The Success of a Touchdown - 591 Words

The Success of a Touchdown A touchdown is one of three ways to score in a football game. To achieve these points the twenty two players, eleven on the offensive side, eleven on the defensive, must go through the blood sweat and tears. Players normally put their heart out on the field to keep the ball in their hands or to get it back. The football is needed to score a touchdown. The more time you have the ball in your possession the more chances you have of scoring. The football is the most important thing on the field you must protect it with your life. It is you and your teammates job to carry that pig skin into the end zone. Your teammates are your family for the duration of this season. You are there to keep them in line; they are there to do the same to you. As teammates you will fight for each other and love one another quickly creating a bond that will be unbreakable for the rest of your life. These are the people you laugh with cry with these are your best friends, your cousins your brothers, these are the people you will trust to go to war with on that green turf sometimes to win sometimes to lose but at the end of the day you will still be teammates working for a common goal, to win that trophy that championship. It is important to love them and trust them. Your coach is the one who comes up with the plays. He will teach your new things put you in the right position to score or stop your opponent from scoring. He is the person who watches over the team andShow MoreRelatedSpeed Vs Power1063 Words   |  5 Pagesgood running attack the Oregon Ducks prevailed with a win by a score of 52-31, running back LaMichael James had thirty one carries for two hundred and fifty seven yards and three touchdowns. While, Stanford’s power running back, Stepfan Taylor, only had seventeen carries for one hundred and thirteen yards and one touchdown. 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Seat Belt Laws Free Essays

Jennifer Isaac English 112 November 10, 2011 Say Yes to Life and Saving Money As I sit at a red light, a car rushes past and collides with another vehicle in the intersection. I call 911 then, after a few minutes, an ambulance pulls up on the scene. The EMT pulled a man from his car; his head a bloody mess from the impact with the windshield. We will write a custom essay sample on Seat Belt Laws or any similar topic only for you Order Now They put him in the ambulance, after a bit of trouble getting him on the stretcher, and rush him to the emergency room. Later that night while watching the six o’clock news I see an interview with the police chief; he states that the man died in the hospital. However, the driver likely would have lived if he would have been wearing his seat belt. With scenes such as this, it is evident that seat belt laws should be in effect as well as enforced. Vehicle fatalities have a big impact on mortality rates and insurance premiums; therefore, enforcing seat belt laws can have a positive effect on society. Automobiles have progressed through the years, and have become faster, yet the faster you go the greater the impact when an accident occurs. Federal and State agencies have developed speed limits and other guidelines, which when enforced, help keep passengers safe. Even though these laws are in place, accidents still occur; however, when the proper precautions are taken, risks can be minimized. As technology progresses so will vehicles; therefore, safety will continue to be a major concern. It is up to the motorists to decide to wear a seat belt, yet law enforcement officers are the ones who are there to enforce seat belt laws. Seat belts are installed into every car and truck, but should we have to wear them? Every state has a different law about who does and does not have to wear them, but in the state of Indiana if you are in a car that is equipped with seat belts and anyone above the age of 14 you are required to wear a seat belt. Also, children must use the correct car seat for their weight until they reach 135 centimeters tall or their 12th birthday, whichever comes first. There are several other reasons that you do not need to wear a seat belt such as if you are a driver who is reversing, or supervising a learner driver who is reversing, in a vehicle used for police, fire, and rescue services, a assenger in a trade vehicle and you are investigating a fault, driving a good vehicle on deliveries that is traveling no more than 50 meters between stops, or a licensed taxi driver who is ‘playing for hire’ or carrying passengers (Using, 1). If there is a reason that you cannot wear a seat belt due to medical reasons, your doctor must issue you a ‘Certificate of Exemption for Compulsory Seat Belt Wearing’. You must keep this in your car at all times and handy if a police officer pulls you over. There are strict seat belt laws world-wide but, according to statistics, they are hardly followed. Approximately 50% of lives will be saved in an accident if people wear seat belts. Seat belt safety statistics show that mostly the younger population between the age groups 16-35 is hardly found wearing seat belts. Seat belt facts also prove that 70% of the people wearing a seat belt have prevented injuries even on meeting with an accident. It is found that nearly 10,000 lives can be saved every year only by wearing a seat belt (Pandit 1). According to studies cited by the Independence Institute, â€Å"When subjects who normally did not wear seat belts were asked to do so, they were observed to drive faster, followed more closely, and braked later. In other words, people who are naturally cautious voluntarily choose to wear seat belts, and voluntarily drive safely. When reckless people are forced to wear seat belts, they â€Å"compensate† for the increased safety by driving more recklessly. Furthermore, no jurisdiction that has passed a seat belt law has shown evidence of a reduction in road accident death. (Veksler 1) Seat belts were designed to save peoples’ lives, this only works if they are worn correctly or even at all. Many people do not wear their seatbelts because they do not believe in their efficacy, because they have heard that wearing seat belts might actually cost them their lives in certain types of accidents (Mikkelson 1). The constitution allows everyone to have the freedom rights, but ho w fair is it for the government to dictate what we can and can’t do when it comes to wearing a seat belt. The U. S. National Highway Safety Bureau first required automobile manufacturers to install lap belts for all seats and shoulder belts for front seats in 1968; however, most Americans did not regularly use safety belts until 1984, when the first state laws were passed mandating seat belt use. As of today, there are 48 states in which it is illegal for a driver or passenger to travel without a seat belt (the exceptions are Maine and New Hampshire). Of those 48 states, 10 have primary enforcement, meaning that police can stop and ticket a motorist simply for not wearing a seat belt. The other 38 states with seat belt laws have secondary enforcement, meaning that police can only ticket people not wearing seat belts if they pull the car over for some other reason. If not all states have to wear them, then why make it a law? Many fatalities that are related to vehicle accidents can be avoided if the occupants wear their seat belts. Some say seat belts can be the cause of deaths. Although this may be true, it is proven that in most cases seat belts are far more likely to save a life than kill the occupants of a vehicle. As written in the World Almanac and Book of Facts, â€Å"In 2006, safety belts and child restraints saved an estimated 15,808 lives† (â€Å"U. S. Motor† 1746). Seat belts do save lives; therefore, the laws that promote their use should be enforced. When police have the authority to stop a motorist solely for not wearing a seat belt, which is called primary law, motorists have more of a reason to wear their seat belts. Furthermore, vehicle insurance premiums could decrease if seat belt laws are followed. It makes sense that insurance companies charge more because accidents are escalated due to negligence of the driver by not wearing his seat belt. This point is reiterated in the Hudson Valley Business Journal: â€Å"The safer all drivers are, the fewer injuries there will be, which affects everyone’s insurance premiums† (â€Å"Seat Belts† 18). If drivers would just take that extra step before driving, and buckle their seat belt, society as a whole might notice a decrease in insurance premiums in the future. Insurance providers may not notice the change right away, but in the long run they would have to notice that fatalities are decreasing. Though law enforcement programs such as Click-It-Or-Ticket help raise the use of seat belts, they do so by threatening drivers with fines for not buckling up. Laurie F. Beck, from the National Center for Injury Prevention and Control wrote, â€Å"Although rates of safety belt use in the United States have increased substantially since the first state law was passed in 1984, many motor vehicle occupants continue to travel unrestrained† (1619). Sometimes threats stop short of reaching the amount of people intended. Perhaps if programs were developed to reward drivers who get pulled over and are wearing their seat belt, then we would see a stronger increase in seat belt use. Patrol officers could be required to note when a driver was properly restrained; that information could be provided to insurance companies; those companies would know which motorists were driving safely, and could reward them with discounted premiums. We as American citizens should have the choice in if we wear them or not. There are many reasons that many people do not wear them, but here are just a few. Some people feel if they are going a speed of less than 40 mph, then they do not need to wear them; however the National Transportation Safety Board (NTSB) states that 80 percent of all crashes come at speeds of less than 40 mph and 75 percent of those are within 25 miles of home (Silverman 1). Another reason people do not wear their seat belts are because they believe they are uncomfortable. They believe the combination of the lap and shoulder belt is uncomfortable, so they either do not wear it or they put the shoulder belt under their arm. In doing this, it can cause internal injuries if they were ever in an accident. A different reason that some people do not wear their seat belt is because they feel their independence is being taken from them for being told what to do in their car. They feel that their car is their fortress and they should not be told what to do in it, especially by the government. Some people feel that if they are thrown from a car they have a better chance of being saved then staying in the car with the accident. This is not true according to the Kansas Traffic Safety Resource Office; individuals who get thrown from their cars are more likely to get killed than those wearing seat belts (Silverman 2). Finally, many drivers say they want to increase their chances of surviving a car fire or a submerged car. They feel that if they are buckled is it not only going to take longer to get out of the car, but if they are dazed or not alert, it is going to hinder their chances of getting out of the car alive. Less than ? of 1 percent of all accidents involve car fires or submersion. If some type of reward program happened to be in place, the scenario earlier could have ended differently. Maybe the driver would have suffered some type of injury, yet the seat belt could have stopped him from hitting his head on the windshield. Although seat belt laws promote the reduction of vehicle related fatalities and help decrease the cost of insurance premiums, other programs such as a reward program could further reach motorists. The more benefits motorists see about wearing seat belts the greater the chance they will choose to wear them. References: Beck, Laurie F. , et al. â€Å"Associations Between Sociodemographics and Safety Belt Use in States With and Without Primary Enforcement Laws. † American Journal of Public Health 97. 9 (2007): 1619-1624. Biomedical Reference Collection: Basic. EBSCO. Web. 29 Sept. 2011. Mikkelson, Barbara David. â€Å"Seat Belted. † Snopes. com. Urban Legends, 4 July 2011: 1-2. Web. 22 Sept. 2011. http://www. snopes. com/autos/accident/seatbelt. asp Pandit, Madhura. â€Å"Reasons to Wear your Seat Belt. † Buzzle. com. Buzzle. com, 2000-2011: 2. Web. 28 Sept. 2011. http://www. buzzle. com/articles/reasons-to-wear-your-seat-belt. html†Seat Belts, Car Seats Save Lives and Affect Insurance Premiums. † Hudson Valley Business Journal 6. 34 (1995): 18. Regional Business News. EBSCO. Web. 29 Sept. 2011. Silverman, Steve. â€Å"Why People Don’t Wear Seat Belts. † eHow. Demand Media Inc. 1999-2011: 4. Web. 28 Sept 2011. http://www. ehow. com/about_5456493_people-dont-wear-seat-belts. html â€Å"U. S. Motor Vehicle Accidents, 2006. † World Almanac Book of Facts (2009): 1746. Academic Search Premier. EBSCO. Web. 29 Sept. 2011. â€Å"Using a seat belt. † Direct. gov. Crown, 29 Sept. 2010: 3. Web, 28 Sept 2011. http://www. d irect. gov. uk/en/TravelAndTransport/Roadsafetyadvice/DG_4022064 Veksler, David. â€Å"The One Minute Case Against Mandatory Seatbelt Laws. † One Minute Cases. Politics, 21 May 2007: 1-3. Web. 22 Sept. 2011. http://oneminute. rationalmind. net/mandatory-seatbelt-laws/ How to cite Seat Belt Laws, Essay examples

Using Authentic Material for Adult Learners free essay sample

Adult education Adult education, also known as continuing education, is a broad term for the practice of teaching and educating adults and holds a significant role in the lifelong learning process. Most of the advancements in adult education appeared in the nineteenth century, during the period of industrialization, mainly because of the acceleration of scientifical and technological progress that led workers to continue updating their skills and knowledge in order to fulfill their full potential. Adult education as an academic field emerged in the 1960s and since then it has experienced tremendous development in both practice and research. Plato was one of the innovators of adult education in the sense that he would teach anybody, including women. As a result he provided a model of the instruction of adults. 2. Learning English Teaching English as a Second Language (TESL) is a significant sector of adult education. Language acquisition by adults is language learning, a deliberate, diligent, intellectual process that rarely, if ever, results in the total fluency acquired so naturally by any small child, regardless of intellectual ability or personal motivation. Language acquisition by children and language learning by adults are strikingly different phenomena. The techniques and tools concerning adults are also highly differentiated than those utilized for children, reflecting the divergent abilities, motivation and needs of these students. Chapter 1: The characteristics of the adult Greek learner 1. Who is the adult second language learner? It has been observed that over the last decades an increased interest has been demonstrated from the part of adults either to learn English as a second language or to develop their pre-existing English knowledge. The reasons of this phenomenon do not usually include personal interest but rather stem from the practical need of the adults to function more successfully in a world where English has grown to be considered the lingua franca. Adult learners basically study foreign languages (FL) for use in a particular professional, scientific or academic field. The extended demands of the marketplace as far as the expertise of the employers in concerned has led the working people to believe that in order to survive and thrive in the new socioeconomic environment they must enhance their competence. Thus, on the grounds of pursuing job opportunities and careers, Greek employers were obliged to achieve a proficient level of the English language both for communicative and learning purposes, since the majority of the newly discovered global knowledge is accessible primarily through the Internet and in the English language. Moreover, there are cases of people who faced the necessity of learning jargon, the specialized language regarding their work field, in order to become acquainted with the novel developments. In addition, a large number of adult Greek learners concerns those who needed to learn English for studying purposes, considering the fact that knowing English was a critical issue in starting post- graduate studies, especially abroad. However, contrary to the above learning groups that knowing English constituted a practical necessity, there is also a significant number of Greek adults who decided to learn English purely for personal and social reasons, since people not knowing the language have grown to be considered uneducated in the Greek society. . What do adult learners bring to class? It has been observed that the adult class is highly characterized by heterogeneity, taking into consideration the fact that adult learners have an already formed personality. At the same time, adults have specific intentions and expectations, carry background linguistic and educational knowledge and have formerly developed their own learning styles. Background knowledge and language Adult student s bear background knowledge and experience of their own in the lassroom, acquired either from work or home. This pre- existing knowledge of the world can be exploited in favour of the learning process. Specifically, it can function as a foundation on which the teacher can build the new knowledge. Moreover, adults already master one language, in this case the Greek one and that language is a fundamental element of their cultural and social identity. The adult student knows the sound and structure systems of his first language, a fact that can either facilitate or obstruct the learning process. Learning styles Alike to all students, adults follow different learning styles. While some learn more effectively by watching and listening, others need to take down notes and analyze rules. Thus, the instructor is obliged to respect the individuality of each student and adjust his teaching method in a way that makes use of and agrees with all the various learning styles. The teacher is also advised to urge the adult student to expose himself to the entire range of the divergent learning styles. Expectations It has become noticeable that adult learners tend to bring with them attitudes and knowledge developed in prior schooling, thus forming particular expectations from the current learning method and the teacher. There are learners who were uneducated or lack literacy skills and need encouragement and other, who are strongly confident because they have already studied a second language and were successful in it. Additionally, it is quiet likely that students with previous learning experiences have formed a personal opinion on how the class and material should be organized and taught. In cases where the methodology of the teacher does not comply with the teaching features to which they were formerly exposed, the students tend to question the efficiency and competence of the teacher. Consequently, for harmony and discipline to be maintained in class, it is necessary that the teacher negotiates the method and material to be used with his students. At the same time, the targets and theoretical background of each lesson should be thoroughly discussed, so that both participating sides work for a common goal. Chapter 2: Theoretic background of adult teaching and use of authentic materials 1. Principles of adult education The majority of TEFL specialists have concluded that adult teaching programs need to be designed according to specific educational principles and characterized by certain features: * Adults can learn when provided the opportunity * Adults need to know the reasons and benefits of the learning process * Adults want to learn * Adults have accumulated knowledge and experience Adult learners must be involved in the entire learning process * Materials must be adult oriented * Adults need to be considered as responsible and capable of self- direction * Adults do not want to be treated as children but as equals to the teacher * Instructors must be committed and concerned 2. English for Special Purposes (ESP) English for Special Purposes (ESP) is defined, according to Johnson and Johnson, as â€Å"language programs designed for groups or individuals who are learning with an ident ifiable purpose and clearly specified needs†. ESP is a learner-centred approach that is designed to meet specific needs of, basically, adult learners, who study foreign languages (FL) for use in a particular professional, scientific or academic field. ESP is considered one of the most significant areas in the language teaching field and is designed to develop students’ needs in order to enable them to communicate in the English language. Respectively, the materials that are included are basically chosen based on the learners’ area of professional expertise. In other words, it constitutes an attempt to help adult learners accomplish their occupational and academic needs and goals. Incontrovertibly, in such specialized courses learners have a range of needs and purposes, which play in important role in the teacher’s choice and preparation of materials. Thus, the very nature of adult education dictates that the material to be used should carry features that can expand the adult learners’ professional and academic knowledge so that they can meet the real world’s expectations. Consequently, it is safe to state that the most appropriate material for adult teaching is the authentic one. 3. Defining the term ‘authentic material’ In this point, it is important to narrow down the meaning of the term â€Å"authentic materials† in using examples of language produced by native speakers for some real purpose, rather than using language produced and designed specifically for in-classroom use. The issue of using authentic materials in language classrooms has been influential mainly over the last two decades. However, Chomsky (1965) and Hymes (1972) had earlier emphasized the importance of teaching authentic texts in culturally authentic contexts instead of texts designed for pedagogical purposes, by claiming that communicative competence does not only include the knowledge of the language but also the need of contextualized communication. Rogers and Medley (1998) move further and consider the terms of authenticity and authentic as describing oral and written language samples that are the reflection of language forms used naturally and appropriately based on the cultural and situational contexts. Chapter 3: Practical issues concerning authentic materials 1. Advantages of authentic material It has been acknowledged that the introduction of authentic material in the teaching process has a significant number of advantages. The most obvious is that students are exposed to real discourse, a fact that involves two very important aspects. Firstly, different language styles are accessible, thus students are given the opportunity to extend their vocabulary and secondly, language changes are reflected in the material, so that both students and teachers can keep abreast of the sociolinguistic evolvement of the English language. Apart from the above, students gain an intrinsic educational level, considering the fact that are kept informed of what is happening in the world and they come in contact with the British culture. In addition, the variety of the material, both in form and context, helps the students to develop skills as listening, reading, scanning, understanding, in an interesting and effective way. An additional very important aspect is that authentic material is natural and has substantial quality. Textbook- based material often contains artificial and unvaried language, which is structurally, grammatically and linguistically perfect. However, this feature that does not correspond to the characteristics that permeate the actual use of the language, which is not always flawless and immaculate, especially in its colloquial and everyday form. 2. Reasons for using authentic material It is only natural that some of these reasons coincide with the advantages of using authentic materials. To begin with, employing them ensures that the knowledge we transmit to our students is as modern and updated as possible. Moreover, the use of authentic material serves a practical necessity for those adults who plan on working or studying in the UK and need to get closer to the British culture and everyday life. Students come closer to the English culture by having contact with real aspects of their life. Additionally, it is undeniable that authentic material keeps the students’ interest alive, since it is more stimulating, memorable and at the same time exciting because it is different from what is known to the adult Greek learner. It is also worth mentioning that learners are exposed to â€Å"real† language in context, a fact that contributes in developing a broader language base. However, it has been stressed that the most critical and important reason for integrating authenticity in the syllabus is the learner’s motivation. If the student’s interaction with authentic material is established with interest and ease, they can participate actively in the learning process, resulting to the enhancement of their motivation levels. Furthermore, by coping with authentic materials successfully, students are given a sense of achievement and are encouraged to face the factual world and make comfort and fluent use of the language in real-life situations. ELT specialists have also claimed that adults often prefer a problem-solving orientation in learning, in the sense that learning may be more efficient and productive if they are presented with a problem in real context. What is more, it has been observed that adults are highly motivated to learn when they have the opportunity to gain new knowledge and expand their horizons, specially regarding their professional lives. 3. Instructions for selecting authentic material Selecting material is an activity that has grown to be considered challenging for every teacher and at concurrently of vital importance to the success of the teaching- learning process, hence should be meticulous and not at all random. The collection of authentic materials entails specific criteria that are imperative to be met, namely the learner’s age, level, interests, needs, goals and expectations and at the same time should be governed by three basic principles, suitability, exploitability and readability. To begin with, as far as suitability is concerned, the chosen material should be adjusted to the adult learner’s motivation and interests. It has been already specified that these are highly crucial aspects of efficient learning. Secondly, the material to be taught needs to be characterized by exploitability, in the sense that it can be used for teaching purposes. More specifically, it must be relevant to the goals of the learning process and be linked to the other aspects of the teaching. This can be accomplished through the use of themes, for example travelling, entertainment, social life, work, politics, ecology, literature etc. Last but not least, the material has to be selected in terms of its language and content, which have to be appropriate and chosen with consideration to the students’ level. However, there are cases that the density of cultural and situational references may be intimidating, even for the adult learner. Thus, it is evident that the nature of authentic materials is demanding and requires skillful and qualified teachers who will be able to provide precise information about certain trends and aspects of the British life. 4. Sources of authentic material The source of the material can be anything written in the target language and is used unedited in the classroom. Common examples are newspaper and magazine articles, songs, films, radio and TV broadcasts, leaflets, flyers, posters, maps, signs, recipes, web pages, blogs, advertisements and literature. Conclusion Authentic materials have been many times discussed as beneficial in teaching English for different skills. However, for settings other than general English, these materials may also work as a motivating feature and as a link between students’ general knowledge of language and their professional language needs. Authentic materials, being a part of the real world, can serve as excellent resources for introducing language in its real form to ESP learners whose final goal in taking ESP courses is to communicate properly in real-world contexts. Some of these materials which ESP learners encounter in their professional settings include articles as a part of their specific field literature, product labels, advertisements, brochures, newspapers, reports, literacy excerpts, audio recordings, and videotapes and best of all internet which unlike other sources is updated continuously. To sum up, using authentic materials is an easy, convenient and effective way of improving not only the students’ general skills, but also their confidence in a real situation.

Privatization Essays (565 words) - Market Structure, Monopoly

Privatization As a result of privatization in Russia, tens of thousands of state-owned enterprises - from small retail shops to major industrial enterprises - have been transformed into privately owned companies. Millions of Russian citizens became owners. The privatization is guided by the special government program which operates on different administrative levels: federal, regional and municipal. The authorities on any given level are authorized to privatize only those assets transferred to their ownership. Large-scale privatization By July 1994, 15,052 medium and large enterprises, employing more than 80% of the industrial workforce, had been privatized in a voucher-based privatization scheme. The second (post-voucher), cash-based phase of privatization is under way now. Government blocks of shares will be sold primarily to strategic investors in special investment tenders. The list of ?strategic enterprises?, including energy, defence and utilities, majority state ownership is to be retained for at least two to three years. In the second stage of privatization, enterprises will be able to buy the land and buildings they are associated with. Farm privatization has made limited progress so far. More than 80% of agricultural land is owned by large farms with some form of collective ownership and 10% remains state property. Only 6% is in the hands of private farmers and urban dwellers with small household plots own 4%. Property rights over agricultural land remain subject to heavy restrictions. Small-scale privatization By the end of 1995 more than 100,000 state-owned small-scale businesses (with less than 200 employees) had been transferred to private hands. The overwhelming majority of these were in the retail trade, public catering and consumer services sector, where private entities account for 80% of activity. The size of the private sector The non-state sector, including all corporatized enterprises irrespective of the share of state ownership, accounted for 70% of GDP and 60% of employment by the end of 1995. Forecast for 1996 Financial assets will be the main instrument of privatization in 1996. The share of facilities sold at auctions and commercial and investment tenders and privatized by the redemption of leased property and sale of immovables and land will grow. The development of the stock market will be based lagerly on demand from ?strategic investors? interested in high profitability for their investments and the gaining of control over enterprises. The sale of land and immovables to enterprises will be a new feature of privatization. According to estimates, the number of enterprises which will have changed their form of ownership will be 124,600 in 1996. Their aggregate output is estimated at 844 trillion rubles (accounted for 31% of GDP) and their combined personnel at 21 million (31.6% of employment). The creation of an effective bankruptcy mechanism and work with insolvent enterprises will be a major factor in enhancing economic efficiency. The legal base of bankruptcy is to be improved and effective bankruptcy procedures to be elaborated in 1996. This presumably is to facilitate the reduction of inter-enterprise debts. Adoption of international bookkeeping principles and audit standards can help solve many problems related to enterprise insolvency, restructuring, improvement and support. Next year's privatization process will be determined, to a considerable degree, by the state of the market. In 1996 it should acquire all the basic characteristics of the capital market, and its main task will be an effective inter-industry and inter-regional re-distribution of investment resources. Economics

Reflection on A&P ---- Be Your Self essays

Reflection on A&P Be Your Self essays In the movie industry there are directors trying to copy someone else ¡s style, wishing to create current film favorite. Among the entire scholars there are writers trying to imitate more successful authors. Nowadays people tend to be the product of other ¡s decision rather than what he really was, living in the world of other ¡s points of view. What ¡s more people regard it a taboo to defy the authority or the traditional value. However, the protagonist - Sammy in Updike ¡s story did make difference( you may think he didn ¡t weigh his option carefully to make a wise choice) He is my true model of integrity, being completely true to what is inside him - doing what he knew was right. Regardless of the immediate cost or sacrifice, he chose what he feels he must do, based on what if proper, not on what is expedient. He quitted his job for he disliked the way his manager treat the three bathing suit girls  ¡ After this come in here with your shoulders covered. It ¡s our Policy. ¡ Moreover, he thought,  ¡ once you being a gesture, it ¡s fatal not to go through with it ¡ So his acute saying of quitting the job wasn ¡t his false pride and ego or a manifestation to show his sympathy for the girl (even to attract the girl ¡s attention) but a strong love of liberty, and a detestation of hypocrisy. How true it was ¡ That ¡s policy for you. Policy is what the kingpins what. What the other want is juvenile delinquency ¡ Yet, it was a difficult choice of a moment or even a lifetime so unknown and often difficult, Sammy indeed choose the exception challenge path as  ¡ I felt how hard the world was going to be to me hereafter. ¡ I feel that he stands above everyone else ¡s life, for he didn ¡t opt to the common route, the reliable life. The story shows me that truth and love are two of the most powerful things in the world; and when they both go together they cannot easily be withstood. Sammy is really the master of his ...

Why Medical Mentors Can Pave the Way for Your Career Success

Why Medical Mentors Can Pave the Way for Your Career Success There’s a lot to learn before you can excel as the health care employee. Sure, you’ll read the textbooks and pass the tests to earn your credentials, but is that really enough to give you confidence when it’s time to step up in the thick of the job? What you will need along your career path is real-life advice and real-time observation that only a seasoned mentor can offer.  As a member of the wide-ranging health care field, you’re in luck–the industry is already filled with successful professionals who know the ins and outs of the job because they’ve lived them.  No matter what career level you have established, it will enrich your professional life to seek out a relationship with a trusted someone who has â€Å"been there, done that,† and lived to tell the tale.Textbooks can’t tell you what can go wrong on a 2 a.m. call and they can’t share stories about dealing with difficult patients. Stellar test scores donâ€⠄¢t mean you know what career path is best for you personally. Lean on trusted professionals whose careers have taken the shape you want for yourself.Soak in all the knowledge you can apply it to your job, and excel. Then, years down the line, you can pay it forward and share your very own life lessons and experiences to inspire a young new colleague to succeed!

Violent crime and Insurgency Essay Example | Topics and Well Written Essays - 500 words

Violent crime and Insurgency - Essay Example In contrast to that, a common criminal is one who looks for opportunistic target, lacks discipline and is selfish and can be discouraged comparatively easily. Generally, terrorists are well trained as compared to ordinary criminals. Due to the fact that terrorists are well trained, skilled and possess a specific goal in mind, the propensity of destruction and level of violence can be much higher than that which is created by criminals. Terrorists are so much determined to their cause that they don’t get afraid of putting even their own life in danger (Goldstein, 2007). Another important differentiation between criminals and terrorists is that when they are caught doing some illegal act, criminals usually escape from the criminal zone and take shelters in order to hide from police whereas terrorist usually call upon huge media propaganda and take credits of their acts. Another criteria which provides differentiation between terrorism and criminals violence is the frequency and span of attacks. Criminals usually operate within the span of their hide outs whereas terrorists operate within the boundary of an entire country. Many terrorists also operate internationally in geographic regions (White, 2006). Insurgency is often called as political effort or movement established for a specific aim. This sets it apart from terrorism where individuals establish goals and do every possible effort to achieve them. Another major difference between insurgency and terrorism is the intent of activities and operations. The ultimate objective of insurgency is to challenge the prevailing government through political concessions in order to share political power. Insurgency requires various kinds of supports including from external support, approval and recognition from other political parties etc. whereas a group of terrorist doesn’t require support from any side

Chinese-English code-switching in Fashion Magazines Essay

Chinese-English code-switching in Fashion Magazines - Essay Example The essay "Chinese-English code-switching in Fashion Magazines" concerns the Fashion Magazines and Chinese-English code-switching in them. Editors of fashion magazines pay close attention to the contexts of linguistics and how they relate to the reader. Catalogues of genre and cultural meaning play important roles in determining and feeding into target audiences so that the magazines make a profit. Both utilizations of code-switching describe how readers view text and absorb it from various geographical areas. The term code-switching derives from the linguistic term denoting the concurrent utilization of more than a single language in conversation. John Gibbons made the first major attempt to study it at Hong Kong University where the students spoke ‘university talk’. It is especially used in context of sociocultural linguistics, which is the study of how linguistic structure clarifies how a speaker’s selectivity of a specific language is influenced by social cont exts in which it is given. In the middle of the English sentence, the Chinese symbol for â€Å"a† and â€Å"whose† is inserted rather than the English word. The hypothesized reason to why this occurs is due to the fact that bilinguals are not completely efficient in the second language. The variety of contexts may be race, gender, ethnicity, age, and sexuality. These factors are acknowledged when implementing code-switching into media forms like magazines. Magazines are a main media source used because of how broad of an audience it reaches. The age group can vary from teens to the elderly and has the capability to reach its audience members via stores, mail, street stands, etc. Fashion in particular has dominated the market since the eighteenth century when the first Gentleman’s magazine came out in London (Ashish, 2009). This is why code-switching has been incorporated into this form of media outlet in an effort to get the target audience to respond in the des ired manner. In Japan, the implication of foreign language into magazines of fashion is not subsidiary to any subject restrictions (Haarmann, 2000). With such a limitless palette in which to work with, the editors as well as advertisers were able to target their audience better. The four context motivators to utilizing code-switching first came to light in the late 1970s when Cantonese-English code-switching arose in Hong Kong (David and Li, 2003). Euphemism was a sociolinguistic phenomenon that illustrated relation connections with the community with its focus being to relay the intended message of the speaker (Wenzhao, 2001). It is the act of replacing a potentially rude or offensive word with a lesser one, not only to appease the listener but to protect the speaker from trouble. Although, it can be amusing, it can be misleading. Bilingual punning derived from the intent to assign double meaning (David and Li, 2003). The way it is done is by taking two different words in two diffe rent languages and combining them into a sentence to form a joke or amusing sentence, hence the term pun. In this context, the meaning of specificity is not far from what it implies in that English is used in place of Chinese/Cantonese words for either the reason that the English word is more specific or general (David and Li, 2003). Therefore, the sentence is issued the way it was initially intended. Lastly, the

Two Spins on the US “War on Terror” Essay Example for Free

Two Spins on the US â€Å"War on Terror† Essay The September 11 tragedy has engendered the US â€Å"war on terrorism† that was launched to restore peace and world order. This, of course, echoes the side of the Bush administration. Other groups have argued that the war on terror failed to remedy terrorism since it has proven to be an act of terror itself. Instead of bringing peace, numerous individuals have analyzed the war on terror as an attempt of the US to re-establish itself as Empire. The long competing discourses for and against the US attack of Iraq have often left the common citizen confused and apathetic regarding the issue. This paper argues in the concluding part that it is not enough to be trapped in the various â€Å"spins† relating to the war on terror. More than ever, the times necessitate for individuals to speak up and make a political stand. Introduction After the September 11 tragedy, the US has taken on a role to defend its nation – even the world – from what it perceives as â€Å"terrorists. † This maneuver is grounded on various political and economic policies that have been championed and criticized by different peoples all over. The eventual result of this global campaign to â€Å"curb the spread of terrorism† is the US invasion of Iraq. Four years after the US, United Kingdom and the coalition made their move to crush the â€Å"enemy,† numerous groups and individuals contend that the situation has only gone worse. The US State department, on the other hand, lauds the measures being taken up to now, arguing that peace can only be achieved through a sustained and protracted â€Å"war on terrorism. † Fortunately or unfortunately (depending on which side one is from), the US war on terror is still very much at work today, making it a pressing issue gripping our nation and the world. This paper re-constructs the two â€Å"spins† surrounding the issue of the US war on terror by assuming the side of the US government and the opposition. The question of the hour would thus be: Did the US war on terror prove beneficial or detrimental? By â€Å"spin,† I am borrowing Bill Maher’s elementary definition of the term: â€Å"a lie communicated through the veneer of vague truth† (Press, 2002, xi). According to Bill Press, spin has a vital role in the way political campaigns are arranged today (Press, 2002, xiii). Taken from a ball sport which is cricket, the meaning of spin has then on evolved to connote highly manipulative and deceptive techniques that are selective in vision and interpretation of facts, values and statements. One of the most popular strategies used for spin is non-denial denial. It is much related to the way of talking in which the statements are constructed to assume unproven truths. Ambiguity and skirting, rejecting validity of hypothetical values, and appealing to internal policies – these constitute the strategy and method of spinning. Those who are skilled in spinning have developed a keen sense of timing that allows them to manipulate the people especially during tragic times like the September 11 tragedy. For instance, when British political advisor and press officer Jo Moore sent an email to her department stating that â€Å"It’s now a very good day to get out everything we want to bury,† the statement was manipulated to mean that Moore was insulting those who died and got buried during the September 11 tragedy (Watt, 2001). The trouble, apparently caused by spin, forced Jo Moore to resign. An individual skilled at spinning truths are called â€Å"spin doctors. † Today, the term spin doctor interestingly connotes nearly all politicians and bureaucrats. People from the government have often been vilified for their supposed attempts to conceal the truth from the people. From comedy shows to news editorial, government officials have now become popular figures to be poked at. Spin’s definition as false discourses implies that it is propagated in order to make the people believe a particular political agenda. However, this operative definition doesn’t suggest that the two competing sides regarding the US war on terror are both false. On the contrary, moments of truth are revealed by the very act of critically examining whatever is being handed to us whether by those protecting the status quo or those who oppose it. Therefore, at the offset, the this paper’s disclaimer is that it is impossible to assume the two sides of the issue as if an individual is ideology-free and bias-free. For the purposes of this exercise, however, this paper will attempt to present the arguments by positioning the author in the shoes of each side’s defenders. This paper will first do a spin of the pro- War side followed by a negative spin launched by the anti-war side. In the concluding part, the author will make his own stand and forward his own recommendations. War as path to world peace Ever since the US has been attacked by terrorists, it has become a necessity to protect the country from possible future attacks. The collapse of Word Trade Center, the mark of economic prosperity in the world, left a deep wound that gave President Bush no other choice but to fight back. According to President Bush, the death of thousands of Americans, generated by Islamic fundamentalists, must be avenged (â€Å"Bush defends†, 2005). The US war on terror is thus the answer for the restoration of peace. One of the measures undertaken by the resilient US government was the passage of Patriot Act. Now, any suspected terrorist may be searched and arrested without warrant (USA Patriot Act, 2001). The opposition would say that this law tramps down the right of the people. Apparently, the opposition does not see the bigger picture. It is better to sacrifice a bit of our liberties in order for our country to be protecting itself. Those opposing the efforts made by the Bush administration prove guilty of not wanting the US to recover from the devastating September 11 attacks. Thus, it is important, more than ever, that the measures the Bush administration has initiated be reasserted for the sake of national unity and progress. Securing US borders One painful lesson Americans have learned from the September 11 attacks is that the country’s borders should now be strongly secured from terrorists and other possible threats. The boundaries are regularly crossed by 330 million non-American citizens. It does not come as a surprise then that terrorists were able to gain easy access to the US (US Patriot Act, 2001). Not only terrorists but also criminals, illegal immigrants, drug addicts, and smugglers enter the US and threaten US security. The changing and quickly developing atmosphere of terror allows new chances for another attack. The US Patriot Act (2001) therefore asserts that border control must be strengthened. President George Bush points out two main principles of border control: 1) Americas state boundaries must contribute to the lawful trade and travel in the most efficient way 2) Border control must provide reliable protection against all possible threatening factors like terrorism, drug traffic, epidemics, arms traffic and others (Guild, 2003). In the 2003 Budget, $11 billion was allotted for boundaries security and $380 million for the Immigration and Naturalization Service. The plan is to build a modern entry-exit visa system that would surely secure the US from terrorists and other threats. This additional financing allows the border agencies to bring into effect reliable measures that would protect the US from foreign menaces, while at the same time letting legitimate goods and travelers cross the boundaries easily (Guild, 2003). An amount of $619 million was also given to the inspection budget of the Customs Service. This additional financing allows the Customs Service to fulfill its role to thwart dangerous goods like weapons of mass destruction. Particularly, the extra funding allows the Customs Service to hire about 800 new inspectors and make use of the most advanced technologies that will protect the US from harmful foreign goods (Guild, 2003). The 2003 Budget also increased by $1. 2 billion the financing of the Immigration and Naturalization Service (INS). The amount of money which totals to $5. 3 billion includes appropriate funding for constructing the entry-exit visa system. (Patel, 2003) The increase of funding is bound to help the INS have more patrol agents and inspectors in the northern boundary and to install integrated information systems providing efficient and precise data-sharing among the security agents. The entry-exit tracking system will help improve the flow of legitimate human influx while preventing dangerous or illegal individuals from getting across the state boundaries (Patel, 2003). The increased budget for border security therefore showcases the sincere efforts of President Bush to protect the American people. Although the budget is a bit expensive, it cannot be denied that the reward of security and safety remains inestimable.

Physics of Toilets :: physics toilet toilets

Throughout the ages we have seen timeless inventions to numerous to name. We have seen everythingfrom the inventio of the radio to the engine to the atomic bomb. But there is one invention that goes onunappreciated, even looked down upon. The toilet. The toilet is an amazingly simple invention which,without it, the world would be a very different place. Without toilets there would be waste in our housesas well as in the streets that would have to be manually taken care of. Without the flush toilet there is nopossible way that the world could survive as populated as it is. It is an invention that has become, in ourtime, a necessity. The Birth of the Flush Toilet The first successful attempt at a true water flush toilet as see them today came as early as 1862. Known as a "washout", it consisted of a bowl with a hole in the bottom on the front or back. Below this was a p-trap filled with water in order to prevent gas escape. Such wonderful devices became very popular over to the outhouses and earth closets (portable outhouses). They were much liked, though known to often flush incompletely. An improvewment was made on the "washout" when the bowl was combined as one with the p-trap. This was known as a "washdown". Though it was an improvement, neither the washout nor the washdown were known for aconsistent complete flush. Nearing the end of the centruy, sanitaryware manufacturers discovered that by diverting some of the water from tank pipe into the bowl acting almost like a jet flush. It was also learned that if the shape of the p-trap exit were changed it would act almost as a siphon sucking everything from the bowl. Thus the modern flush toilet was born. Though people often credit Thomas Crapper for the invention of the flush toilet, he was in actuality only the owner of one of the first largest toilet manufacturers. It was in fact a collection of ideas of many people from Leonardo DaVinci to John Harrington to Alexander Cumming and on through history. The Basic Concept Behind the Flushing Toilet Flushing a toilet is the perfect example of basic physics. A toilet is little more than a storage tank of potential energy. The tank on the back of every toilet, as most people know, is filled with water. When the flushing lever is pressed all of the stored water in the tank is suddenly released through a hole in the bottom of the tank.

Cypop 2

Positive relationships and communication Cyp3. 6 1. 1 Explain the importance of multi-agency working and integrated working The importance of multi-agency working and integrated working is that children in their early years may have a range of needs, so the way we work together with a wide range of different professionals can have a positive impact on children’s health, development and learning as we can make sure all information is passed on effectively.Multi agency working is important because it brings together practitioners from different areas of work to provide an integrated way of working to support children and their families. This ensures that children and young people who need additional support have the right professionals to support and help them as soon as they need the support and help. Integrated working is important as its main purpose is to focus on encouraging and allowing professionals to work together to deliver positive outcomes for each individual child.I ntegrated working allows things such as early intervention which means that agencies are able to intervene early into a situation before it worsens and hinders a child’s development. CYP3. 6 1. 2 Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children Better outcomes for children and young peopleThere are many outcomes for children that will be positive if the professionals working with the children and their families can share and agree upon the way they might assess, plan and implement for the child. Both the children and their parents can be involved in any plans to ensure that a child can achieve their potential. If the outcomes for any child are to be positive it is important that all adults involved understand what information can be shared and the importance of confidentiality.

Princess Stories and Marriage: The Effect on Young Minds Essay

It is no secret that in modern day America more than half of marriages end in divorce, yet many still fantasize their fairytale weddings and happy endings knowing that the chances of staying together for the rest of their lives are slim. These early concepts of happy endings develop in the minds of young girls during the period of time when gender roles start to be enforced. They are not only introduced to parenting but in the media as well. In past princess movies and stories, men have always been the people in power. They are the kings and prince charming that are supposed to sweep every princess off their feet and provide them a comfy lifestyle in the castle with a happily ever after. The princesses, on the other hand, are always shy, quiet, demure, poised, and need some kind of saving. The resolution of these stories always ends in the prince marrying the princess or beautiful maiden, thus completing his conquest and receiving his â€Å"award.† Young girls, as they are more marketable towards these stories, have adopted these elements into their own romantic life giving them false expectations of real-life relationships. 1 in 4 women will be victims of severe violence by an intimate partner in their lifetimes. They are conditioned from a young age to want to have a perfect romance, but false expectations often lead them to be in relationships with the wrong people. Although these stories may seem harmless, they push an outdated agenda on to a society where most are trying to progress into an era where women are treated as equal individuals and as valued members in society, not just your average princess. In My Problem With Her Anger, by Eric Bartels, the husband and wife power dynamics in marriage is showcased in a different way than what is depicted in princess stories. Bartels starts off the piece. The wife, according to her husband, is condescending, never appreciates what he does, and fights with him constantly, which breaks the stereotypical traits of a princess and princely relationship. Charles Perrault’s Cinderella is one of the main princess fairy tales that will be showcased in my writing, as it includes many of the topics discussed, such as gender roles, power dynamics, which can be tied back to modern day domestic abuse. A question that may appear when researching a question like this may be, how exactly does the princess story influence children on certain topics. Today, we have tv, movies, books, and the internet. Children are getting more and more educated in the media as they are learning in school how to do so. They can easily access these stories through different outlets. Although I believe princess stories are harmless in intent. They carry old-fashioned values that children, mostly emulate during their play time. I too played princess as a child and have grown to know that’s not how life really is. In princess stories, The princess gets everything done for her, she has servants and she’s just there to wait around for the magical prince to come and make her life better. Many girls grow up thinking the same way until they’ve faced a hard reality, but if privileged enough are still able to think this way until the day they get married, and in marriage then realize itâ€℠¢s not what the princess stories had advertised. Women are told to â€Å"deal† with what their husband gives them in life. They’re supposed to take whatever comes at them, but still, manage to keep the image of a â€Å"good woman.† Someone who takes care of their husband, the children, someone who never seems sad, cooks, cleans, maintains a good body. These are unrealistic qualities that a woman should have to uphold. Princess stories further argue that. For example, we take Beauty and the Beast, a tale that is taken very lightly and is seen as a beautiful romance in the eyes of many, but in fact is in a way a promoter of abuse. The beast is manipulative and a horrible thing. It takes her father with no remorse. Belle deals with his temper and abusive and threatening behavior yet she still â€Å"falls in love† In real life, this would not work out. In this story, Belle believes she can change the monster from his abusive and threatening nature to someone prince-like and chivalrous, but in fact, you can’t really change someone that easily, but the movie says its possible. In real life, this would probably not cut it. Many girls go through their princess phase and wanting to have their prince, and it’s a little alarming to me how they already know what they want through just a story. To me, princess stories don’t promote diversity and keep up with the modern day which limits a child’s way of thought. Princess stories to this day have only been heterosexual relationships. We are changing as a society and love are possible in many different ways. If children aren’t taught to be more accepting of others, seeing only heterosexual relationships in media will make them close-minded and homophobic. I see this myself with my little sister. She’s never watched any gay princesses or princes, therefore the idea of that seems disgusting to her, even though I’ve never taught her to be that way.

The Ancient Spartans Had a Murderous Secret Police

The Ancient Spartans Had a Murderous Secret Police If 300 taught us anything, its that the Spartans were a hardy and courageous group. But they werent the nicest to their own people, punishing young people brutally for infractions, and even utilizing the youth as a secret service! Meet the krypteia, a sort of Hitler Youth of Sparta. When a Training Procedure Goes Really,  Really Wrong According to ancient sources, the krypteia were as vicious as they came. Its members were chosen for their discretion and probably their hardiness, intelligence, and resourcefulness. As Plato has Megillus recount in his  Laws,  Spartan youths underwent training, widely prevalent amongst us, in hardy endurance of pain in the form of beatings, but it was the krypteia that was the most brutal of all. That kind of work was a wonderfully severe training. So what was their deal? Apparently, the idea for the krypteia mightve come from the  laws of Lycurgus,  the king of Spartan legalese; his reforms were, according to  Plutarch,  efficacious in producing valour, but defective in producing righteousness.   Writes Plutarch: I certainly cannot ascribe to Lycurgus so abominable a measure as the ‘krypteia,’ judging of his character from his mildness and justice in all other instances. Over time, the krypteia  evolved  from a form of uber-advanced fitness training to a sort-of-secret  guerrilla  force. The group appears to have had some representation in the mainstream Spartan army, as well; in Plutarchs  Cleomenes, a fellow named Damocles is given the title of commander of the secret service contingent. But  Damoteles doesnt get  the greatest rep - he was bribed to betray his own people to  the enemy - and the people he represented seem to have been even worse. The organization of the krypteia seems to have been in direct opposition to the regular hoplites in  the Spartan army, as if the very way it was set up made it different of special. The hoplites were organized, fought in a phalanx, and worked as a team; in contrast, the krypteia fought in secret, went out in  irregular groups and missions, and stayed away from Sparta proper, working and living on  the frontier. The Bad,  the Worst, and the  Really Ugly As Plutarch tells it, the Spartan leaders would periodically send the young men of the krypteia out into the country at large. What for, you might ask? The young soldiers would hide themselves until they came across groups of people called helots.  At night, they came down into the highways and killed every Helot whom they caught. Even during the day, the krypteia massacred  the helots working in the fields. The  Ephors, the leaders of Sparta, made formal declaration of war upon the helots, in order that there might be no impiety in slaying them. Perhaps, as some scholars have theorized, serving in the krypteia allows soldiers to practice stealth and cunning .But what the krypteia did was basically state-sanctioned massacre! Who were the helots? Why did the Spartan magistrates commission their young warriors to kill them? The helots were serfs owned by the Spartan state, basically slaves; the Roman historian Livy claims that they were a race of rustics, who have been feudal vassals even from the earliest times.  The krypteia was a force the government utilized to keep the helots in their place,  according  to Brandon D. Ross.  Aristotle discusses the helots in his  Politics, saying that the mere necessity of policing a serf class is an irksome burden. What freedoms do you give them? How much leeway  should  they get? he asks. The relationship between the Spartans and the helots was fractious at best. Once upon a time, the people of Spartan-ruled Messenia and the helots revolted against the Lacedaemonian lords. They took  advantage of the chaos that ensued after the earthquakes of 464 B.C., but that didnt work, and the Spartans kept up their cruel treatment.   How else did the Spartans torture the helots? Heres our pal Plutarch: For instance, they would force them to drink too much strong wine, and then introduce them into their public messes, to show the young men what a thing drunkenness was. They also ordered them to sing songs and dance dances that were low and ridiculous, but to let the nobler kind alone. The Spartan torture of the Helots wasnt a one-time thing. On one occasion, Livy recounts how, being charged with an intention to desert, they were driven with stripes through all the streets, and put to death. Another time, two thousand helots mysteriously disappeared in a possible act of genocide; then, on a different occasion, a bunch of helots were suppliants at the minor Temple of Poseidon Taenarius, but were seized from that sacred spot. That kind of sacrilege - violating the sanctuary of a temple - was as awful as it got; the right of asylum was a truly valued one. Shame on Sparta!

Burns

Burns Unlike other tissue damages, burns can cover a wider range of surface area. The causes may come from a variety of events such as boiling liquid, exposure to harmful chemicals, or electrical shock. Signs that indicate a burn may be swelling, redness of the area of damage, and pain. Burns are categorized by degree based on the duration, size and severity of injury; the least severe being first degree burns, second degree burns and the worst, third degree burns. Not only are there the regular, common burns that would first come to mind, but there are also chemical burns and electrical burns. Chemical burns occur when the skin is exposed to a corrosive substance that consists of either a strong base or acid. Electrical burns are cause by contact with electric conducting objects that are live. Types of treatment are determined by the severity and also determine the place to which the person should receive the treatment. Regeneration of the damaged tissue will differ accordingly to the type of burn. First degree burn, it refers to the superficial damage to the skin and causes only local inflammation. The inflammation consists of pain, a small amount of swelling, dryness and redness. Peeling, of the area affected, may be seen. This type of burn will only have an effect on the epidermis. Examples of first degree burns include sunburns, flash burns or any other burn that derives from a brief exposure to severe heat. Treatment for this type of burn depends on the location, cause, extent of the burn and may include cold compresses, skin soothing ointments or pain relieving aspirin. The skin usually heals within a time span of a few days without permanent tissue damage. Second degree burns affect the epidermis and the superficial dermis layer of the skin. The burn is often characterized by moist blisters, skin lesions, and bits of shredded epidermis. Also, the injury is often displayed as white. The area of damage is prone to high risks of infection and victim experiences intense pain around the area. In a lot of cases, second degree burns are the consequences of exposure to flames, scald inducing events and contact with chemicals, electricity or hot objects. The treatments for second degree burns depend of the same characteristic of first degree burns. Second degree burns include the addition of extra care to prevent infections. The skin heals within about 3 weeks and 6 weeks if the wound is superficial or deep, as the skin re-epithelializes. At the end of healing, there is minimal scarring to no scarring at all although discoloration of the area may be present. A third degree burn, also referred to as a full thickness burn, destroys the epidermis, the entire dermis beneath it, injures the subcutaneous tissue, and may spread to the muscles. Accessory structures are destroyed. The area of the wound may appear white and leathery due to the damages done to the blood vessels and nerves. The affected skin may also appear black, yellow, or even brown and is painless due to the impairment of vessels and nerves. The skin loses its elasticity, becomes dry and produces the appearance of being charred. Some of the causes of third degree burns may include scalding liquids, flames, chemical substances, over-exposure to excess heat or even electricity. If not taken into serious account with medical attention, the damaged skin will heal poorly and slowly. Since the epidermis and hair follicles are eliminated, new skin will not form. Treatments for these burns consist of procedures such as attentive care and cleaning, skin grafting, anti-biotic mediation and as such. The smaller areas will take fewer months to heal than the larger areas since those require grafting, which is the replacement of the previous damaged skin with transplant skin through surgery. ttp://www. webmd. com/skin-problems-and-treatments/third-degree-burn-full-thickness-burn http://www. medicinenet. com/burns/page2. htm http://faculty. stcc. edu/AandP/AP/AP1pages/Units1to4/skin/repairof. htm http://www. urmc. rochester. edu/encyclopedia/content. aspx? ContentTypeID=90ContentID=P01760 http://www. chw. org/display/PPF/DocID/21911/router. asp http://www. metrohealth. org/body. cfm? id=1014oTopID=1007 http://www. rayur. com/skin-burn-anatomy-definition-causes-symptoms- and-treatment. html Burns Unlike other tissue damages, burns can cover a wider range of surface area. The causes may come from a variety of events such as boiling liquid, exposure to harmful chemicals, or electrical shock. Signs that indicate a burn may be swelling, redness of the area of damage, and pain. Burns are categorized by degree based on the duration, size and severity of injury; the least severe being first degree burns, second degree burns and the worst, third degree burns. Not only are there the regular, common burns that would first come to mind, but there are also chemical burns and electrical burns. Chemical burns occur when the skin is exposed to a corrosive substance that consists of either a strong base or acid. Electrical burns are cause by contact with electric conducting objects that are live. Types of treatment are determined by the severity and also determine the place to which the person should receive the treatment. Regeneration of the damaged tissue will differ accordingly to the type of burn. First degree burn, it refers to the superficial damage to the skin and causes only local inflammation. The inflammation consists of pain, a small amount of swelling, dryness and redness. Peeling, of the area affected, may be seen. This type of burn will only have an effect on the epidermis. Examples of first degree burns include sunburns, flash burns or any other burn that derives from a brief exposure to severe heat. Treatment for this type of burn depends on the location, cause, extent of the burn and may include cold compresses, skin soothing ointments or pain relieving aspirin. The skin usually heals within a time span of a few days without permanent tissue damage. Second degree burns affect the epidermis and the superficial dermis layer of the skin. The burn is often characterized by moist blisters, skin lesions, and bits of shredded epidermis. Also, the injury is often displayed as white. The area of damage is prone to high risks of infection and victim experiences intense pain around the area. In a lot of cases, second degree burns are the consequences of exposure to flames, scald inducing events and contact with chemicals, electricity or hot objects. The treatments for second degree burns depend of the same characteristic of first degree burns. Second degree burns include the addition of extra care to prevent infections. The skin heals within about 3 weeks and 6 weeks if the wound is superficial or deep, as the skin re-epithelializes. At the end of healing, there is minimal scarring to no scarring at all although discoloration of the area may be present. A third degree burn, also referred to as a full thickness burn, destroys the epidermis, the entire dermis beneath it, injures the subcutaneous tissue, and may spread to the muscles. Accessory structures are destroyed. The area of the wound may appear white and leathery due to the damages done to the blood vessels and nerves. The affected skin may also appear black, yellow, or even brown and is painless due to the impairment of vessels and nerves. The skin loses its elasticity, becomes dry and produces the appearance of being charred. Some of the causes of third degree burns may include scalding liquids, flames, chemical substances, over-exposure to excess heat or even electricity. If not taken into serious account with medical attention, the damaged skin will heal poorly and slowly. Since the epidermis and hair follicles are eliminated, new skin will not form. Treatments for these burns consist of procedures such as attentive care and cleaning, skin grafting, anti-biotic mediation and as such. The smaller areas will take fewer months to heal than the larger areas since those require grafting, which is the replacement of the previous damaged skin with transplant skin through surgery. ttp://www. webmd. com/skin-problems-and-treatments/third-degree-burn-full-thickness-burn http://www. medicinenet. com/burns/page2. htm http://faculty. stcc. edu/AandP/AP/AP1pages/Units1to4/skin/repairof. htm http://www. urmc. rochester. edu/encyclopedia/content. aspx? ContentTypeID=90ContentID=P01760 http://www. chw. org/display/PPF/DocID/21911/router. asp http://www. metrohealth. org/body. cfm? id=1014oTopID=1007 http://www. rayur. com/skin-burn-anatomy-definition-causes-symptoms- and-treatment. html

SWOT annalysis Assignment Example | Topics and Well Written Essays - 500 words

SWOT annalysis - Assignment Example This paper examines the company’s strengths, weaknesses, opportunities and threats as depicted in the Figure 1 below. With regard to strengths, PepsiCo, Inc. is renown in maintaining top brands. Indeed, Pepsi is one of the most recognized brands in the globe. In the year 2008 for example, Pepsi featured in the 28th position in the top 100 global brands rankings. Furthermore, most of its other brands are top brands as well. They include Diet Pepsi, Lipton Teas, Tropicana, Aquafina Bottled Water, Quaker Foods and Snacks, Tostitos, Sierra Mist, Gastorade Mountain view among many others. Most of these brands dominate in over 200 countries worldwide. Another strength of PepsiCo, Inc. is product diversification. In this regards, Pepsi maintains a wide variety of products including juice drinks, snacks, bottled water, breakfast cereals, ready-to-drink beverages, cakes, among other. Also, PepsiCo, Inc. maintains an excellent distribution channel. In this regards, the company enhances proper the delivery of its products directly from the places of manufacture to the consumers and retail stores. The company also markets their own products, giving them a competitive advantage. With regards to weakness, PepsiCo, Inc. heavily depends on Wal-Mart. Approximately 12 percent of PepsiCo’s total net sales is sold to Wal-Mart (Datemornitor, 2011). This therefore implies that PepsiCo is greatly affected by Wal-Mart’s strategies to large extents. For instance, Wal-Mart’s low price strategy mounts lots of pressures to PepsiCo, Inc. Overreliance on the US markets also constitutes PepsiCo’s weakness. In this regards, a substantial portion of PepsiCo’s revenues originate from the United States. As such, the company is largely affected by changes in the economic condition in the US economy. With reference to opportunities, PepsiCo continues to broaden its product base. For example, PepsiCo, Inc. recently