses in relation to other peoples views. Written feedback is important for learners as well as teachers. As an on-line tutor for a local HEI I provide support and feedback to paramedic science students via email. These students send me there work in progress and constructive feedback is given (see appendix X). Any negative comments made are supported to produce positive outcomes which is something that Webb (1955) advocates. According to Archer (2010), lengthy and complex feedback maybe ignored with its main messages lost. In effort to counteract this problem some of my written feedback has been deliberately left concise. In conjunction with verbal feedback students on clinical placement are provided with daily written feedback on patient encounters (see appendix X) which are supported by further written feedback monthly, quarterly and at the end of the clinical placement (see appendix X). I consider the use of feedback on student progress generated from other sources such as other paramedics and assesors as highly important as part of a systematic approach. Feedback from a variety of sources is described as multi-source feedback (Archer, 2007). Paramedic students on clinical placement are sometimes rostered to work with other Clinical Supervisors or paramedics. Early in a paramedic students placement a critical development issue was identified by one of my colleagues who had completed a set of shifts with the student. The unacceptably slow pace of the students clinical practice including patient assessment, patient management and long turnaround times at hospital following incidents had been fedback to me. As a students practice placement progresses, evidence of care activities should be gathered showing increasing speed and dexterity with increasing clinical experience (Stuart, 2007). Early support is vital in preventing the student with a learning issue from experie ncing the cycle of failure (Cleland, Arnold Chesser, 2005). Other key personnel who had observed the student in practice were consulted to ensure that the issue was as prevalent and problematic as had initially been assessed. Eliciting the opinions of other assessors also helps provide a more fair and unbiased assessment of a students abilities (Gomez, Lobodzinski Hartwell West, 1998). The issue was then raised with the student whilst they were performing a task too slowly. Stuart (2007) highlighted the critical importance of the critical role of providing feedback in learning and support. Furthermore, providing feedback of a development issue whilst it is relevant and alive is important for memory recall (Bailley, 1998: Gipps, 1994). The key to support struggling students however is to identify specific reasons for poor performance (Cleland, Arnold Chesser, 2005). Furthermore, major feedback which corrects a particular performance deficit should end with a plan of action (Branch Paranjape, 2002). During a feedback session with the student, input regarding specific areas where time could be saved was requested by the student but a specific action plan had not been prepared. Providing poor quality feedback may make the student feel they are being personally judged and can lead to defensiveness or reactivity (Katz, 2006). In order to rectify this, the student was closely observed in practice for a set of four shifts in order to identify specific areas of slow practice (see appendix X). A three month plan was negotiated with the student to rectify the problem and a ten point action plan developed which identified ten areas where the student could save time on each call attended (see appendix X). Data was collected over a three month period of the students on scene times and hospital turnaround times. The student was not informed of this in order to avoid the Hawthorne effect when working with other members of staff where a subjects normal behaviour and/or study outcomes are altered as a result of the subjects awareness of being under observation (Mangione-Smith. Elliott, McDonald McGlynn, 2002). Branch and Paranjape (2002) state that evaluation should follow efforts at remedying the learners problem. The results of the data after the three month period were therefore presented in chart format to the student (see appendix X) which provided tangible proof that the student had demonstrated real evidence of progress. Just as paramedic students are interested in their progress, so too should the paramedic educators be interested in the quality of their teaching. The measurement of teaching quality can be a very complex, multi-perspective task that may include many different approaches (Hays, 2006). One form of teaching quality assessment is student feedback. Collecting student feedback also sends messages to students that their views are welcome (Hays, 2006). With this is in mind teaching assessment tools were designed to elicit the students opinions on the teaching provided (see appendix X). Other feedback has been provided from peer observations (see appendix X). Prehospital education is changing rapidly, and as demonstrated the way paramedic education is delivered at clinical practicum level is also evolving. In order to establish quality and stability in this rapidly changing delivery of education, eliciting feedback from students is critical (Jones, Higgs, de Angelis Prideaux, 2001). A feedback questionnaire was designed to elicit the students opinions on the quality of the learning timetable and reference handbook after three months of the placement period. The students indicated a very high satisfaction rating for the timetable and particularly the reference handbook (see appendix X). Feedback was also gained via a questionnaire regarding general teaching effectiveness in areas such as quality of feedback, supervisor/student relationship, goal management and mentoring activities (see appendix X). Whilst overall the feedback obtained regarding general teaching and mentoring effectiveness was very positive, one of the students indicated some dissatisfaction with the prioritisation of goals. This was discussed further with this student who expressed concerns that it was unclear in reference to the learning timetable which goals were of a higher priority than others as the learning objectives were set out in chronological order. Patients have also been able to add to the feedback process as they can provide testimony to the students performance. This type of feedback is unique to healthcare professionals and is deemed influential in changing performance (Fidler, Lockyer, Toews, Violato, 1999). However, Archer (2010) warns that feedback elicited from patients may lack validity with Crossley et al. (2008) suggesting that there is limited correlation with other sources of feedback. This form of feedback is often utilised when a student has been driving the ambulance and the patient is asked about the comfort of the journey to hospital, which is naturally carried out in earshot of the student. Giving feedback In the clinical environment it is vital to provide feedback to trainees as without feedback their strengths cannot be reinforced nor can their errors be corrected (Ende 1983). It is a crucial step in the acquisition of clinical skills, but clinical teachers either omit to give feedback altogether or the quality of their feedback does not enlighten the trainees of their strengths and weaknesses. Omission of feedback can result in adverse consequences, some of which can be long term especially relating to patient care. For effective feedback, teachers need to observe their trainees during their patient interactions and not base their words on hearsay. Feedback can be formal or informal, brief and immediate or long and scheduled, formative during the course of the rotation or summative at the end of a rotation (Branch Paranjape 2002). Reflection on feedback Role Modelling Ambulance services in the UK are slowly becoming reliant on undergraduate paramedic education programs to meet their employment needs (JRCALC, 2000). The HEIs and ambulance services have now forged strong links and work closely with one another in the education of student paramedics with the ambulance services providing the clinical practice placements. The clinical practicum is an important component of a student paramedics development. This practicum seeks to integrate theory and practice as well as enable the development and assessment of professional competencies. During this time in practice the student will have many opportunities to develop skills and to refine these skills based on performance feedback by clinical su

Media Manipulation and Americas Favoritism of Israel in the Israel-Pal

I’m a frequent traveler. When doing regular traveling one gets to compare and contrast different cultures on regular basis. Most of these comparisons include foods, clothes or simple social attributes. Lately however I have to come to realize a sharp and quite disturbing difference in US media. Whenever I have the chance to compare news coverage in the middle-east I find myself confused and parted. I often find American news coverage, TV and newspapers alike, being bias, especially those covering problems in the Israeli/Palestine conflict. It seems as if I am watching two different wars. In America I am watching a stronghold power, Israel, fighting the endless terrorism brought by Palestinians. In Europe I see a war between two nations in despair thoroughly trying to fight terror from both sides of the conflict. I consistently find myself questioning American newspapers, as they use overly strong terminology and definitions on top of puzzling omission of essential facts. This paper was made to research and analyze the cause of my questioning while comparing these causes to Europe in order to see if my questioning is justified. I found that because of small groups with pro-Israeli interests dictating this country, U.S government has a need to manipulate and slant media in order to get accord for their action. The questionable U.S actions include extremely imbalanced aid to the Middle/East conflict, favoring Israel. However, before I could draw any conclusion of a U.S bias I had to analyze whether my accusations for U.S media bias was justified. The manipulation becomes quite evident if one analyzes seven common violations of objective journalism: selective omission, misleading definitions and terminology, imbalanced reporting, opin... ...ffairs. 2004. â€Å"U.S. Aid to Israel Subsidizes a Potent Weapons Exporter.† Jim Krane. 2002. Associated Press. 20 June, 2002. â€Å"The Launching of New International Campain†¦Ã¢â‚¬  Dr. Mustafa Barghouthi. 2004. EU Social Forum. 20 Oct. 2004. â€Å"The Weird Men Behind George W. Bush’s War†. Michael Lind. 2003 New Statesman. 7 April. 2003. †A Costly Friendship†. Patrick Seale. 2003 The Nation. 21 July, 2003. â€Å"Pressure on Campus†. Paul Findley. 2004. They Dare to Speak Up. 2004. < http://www.ifamericansknew.org/us_ints/pg-campus.html>

Killing Without Emotions Essay

This human nature of ours makes us think or stops us in order to kill without emotions. When humans are hardwired to be empathetic and compassionate not to kill, it is hard to understand why there is so much killing in the world? How, with empathy and compassion, can people kill? They must override their emotions with stronger emotions of hate and notions of purpose based on their beliefs. In the following paragraphs will present few examples that will indicate why and how some people override their emotions with stronger emotions based on their purpose. A common example of this is of a suicide bomber. So how these suicide bombers are formed or what is the psychology involved behind suicide bombing. . Often the suicide bombers arrested in Pakistan are usually teenagers and are from a poor background. They are usually kidnapped on their way to school or madraassa (religious school) and then brainwashed. Research and Today’s media reveals that suicide bombers using their religion as a shield justifies what they are doing are right. During brainwashing they are kept isolated and given misleading information on the name of the religion. They are told by the corrupt religious leaders that killing of the non Muslims are justified according to their religion. In addition to this they are also told that dying in the name of their religion will earn them the rank of a martyred. They are also brainwashed that they will earn a high rank in the heavens and rivers of milk and honey and beautiful virgins await. (Yusufzai and Jamal). They are offered high price to get the job done. They are assured that their family will live wealthy life after their job is done. Almost 90% of the suicide bombers are normal humans but, after knowing the position they can earn by dying in the name of their religion, change their emotions to kill hundreds of innocent humans. From this above example it can be concluded that they simple overcome their emotions with stronger emotions of earning high rank in Heavens by dying in the name of the religion, securing the lives of their family and obeying the orders of God. Another type of the people who override their emotions to kill are the soldiers. Soldiers override their emotions for certain reasons that they learn during the training. During the training there are told that they are the protectors of the land. The lives of their families and their countrymen depend on them. Moreover, they are trained with the fact that what they are doing is right and justified and God is with them. The training for the soldiers keeps on the changing with time to time. The soldiers are given complete training/ practicing area. The soldiers are desensitized by making them shoot at human shaped paper targets, drill and then to moving targets and pop up targets look kind of human shape making their response automatic and focused†. (Dwyer). The training areas includes all kinds of difficult pathways, underground tunnels and sudden appearance of the human shaped targets which they have shoot at and take them down. They are also congratulated on their first kill which increases their confidence to override their emotions more easily â€Å"In addition to this there are addressed directly making them believe that they actually have to kill. (Robinson). â€Å"Often a times the present the enemies in way that does not even feel like a human; for instance they will call their enemies by those names that even don’t look familiar. Names like â€Å"gook† who knows what is gook? It does not sound like a human or a person. Half of the desensitizing and dehumanizing is made easier in presenting a person that does not even to our class or kind. In addition, saying that God is with us, we are fighting for the sake of our country and the people and God is proud of us. A lot of killing is made easier in this for the soldiers presenting these as a reason. † (Pomerantz) So, with this kind of training and lessons of patriotism being given to the soldiers makes it easier to override to their emotions. In the conclusion I would restate again that killing without emotions is really hard unless you have you don’t overcome your emotions. It takes a lot of nerve and heart to kill without emotions. Works cited Dwyer, Gwynne. â€Å"Soldiers trained to kill and post-traumatic psycho-babble. Thuppahi’s blog, 29 April 2011. Web. Web. 18 Feb. 2013. Yusufzai, Asfaq, and Amna Nasir Jamal. â€Å"Teenagers recruited, trained as suicide bombers. †Ã‚  Central online Asia. N. p. , 11 04 2011. Web. 18 Feb 2013. Robinson, Steve. â€Å"The impact of killing and how to prepare the soldiers . †Ã‚  Frontline. Frontline, 01 Mar 2001. Web. 18 Feb 2013. Pomerantz, Andrew. â€Å"The impact of killing and how to prepare the soldiers . †Ã‚  Frontline. Frontline, 01 Mar 2001. Web. 18 Feb 2013.

Rhenium Facts - Periodic Table of the Elements

Rhenium Facts - Periodic Table of the Elements Rhenium is a heavy, silvery-white transition metal. The elements properties were predicted by Mendeleev when he designed his periodic table. Here is a collection of rhenium element facts. RheniumBasic Facts Symbol: Re Atomic Number: 75 Atomic Weight: 186.207 Electron Configuration: [Xe] 4f14 5d5 6s2 Element Classification: Transition Metal Discovery: Walter Noddack, Ida Tacke, Otto Berg 1925 (Germany) Name Origin: Latin: Rhenus, the Rhine River. RheniumPhysical Data Density (g/cc): 21.02 Melting Point (K): 3453 Boiling Point (K): 5900 Appearance: dense, silvery-white metal Atomic Radius (pm): 137 Atomic Volume (cc/mol): 8.85 Covalent Radius (pm): 128 Ionic Radius: 53 (7e) 72 (4e) Specific Heat (20Â °C J/g mol): 0.138 Fusion Heat (kJ/mol): 34 Evaporation Heat (kJ/mol): 704 Debye Temperature (K): 416.00 Pauling Negativity Number: 1.9 First Ionizing Energy (kJ/mol): 759.1 Oxidation States: 5, 4, 3, 2, -1 Lattice Structure: hexagonal Lattice Constant (Ã…): 2.760 Lattice C/A Ratio: 1.615 References: Los Alamos National Laboratory (2001), Crescent Chemical Company (2001), Langes Handbook of Chemistry (1952), CRC Handbook of Chemistry Physics (18th Ed.) Return to the Periodic Table

Just Stop It Essays - Fashion, Nike, Inc., Project Nike, Free Essays

Just Stop It Essays - Fashion, Nike, Inc., Project Nike, Free Essays Just Stop It ?Just Stop It?, an insult directed towards Nikes? classic ad, Just Do It. The insults and the questions all began at the demise of Nike?s Corporate Image. For a long time Nike was considered a conscientious company who had honest concern for their global cohorts. Nike is truly a global company with affiliations world wide,. The company has approximately 350 contract factories in thirty three countries employing nearly 5,000,000 people. The leading producers of Nike Product are : Indonesia, China, South Korea, Vietnam and the United States. To, date Nike has only come under fire for the Asian Factories, specifically Vietnam, China and Indonesia. The primary products produced in these countries are shoes. Nike uses labor in Asia because, ? The industry has its roots in this region due to a number of factors, including access to raw materials, high levels of expertise and quality and cost of labor.? the company has had relations from the very beginning with subcontractors in Asia. The r eason for this was that the prospect of using asian labor promised to be much cheaper and more effective then if the shoes were manufactured in the United States. Because of this long lasting relationship Nike has had with different asian subcontractors, consumers assumed that the company was treating their workers well and providing them with a safe, clean work environment. We were wrong. In the 1980?s Nike manufactured their products primarily in Taiwan and Korea, but recently in that past five years, manufacturing plants have moved at an alarming rate to countries like, Indonesia, china, and Vietnam. The reason for this sudden move, was that the economies of both Taiwan and Korea were growing at a rapid rate. Global investors were establishing plants their on a frequent basis , while the locals were benefiting from all the work and extra money plummeting into their market place. These countries benefited by growing at a rapid rate both economically and socially. The workers began to expect more money for their work, thus big companies like Nike, moved out. Nike primary reason for manufacturing their shoes and accessories in countries like Taiwan and Korea was so that they could utilize the low production cost and make a vast profit selling the final product. Nike had no loyalty to these workers nor the countries, so they simply picked up their stuff and moved to ano ther country where laws were lenient, labor was plentiful and production was cheap. Nike does not own any of the factories that produce its products in Asia, and they do not directly employ any of the factory workers or the management. They contract out work to factories that make all of the product and run all of the factories. The reason that Nike operates this way, is because by contracting out their manufacturing the company is less ?responsible? and liable for whatever goes on in the manufacturing facility. Nike states the price that the company is willing to pay per shoe to be made and the subcontractor, once they agree to the deal is responsible for manufacturing the quoted number of shoes for the stated price. A second reason as to why Nike contracts out its manufacturing jobs, is because of the constantly changing styles of shoes. Consumers tastes and preferences change so rapidly that the manufacturing companies don?t have time to finish producing one style before an order for another style comes in. The factory managers are the ones that are creating the harsh working environments and the unreasonable hours. However, Nike, because of the amount of work they provide these manufcaturing companies with, have a huge influence on how these manufacturing plants operates. To ensure good labor practices Nike has a code of conduct that every subcontractor must agree to adhere to in order to get the contract finalized with Nike. If the Code of Conduct was an actually working model then it would have insured the workers a safe working environment, reasonable pay and reasonable hours and would have protected them from mistreatment and discrimination. However since the majority of the Nike workers are completely unaware that the company even has something like the code of conduct, they are unable to defend themselves

How an iPod works Essay Example | Topics and Well Written Essays - 500 words

How an iPod works - Essay Example You want to know more about this Ipod, but are overwhelmed by the technical jargon of MP3 and DMZ protocol. Yet, under that veil of secrecy lies a simple device that requires only a simple understanding. The Ipod is a three-step process of getting an input, looking for some human interface, and giving an output. Long before you listen to a song on your Ipod, a studio somewhere on the West Coast had disassembled the song and broken into small pieces waiting to be purchased. They take these pieces and squeeze them down and compress them into small packets called the MP3 format. When you order this song it is quickly thrown into a delivery system called a download. The packets come through the Internet, into your computer, out to your Ipod, and are stored in a box called memory. The squeezed packets, under great pressure, will sit and wait until their next calling. The song that was broken up only moments ago has buried itself deep within your machine through a step called input. The input sits in the box and waits for the human interface. In the world of Ipod, the output is the small brain, the human is the big brain, and the input is no brain at all. Here in the 2nd step the Ipod waits for human control. The big brain kicks in and presses the right buttons, it locates the mood, and navigates to the proper memory box. The big brain sets the tone, volume, and play list.

Philosophy of Small Groups Research Paper Example | Topics and Well Written Essays - 1250 words

Philosophy of Small Groups - Research Paper Example Wilson (2003) states that the importance attached to small face to face groups within the congregation is what allows many church members to personalize their contribution.1 The small group is the starting relational unit which is beyond family where ministry to one another starts, it is the arena of primary care. A small group is a highly effective means of individuals entering the spiritual growth process. It is made up of 5-10 members who get together weekly with the specific purpose of growing personally and spiritually. It entails open mindedness and encourages honesty in all aspects. Thus, the primary way to be connected in churches is through the small groups. The fruit of entering the spiritual growth process is one of the greatest things that people may have anticipated. According to Djupe (2006), feeling similar to other members in the church small group is positively related to practicing skills, confirming the importance of incorporating a social dimension into theories posting an organizational influence on individual behavior.2 One of the most fundamental steps for a small group ministry is developing a personalized philosophy of the ministry. This mainly entails defining priorities, defending actions and determining the next steps to take for the upward success of the individual’s personal life. The philosophical distinctiveness of churches differ with the churches core values, but all aim at ensuring the goals of the small groups are taken into consideration and that they are effective and beneficial for all the members involved in a particular group. The four-session trial period is one of the philosophies and this mainly entails people having a four meeting trial period in a particular small group. Thus if the small group does not satisfy an individual’s need, then one is likely to seek another group but this involves no hard feelings. Another philosophical detail can emanate where the