How to Train to Run a Half-Marathon Essay

I. Step 1 Preparing the Mind Visualization- picture in your mind the runner you want to be. Picture yourself making a great training run. Affirmation- flood your mind with positive thoughts by talking to yourself every day. Tell yourself that you are a marathon runner. Our minds operate in the present so the more we tell ourselves something, even if it is not yet true, the faster our mind believe it. Also, put an affirmation, race brochure, or inspiring quote somewhere you will see it every day! Block the Negative thinking- Be aware of negative thoughts creeping into your mind. Stop them in their tracks by telling yourself the opposite. If you catch yourself thinking you are tired during a run, tell yourself several times that you feel great and strong! Think about why you have set this monster goal for yourself and see yourself enjoying the benefits you expect to have once you accomplish your goal. Motivation- Building mental stamina is essential. Staying motivation and developing the prope r mindset is key to enjoying training and crossing the finish line! Goals- You must have the right goals and reasons for running in order to be successful. Finishing time goals is a good way to start. II. Planning a Strategy Wear the right gear- Buy a good pair of running shoes. These will be the most important piece of gear. There are sold at specialty running stores that help you get fitted. Nutrition- Carbohydrates provide the fuel runners need. During training 65% of your total calories should come from complex carbohydrates, 10% should come from protein, 25% should come from unsaturated fats. Hydration- Consume 6 – 8 ounces of fluids every 20 minutes. During pre-training and marathon training this is of the upmost importance to help keep you going. Recovery- is an important part of training. You should not run every day. Your body needs to rest between runs so it can recover from one run to the next, getting stronger between each run. Avoiding Injury- Use the non-running days to rest and recover. Ice-down any soreness. Injuries often sneak up without warning. Doing all the right things will minimize your chances of injury. I. Executing the Plan Pre-training- Before beginning half marathon training you should be able to run for at least 30 minutes without stopping. Distance is not important right now. You just need to get your body used to running. Combinations of run/walks are great to use. It’s also a good idea at this point to go ahead and sign up for a half marathon! Training- Your mileage should gradually increase each week. Total weekly mileage should not increase by more than 10% from week to week. Completing a run of 10-12 miles about 3 weeks before the race will be enough to prepare you for the finish. Then taper off in the final weeks leading up to the half marathon to allow your body to recover from the training. Half Marathon Day- The big day! You will be full of adrenaline after leaving the starting line. Remember though, distance running is about endurance and pace is critical. Maintain pace to save everything you have left for your big finish!

The Right to Education

The Right to Education – A Global Perspective â€Å"Education is the most powerful weapon which you can use to change the world. † Nelson Mandela This saying of Nelson Mandela reveals a lot about the importance of education as a mean of achieving the changes we want to see in the world. Realizing the importance of education is highly significant for the nation and the world as a whole; however, giving equal education opportunities to people within specific countries and around the world remains a challenge for the global society.In order to overcome, or at least ease, such challenges, the right to education has been a subject of matter of international law, as well as state constitutions. While a great number of countries have been signatories and ratifiers of international conventions that protect the right to education, many countries have failed to provide the essential capacities to assure this right for various reasons. The failure to protect this right, no matter the reasons, has been quite harsh for the most vulnerable groups of different societies; hence, leaving millions of people worldwide without the capacity to contribute to a better world.As such, this paper will firstly focus on the protection of this right by international law, and it will later focus on the protection of the right to education in the following countries: Finland, Venezuela, India and finally Kosova. The Right to Education and the International Law The right to education, as a human right, has been highly guaranteed and protected by international law for many decades now. To begin with, the Universal Declaration of Human Rights (UDHR) in 1948 marked the universal recognition of the right to education.The Declaration guarantees the right to education through Article 26, which among others states that: â€Å"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Techni cal and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit . † Furthermore, the right to education is protected by the Convention against Discrimination in Education, adopted in 1960.This convention, through its 19 articles plays a high significance in the struggle of the global society to hinder the discriminations and separations in education . Later on, the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), adopted in 1979, guarantees women equal rights with men in terms of education . In addition, in 1966, the right to education was also preserved in the International Covenant on Economic, Social, and Cultural Rights, specifically through articles 13 and 14.Both article of ICESCR make primary education compulsory and free of charge, as well as oblige the states to make secondary and higher education easily accessible to all . Nevertheless, the Convention on The Rights of The Child (CRC), adopted in 1989, was a significant step in the protection of children from discrimination of any form. Articles 28-32 of this convention particularly deal with discriminations made in education. Signatories of this convention â€Å"recognize the right of the child to education,†¦with a view to achieving this right progressively and on the basis of equal opportunity . As mentioned previously, besides international law, the right to education is also enshrined in many regional instruments and most of the countries’ constitutions, though the compliance to the international/regional/national instruments varies to a great extent from country to country. As such, there are great disparities between school enrollment rates in different countries, and the following sections of this paper will deal with the protection/application of the right to education in specific countries and their effects on the education activities. FinlandFinland proved to be one of the most successful countries in the education field. Actually, it was ranked as the fourth country out of 48 countries belonging to different development phases. Undoubtedly, one of the crucial factors that facilitated this achievement was Finland’s hard work in protecting the right to education. First of all, Finland is a signatory of all of the above-mentioned international instruments, which make Finland legally binding to all of the above articles. Furthermore, the Constitution of Finland protects the right to education through Section 16 of Chapter 2 .The constitution makes primary education free and compulsory to all children. Nevertheless, the constitution makes the state accountable for providing equal opportunities to all citizens even after finishing the compulsory education . The right to basic education in Finland is further protected by the Basic Education Act, which makes the municipalities responsible for providing education in both languages (Sweedi sh and Finnish), as well as providing free school materials, meals, and transportation to all students of pre – primary and primary education.The Basic Education Act also protects the right to education of the disabled children by making them entitled to special â€Å"interpretation and assistance services†, all for free . Furthermore, the Universities Act of Finland makes undergraduate studies free of charge for studies in Finnish and Swedish, as well as freeing from undergraduate studies tuition students of EU member countries . As mentioned previously, Finland is one of the few countries where the right to education is well protected, and cases of violations of this right are not common at all and are hard to find. VenezuelaVenezuela has ratified all the international instruments mentioned above, which means that Venezuela is obliged to comply with those articles that regulate the right to education. Besides that, the right to education in Venezuela is also protecte d under the Venezuelan Constitution. Chapter VI of this constitution deals specifically with education, and Article 102 of this chapter states that â€Å"Education is a human right and a fundamental social duty, it is democratic, free of charge and obligatory . † Further, Article 103 guarantees equal opportunities for all students, including disabled students .In addition to the Venezuelan Constitution, the right to education in Venezuela is also protected by the Organic Law of Education, decreed on 2009. Article 3 of this law, makes education â€Å"public, social, compulsory, free of charge†¦ quality, secular, comprehensive, and permanent, of social pertinence, creative, artistic, innovative, critical, multicultural, multiethnic, intercultural, and multilingual †. Article 6 of the Law gives access to education to disabled students and students in the â€Å"Adolescent Responsibility Penal System† .Furthermore, Article 6 makes the state responsible for devel oping the mechanisms that control the right to education. However, despite the progress Venezuela made in legally protecting the right to education, many challenges still remain and make the reality less desirable, one of those issues being the certification of the asylum students. Asylum seekers deal with delays in getting certified for their studies because they have to first be recognized as refugees, a process that often takes a lot of time.Furthermore, if an asylum seeker finishes a certain level of education in his/her home country, that certification will not be recognized until the student receives Venezuelan documents. As Rodrigo de La Barra puts, such delays of certification, prohibit students to continue with their studies, hence hindering motivation and increasing drop-out rates. It is important to mention that both these cases are violation of the Convention on the Rights of Children, a convention to which Venezuela is legally binding . IndiaContrary to Finland and Vene zuela, India is not legally binding to the International Convention against Discrimination in Education. Still, it is legally binding to the other international conventions dealing with education . The right to education in India is protected in its constitution in the Article 21A, which obliges the state to offer free/compulsory basic education to children 6-14 years old. Furthermore, Article 29. 2 prohibits the discrimination in education made to minorities, whether that is racial, religious, or caste based discrimination.Nevertheless, Article 30 gives them the right to develop their own educational institutions . A highly significant step on the improvement of protection of the right to education in India was made in year 2009, when the Right of Children to Free and Compulsory Education Act was passed. This Act’s aim is guaranteeing every child of age 6-14 free and qualitative education, as well as defining the ways the state shall use in protecting such rights. Besides ma king education free and compulsory, this act also says that children cannot be left out because the admission period is over, or because of the lack of documents.Furthermore, the act gives the disabled students the opportunity to participate in the mainstream education . Noticeably, the government of India has made important steps in protecting the right to education; still, what lies in papers is quite different from the actual situation in India. Though the school enrollment rates have increased in India after passing the Act, the participation rates and drop-out rates are not so optimistic. Yet another concern in India is the low quality education, which is a result of †poor curriculum and syllabus, deficient pedagogy, negligent teachers † and parents.Nevertheless, discrimination, though prohibited by the Act, is still prevalent in the Indian education system. It is the Act itself that leaves space for such discrimination since it allows for school categorization as f ollows: â€Å"a) government schools b)aided private schools c)special category schools and d)non-aided private schools †. By allowing the existence of such school categorization, the Act legitimizes the discrimination of the poorer children who become subjects of lower quality education, as compared to the rich students.That violations of the right to education, guaranteed by the Act, are a serious concern in India, is shown by the great number of cases of violation. According to Amod Kanth , 10,500 cases of violation of the act have been recorded in Delhi, within a nine-month period after the implementation of the act. Kanth states that such violations are â€Å"of at least 15 kinds, like screening tests before admissions, corporal punishment, admission denial, mental harassment and others . These figures of the violations in the capital city seem quite concerning, and I believe that they clearly picture the state of the right to education in India. Conclusion In conclusion , education is an essential process which enhances the intellectual development of human beings. Despite being a right in itself, it is also a tool to achieve many other rights. Therefore, ensuring an education to every child is of a high significance, not only for the child alone, but also for the well-being and the development of the society.As such, guaranteeing that every human being is given the opportunity to be provided with such a development activity has been an important subject of many international, regional, and national instruments, among them: Universal Declaration of Human Rights, Convention against Discrimination in Education, Convention on the Elimination of All Forms of Discrimination against Women, International Covenant on Economic, Social, and Cultural Rights, Convention on The Rights of The Child (CRC), as well as the national constitutions of almost all countries.However, as the cases in Venezuela and India, show, the protection of the right to education by l egal instruments is not sufficient unless its implementation in the real life is ensured. Problems related to the application of this right arise every day, leaving millions of children worldwide, including highly developed countries, without even basic education; hence, without the potential to contribute to the improvement of the global society.Therefore, it is crucial that we, as individuals, start contributing to the gradually easing of the obstacles preventing the world from becoming a better place for everyone, either by making better laws or by implementing those laws better.

Empirical Formula of Magnesium Oxide Lab Report

Empirical Formula of Magnesium Oxide - Lab Report Example Gravimetric analysis the use of mass measurement to determine the amount of the analyte.   Magnesium is a highly reactive metal, which is why it should be solid (Erdey, et al., 2013). It is paramount to limit the amount of oxygen to reduce the rate of reaction (Zumdahl & DeCoste, 2013). The use of magnesium strips ensures the whole surface of the metal is exposed to oxygen. A gravimetric analysis demands a step by step of measurement of mass before and after the reaction. The magnesium is weighed before the reaction and the final product after the reaction is also weighed. The weighing helps in determining the exact mass of oxygen that combines with Magnesium in the reaction.   Since both Magnesium (Mg2+) and Oxygen (O2-) have a valency of 2 the reaction will go as follows.Magnesium will react with Oxygen in 1:1 ratio. The resulting product should be white (Zumdahl & DeCoste, 2013).   Also, Magnesium will react with Nitrogen to produce a black substance. It is because Magnesium is a highly reactive metal. Health and Safety Tips:†¢Ã‚  Magnesium is highly flammable, which means it can easily burst into flames. Therefore, it is imperative to keep one’s eye very far from the crucible during the experiment.   In addition, Magnesium has a blinding glare when it burns, which is very harmful to the eyes. The ignition of the Magnesium can be prevented by closing the lid. †¢Ã‚  The Bunsen burner will produce so much heat during the experiment. One should keep a considerably safe distance from the Bunsen burner.

Children in Sweatshops Essay Example | Topics and Well Written Essays - 500 words

Children in Sweatshops - Essay Example International conventions mandates that anyone under the age of eighteen is a child. According to this standard, the ILO estimated that there were two hundred forty-six million children involved in labor in 2000. Also, there were an estimated eight and a half million children that were involved in forced or bonded labor, armed conflicts, and commercial sexual exploitation. The earliest child labor laws were enacted in 1836. In Massachusetts, children under fifteen were required to attend school for at least three months out of the year. In 1842, a maximum of ten hours per day could be worked by a child. Many other states began to follow suit after the Massachusetts laws and early trade unions formed to protect children in the work force. There were many steps that took place after this, and much opposition to child labor laws, but the Fair Labor Standards Act was finally passed in 1938. This was the time that child labor laws in the U.S. were federally regulated. The focus of many of these laws that were passed dealt with children that worked in factories. Laws requiring children to attend school in England were passed in 1881. There are many reasons that child labor is still able to be used today. For example, many countries have exceptions written into their laws which allow child labor to still be exploited. In Nepal, the minimum age for working is fourteen, but there is an exception to the law which allows them to work in plantations and brick kilns. Similarly in Kenya, there are laws that prohibit children under 16 from working, but that does not include the agricultural force. Bangladesh also does not set regulations regarding agricultural or domestic work. India and Bangladesh typically have the worst reputation internationally for child labor. There are laws in both countries prohibiting children under fourteen from working, but these

Assignment Example | Topics and Well Written Essays - 1000 words - 11

Assignment Example Applying the above theory to this coursework discourse, we can also assert that students have an expectation of what studying in the UK institutions should offer them. On the issue of studying in the United Kingdom, this present coursework mainly intends to investigate the extent to which students have become aware of financial issues that are faced with students who are joining universities. Therefore, the coursework will give information and advice on what first year undergraduate should expect to spend their money on when they arrive at the university and a rough estimate of these costs. Additionally, the coursework will highlight on the sources of finance that are available to students. Students’ expenditure budget According to Davey (2008), students learning at UK institutions are faced with a budget as they are supposed to cater for their needs and cover their own expenses, this more in particular for students are boarding at their learning institutions. Therefore, for f irst year undergraduate students the first thing that they should learn is financial management and proper budgeting in order to go through the entire term without financial hurdles and be able to fully concentrate on their studies. Among the common expenditure that students are faced with, include rent, food, communication (mobile/ internet), student supplies, council tax, transport, utilities, and banking charges such as opening a UK account. Estimate of a student budget For first year students who are going to undertake a course that runs for three years, the common budget estimates are presented in the table below. A 3 years course Amount in GBP Annual fees 2500 The living costs Books 62 Clothes 178 Concerts/ cinema 50 Travel home 50 Monthly expenditure Rent 340 Bar/restaurant bills 77 Food 130 Mobile phone 36 Transport 12 Shopping 69 Households bills 65 Other miscellaneous 20 Total Amount 37, 524 Based on this total amount that students will spend for their entire 3 years cours e, the annual amount that students will be required to have is 12508, on per term basis the required amount is 4168.33 while on monthly basis it is 1042.33. Evans (2011) stated that for students studying in the UK, there are various sources of finance that they can exploit in order to cover for their expenses and this excluded funds that can be provided for by their parents or guardians. Among the available sources, include student loans, grants that are offered annually, earning from part-time work, and holiday jobs. The estimate amounts that students could generate from these sources are as follows; Students’ possible income Student loan plus grant per year 6000 Part-time work 60 Holiday jobs 2500 Total 8560 The annual expenditure budget for students as it was noted was 12,508 and the rough estimates for students’ possible income per year is 8560 in total. Therefore, it means that on annual basis students will have a shortfall of 3948. This shortfall could either be covered by a funds received from parents or income earned from additional part time jobs and holidays jobs. However, it is of essence to note that for students to engage too much in jobs is highly likely to interfere with their education and they may end up have dwindling performances. The other key expense that was not included on the budget is healthcare costs for the students. This was intentionally excluded because of the fact that healthcare cost for students is also charged as part of the total school fees,

Nano- and Micro-Technology Essay Example | Topics and Well Written Essays - 1000 words

Nano- and Micro-Technology - Essay Example The term nanotechnology was used by N. Taniguchi of the University of Tokyo in 1974, at micrometer scale (Slator, 2002). Well, it's been more than five decades since Richard Feynman talked about the Nano components around us and we are into 21st century. Though the use of nano-components has not come to our daily usage, but the way the scientific community is working hard, it appears quite realistic in times to come. The microscopic technological developments on the nanometer scale of 0.1 to 100 nm seems to be going ahead with decent pace. Hocken et al. (2008) define nanotechnology as "the study, development and processing of materials, devices, and systems in which structure on a dimension of less than 100 nm is essential to obtain the required functional performance." Subsequent studies have indicated that when materials are reduced to nano-scale, they start exhibiting different types of properties, as compared to their performances in macro form. This proves that nano-structures can prove helpful in enabling unique applications. The traditional top-down approach in micro-fabrication process implies that we break or cut bigger materials into smaller components. In this approach we fabricate nano-objects from a larger parent entity with the help of lithographic patterning techniques. The top-down approach uses the traditional workshop or micro-fabrication methods with externally-controlled tools1. Richard Feynman, while suggesting that 'there's plenty of room at the bottom', said, "We can arrange the atoms the way we want . . . the very atom. . . all the way down!" At that time he could clearly visualise the top-down approach. The nano-fabrication technologies like photolithography, nanomolding, dip-pen lithography and nanofluidics are some examples of top-down approach. The top down approach has been used for fabricating tissue engineering scaffolds by controlling the pore geometry, size, distribution and spatial geometry2. On the other hand the bottom up approach indicates that we assemble smaller objects and build a larger useful entity. This technique uses the molecular self assembly chemical process. In this case nanomaterials or structures are fabricated from the build-up of atoms or molecules in a controlled manner that is regulated by thermodynamic means such as self-assembly3. In order to come out with quality fabrication in the bottom up approach, shaping of the nano-object and extremely precise, nanometer-scale control in positioning the object is of vital importance (Berger, 2009). Whatever might be the approach in fabricating the nano-structures, it involves precise control and manipulation of atomic particles and molecules. Fig-1 depicts the difference between top-down and bottom up approaches. Nanotechnology holds great potential in creating new materials and devices with applications in diverse fields like medicine, energy production, consumer electronics etc. In medicines it can be used in diagnostics, prevention as well as treatment. Some important

American Literature 17th-19th Century Essay Example | Topics and Well Written Essays - 500 words

American Literature 17th-19th Century - Essay Example Tom Paine’s in his literary work the â€Å"Rights of Man† described King George as a â€Å"royal brute.† In the first part of the book, Paine attacks the whole essence of monarchy. Unlike his colleague Burke, Paine insists that each society has the privilege to establish a solid foundation of their own government without the consistent oppression of a monarch. Paine attacks King George III from all angles as he considers King George to be an â€Å"unfit leader† in many aspects. First and foremost is the fact that he used the colonist’s tax money to fund his poor decisions as a King but also to pay for his son’s misfortunes. Paine elaborately describes this dilemma as he states, â€Å"The burden of the national debt consists not in its being so many millions, or so many hundred millions, but in the quantity of taxes collected every year to pay the interest. If this quantity continue the same, the burden of the national debt is the same to all intents and purposes, be the capital more or less† (Paine, 20). Clearly, he is irate at the fact that the colonists have to atone for the burden for the King’s self-pursuit interests. According to his perspective, the King wanted to "keep the rebels harassed, anxious, and poor, until the day when, by a natural and inevitable process, discontent and disappointment were converted into penitence and remorse† (Paine, 24). Paine’s point of emphasis continues to be the fact that government is for the living and not for the dead. Heredity power should be acquired through the choice of the people and is not heredity. Paine was one of the most prominent philosophers that dominated the philosophy scene in his era. One cannot ignore the fact that Paine was writing during an era where warfare plagued society. Clearly, Paine wanted to establish the fact the notion of commonwealth in this statement. In commonwealth, the notion a covenant is established. A covenant in

Foundations of Laws and Rules Essay Example | Topics and Well Written Essays - 500 words

Foundations of Laws and Rules - Essay Example As to effectivity, the former takes effect upon the recognition by the court while the latter may take effect at a later date as embodied in the formal instrument. Common law is amended by slow changes over time while statutory laws requires an enactment of either a new law that superceeds, modifies or amends the old law. The parties can move for arbitration or file a suit. In proceeding to an alternative dispute resolution or arbitration the parties present the facts to arbitrators that are trained experts familiar with the industry practices thus their assessment of the issue may affect the nature and outcome of the dispute. The fears of the parties are put to rest since the arbitrators are well knowledgeable in the problems in real estate development. In filing a suit, the court may be appraised of problems in real estate development through the presentation of an expert witness who has special expertise on the matter and can explain it to the court (Daubert v. Merrell Dow Pharmaceauticals, Inc). Fears that the court may not be able to grasp the concept must not be entertained since there are ways of discovery that the court can employ like depositions, interrogatories and requests for production of documents. Aside from these, court processes like direct, cross examination, redirect and recross e xamination open doors for clarifications to give the court a better understanding of the issue at hand. The clause is valid. The Uniform Arbitration Act allows parties to agree in advance that all disputes arising under the contract be submitted to arbitration. Binding arbitration holds parties to respect the decision of the arbitrator as final even if the decision of the arbitrator seems to be wrong. The court will only set aside the decision if â€Å"there is clear proof of fraud, arbitrary conduct, or significant procedural error† (Trans Chemical Ltd. V Chhina Nat. Machinery Import & Export). John can either send the computer

Lending & Securities Course Research Paper Example | Topics and Well Written Essays - 1750 words

Lending & Securities Course - Research Paper Example This study has been conducted based on secondary research mainly information from the official website of the company. It will deal with in depth research on wide areas of banking activities and its target customers. NBAD practices both commercial and investment banking activities and it offers flawless banking services to individual as well as institutional customers. As this study mainly focuses on commercial lending, therefore, need of long term and short term financing of the potential consumers needed to be analyzed. NBD has disclosed detailed information related to its short and long term lending like starting from the details of different lending schemes for individual as we institutions, investment banking services to business for raising finance and other strategic financial activity, eligibility criteria and requirements of security for lending, banks analysis of future value of securities deposited by the banks etc.According to the report findings  National Bank of Abu D habi is market leader in core business lines in this industry. The company follows franchisee based business activity. It is the largest banking franchise in UAE with more than 140 branches and 740 ATMs and cash deposit machines across the UAE. This banking group is also major player in the corporate banking or business arena. It provides portfolio management and wealth management services to HNI individuals.   The company is a leading player in emerging Islamic banking, investment banking and private banking services in UAE and other Middle East countries. The bank is recognized as a leader in its high competence areas like asset management and financial brokerage services. This company has been well positioned among its target customers for its high value added services and delivering corporate value to shareholders and employees. Apart from its active business operation in UAE, the company is also successfully penetrated in emerging foreign markets like Qatar, United Kingdom, S ingapore and Jersey. The overall business activity is maintained by more than 8000 employees from more than 50 nationalities which have made the most diversified cultured organization in UAE region. Corporate social responsibility is key part of its business activity. National Bank of Abu Dhabi is involved in many corporate social activities like charity, education, culture, art and sports. It always focuses on the national culture into its business culture and dedicated to preservation of it. Discussion There are two different types of customers of the bank. One is individual people and another is small and medium businesses that require loans from the bank. Individual customers requires loan for personal requirements like marriage, child’s education etc. they also need loan for buying persona car, buying a property and many other reasons. The bank also offer a complete package of short term and long term lending facility to its priority individual customers under personal b anking. It provides short term and lo

Medical Ministry - Logotherapy Essay Example for Free

Medical Ministry Logotherapy Essay He ranted and raved uncontrollably. He suddenly turned to me and said â€Å"Why me? † My reply was â€Å"Why not you? What makes you think that you are more special than the next person? † This confrontational response stopped him in his tracks, made him think about his situation and the anger and feeling sorry for himself disappeared, never to return again. Too often patients with incurable diseases surrender to all the negative emotions that overwhelm them. They become despondent, depressed, fearful and lose hope. All their time is spent fixating on themselves and their wellbeing. They become so focused on their problem that the problem can become their whole world. Patients then get caught in a vicious circle whereby the harder they try not to worry, the more they worry. The greater the effort not to think of their problems, the more they think about them. Without meaning in these patient’s lives, how do they mentally ensure quality of life? How do they make peace, emotionally and spiritually, with the situation they find themselves in? There is sufficient proof that everything can be taken from man except the choice of one’s attitude in any given set of circumstances. Inner freedom, which cannot be taken away, makes life meaningful and purposeful. My husband and I met with the oncologist and found out what treatment was required to push the cancer into remission. We decided to put our trust in the oncologist’s ability to treat this disease while we concentrated on living each day with love, humour and purpose. In effect we were practicing dereflection. Looking back now at the chemotherapy he had to endure, on and off, over a seven year period, I realise that disease/illness can be very meaningful. The chemotherapy room was a morbid place, where everyone sat quietly, lost in their own thoughts, with a chemo drip in their arm. My husband changed all that. He got to know all the patients and medical staff. He used humour to get people to open up about their situations. He would have me running around serving tea, coffee and cake to the patients. He instilled a feeling of hope and caring amongst the patients. They took an interest in one another’s lives, exchanged useful information, joked and laughed about themselves and their illness plus friendships were formed. The doctor often came to check what all the noise was about in the chemotherapy room. I believe this was my husband’s purpose during this period of his life. It was filled with meaning as were the lives of the patients whom he came to know and love. In 2001 the cancer came back aggressively and my husband had to have heavy doses of chemotherapy that almost destroyed his body. He was hospitalised and almost overnight lost so much weight. He was sent home weighing 49 kilograms and so weak that he became bedridden. He didn’t have the strength to walk or to sit up in bed. He began to feel humiliated and degraded due to the fact that he couldn’t do anything for himself. He thought that he had become a burden on me and together with a loss of dignity, he became very depressed. He believed that he would be totally helpless for the rest of his life. The loss of hope and meaning can have a deadly effect. Without faith and belief in the future the patient loses his spiritual hold and allows himself to decline by becoming subject to mental and physical decay. Total despair sets in and all the patient sees is a meaningless existence. To provoke patients to find meaning in their lives, the logotherapist must have a deep commitment for the uniqueness and dignity of each individual. The therapist must focus on the specific needs of individual patients instead of using a fact or technique valid for one situation, to make conclusions about a different situation. During my husband’s depression he tried to commit suicide but fortunately was stopped before he could commit the deed. I phoned Hospice for help. They sent a wonderful woman who came on a regular basis to chat and deal with my husband’s emotional needs. Meals were no longer served in bed. I carried him to the dining room table so that he could eat with the rest of the family. He had practically given up eating so I became more forceful about getting him to eat. On a daily basis I exercised his arms and legs. Hospice arranged for a wheelchair and if we went anywhere as a family, my husband came along. Together we set goals for him to achieve, baby steps as we called them, the first being the building up of his strength. We did a lot of laughing and some crying during this time. His depression disappeared and he started ooking forward to each day. He eventually managed to walk again much to his and the family’s delight. On his first visit to his oncologist after being bedridden, he was nicknamed â€Å"The Miracle Man† by the medical staff. Unfortunately my husband passed away in January 2005. Reading the account of Frankl’s story of the old general practitioner who suffered with depression after his wife died has given me much comfort. Frankl used a form of the Socratic dialogue and asked the practitioner what would have happened if he rather than his wife had died first. He answered, â€Å"How she would have suffered. † I can relate to this story in so far that my husband would have suffered if I had died first. I have spared him this suffering and that is very meaningful to me. There are various methods or techniques a therapist can use to assist their patients to find meaning in their lives. There is the â€Å"parable method† which is suited to some patients whereby the therapist relates a parable or tells a story which illustrates the point that no human being is exempt from illness. There is dereflecting as well as the Socratic dialogue Here is something I came across by an unknown author which can be applied to many diseases and which my husband and I found very inspirational during the period that he had lymphoma. WHAT CANCER CANNOT DO Cancer is so limited.. It cannot cripple love It cannot shatter hope It cannot corrode faith It cannot destroy peace It cannot kill friendship It cannot suppress memories It cannot silence courage It cannot invade the soul It cannot steal eternal life It cannot conquer spirit

Internet The Prevalence Of On Line Grooming Media Essay

Internet The Prevalence Of On Line Grooming Media Essay The purpose of this short, provocative piece is to purport to the reader that whilst the Internet presents itself as a rich source of information, it also has the propensity to produce various dangers due to the nature of communication and identity construction embedded within the World Wide Web. Following Kapousiss (2010) conception of violence as a tool (Kapousis, 2010), I posit that the Internet is also a tool which deviant individuals are able to exploit through the construction of multiple identities and personas in an attempt to satisfy deviant fantasies whilst retaining their anonymity. My illustrative example of such dangers is the recent proliferation of the sexual on-line grooming of children. THE INTERNET AND THE NETWORK SOCIETY Without question, the Internet is a social phenomenon. The advances in technological systems which have made its emergence possible are the result of social production, and social production is culturally informed (Castells, 2001a: p. 36). The Internet has, in recent years, become the fabric of our lives, (ibid, p. 1) for work, for personal connection, for social networking, for information, for entertainment, for public services, for politics, and for religion (Castells, 2010: p. 64); as a result, it is becoming an integral tool of commerce, communication, and popular culture (Brignall III and Van Valey, 2005). However, despite its universality, a body of literature has emerged criticising the Internet for the de-humanisation of social relationships (Slouka, 1995; Kraut et al., 1998), media reports have linked it with increasing levels of loneliness, depression, and social isolation (McKenna and Bargh, 2000), whilst technopessimists have suggested that the Internet is endowed with t he capability to end civilisations, cultures, interests, and ethics (Berson, 2003: p. 6). Some commentators, however, have adopted a more optimistic standpoint and have defended the Internet arguing that through the performance of roles and construction of on-line identities users create a feeling of community (Rheingold, 1993; Turkle, 1995; also see Young, 2008). For the purposes of this paper, I will present the Internet as neither negative nor positive, but rather, as inanimate, a tool which entails various uses (Brignall III and Van Valey, 2005; Shannon, 2008; see also Kapousis, 2010). This position also mirrors that taken by Castells (2010) who suggests that both consumers and producers utilise the Internet as a tool through producers providing content and shaping the web (op cit, p. 382). The Internet forms part of a much larger, significant social change which has occurred over the past three decades the emergence of the network society (Castells, 2001a, 2009, 2010; van Dijk, 2006 Hardt and Negri, 2000). It is beyond the scope of this short paper to provide a comprehensive, all-embracing analysis of the network society and all of its components, therefore the emphasis will be positioned upon the changes which have occurred in communicatory practices. The network society emphasises the form and organisation of information processing and exchange, in this sense, we may define the network society as a social formation with an infrastructure of social and media networks enabling its prime mode of organisation at all levels (individual, group/organisational and societal) (van Dijk, 2006: p. 20). It is important to note that in Western societies the individual is increasingly becoming the basic unit of the network society, whereas in Eastern societies the basic unit remai ns to be groups such as the family, community, or work team (ibid, 2006). Within this paradigm the Internet can be defined as an integrated network (Castells, 2010; van Dijk, 2006). It is an integration of both data communication and mass communication (van Dijk, 2006), particularly since the emergence of the World Wide Web, which through an explosion of web pages created by organisations, companies, institutions, and user-created content (i.e. blogs, forums, bulletin-board systems (BBS), and non-profit sites such as Wikipedia.org), which has resulted in the mass communicative character of the Internet becoming increasingly visible (ibid, 2006). Consequently, the Internet has become a medium through which communication is mediated on a daily basis. However, the Internet does not replace existing forms of communication but, rather, it supplements them. In this sense, the Internet adds new forms of social capital to traditional ones, these forms may include selecting and contacting complete strangers with particular characteristics, types of online conversat ion, and the initiative to act both on-line and offline (ibid, p. 169). This is evident in a study undertaken by Katz and Rice (2002) which found that more than a tenth of Americans had established on-line friendships. Similarly, they found that over ten per cent initiated offline contact of which a significant majority (85%) described positive experiences (Katz and Rice, 2002). IDENTITY ON THE INTERNET Let me now turn to the issue of identity, particularly identity which is mediated and constructed over the Internet. My suggestion here, is, that the Internet functions as a gateway through which social beings are increasingly enabled to present themselves as they desire (Heyboer, 2007). Thus, any dangers which may result from the construction of anonymous identities which currently exist on the Internet are dependent upon the individuals application of the technology, in this sense, the Internet is a tool (Brignall III and Van Valey, 2005; Shannon, 2008; Kapousis, 2010). The construction of multiple identities, however, is not a new phenomenon. Writing more than half a century ago, Erving Goffman (1990/1959) suggested that individuals create various faces or masks which are applied depending upon the specific social arrangement. The subsequent experiences which the individual encounters help shape their reality and thus forms who they are. As Goffman (1959) suggests: In a sense, and in so far as this mask represents the conception we have formed of ourselves the role we are striving to live up to-this mask is our truer self, the self we would like to be. In the end, our conception of our role becomes second nature and an integral part of our personality. We come into the world as individuals, achieve character, and become persons (p.19) Despite the time period in which Goffman (1959) was writing, and that the identity construction he was theorising primarily occurred in face-to-face interactions, his insights are of high importance in relation to identity construction on the Internet. Of course, a central objection to the notion of self-presentation on the Internet is the importance Goffman places upon the physical setting of interactions, here the setting involves furniture, dà ©cor, physical layout, and other background items which supply the scenery and stage props for the spate of human action played out before, within, or upon it (ibid, pp. 32 33). However, applying the example of social network sites (SNSs) such as Facebook and MySpace, we can posit, albeit hypothetically, that the furniture is replaced by buttons and applications, the dà ©cor replaced by profile pages with varying designs (particularly for MySpace), the physical layout replaced by (in Facebook), communities and so forth, and stage props ma y include the instant chat function or messaging system which are embedded within the wider virtual social environment created by SNSs. Thus, it is possible to suggest that the presentation of self has become virtualised. An example of such virtualisation is present in the about me sections constructed within peoples profile pages. In doing so, users are indulging in a presentation of self whereby they paint a succinct picture of their persona, their self, as they desire; however, it is important to note that such personas may be exaggerated or completely constructed. The following quote, extracted from an about me section on social networking site Vampire Freaks tailored for gothic and industrial culture -, provides an eloquent example of such actions: Im a fucking human bitch! Im an epic nerd. I have no life. Im awesome and Im just that arrogant to admit it. Im also a vegetarian because eating animals is rude, would you go into someones house and slaughter there family because youre hungry? I dont think so. I like cute scene guys who make me smile 🙂 I love to tease my hair and draw my makeup wild. dont like it? I suggest you get off my profile now. I like to get drunk and piss on people, then blame it on the booze 😉 (16-year-old girl from Vancouver) Here, a unique form of self-presentation is present. We learn that the person is vegetarian, heterosexual, and abides to arguably widespread teen culture through the consumption of drugs and alcohol without any form of engagement with the actual person, be it virtual, face-to-face, or otherwise. Two studies have demonstrated the prevalence, amongst children and teens, of identity construction on-line. The first, conducted in 2001, found that 24 per cent of teens (12 17 years-old) who have used IMs (instant messaging) and email or attended chat rooms have constructed a false identity when communicating on-line (Lenhart et al., 2001), this finding was replicated in the second study, undertaken in 2005, which found that 40 per cent of minors (6 17 years-old) indulged in identity play on-line (Livingstone and Bober, 2005). Importantly, a third of teens (33%) reported receiving emails and instant messages off somebody who provided fake information about themselves (Lenhart et al., 2001) and 31 per cent reported receiving unwanted sexual messages (Livingstone and Bober, 2005). The findings which have emerged from these studies suggest that at the core of children and other youths use of the Internet is the formation of a culture in which minors are functioning as active social agents and consciously constructing identities on the Internet. Such actions increase the risk of victimisation considerably, the following section will consider the consequences of identity construction in relation to the on-line grooming of children and minors. WANNA CYBER =P? THE INTERNET AND ONLINE GROOMING Over the past decade, as a result of significant social changes in communicatory practices and the growth in electronic media used to supplement traditional forms of interaction amongst young people, Internet use amongst children and teenagers has grown exponentially. Reports suggest that a considerable number of children and young people (9 17 years-old) now access the Internet (74% at home, 92% at school) on a regular basis (41% daily, 42% weekly) (Livingstone and Bober, 2005), with half of 7 16 year-olds in the United Kingdom having access in their bedrooms (ChildWise, 2010). Meanwhile, in the United States, the number of teens (12 17 years-old) going on-line has now reached 93 per cent (Lenhart et al., 2010). Due to this almost ubiquitous use and increased interaction with the Internet, children are now at a considerably greater risk of deviant individuals who hide behind the electronic cloak of deviance (Di Marco and Di Marco, 2003) the Internet provides through retaining the anonymity of an individuals identity. Such risks are evident in the increasing number of global sex crimes which are committed over the Internet, particularly against children and youths (Leander et al., 2008), with as many as three million crimes reportedly occurring in 2006 (Kierkegaard, 2007). Thus, the purpose of this section is to illuminate the sexual on-line grooming of children, an increasing phenomenon (Shannon, 2008), as an unintended consequence (Merton, 1968 [1938]) of the social changes in our communicatory practices and the influence which technology has imposed upon such changes. The sexual grooming of children is not a new phenomenon, neither is the conceptual use of the term grooming. The term has been in circulation for a considerable period of time, for the most part applied by psychologists in attempts to analyse patterns of deviant sexual behaviour (McAlinden, 2006). However, the area has suffered from a lack of academic inquiry and thus the term grooming has become increasingly ambiguous, particularly in its application (Craven et al., 2006). Nevertheless, the most reliable definition is provided by Gillespie (2002) who defines grooming as the process by which a child is befriended by a would-be abuser in an attempt to gain the childs confidence and trust, enabling them to get the child to acquiesce to abusive activity (Gillespie, 2002: p. 411). Through avoiding the use of the term paedophile, this definition provides a clarity concerning the rationale of grooming and the systematic stages such processes are most likely to take. Traditionally, the process of sexually grooming a child with the intent to abuse them would require assuming a position of trust (such as a teacher, caretaker, or lollypop man). From this, the individual would form a relationship with his/or her victim before attempting to engage in sexual activity Traditionally, the sexual grooming of children usually occurred when an adult would assume a position of trust (such as a teacher, caretaker, or lollypop man) and build a relationship with the intention to ultimately abuse the minor (Finkelhor, 1984). However, the Internet has now offered itself as an application through which like-minded individuals can far easily access such social spaces where children hang and convalesce, such as social network sites or chat rooms. As Shannon (2008) eloquently states, (the Internet) has created a new and for the most part completely unmonitored interface between children and adults (Shannon, 2008: p. 160). As has been noted, research in this area is quite limited (McAlinden, 2006; Shannon, 2008). Nevertheless, a comprehensive study conducted by Wolak et al., (2004) incorporating interviews and data from 2,574 law enforcement agencies and 129 minors (13 to 17 years-old) produced important results concerning the study of the on-line grooming of children. The authors found that whilst offenders were frequently deceptive on-line (52%), only a small proportion falsified their age by claiming to be over 18 (5%) (Wolak et al., 2004). The study also supported Livingstone and Bober (2005) and Lenhart et als (2001) findings with a considerable minority of minors (9%) claiming to be over 18 (ibid, 2004). The findings demonstrate the dangers which the Internet enables through the formation of a culture whereby children and other youths are, in some cases, presenting themselves as adults without the constraints of the physical world, it is also important to note that this may be due to the impositi on of a consumerist culture whereby children are sexualised, for example, through the provision of shirts with quotations such as pornstar, lingerie and padded bras (Hennessey, 2010). As David Cameron suggests, Girls are encouraged to dress like women, wear lingerie and worry about what they look like (Cameron, 2010 cited in ibid: unpaginated). Important findings also relate to the nature of on-line interactions, for example, in a majority of instances sexual topics were raised and discussed with the victim on-line (83%) and a considerable number engaged in cybersex (20%) (ibid, 2004). Furthermore, a majority of on-line interactions transcended into offline meetings (74%), of which a frightening proportion (93%) resulted in sexual activity between the victim and offender, it is important to note, however, that a majority of sexual activity (79%) was consensual (ibid, 2004). Wolak et als (2004) findings raise considerable concerns regarding the on-line interaction mediated by minors. It appears, on the basis of the evidence, that children, whilst technically proficient, are culturally unaware of the wide-reaching, unintended, consequences of their actions on-line through the construction of identities and interactions of a sexual nature with older adults. However, put another way, one might suggest that as half of the adult offenders were deceptive (to some extent) a considerable amount of on-line grooming was conducted through the formation of intimate relationships, a hallmark of grooming practices. Indeed, in the study, 50 per cent of victims reported feeling close or in love with their offenders (ibid, 2004). Such evidence leads one to ask the question Is the Internet dangerous, particularly for children? My response to this is that the application of the technology, by both children and adults, provides the risks of victimisation and dangers for chi ldren. Thus, it is both a social and a public policy issue that is at hand. We must educate our children about the dangers of on-line communication, ensuring that they are aware and take the appropriate steps necessary to avoid victimisation. In fact, lessons in using the Internet safely are to become a compulsory part of the curriculum for primary school children, in the United Kingdom, from September 2011 (Fildes, 2010). In conclusion, the Internet has, without doubt, fundamentally transformed the way human beings communicate on a global scale. As Castells (2010) notes the Internet has posted the fastest rate of penetration of any communication medium in history: in the United States, the radio took 30 years to reach 60 million people; TV reached this level of diffusion in 15 years; the Internet did it in just three years after the development of the World Wide Web (op cit, p. 382). It is important that whilst we view the overall changes as positive, we are also aware of the dangers that the Internet poses, especially for one of the most vulnerable cohorts of wider society our children.

The Rock :: Essays Papers

The Rock He is a three-time world wrestling federation champion and a two time intercontinental champion. He was born on May 2, 1972 is 6’5 and weighs 275 pounds. He goes by the name Dwayne Johnson, calls himself the â€Å"People’s Champion† and otherwise known as â€Å"The Rock.† Other than having the pretty face that Hollywood was looking for, The Rock had to go through many steps as an â€Å"actor† before he became well known. However, the rock graduated from the University of Miami as an all -American Football player. Right away, he was entered into the realm of entertainment. This in turn was called a secondary effect because The Rock being a football player was entertainment and attracted the media’s attention. He was as Gabler states, â€Å"a performing artist.† (Gabler pg. 4) He was ready to enter the world of a celebrity and a star. Inside Wrestler magazine says that The Rock has the â€Å"same ‘X’ factor† as the Phantom of the Opera, â€Å"able to choreograph a rowdy mass of wrestling fans with a simple catch phrase, a dramatic pause, or a little lift of the eyebrow†(March 2001). The public considers the Rock to be a celebrity being that he has gone from music, to commercials, to sports, and journalism. He has starred on Saturday Night Live, That 70’s Show, and will soon be featured in the sequel to â€Å"The Mummy† as the Scorpion King. He is an entertainer who loves performing for the crowd. As he himself said, â€Å"Always entertaining the fans and knowing that I’m entertaining them-that’s the goal, to entertain the fans and nothing compares to that.† Each time he appears somewhere knew it adds to his popularity more and more. You start to conform to this so- called â€Å"reality.† The Rock plays many different roles and has many different names, that one might wonder which he really is. When he is wrestling, he is the Rock and when you research about him, as we did for this paper, we found out his birth name being Dwayne Johnson, and then of course, what he likes to refer to himself as, the â€Å"People’s Champion. These are just a few examples. He takes upon the role of an â€Å"actor† in so many different aspects that he himself becomes comfortable with what he is playing, and eventually this in turn takes over parts of him as a person.

Loyalty In Book Characters Essay examples -- essays research papers

Can the perfect ideal of loyalty ever be achieved? What is loyalty, how can you become loyal person? How do the people of today compare to the heroes in the stories that we read Beowulf Sir Gawin and the Green Knight and Camelot. When do you know you are a loyal person, is it something that you are born with or do you learn to become loyal? Is loyalty a valuable human characteristic?How does someone become a loyal person? In Sir Gawin he proved to be loyal when he showed up to a challenge that no normal man could ever win, but he did he went to get his chopped off he was very loyal to his word. Today if you want to become loyal you do not need to do some heroic. That is not good the word loyalty today is used to loosely. If you do something as little as going to work everyday and you are loyal. That is not loyalty that is making money so you can eat. A very good example of loyalty is serving your country at any cost, if you go to war there is a good chance that you will not come back, but you put that aside just to keep the rest of the country safe. That is the ultimate sign of loyalty when you have to face death. So I think that people of today need to make sure that a word is not used just for simple thing, but the correct thing so young people can understand what the word means. Can the perfect ideal of loyalty ever be achieved? In our times I think that loyalty is almost never achieved, why do I think this? The people of today don't know the proper terminology of a w...

Analysis and History of Arianism :: Arianism Religion Religious Essays

Analysis and History of Arianism First among the doctrinal disputes which troubled Christians after Constantine had recognized the Church in A.D. 313, and the parent of many more during some three centuries, Arianism occupies a large place in ecclesiastical history. It is not a modern form of unbelief, and therefore will appear strange in modern eyes. But we shall better grasp its meaning if we term it an Eastern attempt to rationalize the creed by stripping it of mystery so far as the relation of Christ to God was concerned. In the New Testament and in Church teaching Jesus of Nazareth appears as the Son of God. This name He took to Himself (Matt., xi, 27; John, x, 36), while the Fourth Gospel declares Him to be the Word (Logos), Who in the beginning was with God and was God, by Whom all things were made. A similar doctrine is laid down by St. Paul, in his undoubtedly genuine Epistles to the Ephesians, Colossians, and Philippians. It is reiterated in the Letters of Ignatius, and accounts for Pliny's observation that Christians in their assemblies chanted a hymn to Christ as God. But the question how the Son was related to the Father (Himself acknowledged on all hands to be the one Supreme Deity), gave rise, between the years A. D. 60 and 200, to number of Theosophic systems, called generally Gnosticism, and having for their authors Basilides, Valentinus, Tatian, and other Greek speculators. Though all of these visited Rome, they had no following in the West, which remained free from controversies of an abstract nature, and was faithful to the creed of its baptism. Intellectual centers were chiefly Alexandria and Antioch, Egyptian or Syrian, and speculation was carried on in Greek. The Roman Church held steadfastly by tradition. Under these circumstances, when Gnostic schools had passed away with their "conjugations" of Divine powers, and "emanations" from the Supreme unknowable God (the "Deep" and the "Silence") all speculation was thrown into the form of an inquiry touching the "likeness" of the Son to His Father and "sameness" of His Essence. Catholics had always maintained that Christ was truly the Son, and truly God. They worshipped Him with divine honors; they would never consent to separate Him, in idea or reality, from the Father, Whose Word, Reason, Mind, He was, and in Whose Heart He abode from eternity. But the technical terms of doctrine were not fully defined; and even in Greek words like essence (ousia), substance (hypostasis), nature (physics), person (hyposopon) bore a variety of meanings drawn from the pre-Christian sects of philosophers, which could not but

My Thoughts on Race

As a young child, I was always thought that race meant what color a person was on the outside. From my family I was taught that there were white people, black people, and Oriental people. Those were the three races of the world. I was raised to believe that white people were the majority and even though I don’t remember being told that being white was the best race to be, I grew up with this feeling because it was inferred enough. I thought Oriental people were rare, blacks lived in cities, and I was lucky to be a white person. In school we were grouped into categories such as â€Å"white†, black†, or â€Å"other† when we had to fill out forms. Those were the three choices given out when asked to check off our race. Later, these forms were amended to include choices such as â€Å"Latino†, â€Å"Asian†, and â€Å"Native American.† Nowadays government/school forms have increased the choices and currently include selections such as â€Å"Pacific Islander† and â€Å"Hispanic/non-Latino†. As these choices increased, I began to see that there were other races beyond the original three of years back, but I still felt I was white and that was a pretty good thing. I know in my early school years we were taught that Martin Luther King Jr. was a hero to this country in a manner of speaking, but we learned little about people of color in general beyond the fact that they were brought to America as slaves hundreds of years ago. For a white child to grow up with very little contact with anybody of color, in a family and community that did not promote racial equality or exposure, I simply gave very little thought to race and just accepted my families views as my own. Somewhere along the path of my education I was taught that there are some diseases that are more likely to occur in people of color, or people with Asian ancestors, or from some European countries. One such example, which I now understand better, is the sickle-cell gene. I either learned it wrong in school or was taught it wrong at the time, but I thought that this was a genetic mutation that only people of color had. The class readings have dispelled this idea completely as now I know it is â€Å"common in tropical Africa, where malaria is widespread. Up to 40 percent of Africans in such areas carry the sickle- cell gene. It's also common in the malaria-ridden Arabian Peninsula and southern India, and rare or absent in the southernmost parts of South Africa.†(Diamond, 1994) Though I long ago kind of gave up that humans could actually be divided neatly into racial groups, this is a reminder of how things we learn long ago stay with us unconsciously. As science progresses information becomes more accurate, and we become old enough to form individual opinions, it is important to be open to this new information and willing to alter what we were taught as children. I happen to be considered white because I am Italian, but what does this really mean? It has certainly kept me from experiencing much racism, especially compared to my friend Deirdre, a woman of color who is married to a German immigrant and having what our culture terms biracial children. That is not to say I have never experienced racism, I think that every person has on some level, I am simply aware that my experiences wane in comparison to what they have probably experienced and will continue to experience. So, I check off â€Å"white† on forms, which ask for my race, or I leave it blank all together. But a Swede is also considered white too. Am I whiter because Swedes are genetically closer to some Africans than they may be to me? The more I think about it, the less sense race makes at all. Race has been debated for hundreds of years and probably longer. And, as far as I know, there has never been one consensus on how many races there are across the planet in which the world wide scientific community has agreed on, despite what was taught years ago. There are many different questions regarding how one would classify races or differences between races, and over the years many different systems of classifications have been used. However, the most used method seems to be by categorizing people based on visible physical characteristics that include skin color, eye color, and shape of the eye. In today’s world, it just makes common sense not to rely on this type of separation of peoples. With so many technological advances in modern times, which allow for very intricate internal and external evaluations, less obvious methods of categorizing people have been begun to be used. In utilizing these new advances it looks like the idea of race has actually collapsed and the theory that humans belong in different racial groups is now practically obsolete. It has been made obvious that a person’s genetic make-up is in part a reflection of where they live as well as their heredity. Each geographic location has very specific weather conditions, specific agriculture, and specific dietary habits of the population, specific diseases to fend off, and other possible factors that may have changed human genetics during the evolution of humans. So why do we still have government forms which ask people to claim they belong to a race, and why do some still even consider race a viable scientific category, and why is it still being discussed as a separator of humans? Really, how can stereotypes of race still prevail when, depending on which criteria is used, a Swede may be linked genetically closer to a Fulani than a Fulani with another person of color from the African continent? (Diamond, 1994) â€Å"People impose order on their social universe by classifying it. These classifications sometimes match genetic relationships and sometimes diverge from them significantly. How we classify is not based on nature, not determined by nature, but is a construction of our social minds that we impose on nature to help us organize things.†(Marks, 2001) Dividing people into race categories has become a comfort factor rather than a matter of science. I think the long term consequences of many whites is that they will be held responsible for the creation of races as a concept and for the ways in which early scientists classified people by race. I also think that the tensions felt between peoples of different colors may be a long-term consequence of whites proclaiming superiority over all others either by direct actions or by inferences. Some Native-Americans blame the government for the situations of their modern tribes. As such, they fought and won the right to receive special treatment by the government by being taxed less and by having certain gaming privileges, and possibly by other means I do not know of, because of the way the whites that first came to America treated them. Some people of color are actively seeking reparations from the United States government because some of their ancestors may have been slaves of America’s early white residents. Because the government allows the Native-Americans special privileges, they are conceding that the early whites in America did something wrong, which I happen to agree they did. But, by continuing to behave as if whites and Native-Americans are separate races, even if only on forms and in certain minds, the race myth will not go away. If the American government concedes to reparations to blacks for something ignorant whites did centuries ago, we will be further drawing a line between populations of humans that do not need to exist. So, the early white scientists classified race before the information known about humans today existed. They created a world that believed their scientific theories because most people did not know any better. And after hundreds of years of believing what we were told as fact and not fiction, it may very well take another hundred or more years to dispel the myth of race. The sense of comfort that propels us to sort people into groups is also a case of fear overriding reason. The Ku Klux Klan could not exist with the fear of other races, even if many racists would deny this. Just as there are many so-called white people who discriminate against blacks, Chinese, or other people, there are many non-white groups of people that discriminate against whites or other people different than themselves. A Chinese father may insist his daughter marry a Chinese man for the simple reason that he has accepted that they are of the same race, and a white man would not be, because that is how he has been taught throughout his life. Even if there were such thing as races of people, how would one define their race in a world where everybody intermingles? If a man marries a Chinese woman, what would their children’s race be? The government/school forms always ask that a person select only one race on certain forms. If their children put â€Å"white† down, they are denying their Chinese heritage. If they put â€Å"Chinese,† â€Å"Oriental† or whatever it is that a person of Chinese heritage would fit under, they would be denying another side of the family. Why should any humans be asked to deny one part of themselves and embrace only one segment of who they are? The bottom line of the future is that governments and major scientific organizations often set the tone for how populations treat and understand the concept of race. Until governments and major corporations stop circulating the concept of race and until the concept of cultures are embraced rather than race, the separation of peoples by race will never be dispelled. Sources: 1) Diamond, Jared. â€Å"Race Without Color.†Ã‚   Discover 15.11 November 1994. 2) Marks, J. (2001)   Scientific and folk ideas about heredity.   In: The Human Genome Project and Minority Communities: Ethical, Social, and Political Dilemmas, ed. by R. Zilinskas and P. Balint.   Westport, CT: Greenwood, pp. 53-66. My Thoughts on Race As a young child, I was always thought that race meant what color a person was on the outside. From my family I was taught that there were white people, black people, and Oriental people. Those were the three races of the world. I was raised to believe that white people were the majority and even though I don’t remember being told that being white was the best race to be, I grew up with this feeling because it was inferred enough. I thought Oriental people were rare, blacks lived in cities, and I was lucky to be a white person. In school we were grouped into categories such as â€Å"white†, black†, or â€Å"other† when we had to fill out forms. Those were the three choices given out when asked to check off our race. Later, these forms were amended to include choices such as â€Å"Latino†, â€Å"Asian†, and â€Å"Native American.† Nowadays government/school forms have increased the choices and currently include selections such as â€Å"Pacific Islander† and â€Å"Hispanic/non-Latino†. As these choices increased, I began to see that there were other races beyond the original three of years back, but I still felt I was white and that was a pretty good thing. I know in my early school years we were taught that Martin Luther King Jr. was a hero to this country in a manner of speaking, but we learned little about people of color in general beyond the fact that they were brought to America as slaves hundreds of years ago. For a white child to grow up with very little contact with anybody of color, in a family and community that did not promote racial equality or exposure, I simply gave very little thought to race and just accepted my families views as my own. Somewhere along the path of my education I was taught that there are some diseases that are more likely to occur in people of color, or people with Asian ancestors, or from some European countries. One such example, which I now understand better, is the sickle-cell gene. I either learned it wrong in school or was taught it wrong at the time, but I thought that this was a genetic mutation that only people of color had. The class readings have dispelled this idea completely as now I know it is â€Å"common in tropical Africa, where malaria is widespread. Up to 40 percent of Africans in such areas carry the sickle- cell gene. It's also common in the malaria-ridden Arabian Peninsula and southern India, and rare or absent in the southernmost parts of South Africa.†(Diamond, 1994) Though I long ago kind of gave up that humans could actually be divided neatly into racial groups, this is a reminder of how things we learn long ago stay with us unconsciously. As science progresses information becomes more accurate, and we become old enough to form individual opinions, it is important to be open to this new information and willing to alter what we were taught as children. I happen to be considered white because I am Italian, but what does this really mean? It has certainly kept me from experiencing much racism, especially compared to my friend Deirdre, a woman of color who is married to a German immigrant and having what our culture terms biracial children. That is not to say I have never experienced racism, I think that every person has on some level, I am simply aware that my experiences wane in comparison to what they have probably experienced and will continue to experience. So, I check off â€Å"white† on forms, which ask for my race, or I leave it blank all together. But a Swede is also considered white too. Am I whiter because Swedes are genetically closer to some Africans than they may be to me? The more I think about it, the less sense race makes at all. Race has been debated for hundreds of years and probably longer. And, as far as I know, there has never been one consensus on how many races there are across the planet in which the world wide scientific community has agreed on, despite what was taught years ago. There are many different questions regarding how one would classify races or differences between races, and over the years many different systems of classifications have been used. However, the most used method seems to be by categorizing people based on visible physical characteristics that include skin color, eye color, and shape of the eye. In today’s world, it just makes common sense not to rely on this type of separation of peoples. With so many technological advances in modern times, which allow for very intricate internal and external evaluations, less obvious methods of categorizing people have been begun to be used. In utilizing these new advances it looks like the idea of race has actually collapsed and the theory that humans belong in different racial groups is now practically obsolete. It has been made obvious that a person’s genetic make-up is in part a reflection of where they live as well as their heredity. Each geographic location has very specific weather conditions, specific agriculture, and specific dietary habits of the population, specific diseases to fend off, and other possible factors that may have changed human genetics during the evolution of humans. So why do we still have government forms which ask people to claim they belong to a race, and why do some still even consider race a viable scientific category, and why is it still being discussed as a separator of humans? Really, how can stereotypes of race still prevail when, depending on which criteria is used, a Swede may be linked genetically closer to a Fulani than a Fulani with another person of color from the African continent? (Diamond, 1994) â€Å"People impose order on their social universe by classifying it. These classifications sometimes match genetic relationships and sometimes diverge from them significantly. How we classify is not based on nature, not determined by nature, but is a construction of our social minds that we impose on nature to help us organize things.†(Marks, 2001) Dividing people into race categories has become a comfort factor rather than a matter of science. I think the long term consequences of many whites is that they will be held responsible for the creation of races as a concept and for the ways in which early scientists classified people by race. I also think that the tensions felt between peoples of different colors may be a long-term consequence of whites proclaiming superiority over all others either by direct actions or by inferences. Some Native-Americans blame the government for the situations of their modern tribes. As such, they fought and won the right to receive special treatment by the government by being taxed less and by having certain gaming privileges, and possibly by other means I do not know of, because of the way the whites that first came to America treated them. Some people of color are actively seeking reparations from the United States government because some of their ancestors may have been slaves of America’s early white residents. Because the government allows the Native-Americans special privileges, they are conceding that the early whites in America did something wrong, which I happen to agree they did. But, by continuing to behave as if whites and Native-Americans are separate races, even if only on forms and in certain minds, the race myth will not go away. If the American government concedes to reparations to blacks for something ignorant whites did centuries ago, we will be further drawing a line between populations of humans that do not need to exist. So, the early white scientists classified race before the information known about humans today existed. They created a world that believed their scientific theories because most people did not know any better. And after hundreds of years of believing what we were told as fact and not fiction, it may very well take another hundred or more years to dispel the myth of race. The sense of comfort that propels us to sort people into groups is also a case of fear overriding reason. The Ku Klux Klan could not exist with the fear of other races, even if many racists would deny this. Just as there are many so-called white people who discriminate against blacks, Chinese, or other people, there are many non-white groups of people that discriminate against whites or other people different than themselves. A Chinese father may insist his daughter marry a Chinese man for the simple reason that he has accepted that they are of the same race, and a white man would not be, because that is how he has been taught throughout his life. Even if there were such thing as races of people, how would one define their race in a world where everybody intermingles? If a man marries a Chinese woman, what would their children’s race be? The government/school forms always ask that a person select only one race on certain forms. If their children put â€Å"white† down, they are denying their Chinese heritage. If they put â€Å"Chinese,† â€Å"Oriental† or whatever it is that a person of Chinese heritage would fit under, they would be denying another side of the family. Why should any humans be asked to deny one part of themselves and embrace only one segment of who they are? The bottom line of the future is that governments and major scientific organizations often set the tone for how populations treat and understand the concept of race. Until governments and major corporations stop circulating the concept of race and until the concept of cultures are embraced rather than race, the separation of peoples by race will never be dispelled. Sources: 1) Diamond, Jared. â€Å"Race Without Color.†Ã‚   Discover 15.11 November 1994. 2) Marks, J. (2001)   Scientific and folk ideas about heredity.   In: The Human Genome Project and Minority Communities: Ethical, Social, and Political Dilemmas, ed. by R. Zilinskas and P. Balint.   Westport, CT: Greenwood, pp. 53-66.

Coaching/Leadership Skills

Coaches have many diverse roles which can vary in importance according to the age group of the team. In simple terms, the role of the coach is to plan, act and review. This is an ongoing process aimed at improving the qualities of the coach and the performance of players. The basic roles of an effective coach are: †¢ Manager dealing with a wide range of players, officials and supporters. †¢ Leader assigned to organise training, match-day events and team morale. †¢ Teacher instructing football skills and team tactics. Mentor behind every successful person there is one elementary truth: somewhere, somehow, someone cared about their growth and development. This person was their mentor. †¢ Selector – involved in the planning and selection of the best team to represent the club. †¢ Communicator providing clear instruction and feedback to the team and individual players. †¢ Psychologist dealing with various individual personalities within the team. â₠¬ ¢Public relations representing the club at official functions and community activities. †¢ Studentcontinually seeking to upgrade knowledge of the game. Sports trainer – with a basic knowledge of injury prevention, care and management. †¢ Planner – annual integrated plan covering pre-season, competition, physical, technical, tactical, psychological, workload volumes and intensities etc. †¢ Motivator – including engendering players’ acceptance of own responsibility. †¢ Goal-setter – making sure that goals are achievable, challenging and measurable. †¢ Creating a successful learning environment – focusing on what you can control; recognising individual and group needs.MEASURING AND IMPROVING YOUR COACHING EFFECTIVENESS Australian Football is continually changing; rules change, techniques change, equipment is refined and coaching methods, including the application of sport sciences, evolve. Coaches must keep abreast of these changes and adapt their coaching accordingly. All coaches have to know if they are effective or ineffective, independent of the ability of the playing group. The following techniques can assist coaches in measuring and improving their coaching effectiveness. Coach self-reflectionUnless coaches can arrange for someone to observe and analyse them on a regular basis, the self-reflection method is the only method that can be used to confirm the effectiveness of their coaching. Self-reflection in coaching is a process where coaches compare their current practice against an ideal set of practices, using a systematic procedure to make comparisons between real and ideal. Video analysis Video analysis is another effective tool that assists in the self-reflection process because videotape provides permanent images that can help with in-depth analysis and evaluation.It can also help to identify areas in need of improvement and can also be used to plan for such improvement. Video self-an alysis is a six-step process: 1. Recording – videotape a coaching session. 2. Reflecting – review the tape to find a suitable segment, then analyse the segment against the ideal model. 3. Consulting – invite a mentor to ‘audit’ the analysis. 4. Planning – design a plan to improve. 5. Implementing – carry out the plan. 6. Follow-up recording – videotape a follow-up coaching session and check that the plan has worked. MentoringEffective coaches have often had the good fortune to have been coached by a very good coach. On becoming coaches themselves they may have imitated many of the coaching behaviours and methods used by their previous coaches. This process can be carried on into a coach’s current development through a mentor. A mentor is usually an experienced person who works individually with a less experienced coach. A good mentor is someone, chosen by a coach, whom the coach respects for their knowledge, attitudes and mentoring skills to assist them in their development.The mentor asks questions about the methods used and guides the coach toward a better understanding of his or her coaching. In selecting a mentor, a coach can reflect on who are the people in their field (not necessarily restricted to other coaches) they admire most, why they admire these people, and what are the admirable qualities they possesses. The answers to these questions will direct coaches to suitable mentors, with whom they can work formally or informally to develop their own unique skills and attributes.BEHAVIOUR MODIFICATION It is sometimes just as difficult to modify coaching behaviour as it is to modify player behaviour. Coaches who are attempting to modify their own behaviour should try the following strategies: †¢ Identify the behaviour to be modified. †¢ Establish the characteristics of the new behaviour. †¢ Look at models of the new behaviour. †¢ Assess how important the change is – ho w will it affect the coach’s effectiveness? †¢ Obtain feedback about the behaviour. †¢ Reassess the effects of the change on all coaching tasks.

Brian Mulroney

Throughout Canadian history there have been many influential political leaders in the past, but none as powerful or significant as Brian Mulroney. Despite the many political criticisms, Brian Mulroney served as the longest conservative prime minister in Canada, he attained a struggle through his pre-political life, which lead him to cleaning up his act and leading the conservative party to the greatest majority in Canadian history, he goes on to serve the legacy of one of the greatest political leaders of all time. Martin Brian Mulroney was born in 1939, the son of an electrician, in the town of Baie Comeau, Quebec. He attended a very strict military all boys’ school until the age of 16 when he entered Saint Francis Xavier University in Nova Scotia. There he earned an honor degree in political science and he was active in campus politics. Before he graduated he was to become the Prime Minister of St. FX’s famous mock Parliament, a position that had been held for years by Liberal students. It was during these years in Quebec that Brian became known as the life of the party. He frequented most Montreal nightclubs and was quite a lady’s man. He also became a slightly more than social drinker. After becoming a lawyer in 1965 he joined a law firm known as Cate Ogilvy, later becoming a partner in that firm. In May 1973 at the age of 34 he married a beautiful 20 year old Mila Pivnicki, daughter of Yugoslav immigrants, and they had three children. Mulroney worked energetically for the Progressive Conservative Party as a young lawyer. Although Mulroney had not yet held public office, he ran for election as Conservative leader at the party's 1976 national convention. He waged a vigorous and expensive campaign but lost to Joe Clark after being criticized as the Cadillac Candidate for spending so much money. This was a very bleak time in his life, he took the Leadership loss very personally and it almost ruined him. A few years after taking the job of President of the Iron Ore Company of Canada he decided that he would clean himself up. In 1977 Brian went to an Alcoholics Anonymous meeting for people who didn’t want the world to know they had a problem. In 1982, because of an economic depression, the Iron Ore Company of Canada was forced to close one of its mining and milling towns in Quebec. At first this appeared to be a disastrous political setback however, he turned it into a public relations triumph by making the people of the town in question believe that there were other alternatives when there were none and by negotiating settlements for the workers who had lost their jobs. This earned him respect and won him general support and his reputation was enhanced. In mid-1983 Clark's leadership was being questioned, Brian Mulroney was again a candidate who campaigned, he actually had been paying people to ruin Clarks chances of getting the nomination again. He was elected party leader on June 11, 1983 and he entered the House of Commons on August 28, 1983. Despite inexperience, he was an effective leader of the opposition against Pierre Elliot Trudeau. Trudeau retired and John Turner took his place. The new Prime Minister had a lack of political skills, having been out of politics for some nine years. Consequently, Turner's electoral campaign against Mulroney was difficult. This contained three debates between the two party leaders, during which both English and French were spoken. In these debates, Mulroney, who is bilingual, won wide support for the Conservatives. The election result was the greatest triumph for a party in Canadian history. The depressed state of the Canadian economy and Canada's somewhat tense relations with the United States were problems that Mulroney promised to deal with if his party were returned to power. With unemployment at more than 11 percent, Mulroney also said to make job creation his first aim. The North American Free Trade Agreement (NAFTA) came into effect January 1, 1994. NAFTA was launched 15 years ago to reduce trading costs, increase business investment, and help North America be more competitive in the global marketplace and Brian Mulroney is to thank for this. Mulroney's legacy is complicated and even emotional. March 31, 2009 it was reported by that a Conservative official claimed Mulroney was no longer a member of the party. They claimed his membership expired in 2006 and was not renewed. Additionally, Mulroney allegedly â€Å"called a senior party official two months ago to ask that his name be pulled off all party lists and materials and that communications with him cease. † However, A Mulroney confidante, speaking on condition of anonymity, called the party's claims preposterous. ‘He's part of the history of this party, you can't rewrite history. If they're worried about branding, then shut the inquiry down. They're the ones who called the inquiry. ‘ Mulroney possessed many important significant attributes to being one of the greatest Canadian politicians. As well as some great failures in his career as P. M. Mulroney would be remembered for some good things he had done such as the Nunavut Agreement with the Inuit of the eastern arctic, which set in motion the creation of a third Canadian Territory. He was also an architect of the Francophone summit, which is a yearly meeting of the leaders of the worlds French speaking nations. Though Mulroney had retained a parliamentary majority in the 1988 elections, widespread public opposition to the free-trade agreement and his inability to resolve the Quebec problem caused Mulroney's popularity to decline sharply, and he resigned in 1993. He was replaced as P. M. and head of the Progressive Conservative Party by Defense Minister Kim Campbell, a girl. In conclusion, Brian Mulroney was one of the greatest prime ministers of all time, he served as the longest conservative prime minister in Canada, he attained a struggle through his pre-political life, which lead him to cleaning up his act and leading the conservative party to the greatest majority in Canadian history, he goes on to serve the legacy of one of the greatest political leaders of all time. Work Cited Blake, Raymond Benjamin. Transforming the nation: Canada and Brian Mulroney. Montreal: McGill-Queen's University Press, 2007. http://www.theglobeandmail.com/news/arts/movies/review-i-almost-feel-sorry-for-brian-mulroney/article1985513/ http://www.ogilvyrenault.com/en/people_BrianMulroney.htm http://www.britannica.com/EBchecked/topic/396954/Brian-Mulroney http://www.infoplease.com/ce6/people/A0834401.html

Different Types Of Abuse Essay

Indicators of abuse. Factors that may lead to abuse. Physical: To cause physical pain and injury to another person, making them physically suffer from harm. Signs for physical abuse would be quite easy to spot as you can look for marks on people such as bruising, bite marks, burn marks or even fractures. Another indicator could be that the marks on their body are repetitive say for example they have bruising on their body and then a couple of weeks later they have more bruises on their body, this could be an indicator for physical abuse. Behavioural indicators could be that they cannot remember how the injuries occurred and makes up an excuse. They could also flinch if someone approached them unexpectedly. Poor memory and concentration levels could be a behavioural sign. Factors that could lead to physical abuse being an issue could be from care givers that have inability to cope with stress on adults and their behaviours, they could themselves suffer with depression which is a common thing amongst care givers and then they could take their depr ession and anger out on adults who are vulnerable, lack of support from other care workers could lead to physical abuse. Lack of staff training could be the factor that leads to physical abuse. Sexual: any sort of non-consensual contact, touching vulnerable people in not appropriate areas and without their consent. Possible indicators for sexual abuse could be loss of sleep. Also bruising or soreness around the genitals, there could be indicators of torn, stained or blood in the underwear and there could be possible signs of sexually transmitted diseases in some cases. Even pregnancy could be an indicator to sexual abuse. Behavioural indicators could be flinching or not wanting to do personal care. There could be extreme changes in behaviour, bed wetting or frequent bathing to try and remove stains or to try and make themselves feel cleaner. Another indicator could be refusal to disrobe clothes for bedtime or showers whilst in front of people they would normally trust and who they are familiar with. Risk factors that could lead to sexual abuse could be things such as alcohol or drug use as the person g iving the abuse would not know what they are doing as the drugs and alcohol in their body would be controlling them in a way which could lead to sexual abuse. Coercive sexual fantasies of a staff member or even friend or family in some cases, which  could lead to the abuse. Impulsive and antisocial tendencies, preference for impersonal sex, there could be a childhood history of sexual and physical abuse and then they may want to push that onto someone else or could have been witnessed family violence as a child and may think it is acceptable to do certain things. Emotional: Any act including confinement, isolation, humiliation, intimidation or treatment when diminishes a sense of somebody’s identity and dignity. Possible indicators of emotional abuse could be bedwetting or diarrhoea, frequent headaches, nausea, abdominal pains. Behavioural indicators would be something like mental or emotional development lags, poor relationships with people. Runaway attempts, complains of social isolation or severe depression that could be suicidal. Factors that could lead to emotional abuse from someone who has a low self-esteem themselves and w ould like to emotionally beat someone down to make themselves feel better, or the person giving the abuse could have suffered from emotional abuse in their childhood and feel that they got treated a certain way so they want to pass this on to someone else. Factors could also lead to a group of staff members for example and they are all emotionally abusing a service user which they could find amusing but it is actually classed as abuse. Neglect: a passive form of abuse which is leaving the victim who maybe is unable to care for himself or herself but cannot provide care for themselves. You could see neglect by having poor physical conditions, bed sores. The carers normally don’t take care of the service user. Inadequate food supply or water that is not available. Skin rashes related to the bedding being unchanged and urine soaked in the bed. Inadequate living conditions, no toilet or commode. Behavioural indicators could be fear or withdrawal, depression, implausible stories, anger, denial and anxiety. Reasons someone could suffer from neglect could be things such as ignorance or denial that an adult needs as much care as they do. The abuse can be intentional or unintentional. The person in charge of care could have mental health problems or problems from their home life and take this into work and not be interested in caring for adult and therefore neglecting them and their needs. Exploitation/financial: Telling someone what they can and cannot buy or making them share control of their bank account and the person does not have control over their money. Signs of financial abuse could be if a person who had a disability is accompanied by  family or a staff member who appear to pressure the individual to make a transaction. People accompanying an individual to speak for him or her and not allow the individual to speak for themselves. An indicator could be a sudden increase in checking overdrafts or unusually large cash withdrawals or to transfer to other accounts from a joint bank account. Someone else could sign or forge an individual’s signature. Another indicator could be not allowing an individual to discuss legal or financial issues or matters with others. Indicator could be a staff member or family member taking money from the individual without telling them and leaving them with nothing and leading them on saying they have more money than they rea lly do, or taking control of their money and managing their money and tell them what they can and cannot spend money on. Unexplained inability to pay for bills such as shopping bills or house bills could be a sign of abuse. Staff members may not record when service users receive their money so they could take advantage of their money without consent of the service user. By not keeping records of what the service users money goes on it is easy to lose track and the amount of money been spent. A staff member could be short of money with their personal issues and use a service user’s money without anyone knowing and because stuff is not being recorded it can be hard to spot money being taken. Self-harm: there is self-harm, deliberate self-harm, self-injury and self-poisoning which are mostly done without suicidal intentions but just a relief maybe for some. Self-harm is causing deliberate harm to your own body like cutting or burning your skin, pulling your own hair out. Self-harm behaviour includes acts that can cause short and also long term damage for example under eating or binge drinking and drug abuse. Any of these signs could be from self-harm, unexplained cuts, bruises or cigarette burns usu ally are around the wrists, thighs and arms. Signs of depression such as low mood, crying a lot and no motivation. Signs of low self-esteem such as them blaming themselves for any problems and thinking that they are not good enough for something. Signs of misuse of drugs or alcohol and been pulling their hair out. Factors that could lead someone to self-harm could be down to family problems at home, relationship problems, if they are not doing well in education and then start to doubt themselves feeling like they are not good enough and feel like self-harm is the only release. Being bullied could be a factor for self-harm. Also drug or alcohol abuse. Another factor  is that you could be coming to terms with your sexuality and be unhappy to maybe tell people what your sexuality is. Coping with cultural expectations such as arranged marriage could lead to self-harming. Institutional: maltreatment of a person from someone who has power over the victim. Institutional abuse is about who abuses and how that abuse comes to pass. An indicator could be no flexibility in bed time routine or people left o n a commode or a toilet for a long period of time for no reason. Inappropriate care of living area or possessions. Lack of personal clothes or belonging. Deprived environmental conditions and lack of stimulation. Service user could be removed from the home without discussion with other staff members because the staff cannot deal with the service user’s behaviours. Another indicator could be spoken to and treated with disrespect. Lack of individual programmes that would monitor their daily life and behaviours. Factors that could lead to institutional abuse could be down to the environment and the surrounding as it could be the environment out of a home setting and what they are used to, it can determine the potential for maltreatment. Maltreatment mostly happens when the adult may be in a crisis and the caregiver has not got the skills and developed alternative and appropriate response to the service user. Discriminatory: when someone picks on you and treats you differently and unfairly just because something is different about you whether it is your race, sexuality, religion or appearance. Indicators could be that the person being abused is withdrawn and isolates themselves away from other people, fearfulness and anxiety, loss of self-esteem, being refuse to be able to access services and excluded to other people, resistance or refusal to access services that are required to meet the needs. Types of abuse for discrimination would include things such a sex, race, colour, language, culture, religion, politics and sexual orientation. Factors that could lead to discriminatory abuse could be that the care giver does not agree with someone’s religion or sexuality for example, if a service user were gay there caregiver could exclude them from everything and not provide the correct care for them because they do not agree with same sex relationships which would be classes as discriminat ory abuse. The risk factor is greater when the service user or vulnerable adult has a difficulty to communicate with others, always rejecting help from staff member, often has an unusual and offensive behaviour or aggressive  because of these issues staff members may not be able to cope and may no0t have the patients or correct training to resolve these issues which can then lead to abuse. Domestic: The abuse of a partner with an intimate or family member, the abuse is repeated and random. The abuse can be physical, emotional, psychological, financial or sexual. May show the signs of bruises, burns, human bite marks, and fractures round the eyes, nose, teeth and jaw, injuries during pregnancy such as miscarriage or premature birth. Stress related illnesses such as headaches, backaches, chronic pain, family problems, depression, alcohol or drug addictions, absenteeism like lateness or leaving early, changes in job performance. Overly dressed like wearing turtle necks and long sleeves in the summer to cover up any physical marks, jumpy and lack of personal grooming or low self-esteem. Factors that can lead to domestic abuse may be alcohol or drug related so that the drugs and alcohol inside their bodies are controlling them and they may not realise what they are really doing. The abuser could have an unknown mental health or personality problem. They could also suffer from bipolar and have random outbursts of aggressiveness. A history of violence or abuse that includes domestic abuse from previous relationship problems. Poor family relationships where violence is a normal thing and not really a big issue, financial problems because of low income or debt problems could all be factors of domestic abuse. Bullying: Has an advantage of strength or to intimidate someone and typically force someone to do something. Indicators for bullying could be that the person seems unhappy or depressed, not wanting to talk to people much and distancing themselves away from other people. Not socialising with other people. They could cry a lot but may not want to talk about it to anyone or make up an excuse. Factors that could lead to bullying could be for example a leader or person in charge could feel because they have more power that they can intimidate people into doing things and pressure people. If the victims are vulnerable and an easy target to staff member that are bullying them. Groups of staff members thinking it is amusing to bullying service users, which they could find amusing but actually be bullying, intentionally or unintentional. I chose Simone from Winterbourne view for my case study. She was one of man6y residents what suffered multiple abuses from Winterbourne view which was  exposed by Panorama. Her family want her close to her, but she is currently hundreds of miles away from her family. Simone’s parents’ notice that she was a little bit behind other children at nursery and then eventually found out it was because she suffered from a learning disability. Simone suffered from chronic headaches which became very distressing and then her behaviour began to chance and was much more challenging and harder to deal with. She then went to hospital to have it investigated. Simone suffered from physical and emotional abuse. Wayne the carer would physically abuse Simone by putting her hand under a chair and bending her arm which would cause bruising. She had water thrown over her face and left outside to freeze, this would affect her emotionally as it would make her sad and want to isolate herself f rom any of the staff members as she probably felt she couldn’t go to anyone for advice or tell someone about what is happening to her and the abuse she was receiving because the staff members were all in on it as well. As Wayne were the leader all the other members of staff may have been intimidated In some sort of way by him which lead them to copy and imitate what he did to service users like Simone. From the physical abuse by her bruising and marks on her skin, her parents didn’t realise as they only really spoke to her over the phone to check up on her and to see if she was okay, so they were unaware of the abuse that what going on. She was suffering from emotional abuse as well because she has already experienced some form of abuse when she was in a unit before and then had to be removed from that unit into a second unit where she still received abuse from. This would affect her health by her maybe not wanting to live and not to get involved with other people because she feels she cannot trust anyone around her. Long term effects by being pinned to the ground all the time and then it could have made her body or bones be in a certain position which could lead to joint damage or scars on her body. She could also flinch when people approach her even the people she trusts. Simone could be distressed behaviour in the long term by Simone being trapped in uncomfortable position. Although she had negative long term effects for life there are also positive such as being moved to another unit, even though she is hundreds of miles away from her family, they know and believe that she is now in a safe place, free from abuse and enjoying herself. Another long term effect could lead to depression and then she would isolate herself in any  activities and interaction with other people even those close to her. https://www.mencap.org.uk/get-involved/campaigns/take-action/out-sight/simones-story